ArticleBMC medical education2025
Competency-based postgraduate medical education as an institutional initiative in a low- middle-income country: program directors' perceptions of early implementation.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Twelve Tips for Implementing Competency-Based Medical Education (CBME) in Resource-Limited Educational Settings.Advances in medical education and practice · 2026Article
- CBE and the Missing 'E': Making Competency-Based Education an Equitable Framework for Global Health Professions Education.Perspectives on medical education · 2026Article
- Approaches to the Evaluation of Competency-Based Health Professions Education Implementation from Around the Globe.Perspectives on medical education · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purpose of the studyReports concerning implementation of competency-based postgraduate medical education (CB-PGME) are mostly from high income countries where programs are nationally regulated. The present study evaluates implementation of CB-PGME as an institutional initiative in a low- middle-income country (LMIC) where it is not yet a formal accreditation requirement. STUDY
designAn exploratory descriptive qualitative study in mid-2023, eighteen months after initiating transition, used focus group discussions to elicit and analyze program directors' perceptions of the fidelity of CB-PGME implementation in five selected residency programs of the Aga Khan University (AKU) in Pakistan. Research trustworthiness criteria were duly addressed.
resultsThree themes emerged as relevant: understanding of and commitment to workplace-based assessment; integration of learning with clinical work; and alignment of institutional policies for effective governance. Early gains included drawing stakeholders' attention to CB-PGME; effecting changes in curriculum and assessment; reinforcing the importance of the clinical learning environment; and providing governance at program and institution levels. Simultaneously, deficiencies were observed in faculty's constructive feedback and timely documentation following workplace-based assessment (WPBA); holistic assessment of residents' competencies; residents' understanding of WPBA intent; administration of WPBAs in busy or extended service locations; longitudinal continuity of clinical postings; empowerment of program directors; and alignment of institutional policies.
conclusionThe deficiencies encountered during early implementation of CB-PGME at AKU were like those faced elsewhere and potentially reversible through institutional effort. So, it would be safe to assume that institutional initiatives to implement CB-PGME are feasible in LMIC, while awaiting formal national accreditation.
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