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Details of delegates /target audience
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Faculty members of Medical and Allied Health Sciences involved in undergraduate and postgraduate teaching, assessment, curriculum implementation, and medical education. The programme was intended to strengthen competencies in CBME, teaching-learning methods, assessment, AETCOM, SDL, mentoring, and curriculum planning.
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Objectives of the Event
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The programme aimed to:
· Orient faculty members to the principles of Competency-Based Medical Education (CBME).
· Enhance knowledge of adult learning principles and learning domains.
· Strengthen competencies in planning and implementing effective teaching-learning methods.
· Develop skills in competency-based assessment, blueprinting, and question paper construction.
· Promote implementation of AETCOM and Self-Directed Learning (SDL).
· Train faculty in clinical and practical skills teaching and assessment using workplace-based assessment tools.
· Improve competencies in lesson planning, mentoring, curriculum alignment, and academic networking.
· Enable faculty to effectively design competency-based academic schedules and internal assessment plans.
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Brief Report of the Event
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The Basic Course in Medical Education (BCME) – 2026 was conducted over three days from 21st to 23rd July 2026 at Adichunchanagiri Institute of Medical Sciences under the Faculty of Medical & Allied Health Sciences, Adichunchanagiri University. The programme was organized to build faculty competencies in modern medical education practices aligned with the National Medical Commission’s Competency-Based Medical Education (CBME) curriculum.
The programme commenced with registration, a pre-test, participant introductions, and sessions on group dynamics and principles of learning. Faculty members were introduced to learning domains, competency-based education, learning objectives, and interactive teaching-learning methods. Practical demonstrations and group activities encouraged active participation.
The second day focused on AETCOM implementation, Self-Directed Learning (SDL), effective clinical and practical skills teaching, aligning teaching-learning methods with competencies, and designing high-quality theory assessments, including essay questions and competency-based MCQs.
The final day covered lesson planning, assessment of clinical and practical skills using OSCE/OSPE and workplace-based assessment methods, academic growth, mentoring, curriculum planning, and drafting competency-based academic schedules. The programme concluded with a post-test, retro-pre feedback session, and valedictory programme.
Throughout the programme, interactive lectures, demonstrations, group discussions, team-building activities, case-based discussions, skills laboratory demonstrations, and competency-based exercises were used to facilitate learning and encourage faculty engagement.
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Feedback Analysis
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Based on participant interactions and the structured design of the programme, the sessions were well received for their practical orientation and emphasis on active learning. Faculty appreciated the demonstrations on competency-based teaching, assessment planning, AETCOM implementation, workplace-based assessment, lesson planning, and mentoring. Interactive discussions and group work promoted collaborative learning and exchange of educational practices.
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Conclusion
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The Basic Course in Medical Education successfully achieved its objective of strengthening faculty competencies in competency-based medical education, innovative teaching-learning methods, assessment strategies, mentoring, and curriculum planning. The programme provided participants with practical knowledge and educational tools that can be implemented in undergraduate and postgraduate medical education, thereby contributing to improved teaching quality and learner outcomes.
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