ArticleBMC medical education2024
Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Evidence of the effectiveness of projects, programs, and/or strategies for curricular innovation in undergraduate health courses: systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Challenges in implementing integrated undergraduate medical curricula across low- and middle-income countries: A scoping review.Pakistan journal of medical sciences · 2026Review
- Educational strategies for enhancing medical students' competency in laboratory medicine practice: a scoping review.Frontiers in medicine · 2026Review
- Does Curriculum Reform Improve Clinical Practice? Comparing the Quality of Labor and Delivery Care Provided by Midwives in Ethiopia.Advances in medical education and practice · 2025Article
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Authors and funding
2 authors.
Funding
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Abstract
backgroundWell-designed curriculums are crucial for quality education. This study aimed to assess the implementation status of a harmonized competency-based medical curriculum (CBMC) in Ethiopia, as well as identify the associated challenges and benefits.
methodsA mixed-method approach was used. Data collection took place from September 1, 2023, to October 15, 2023. Eleven medical schools were randomly selected from a list of 28 public medical schools in Ethiopia. Participants were purposively chosen from selected medical schools using a controlled sampling method. A total of 121 participants took part in the survey. Interviews and focus group discussions were conducted with key informants to complement the quantitative findings. Descriptive statistics, such as frequencies and percentages, were used to summarize the quantitative survey responses. Thematic content analysis was used to analyze the qualitative data.
resultsThe implementation of a CBMC in Ethiopian public universities faces various challenges and provides opportunities. Around 22% of respondents mentioned that the whole group session (WGS) had never been implemented in their school. Regarding community-based learning (CBL), 64.6% of respondents noted that it was intermittently implemented in their institution. Only 32% of respondents considered students' clinical exposure during preclerkship years to be reasonable. Interestingly, approximately 73% of respondents stated that problem-based learning (PBL) activities were regularly conducted in their school. Around 68% of respondents believed that competency-based assessment methods were moderately utilized. While many participants perceive the curriculum as having positive content alignment and structure with intended learning outcomes, challenges related to practical sessions, resource limitations, and uneven access to training opportunities persist. Resource constraints are a prominent challenge. The opportunities identified include early clinical exposure and enhanced communication skills.
conclusionsThis survey highlights the need for ongoing curriculum evaluation and fine-tuning to ensure its success.
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