Understanding and analyzing competency based undergraduate curriculum in otorhinolaryngology for its effective implementation


  • Ajeet Kumar Khilnani Department of Otorhinolaryngology, Gujarat Adani Institute of Medical Sciences, Bhuj, Kachchh, Gujarat, India
  • Gurudas Khilnani Department of Pharmacology, Gujarat Adani Institute of Medical Sciences, Bhuj, Kachchh, Gujarat, India
  • Rekha Thaddanee Department of Pediatrics, Gujarat Adani Institute of Medical Sciences, Bhuj, Kachchh, Gujarat, India




Assessment, Competency, Competency based curriculum, Competency based medical education, Otorhinolaryngology


Background: Competency based curriculum (CBC) in medical education is introduced in a phase-wise manner from year 2019. It is important for the medical universities and institutions to understand, adopt and implement phase-wise new curriculum. The faculty development program has provided expertise to develop teaching schedules accordingly. Here we present our understanding and analysis of CBC in otorhinolaryngology (ORL).  

Methods: The documents used for this analysis were Graduate Medical Education Regulations, 1997 and 2019, UG curriculum volume-III, Logbook guidelines module, alignment & integration module and assessment module. These are readily available at national medical commission (NMC) website. The teaching hours in ORL were distributed among the competencies and they were aligned with suitable teaching learning methods.   

Results: The 76 competencies in ORL are to be completed in 202 hours (25 hours lectures, 5 hours self-directed learning, 40 hours small group teaching and 132 hours clinical postings). There will be 4 weeks clinical posting in ORL during phase-II and another 4 weeks during phase-III, part-1. The new curriculum emphasizes on day to day assessment during and after the instructions and that can be achieved by careful planning and involving all faculty members. Achieving 50% internal assessment marks along with logbook submission are the eligibility criteria for appearing in university examination.  

Conclusions: The two-year training in ORL shall be imparted by lectures, small group discussions, and DOAP sessions. The emphasis on skills acquisition is the hallmark of CBC in ORL. Proper implementation of this curriculum requires collective efforts of all faculty members of the department and inter-departmental coordination.


Medical Council of India, Competency based Undergraduate curriculum for the Indian Medical Graduate, 2018;3:89-101.

Medical Council of India. Regulations on graduate medical education, 1997. Available at: https://old.mciindia.org/Rules-andRegulation/ GME_REGULATIONS.pdf. Accessed on 20 April 2020.

Medical Council of India. Assessment Module for Undergraduate Medical Education Training Program. 2019:1-29.

Regulations on Graduate Medical Education,1997 - Addition as part - II for MBBS course starting from academic year 2019-20 onwards. Available at: https://mciindia.org/ActivitiWebClient/open/getDocument?path=/Documents/Public/Portal/Gazette/GME-06.11.2019.pdf. Accessed on 20 April 2020.

Badyal DK, Singh T. Internal assessment for medical graduates in India: Concept and application. CHRISMED J Health Res. 2018;5:253-8.

Logbook guidelines. Available at: https://www.nmc.org.in/wp-content/uploads/2020/08/Logbook-Guidelines_17.01.2020.pdf. Accessed on 24 November 2020.

Khilnani AK, Thaddanee R, Khilnani G, Rao G. The competency-based medical education curriculum: An appraisal of the remedial measures for internal assessment. Med J DY Patil Vidyapeeth. 2020;13:101-3.

Ananthakrishnan N, Competency based undergraduate curriculum for the Indian Medical Graduate, the new MCI curricular document: Positives and areas of concern. J Basic Clin Appl Health Sci. 2018;1:34-42.






Educational Forum