Challenges in Implementing Competencybased Medical Education Curriculum in Pharmacology: An Indian Perspective

Dear Sir, Competency-Based Medical Education (CBME) represents a shift from the traditional medical training to an outcome-oriented approach [1]. The CBME curriculum was introduced in 2019 and revised in 2024, but there still seems to be a lag in the form of curriculum design and limited time. Hence, there is a need for a curriculum re-review and support for active learning. CBME emphasises that learners should achieve specific competencies (skills, knowledge and attitudes), active learning formats such as Self-Directed Learning (SDL), Small-Group Discussions (SGD), Demonstration-Observation-Assistance-Performance (DOAP), which can improve learners’ skills and confidence. The idea of CBME is good and is highly praised, but the ground reality is that there is a lag between the curriculum and its implementation [2-4]. There are some competencies that demand a detailed understanding, but they are clubbed into a single competency. For example, competency pH 8.3, which is mentioned as, “Explain the kinetics, dynamics, adverse effects, indications of the following antibacterial drugs: sulphonamides, quinolones, beta-lactams, macrolides, tetracyclines, aminoglycosides, and newer antibacterial drugs” [5].