Type of Article:  Original Research

Volume 10; Issue 1 (March 2022)

Page No.: 8244-8249

DOI: https://dx.doi.org/10.16965/ijar.2021.195

Exploring the Learner’s Perception about Embryology – Before and After Introduction of Competency Based Medical Curriculum (CBME)

Krishnaveni Sharath 1, Rahe Rajan 2, Durga Devi G 3, Wms Johnson 4.

*1 Associate Professor, Department of Anatomy, Sree Balaji medical college and hospital, BIHER, Chrompet, Chennai, India. https://orcid.org/0000-0001-7714-5804

2 Associate Professor, Department of Anatomy, Sree Balaji medical college and hospital, BIHER, Chrompet, Chennai, India. https://orcid.org/0000-0003-1852-8711

3 Associate professor, Department of Anatomy, Sree Balaji medical college and hospital, BIHER, Chrompet, Chennai, India. https://orcid.org/0000-0002-0487-0412

4 Professor, Department of Anatomy, Sree Balaji medical college and hospital, Chrompet, BIHER Chennai, India. https://orcid.org/0000-0002-2522-3783

Corresponding author: Dr Krishnaveni Sharath, Associate Professor, Dept of Anatomy, Sree Balaji Medical College, Bharath Institute of Higher Education & Research (BIHER) No 7, CLC Works road, Chrompet, Chennai 44, Tamil Nadu, India. E-Mail: drkrishna_veni@yahoo.com


Background: The perceived relevance of a subject/area will decide how much the student will study that. Competency based Medical Curriculum helps students to understand the subject relevance due to its structured format. The feedback from students about subject relevance is needed as they are the primary stakeholders for learning.  In this era of involving molecular biology and genetics in medical field, it is very difficult to determine how much to teach a basic subject like embryology. This questionnaire study was done to know the viewpoints of 3rd semester & 5th semester medical students about the relevance and necessity of embryology in medical education.

Method: An anonymous questionnaire was sent to 3rd semester, CBME batch & 5th semester students, traditional or regular batch of Sree Balaji Medical College, Chrompet. The pre validated questionnaire contained questions regarding the perceived relevance & importance of embryology.

Results: Students reported the relevance of embryology knowledge for learning other medical subjects & they more often acknowledged embryology as being of great importance for their professional careers. This perception has increased especially after introduction of Competency based Medical Curriculum. Overall, study results suggest that medical students have a positive attitude toward embryology undergraduate course.

Conclusion: This evidence could be used as an additional motive for the development embryology courses, with special emphasis on practical application of knowledge in clinically-oriented setting.

Key words: CBME, perception, Relevance, Embryology, Medical teaching.


[1]. MCI. Competency based Undergraduate curriculum for the Indian Medical Graduate, 2018. Vol. 1; pg 20. Available from: https://www.nmc.org.in/wp-content/uploads/2020/01/UG-Curriculum-Vol-I.pdf
[2]. Zaletel I, Marić G, Gazibara T, Rakočević J, Labudović Borović M, Puškaš N, et al. Relevance and attitudes toward histology and embryology course through the eyes of freshmen and senior medical students: Experience from Serbia. Ann Anat – Anat Anzeiger. 2016 Nov;208:217–21.
[3]. Carlson BM. Embryology in the medical curriculum. Anat Rec. 2002 Apr 15;269(2):89–98.
[4]. Hamilton J, Carachi R. Clinical embryology: is there still a place in medical schools today? Scott Med J. 2014 Nov;59(4):188–92.
[5]. Scott KM, Charles AR, Holland AJA. Clinical embryology teaching: Is it relevant anymore? ANZ J Surg. 2013;83(10):709–12.
[6]. Sbayeh A, Qaedi Choo MA, Quane KA, Finucane P, McGrath D, O’Flynn S, et al. Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators. Perspect Med Educ. 2016;5(6):338–46.
[7]. Jaiswal R, Sathe S, Gajbhiye V, Sathe R. Students Perception on Methods of Anatomy Teaching and Assessment. Int J Anat Res. 2015;3(2):1103–8.
[8]. Grant J. Learning needs assessment: assessing the need. BMJ Br Med J [Internet]. 2002 Jan 19 [cited 2021 Nov 27];324(7330):156. Available from: /pmc/articles/PMC64520/
[9]. Mandouit L. Using student feedback to improve teaching. Educ Action Res. 2018;26(5):755–69.
[10]. Frank JR, Snell LS, Cate O Ten, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. https://doi.org/103109/0142159X2010501190 [Internet]. 2010 Aug [cited 2021 Nov 27];32(8):638–45. Available from: https://www.tandfonline.com/doi/abs/10.3109/0142159X.2010.501190
[11]. Sheshgiri C, Komala N, Ashwini CA. Early Clinical Exposure In Anatomy. Natl J Integr Res Med [Internet]. 2017;8(5):53–7. Available from: https://www.researchgate.net/profile/Ashwini_Appaji/publication/321936939_Early_Clinical_Exposure_In_Anatomy/links/5a39de97aca2728e69879e30/Early-Clinical-Exposure-In-Anatomy.pdf
[12]. Ramanathan R, Shanmugam J, Gopalakrishna S, Palanisami K, Narayanan S. Exploring the learners’ perspectives on competency-based medical education. J Educ Health Promot [Internet]. 2021 Jan 1 [cited 2021 Dec 1];10(1):109. Available from: https://www.jehp.net/article.asp?issn=2277-9531;year=2021;volume=10;issue=1;spage=109;epage=109;aulast=Ramanathan
[13]. Dulloo P, Vedi N, Gandotra A. Impact of horizontal and vertical integration: Learning and perception in first-year medical students. Natl J Physiol Pharm Pharmacol [Internet]. 1170 [cited 2021 Nov 27];11. Available from: www.njppp.com
[14]. Aversi-Ferreira TA, Aversi-Ferreira RAGMF, Do Nascimento GNL, Nyamdavaa E, Araujo MF, Ribeiro PP, et al. Teaching Embryology Using Models Construction in Practical Classes. Int J Morphol. 2012;30(1):188–95.
[15]. Wood DF, F. D. ABC of learning and teaching in medicine: Problem based learning. BMJ. 2003 Feb;326(7384):328–30.
[16]. Yogesh M, Viveka S, Sudha MJ, Kurugod S, Udyavar A. Integration of Problem Based Learning with Conventional Teaching for Understanding Anatomy among First Year Medical Students. Int J Heal Sci Res [Internet]. 2013;3(December):99–104. Available from: http://www.scopemed.org/fulltextpdf.php?mno=49561
[17]. Antonio Violin Pereira L, Guimarães Moraes S, Vidigal de Andrade Reis M, Fernando Santos Mello M, Antônio Violin Pereira L. Autopsies as a tool for teaching embryology The usefullness of autopsies as a tool for teaching human Embryology. Braz J morphol Sci. 2004;21(3):117–23.
[18]. Golshani N, Mehraban B, Rashidi I, Salari N, Jalili C. Factors Affecting Anatomy Learning from the Viewpoints of Medical Students at Basic Sciences Stage. Educ Res Med Sci. 2018;In Press(In Press).

Cite this article: Krishnaveni Sharath, Rahe Rajan, Durga Devi G, WMS Johnson. Exploring the Learner’s Perception about Embryology – Before and After Introduction of Competency Based Medical Curriculum (CBME). Int J Anat Res 2022;10(1):8244-8249. DOI: 10.16965/ijar.2021.195