Perception of Budding Indian Medical Graduates Towards Competency-based Medical Education: A Cross-sectional Study in a Private Medical College of Northwestern Karnataka, India

Introduction: Competency-Based Medical Education (CBME) has fundamentally reshaped India's medical education since its adoption in 2019-20 under the former Medical Council of India (MCI), now National Medical Commission (NMC). This learner-centric, patient-focused curriculum aims to cultivate "Indian Medical Graduates" (IMGs) who are globally relevant and competent as first-contact physicians. CBME emphasises essential knowledge, skills, values, professionalism, gender sensitivity and adaptability, aligning with international standards to prepare IMGs for diverse healthcare roles. Aim: To assess the perception of Bachelor of Medicine, Bachelor of Surgery (MBBS) students from all Phases towards CBME and its implementation. Materials and Methods: This cross-sectional study was conducted at KAHER’s, Jawaharlal Nehru Medical College (JNMC), Belagavi, Karnataka, India from April 2024 to June 2024. The study encompassed 759 undergraduate students from Phase I, Phase II, III Part I and III Part II, with no dropouts. A structured, validated questionnaire was distributed to participants via WhatsApp/Email to assess their perceptions regarding CBME and its new components: self-directed learning, small group teaching and mentorship. The responses were captured on a 5-point Likert scale and analysed statistically using the statistical software R version 4.4.0 and Microsoft Excel. Results: The study included 759 students with a mean age of 20.46±1.46 years. The participant group was predominantly female (56.52%) compared to male students (43.08%). Regarding the foundation course, the majority of students 691 (91.04%) had a positive perception, with only 7 (0.92%) reporting a negative perception and 61 (8.04%) remaining neutral. A total of 633 (83.4%) students had a positive attitude toward SelfDirected Learning (SDL) and Small Group Teaching (SGT), while 699 (92.09%) favored the new components of CBME. Overall, CBME received positive feedback from 699 (92.09%) students, with only 8 (1.05%) expressing negativity and 52 (6.85%) remaining neutral. Conclusion: The study found that undergraduate medical students had a predominantly positive perception of the CBME curriculum. Key components like the foundation course, SDL, SGT and integration were well received. These results align with the study’s objective, confirming effective implementation at the institutional level.