BRIDGING THE GAP: ADDRESSING FACULTY SHORTAGES AND CAREER INTEREST IN PHASE I SUBJECTS UNDER THE COMPETENCY-BASED MEDICAL EDUCATION CURRICULUM

• Published in: Asian journal of pharmaceutical and clinical research pp. 153 - 156
• Main Authors: LOHITHA POLISETTY, ALETI LAKSHMI MANOHARI, KIRANMAYI PENTAKOTA, SMRITI SINHA
• Format: Journal Article
• Language: English
• Published: 07.04.2025
• ISSN: 0974-2441; 0974-2441
• DOI: 10.22159/ajpcr.2025v18i4.53312

Objectives: Recently introduced competency-based medical education (CBME) curriculum necessitates a heavy presence of ably trained medical educators. Contrarily, Phase I subjects are facing a severe shortage of faculty, piloting a double setback to the system in the form of stress and burnout among faculty along with curtailed implementation of the much-needed CBME curriculum. Methods: A cross-sectional, observational electronically distributed questionnaire-based study was conducted to analyze the perceptions of undergraduate students as well as doctors toward the importance of Phase I subjects in patient care as well as opting Phase I subjects as their career choice. Results: A total of 3530 participants were included in the study, which concluded that despite 95% of participants acknowledging the importance of Phase I subjects in medical education and a whopping 90% agreeing to the significance of knowledge of these subjects in future patient care, only a meager 3.1% wanted to pursue the same as a career choice. The main constraints behind not choosing these subjects were a lack of direct patient care and relatively miniscule financial gains. It was also highlighted that only a handful of the participants were aware of future avenues like fellowship in embryology (Anatomy), super-specialty option (Biochemistry), and fellowship in chronomedicine (Physiology) apart from teaching roles post-specialization. Conclusion: It was suggested that compulsory research hours, integrated teaching, and sensitizing students toward various avenues in Phase I disciplines could cultivate positive attitudes and foster interest in these subjects commanding a complete unified implementation of the much-needed CBME curriculum.