AN ANALYTICAL REVIEW OF ASSESSMENT PRINCIPLES IN COMPETENCY-BASED MEDICAL EDUCATION (CBME)

Abstract

The purpose of this study is to review existing literature on the principles of Competency-Based Medical Education (CBME) and to explore preventive strategies that support its effective integration. Incorporating CBME into the traditional medical curriculum remains a major challenge for educators and institutions. This study emphasizes the importance of practical approaches to implementing CBME successfully within medical education programs.

The concept of CBME has gained global attention due to its potential to produce more capable, patient-centered, and adaptable healthcare professionals. It aligns with modern educational philosophies that promote individualized learning, continuous assessment, and accountability for both learners and institutions. However, the transition from traditional curricula to CBME presents significant challenges, including curriculum restructuring, faculty training, resource allocation, and the development of reliable assessment tools.

In medical institutions, integrating CBME requires not only a conceptual understanding of its core principles but also a strategic approach to implementation and evaluation. Identifying and addressing barriers such as resistance to change, lack of institutional readiness, and limited faculty expertise are crucial to ensuring successful outcomes.