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Innovations in Pedagogy and Technology

Curriculum Reform and Competency-Based Education in the Medical Surgery Subject

DOI:

https://doi.org/10.63385/ipt.v2i3.100740

Keywords:

Competency-Based Education,Surgical Curriculum,Medical Education Reform,Clinical Competence,Pedagogical Innovation

Abstract

Recent advances in medical education emphasize competency-based education (CBE) as a strategic response to the limitations of traditional time-based curricula. This is particularly relevant in surgical education, where mastery of procedural skills, clinical reasoning, and intraoperative decision-making are essential for patient safety and professional competence. Curriculum reform within surgical training programs has become imperative to align learning outcomes with evolving healthcare demands and to ensure graduates are both competent and confident in real-world settings. This study investigates the integration of CBE principles into the undergraduate surgical curriculum through a mixed-methods approach involving curriculum analysis, faculty interviews, and evaluation of pilot modules incorporating simulation-based learning and structured clinical assessments. The research identifies key benefits of CBE, including learner-centered progression, improved feedback mechanisms, and enhanced readiness for clinical responsibilities. It also explores implementation challenges such as faculty resistance, variability in assessment standards, and infrastructure limitations. Using case-based data from a pilot CBE module in a surgical education setting, this paper presents strategies for curriculum alignment, competency mapping, and effective assessment tool utilization. Innovations highlighted include the use of digital portfolios, entrustable professional activities (EPAs), and real-time feedback systems supported by educational technology. Findings suggest that while CBE offers substantial pedagogical advantages, its successful adoption requires institutional commitment, continuous faculty development, and iterative evaluation. This study contributes to the growing body of evidence supporting competency-based reform in surgical education and offers practical recommendations for educators, curriculum designers, and policymakers committed to transforming medical training for future-ready healthcare professionals.

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