|LETTER TO EDITOR
|Year : 2019 | Volume
| Issue : 1 | Page : 82-84
Employing analyze, design, develop, implement, and evaluate (ADDIE) model to sensitize postgraduate students about competency-based medical education program
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava, Jegadeesh Ramasamy
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Kancheepuram, Tamil Nadu, India
|Date of Web Publication||23-Apr-2019|
Dr. Saurabh RamBihariLal Shrivastava
3rd Floor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai Village, Thiruporur - Guduvancherry Main Road, Sembakkam Post, Kancheepuram - 603 108, Tamil Nadu
Source of Support: None, Conflict of Interest: None
|How to cite this article:|
Shrivastava SR, Shrivastava PS, Ramasamy J. Employing analyze, design, develop, implement, and evaluate (ADDIE) model to sensitize postgraduate students about competency-based medical education program. Int J Acad Med 2019;5:82-4
|How to cite this URL:|
Shrivastava SR, Shrivastava PS, Ramasamy J. Employing analyze, design, develop, implement, and evaluate (ADDIE) model to sensitize postgraduate students about competency-based medical education program. Int J Acad Med [serial online] 2019 [cited 2020 May 29];5:82-4. Available from: http://www.ijam-web.org/text.asp?2019/5/1/82/256802
To the Editor,
The ultimate goal of imparting medical education is to train students in such a way that they are empowered and efficient enough to respond to the healthcare needs of the community. However, the current conventional system of medical education thrives on a curriculum, which is subject-centered, time-oriented, assessed by means of summative evaluation, and has minimal scope of obtaining feedback from the students., In other words, the teaching-learning activities and the assessment methods predominantly target the knowledge domain, while the attitude or skill acquisition during the course remains neglected., Thus, the graduate students may have amazing knowledge about medicine, but they often lack in terms of clinical skills required in clinical settings or soft skills required for communication, doctor-patient association, and professionalism.,
Competency refers to the ability to perform any activity successfully and efficiently. Competency-based medical education (CBME) is an approach to warrant that the student acquires the desired competencies to meet the needs of people in a community. CBME neutralizes most of the negative aspects of the conventional type, as it is more accountable, flexible, and learner centered., In addition, it does not encourage the time-based training approach and extends till the chosen competency is reached by the student. Further, the proposed forms of assessment are formative and quite frequent, and feedback remains an integral part of the total learning process. Moreover, each of the students is assessed based on a measurable standard, which is objective in nature and is never influenced by the performance of other students.,,
Even though the Medical Council of India expects competencies in an Indian Medical Graduate, it becomes the responsibility of the concerned stakeholders to systematically sensitize the student regarding the different domains of CBME, ways in which it is different from conventional type and expectations from a postgraduate (PG) student., Adopting a model for this process singles out as an effective formal approach to bring an alignment between the competency and the learning needs. In addition, it will assist the educator in guiding the training materials.
Analyze, design, develop, implement, and evaluate (ADDIE) model are a proactive tool for training and development, and are quite convenient for use as it follows a simple five-step process to ensure development of a quality training module [Table 1].,,,
|Table 1: Sensitizing postgraduate students about competency-based medical education using analyze, design, develop, implement, and evaluate model|
Click here to view
To conclude, ADDIE model offers a simple approach to sensitize the PG students about CBME, and is easy for both teacher and student.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
| References|| |
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:S5-9.
Medical Council of India. Vision – 2015, Medical Council of India. New Delhi: Medical Council of India; 2011.
Touchie C, ten Cate O. The promise, perils, problems and progress of competency-based medical education. Med Educ 2016;50:93-100.
Schultz K, Griffiths J. Implementing competency-based medical education in a postgraduate family medicine residency training program: A Stepwise approach, facilitating factors, and processes or steps that would have been helpful. Acad Med 2016;91:685-9.
Norcini J, Burch V. Workplace-Based Assessment as an Educational Tool. Dundee: Association for Medical Education in Europe (AMEE); 2007. p. 1-21.