Competency Based Medical Education in Undergraduate Medical Students: Trends, Innovations, and Future Directions at Private Medical College

Abstract

Background: Competency-Based Medical Education (CBME) is transforming undergraduate medical education from traditional time and content based approaches toward outcome oriented learning, emphasizing the demonstration of knowledge, clinical skills, professional behaviors, communication and patient centered competencies. Contemporary CBME increasingly incorporates workplace-based assessment, simulation, structured feedback, digital learning, entrustable professional activities (EPAs), learning analytics, and artificial intelligence (AI). Understanding students’ perceptions of these evolving approaches is essential for strengthening CBME implementation in Pakistani medical colleges.

Objective: To assess the perceptions of undergraduate MBBS students regarding CBME, including contemporary educational trends, innovative teaching and assessment approaches, perceived challenges, and future directions at Sahara Medical College, Narowal, Pakistan.

Methodology: A descriptive cross-sectional study will be conducted among undergraduate MBBS students from first to final year at Sahara Medical College, Narowal. Data will be collected using a structured, self-administered questionnaire assessing students’ perceptions of competency-based teaching and learning, formative and workplace-based assessment, feedback, simulation, digital learning, EPAs, and AI-supported education. Responses will be recorded using a Likert-type scale. Data will be analyzed using appropriate descriptive and inferential statistics, including frequencies, percentages, means, and standard deviations. Associations between academic year and students’ perceptions of CBME will be explored using appropriate statistical tests, with statistical significance set at p<0.05.

Results: Among 240 undergraduate MBBS students, representation across academic years was relatively balanced, with females comprising 56.3% and 72.5% reporting previous exposure to CBME. Overall perceptions of CBME were favorable (mean score 4.01 ± 0.44), with significantly higher perceptions among senior students (F = 7.84, p < .001). The highest-rated domains were future CBME innovations (4.31 ± 0.59), AI-supported learning (4.29 ± 0.61), and digital learning (4.21 ± 0.63). Students most frequently identified large class sizes (72.5%) and inadequate faculty training (69.6%) as implementation barriers, while AI-assisted learning (90.0%) and simulation/VR (87.9%) were the most supported future innovations.

Conclusion: Assessing undergraduate students’ perceptions can provide important institutional evidence for strengthening CBME at Sahara Medical College. Integrating authentic clinical experiences, innovative teaching strategies, continuous assessment, structured feedback, simulation, and responsible AI-supported learning may enhance competency development and graduate preparedness. Sustainable implementation should be supported by faculty development, appropriate assessment systems, technological infrastructure, and continuous curriculum evaluation.