What Are the Disadvantages of CBME?

What are the disadvantages of CBME? While Competency-Based Medical Education (CBME) has transformed medical training by focusing on skill mastery, continuous assessment, and early clinical exposure, it is not without its challenges. Despite its promising approach, CBME presents several hurdles for students, educators, and institutions that impact its effectiveness in medical education.

In this blog, we explore the potential drawbacks of CBME and how they affect medical training. By the end, you’ll have a balanced perspective on the challenges that come with implementing this modern educational framework.

Increased Faculty Workload and Training Requirements

One of the major disadvantages of CBME is the additional burden placed on faculty members. Unlike traditional education systems, CBME requires continuous assessment, personalized feedback, and detailed tracking of student progress. Faculty members must undergo extensive training to understand and implement CBME methodologies effectively. Increased administrative duties related to competency tracking take time away from teaching and mentorship. There is a need for more faculty members to manage the workload efficiently, which is often a challenge in resource-limited institutions.

Subjectivity in Assessment

CBME relies on continuous evaluation rather than standardized exams, making assessments more subjective. Competency evaluation varies from one evaluator to another, leading to potential inconsistencies in grading. Some students may feel that subjective assessments do not fairly represent their capabilities. Without proper guidelines and uniform rubrics, grading discrepancies may occur between different medical colleges.

Longer Duration for Some Students

Unlike traditional medical education, which follows a fixed time frame, CBME allows students to progress only when they have demonstrated competency in a particular skill. While this approach ensures mastery, it can lead to prolonged training periods for some students. Students who struggle with certain competencies may take longer to complete their education. It creates uncertainty in the duration of MBBS completion, affecting career planning and post-graduation opportunities. Institutions may struggle with accommodating students at different learning paces within a structured academic system.

Implementation Challenges in Resource-Limited Settings

CBME requires infrastructure, faculty training, and assessment tools, which can be difficult to implement in resource-constrained medical colleges. Many institutions lack the necessary technology to track competency-based progress effectively. Faculty shortages make it difficult to provide individualized attention to students. Some medical colleges may continue using outdated assessment methods, leading to a gap between CBME goals and real-world execution.

Resistance to Change Among Educators and Students

The transition from traditional medical education to CBME is not always smooth, as students and faculty accustomed to conventional teaching methods often resist change. Faculty members with years of experience in traditional teaching may find it difficult to adapt to CBME principles. Some students prefer structured syllabi and final exams over continuous assessments and skill-based learning. The lack of clear communication about CBME’s benefits can lead to dissatisfaction among both educators and learners.

Uncertainty in Standardization Across Institutions

Although CBME aims to create a globally competent medical workforce, its implementation varies across different medical institutions. Different institutions may interpret CBME guidelines differently, leading to inconsistent training outcomes. There is a lack of national standardization in assessment methods, making it challenging to ensure uniform competency levels among graduates. Without a centralized framework, the effectiveness of CBME remains dependent on how well individual colleges execute it.