Non-communicable Diseases Competencies in Undergraduate Curricula at Medical University in Bhutan
By: K. Tenzin, T. Yangzom, S. Zam, K. Yangden, S. Zangmo, T. Choeda and C. Denka
Abstract
Background: This review study aimed to assess non-communicable diseases (NCDs) competencies in three existing curricula at Khesar Gyalpo University of Medical Sciences (KGUMSB), Bhutan.
Methods: A review study of the existing curricula for competencies in NCDs was carried out using the World Health Organization (WHO) NCDs competency framework in the three curricula at KGUMSB.
Results: NCD competencies for both medical doctors and community health workers were almost similar but the level of mastery in competencies differed between the two curricula. For nursing, most of the NCD competencies were missing.
Discussion: There was a lack in clarity on strategies to develop the listed competencies by learners in all three curricula.
Conclusions: There was a lack in clarity on strategies to build psychomotor and affective domains for numerous NCD competencies in the existing curricula. Some critical strategies such as work place-based assessment, simulation-based learning and entrustable professional activities could be incorporated in the revised curricula at KGUMSB.
Methods: A review study of the existing curricula for competencies in NCDs was carried out using the World Health Organization (WHO) NCDs competency framework in the three curricula at KGUMSB.
Results: NCD competencies for both medical doctors and community health workers were almost similar but the level of mastery in competencies differed between the two curricula. For nursing, most of the NCD competencies were missing.
Discussion: There was a lack in clarity on strategies to develop the listed competencies by learners in all three curricula.
Conclusions: There was a lack in clarity on strategies to build psychomotor and affective domains for numerous NCD competencies in the existing curricula. Some critical strategies such as work place-based assessment, simulation-based learning and entrustable professional activities could be incorporated in the revised curricula at KGUMSB.
DOI: https://doi.org/10.4038/seajme.v16i2.539 | Journal eISSN: 1906–0513
Language: English
Page range: 7 - 13
Published on: Dec 30, 2022
Published by: South East Asia Regional Association for Medical Education (SEARAME)
In partnership with: Paradigm Publishing Services
© 2022 K. Tenzin, T. Yangzom, S. Zam, K. Yangden, S. Zangmo, T. Choeda, C. Denka, published by South East Asia Regional Association for Medical Education (SEARAME)
This work is licensed under the Creative Commons Attribution 4.0 License.