Implementation and Challenges of Competency-Based Medical Education: Evidence from Mashhad University of Medical Sciences

Document Type : Original Article

Authors

1 Student Research Committee, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

2 Department of Nutrition, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

3 Education Development (EDO) Employment, Mashhad University of Medical Sciences, Mashhad, Iran

4 Faculty of Engineering Science, Islamic Azad University, Mashhad, Iran

10.34172/jhad.1214

Abstract

Background: Competency-based medical education (CBME) is an approach focused on training and evaluating medical professionals. The introduction of CBME frameworks has significantly transformed medical education. This research represents the first attempt to evaluate the acquisition of essential competencies within the general medicine program at Mashhad University of Medical Sciences (MUMS), utilizing feedback from graduates and medical interns.
Methods: This cross-sectional study was conducted at MUMS in 2023 and 2024, involving medical graduates and interns from the previous two years at the Faculty of Medicine. Participants were selected using convenience sampling. A researcher-designed questionnaire, developed from a literature review and incorporating elements of the Association of American Medical Colleges (AAMC) questionnaire, was used. The questionnaire’s validity was established through content validity, and its reliability was assessed using Cronbach’s alpha.
Results: The questionnaire return rate was 97%. A study of 367 medical graduates and interns at MUMS revealed an overall mean self-reported competence of 79.02%. Additionally, 62% of graduates felt adequately prepared for independent practice. However, there were notable weaknesses in areas such as information technology, rational drug prescribing, and general procedures. Graduates perceived the relevance of basic science content to general practice as low, with physiology and pharmacology rated highest and genetics and medical physics lowest.
Conclusion: This study showed that the medical education program in Mashhad is not based on CBME and strongly advocates a systemic revision of the medical curriculum at MUMS to align with a CBME framework, thereby strengthening medical students’ capabilities.

Keywords

Main Subjects

References

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Health and Development Journal
Volume 14, Issue 1
May 2025
Pages 1-7

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History

  • Receive Date: 27 October 2025
  • Revise Date: 10 November 2025
  • Accept Date: 17 December 2025

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