Background: Community-Based Medical Education (CBME) offers learning and training for medical students in the community setting. This scoping review aimed to describe the characteristics of the CBME curriculum delivered to medical undergraduates globally and to summarize the reported outcomes and impacts. Material and methods: A scoping review was carried out to address the study objectives, using the five-step methodological framework of H. Arksey and L. O’Malley. Published articles on CBME were retrieved using a systematically prebuilt search strategy applying Boolean operators. These search parameters were: no time limit; articles published other than on the medical profession; review articles; and non-English language articles which were excluded. PRISMA-ScR checklist was followed for reporting. Results: Of the 36 articles selected for scoping review, 17 (47.2%) were published between 2010 and 2020; 13 (36.1%) were from the South-East Asian region; and 18 (50%) were descriptive. Cognitive component on health issues was commonly taught (55.6%), 44.4% had CBME in multiple semesters, taught by the Community Medicine faculty, and each had a family survey as a teaching method. Taught in a rural setting among 83.4% of studies, 27.8% had CBME exposure throughout the course, and 47.2% were posted at primary health care. The most common formative and summative assessments were reflections/feedback, and presentations (19.4% each). Conclusions: The components of CBME curricula vary widely across the globe, shaped by the specific contexts of the universities and countries in which they are implemented. Recognizing and understanding these diverse approaches is essential for designing CBME curricula that are holistic, context-specific, and effectively tailored to meet local needs.

Vinayagamoorthy Venugopal

Exploration of global community-based medical education curricula: a scoping review

ivySCI AI Smartly Parses PDF, Answers Researchers' Questions, and Helps You Understand Papers in Seconds

Journal Info

Category	Quartile
EDUCATION, SCIENTIFIC DISCIPLINES	3