Competency-Based Medical Education in India Under the National Medical Commission: A Systematic Review of Strengths, Limitations, and Future Directions

Authors

1. Vijay Prasad Sangishetti
   Associate Professor, Department of Pharmacology, SRVS Medical College, Shivpuri, M.P
2. Ila Jitesh Gujaria
   Professor, Department of Anatomy & MEU Coordinator, SRVS Medical College, Shivpuri, M.P
3. Kshatrapal Prajapati
   Associate Professor, Department of Community Medicine, SRVS Medical College, Shivpuri, M.P

Abstract

Medical education in India underwent a landmark structural transformation when the National Medical Commission (NMC) replaced the Medical Council of India's conventional curriculum with a Competency-Based Medical Education (CBME) framework in 2019. The reform requires Indian Medical Graduates (IMGs) to demonstrate measurable competencies across clinical care, communication, professionalism, and lifelong learning. To systematically evaluate the salient features, documented strengths, implementation challenges, and priority improvement areas within the NMC-CBME framework, with a focus on Indian evidence. A systematic narrative review was conducted following PRISMA 2020 guidelines. PubMed/MEDLINE, Scopus, Google Scholar, and ERIC were searched using relevant MeSH terms. Official NMC policy documents and peer-reviewed Indian and international studies were included. Thematic synthesis was applied across heterogeneous study designs. The NMC-CBME curriculum incorporates ten defining structural features including outcome-oriented competency mapping, horizontal and vertical integration, early clinical exposure (ECE), the Foundation Course, the Attitude, Ethics and Communication (AETCOM) module, skills laboratory training, self-directed learning (SDL), and formative assessment. Indian studies consistently document improvements in student engagement, procedural preparedness, and professional awareness. However, critical implementation gaps persist: faculty unpreparedness, infrastructure inequity, inconsistent and non-authentic assessment practices, administrative overburden, and wide inter-institutional variability in execution quality across India's diverse medical education landscape. CBME represents a scientifically sound and urgently needed reform. Its full transformative potential requires sustained faculty development, programmatic assessment reform, infrastructure investment, and rigorous, continuous curriculum evaluation grounded in Indian evidence.

Keywords

Competency-Based Medical Education; National Medical Commission; Indian Medical Graduate; AETCOM; Undergraduate Medical Education; Faculty Development; Formative Assessment; Curriculum Reform; Simulation; Assessment

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