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MEDICAL EDUCATION
Year : 2021  |  Volume : 9  |  Issue : 2  |  Page : 331-336

Problem-based learning curriculum and process assessment system for the undergraduate competency-based medical education: Experiences from Nepal


Department of Community Health Sciences, School of Medicine, Patan Academy of Health Sciences, Lalitpur, Nepal

Correspondence Address:
Prof. Shital Bhandary
Department of Public Health and Medical Education, Patan Academy of Health Sciences, Bagmati, Lalitpur
Nepal
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/amhs.amhs_282_21

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This article aims to provide an overview of problem-based learning (PBL) curriculum for integrating basic sciences subjects and clinical sciences with early clinical exposure. This approach provides the opportunity to teach the basic science subjects in context to medical students. PBL promotes self-directed learning skills among the medical students and facilitation skills among the faculty. PBL can also be used to observe, assess, and foster the noncognitive competencies among the medical students for which process assessment system must be established. The use of process assessment to observe, assess, and improve the preparation, participation, self-directed learning, critical thinking, leadership, communication, group skills and reflective competencies among medical students in Nepal for the last 10 years reveals that it can be implemented with the proper planning and training of faculty for this new system. PBL and process assessment system can serve to complement the competency-based medical education in the basic sciences phase of the undergraduate medical education curriculum.


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