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| EDUCATION FORUM |
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| Year : 2021 | Volume
: 67
| Issue : 2 | Page : 80-90 |
Assessment toolbox for Indian medical graduate competencies
T Singh1, S Saiyad2, A Virk3, J Kalra4, R Mahajan5
1 Medical Education Unit, Sri Guru Ram Das University of Health Sciences, Amritsar, Punjab, India
2 Department of Physiology, Smt. NHL Municipal Medical College, Ahmedabad, Gujarat, India
3 Department of Community Medicine, Adesh Medical College and Hospital, Kurukshetra, Haryana, India
4 Department of Pharmacology, Himalayan Institute of Medical Sciences, Dehradun, Uttarakhand, India
5 Department of Pharmacology, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
Correspondence Address:
R Mahajan
Department of Pharmacology, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jpgm.JPGM_1260_20
The new competency-based medical education curriculum for Bachelor of Medicine and Bachelor of Surgery is being implemented in a phased manner in medical colleges across India since the year 2019. The Graduate Medical Education Regulations enlist a total of 35 global competencies for the five roles expected of an Indian medical graduate, the roles being clinician, communicator, leader, professional, and life-long learner. Along with an effective implementation of the new curriculum, both in spirit and in action, it is imperative to assess the listed competencies. The new curriculum demands a more careful and mature selection of assessment tools, based on the competency and its expected level of achievement. It is these two variables that make choosing the right assessment method not just a matter of choice, but also of expertise. An array of tools in our armamentarium can sometimes separate confuse and the teachers. So, using the right tool, in the right context, at the right juncture, supplemented by other tools, and backed by constructive feedback, can help nurture the good intent ingrained in the competency-based curriculum. Hence, an attempt was made to compile an assessment toolbox for various global competencies. A PubMed, Science Direct and Google Scholar search, with relevant keywords was carried out. To the initially extracted 90,121 articles, limitations were applied, duplicates were removed and screening for assessment of global competencies and its attributes was done to select 232 articles. Finally, 31 articles were used for designing the proposed toolbox. Prioritization for the tools for the global competencies was based on thorough literature review and extensive discussion. The evolved assessment toolbox is presented in this article, which would help teachers pick the most useful methods of assessment for global competencies.
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