The Practice and Faculties Perception of Challenges on Implementing AETCOM Session : A Mixed Method Study
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Date
2025-01
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Indian Medical Association
Abstract
Background : CBME curriculum has been made implemented since 2019 entrant batch. Since then as an integral part of CBME curriculum, AETCOM training has also been commenced throughout India in all Medical Colleges, with the NMC published AETCOM booklet as the guiding module for AETCOM training. But, so far the literature has been searched, faculties feedback on AETCOM teaching and assessment, not much explored. Aims and Objectives : (1) To explore the teaching learning methods as practiced, for AETCOM modules, (2) To explore the assessment methods, as practiced, for AETCOM, (3) To determine the perception of faculties, for challenges in implementing the AETCOM modules in their phase. Materials and Methods : The faculties of Phase 1 & Phase 2 disciplines have been chosen as they have conducted AETCOM classes and assessments for at least two times besides the COVID period. After the proper administrative approval, the Head of the Department(s) and the faculties of the Phase 1 & Phase 2 disciplines have been interviewed with a prestructured questionnaire having both close ended and open ended questions. The responses of the open ended questions was recorded during interview and later on analysed thematically. Result : All the faculties, who have been interviewed, were sensitized in faculty development programme (RBCW/ BCME). While revealing the department wise practice of AETCOM teaching, it was evident that, majority of the departments has taken the responsibility of teaching AETCOM modules except one. Commonly for each modules two hours get spend to teach. Only two departments (29%) used to take the small group sessions to teach AETCOM, whereas other uses lecture sessions for teaching AETCOM. None of the department has ever attempted for any integration for teaching AETCOM. Besides the NMC mandated 5 marks theory question only 37% have practice of evaluation of reflective writing. 75% departments also assess AETCOM in practical examination either in form of separate OSCE station (42%), or, as a part of the psychomotor station in OSCE carrying AETCOM items in checklist (42%). One department (12.5%) use to assess the AETCOM of the student by global assessment in oral-viva table. Whatever checklist they use in AETCOM assessment, are usually set in and validated in departmental meeting only. In COVID times AETCOM has been assessed theory exam, online viva as well as incorporating OSCE in summative examination. Faculties perceived ‘lack of willingness by all departmental faculties’ ‘low attendance of students’, ‘lack of validated SLOs’, the ‘difficulty in validation of checklists’, ‘less time for planning of OSCE stations’ perceived as the challenges for AETCOM assessment. Conclusion : Till today, when almost four years have passed since the commencement of AETCOM sessions, neither the teaching of AETCOM module nor the assessment of AETCOM is getting its proper way as was suggested in the module booklet; where the cause may be multifactorial. This study likes to explore the causes within its limitation.
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Keywords
AETCOM, Assessment, Module, Challenges.
Citation
Roy Hironmoy, Rawekar Alka, Ray Kuntala. The Practice and Faculties Perception of Challenges on Implementing AETCOM Session : A Mixed Method Study. Journal of The Indian Medical Association. 2025 Jan; 123(1): 50-56