Assessment of Teaching Competency and Educational Needs among Medical Faculty Using Competency-Based Framework
Keywords:
Teaching Competency, Medical Faculty, Faculty Development, Competency-Based Medical Education, Educational Needs, Medical Education.Abstract
Background: Teaching competency among medical faculty plays a central role in the quality of undergraduate medical education. In the context of competency-based medical education, faculty members are expected to exhibit competencies beyond "content delivery" such as assessment, feedback, mentoring, curriculum planning, educational technology and scholarly teaching.
Objective: To assess teaching competency and identify educational needs among medical faculty using a competency-based framework.
Methodology: A descriptive cross-sectional study was conducted at Women Medical College from June 2025 to December 2025. Involved 91 faculty members (basic and clinical departments). Competency in teaching was evaluated through eight domains in a structured 5-point Likert scale item-based questionnaire. The educational needs and preferred faculty-development methods were also documented. Data was analyzed with descriptive and inferential statistics and a p-value < 0.05 was considered as statistically significant.
Results: The overall mean teaching competency score was 3.55 ± 0.52. Communication and learning environment showed the highest mean score (4.12 ± 0.55), followed by teaching and facilitation skills (3.98 ± 0.61). The lowest scores were observed for educational scholarship/research (2.96 ± 0.79), educational technology (3.18 ± 0.81), and curriculum and competency-based medical education knowledge (3.31 ± 0.75). Moderate competency was observed in 53.8% of participants, while 27.5% had high and 18.7% had low competency. Previous faculty-development training was significantly associated with higher competency scores (p < 0.001).
Conclusion: Medical faculty demonstrated moderate overall teaching competency, with notable educational needs in assessment, competency-based curriculum development, educational technology, and medical education research. Structured and continuous faculty-development programs should focus on these areas to strengthen teaching quality and support competency-based medical education.
