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Competency-based medical education curriculum (CBME) has received traction worldwide. However, its adoption and implementation have significantly varied across the globe. The National Medical Commission, India (2019) has adopted CBME to improve the quality and content of training of medical students. However, the ongoing COVID-19 pandemic has spawned several challenges implementing the CBME. Therefore, there is a need to reflect on using novel teaching and assessment methods to enrich medical and psychiatric training. In this paper, we aimed to study global trends and characteristics of competency-based psychiatry training programs and how these experiences can be utilized to overcome challenges and facilitate the implementation of CBME in Psychiatry in the Indian context. A literature search was conducted using PubMed and Google Scholar databases. The findings are presented narratively. Psychiatry training for medical students greatly vary across the globe. High-income countries mainly have implemented CBME and have incorporated psychiatry training during the foundation/pre-clerkship period itself. There is more reliance on skill development and flexible and learning-based training vs. time-based training. Various enrichment activities have been incorporated into the medical curriculum to promote and strengthen psychiatry training for medical students, particularly in developed nations, which have yielded positive results. Although the COVID-19 pandemic has adversely affected the medical student's training, it has reiterated the significance of skill-based education and opened novel avenues for implementing the CBME. Medical educationists need to adapt themselves to provide CBME to the students. Making structural, curricular changes, orienting teachers, and students about the CBME, mentoring teachers, adopting novel training and assessment methods, utilizing enrichment activities, collaborating with educational institutions and technology providers, periodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. In addition, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.eriodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. Additionally, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives. [ABSTRACT FROM AUTHOR]

Teaching has become very much learner oriented in the past few decades, and educators use a number of teaching learning strategies to engage and motivate the learner. The study aimed to assess the feasibility and experience of SGL in undergraduate nursing students. SGL was implemented for final year undergraduate nursing students (n=92) to teach obstetric skills and immediate management of sick newborn using standard treatment protocols (STPs) in a nursing institution with total students' strength of 450, attached to a 3000 bedded tertiary level teaching hospital in India. Students were assessed using objective structured clinical examination (OSCE) after the teaching. A self developed structured feedback on their experience of SGL was taken from the students, along with open ended questions for additional comments if any. Majority of the students scored above 75% in the OSCE stations. Students also gave positive feedback about the teaching-learning experience. This study suggests that SGL is a highly acceptable method of teaching among nursing students. Educators need to use methods of teaching like SGL that will result in meaningful learning. [ABSTRACT FROM AUTHOR]

If there is any difficulty or dilemma in choosing a right path, the teacher is there to support and guide. The teacher could show you, make you understand which is right and suitable for you and it is your duty to begin the journey from which point you become the authority of every step of yours. Instead, if you wish your teacher to hold your hands and walk along, I am afraid there is no justice preserved. It is to say, as a learner you have misunderstood what real learning is and your master has misapprehended what true teaching is. Neither of you have discovered anything at all. It is primarily the aim of this paper to examine the necessity for self-directed learning in higher educational context especially in India. Additionally, it will also present some useful suggestions on how to facilitate the self-directed learning strategy in our day-to-day teaching. [ABSTRACT FROM AUTHOR]