Indian medical education was structured and believed in summative assessment. Competency-based medical education (CBME), on the other hand, is to train the learner to become a holistic primary care physician. Competency-based medical education\'s competencies are so designed to bridge the gap between theoretical aspects with practical clinical skills, tempered with compassion and empathy to become a health professional guided by a value system having sound ethical principles.
Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach 2010;32(8):631–637. DOI: 10.3109/0142159X.2010.500898.
Swing SR. The ACGME outcome project: retrospective and prospective. Med Teach 2007;29(7):648–654. DOI: 10.1080/01421590701392903.
General Medical Council. Tomorrow's Doctors: Education Outcomes and Standards for Undergraduate Medical Education. Available from: http://www.gmc-uk.org/Tomorrow_s_Doctors_1214.pdf_48905759.pdf. [Last accessed on 2016 May 16].
Medical Council of India Regulations on Graduate Medical Education; 1997. Available from: http://www.mciindia.org/Rules-and-Regulation/GME_REGULATIONS.pdf. [Last accessed on 2016 May 16].
Batalden P, Leach D, Swing S, Dreyfus H, Dreyfus S. General competencies and accreditation in graduate medical education. Health Aff (Millwood) 2002;21(5):103–111. DOI: 10.1377/hlthaff.21.5.103.
Hurtubise L, Roman B. Competency-based curricular design to encourage significant learning. Curr Probl Pediatr Adolesc Health Care 2014;44(6):164–169. DOI: 10.1016/j.cppeds.2014.01.005.
Medical Council of India. Vision 2015. New Delhi: Medical Council of India; 2011. Available from: http://www.mciindia.org/tools/announcement/MCI_booklet.pdf. [Last accessed on 2016 May 16].
Harris P, Snell L, Talbot M, Harden RM. Competency-based medical education: implications for undergraduate programs. Med Teach 2010;32(8):646–650. DOI: 10.3109/0142159X.2010.500703.
Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in Competency-based medical education. Med Teach 2010;32(6):676–682. DOI: 10.3109/0142159X.2010.500704.
Vinten-Johansen P, Riska E. New Oslerians and real flexnerians: the response to threatened professional autonomy. Int J Health Serv 1991;21(1):75–108. DOI: 10.2190/7EDU-HA2D-Q39L-D70W.
Caverzagie KJ, Nousiainen MT, Ferguson PC, Ten Cate O, Ross S, Harris KA, et al. Overarching challenges to the implementation of competency-based medical education. Med Teach 2017;39(6):588–593. DOI: 10.1080/0142159X.2017.1315075.
Shah N, Desai C, Jorwekar G, Badyal D, Singh T. Competency-based medical education: an overview and application in pharmacology. Indian J Pharmacol 2016;48(Suppl 1):S5–S9. DOI: 10.4103/0253-7613.193312.
Kiguli-Malwadde E, Olapade-Olaopa EO, Kiguli S, Chen C, Sewankambo NK, Ogunniyi AO, et al. Competency-based medical education in two sub-saharan african medical schools. Adv Med Educ Pract 2014;5:483–489. DOI: 10.2147/AMEP.S68480.
Cate OT. A primer on entrustable professional activities. Korean J Med Educ 2018;30(1):1–10. DOI: 10.3946/kjme.2018.76.
Timmerman AA, Dijkstra J. A practical approach to programmatic assessment design. Adv Health Sci Educ Theory Pract 2017;22(5):1169–1182.
Ananthakrishnan N, Karthikeyan P, Pulimoottil DT, Jaganmohan R, Adkoli BV, Ravishanker M, et al. SBV model of competency-based learning and training for post-graduate education. Ann SBV 2017;6(1):5–10. DOI: 10.5005/jp-journals-10085-6102.