Assessment of Teaching Methods in Implementation of Competence-Based Medical Education among Lecturers at Kenya Medical Training College

Abstract

Purpose: Competence-Based Medical Education (CBME) endeavors to equip healthcare professionals with knowledge, skills, and attitudes necessary to meet evolving healthcare demands by promoting critical thinking over memorization. This study aimed at evaluating the use of teaching practices by lecturers in the adoption of Competence-Based Medical Education (CBME) in Kenya Medical Training Colleges (KMTCs). Methodology: The research utilized a cross-sectional mixed-methods study that focused on the population of about 1,200 KMTC lecturers. Questionnaire respondents (n=205; response rate 91.5) were sampled using stratified and simple random sampling, Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) using purposive sampling. STATA was used to analyze quantitative data; NVivo version 12 was used to analyze qualitative data using thematic analysis. Findings: Results showed that there was a high adoption of learner-centered practices such as small group’s discussion (92%), student participation (80%), integration of theory and practice (79%), simulation and case-based learning (76%), and problem-based learning (71%). The teaching index was 3.66 (SD=0.80). Teaching and assessment practices highly correlated with each other (r=0.792, p<0.001). Qualitative data substantiated learner-centered adoption, but demonstrated intrinsic examination-based teaching, inconsistent curriculum implementation, and insufficient CBME-specific faculty training. Unique Contribution to Theory, Practice and Policy: KMTC should invest in CBME-based faculty development, enhance ICT integration in pedagogy, promote community-based learning, and institutionalize key systematic feedback systems to completely overhaul content-based to competency-based instruction