Attainment of Indian Medical Graduate (IMG) roles through the curriculum: The untold stakeholder perspective

T. Gugapriya, Sithikantha Banarjee, M. Girish, Sachin Damke, Shital Bhattad
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Abstract

Background: Graduate Medical Education Regulations 1997 and “Vision 2015” documents were the steps toward training a skilled and competent Indian Medical Graduate (IMG). To implement the changes in the curriculum and to achieve the IMG goal, a nation-wide faculty development program was started by the Medical Council of India in 2009. Even before the introduction of Competency-Based Medical Education (CBME) in 2019, the Indian medical curriculum imbibed and trained the Graduates in competencies relevant for an IMG. This research was to attempt to understand the stakeholder perspective of the contribution of the curriculum in attaining the IMG roles prior to 2019. Methodology: The present multicentric study was carried out among 450 interns belonging to batch 2018 in the state of Maharashtra. A self-administrated, online, structured questionnaire containing 27 items based on IMG roles was used as the study instrument. Descriptive analysis was performed to arrive at the perception of stakeholders. Results: Analysis of self-rating of the competency for IMG roles showed a 30.7% for the “leader and as a team member role”. A detailed analysis noted that the majority of the participants lacked confidence in the role of the “medical expert.” Competency in the psychomotor domain gained maximum self-rating in comparison to the affective domain. The overall rating about their undergraduate training toward five IMG roles had an unsatisfactory score of 56.3% for the “lifelong learner” role. Conclusion: The study highlighted the stakeholder perspective about curriculum equipping them in developing “leader and a team member” while failing with “lifelong learner” IMG role. The study also emphasized that the attitudinal domain needs addressing by the CBME curriculum.
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印度医学研究生(IMG)在课程中扮演的角色:不为人知的利益相关者视角
背景:《1997年研究生医学教育条例》和《2015年愿景》文件是培养一名技术娴熟、能力出众的印度医学研究生(IMG)的步骤。为了实施课程改革并实现IMG目标,印度医学委员会于2009年启动了一项全国教师发展计划。甚至在2019年引入基于能力的医学教育(CBME)之前,印度医学课程就吸收并培训了毕业生与IMG相关的能力。本研究旨在了解利益相关者对2019年之前课程在实现IMG角色方面的贡献的看法。方法:本多中心研究在马哈拉施特拉邦2018批次的450名实习生中进行。使用一份自我管理的、在线的、结构化的问卷,其中包含27个基于IMG角色的项目,作为研究工具。进行描述性分析以得出利益相关者的看法。结果:对IMG角色能力的自评分析显示,“领导者和团队成员角色”的自评率为30.7%。一项详细的分析指出,大多数参与者对“医学专家”的角色缺乏信心。与情感领域相比,心理运动领域的能力获得了最大的自我评价。对于“终身学习者”角色,他们对五个IMG角色的本科生培训的总体评分为56.3%,令人不满意。结论:该研究强调了利益相关者的观点,即课程使他们能够培养“领导者和团队成员”,而不能胜任“终身学习者”IMG角色。该研究还强调,态度领域需要通过CBME课程来解决。
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来源期刊
CiteScore
0.30
自引率
0.00%
发文量
2
审稿时长
16 weeks
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