Integration of Competency-Based Medical Education (CBME) in Undergraduate Curriculum: Opportunities and Challenges in Pakistani Medical Colleges

CBME Integration in Undergraduate Medical Education in Pakistan

Abstract

Competency-Based Medical Education (CBME) is an outcome-oriented approach increasingly emphasized in undergraduate medical training. Its successful integration depends largely on faculty understanding and their perceptions of opportunities and barriers. Objectives: To assess the feasibility of integrating CBME into the undergraduate curriculum by examining faculty knowledge, perceived opportunities, and perceived challenges. Methods: This cross-sectional study was conducted at the Department of Medical Education, CMH Lahore Medical College and Institute of Dentistry, Lahore, Pakistan, from September 2024 to December 2024. Seventy-eight faculty members involved in undergraduate teaching were included through non-probability consecutive sampling. A structured self-administered questionnaire was used. The knowledge domain comprised five items scored 0-5; scores of 0-2 were categorized as inadequate knowledge and 3-5 as adequate knowledge. Opportunity and challenge domains were summarized as mean composite scores. Data were analyzed in SPSS version 26.0 using chi-square and independent-samples t-tests, with p<0.05 considered significant. Results: Mean age was 45.27 ± 9.17 years, and mean teaching experience was 12.17 ± 7.48 years. Mean CBME knowledge score was 2.50 ± 1.09. Knowledge level was significantly associated with gender (p=0.007). Faculty aware of PMDC guidelines had significantly higher Opportunity Scores (p=0.020). Challenge Scores did not differ significantly across subgroups. Conclusions: Faculty demonstrated modest knowledge of CBME, while perceptions of opportunities improved with greater policy awareness. Shared challenge scores suggest the need for broader institutional support, faculty development, and clearer dissemination of CBME guidance.