ReviewCureus2025
A Comparative Critical Analysis of Competency-Based Curricula Prescribed by Regulators for MBBS, BDS, and BSc Nursing Programs in India.
Review in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In Indian health professions education (HPE), competency-based education (CBE) has emerged as a transformative approach. CBE emphasizes learner-centered and outcome-driven training designed to produce clinically competent, ethically grounded, and practice-ready graduates. This comparative study critically analyses the implementation of CBE across three major health disciplines: Bachelor of Science in Nursing ((BSc Nursing), Bachelor of Medicine, Bachelor of Surgery (MBBS), and Bachelor of Dental Surgery (BDS). Through a qualitative document analysis of regulatory curricula and guidelines issued by the Indian Nursing Council (INC), National Medical Commission (NMC), and Dental Council of India (DCI), the study evaluates seven key parameters including clarity of competencies, alignment of teaching-learning methods with objectives, assessment strategies, and the integration of cognitive, psychomotor, and affective domains. BSc Nursing curriculum demonstrates the highest level of integration, clarity, and effectiveness has been observed, while all three curricula have embraced CBE in varying degrees. MBBS exhibits partial success, particularly in clinical skill development, but lacks consistency in soft skill training and assessment. The BDS curriculum remains the least aligned with CBE principles, relying heavily on traditional pedagogies. The study concludes with recommendations for interdisciplinary alignment, faculty development, and enhanced assessment systems to strengthen the implementation of CBE across all HPE in India.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.