1. NMC-Mandated AETCOM Module in CBME

About the Approach

The Attitude, Ethics and Communication (AETCOM) module is incorporated into India’s Competency-Based Medical Education (CBME) curriculum. It provides a structured approach to developing ethical attitudes, communication skills and professional competencies throughout undergraduate medical education.

How is it Integrated?

• Integrated longitudinally across the first to fourth years of undergraduate medical education
• Delivered through dedicated, module-wise AETCOM teaching hours
• A total of 140 dedicated teaching hours are allocated across the four years as per CBME 2019
• Bioethics is embedded within multiple module-based learning experiences
• Learning progresses from foundational ethical attitudes and communication to more complex ethical issues in clinical practice
• Teaching and learning include role plays, case-based discussions, reflection and other interactive approaches
• Learning experiences are supported through documentation and longitudinal engagement with professional competencies

Best Practices for Adoption

• Integrate bioethics longitudinally across the curriculum rather than as a stand-alone subject
• Provide dedicated curricular time for structured bioethics learning
• Organize learning progressively across different stages of medical education
• Connect ethical concepts with authentic clinical and professional situations
• Use multiple teaching methods to support knowledge, reflection and application
• Provide opportunities for students to practise ethical communication and decision-making
• Reinforce learning through clinical experiences and reflection

For more details visit: https://www.nmc.org.in/wp-content/uploads/2020/01/AETCOM_book.pdf

 

 

2. Revisions to the AETCOM Module

About the Approach

 

How is it Integrated?

• The curriculum is expanded to include contemporary themes such as planetary health, social accountability, digital professionalism and AI ethics.
• Emerging areas including transplantation ethics, interprofessional collaboration, gender diversity and disability inclusion are incorporated.
• Experiential learning is strengthened through greater use of simulation, standardized patients and peer learning.
• Assessment is strengthened through approaches that are valid, reliable and feasible for evaluating competencies.
• AETCOM is strengthened as a foundation for the continuum of medical education.
• AETCOM competencies progress towards the “Does” level, with greater emphasis on demonstrating ethical and professional behaviours during the CRMI period.

Best Practices for Adoption

• Keep bioethics education responsive to the changing landscape of medicine.
• Regularly incorporate emerging ethical and professional issues into the curriculum.
• Use experiential approaches to provide opportunities for learners to demonstrate competencies.
• Combine simulation, standardized patients and peer learning with appropriate assessment.
• Develop assessment approaches that are valid, reliable and feasible.
• Link undergraduate bioethics education with the continuum of medical education.
• Progressively move learners towards demonstrating ethical and professional behaviours in real clinical settings.

 

For more details visit: TBA

3. Commonwealth University REACH for Better Healthcare

About the Approach

The Responsibility, Ethics, Attitudes, Communication and Humanism (REACH) for Better Healthcare course is a longitudinal component of the CBME curriculum at Commonwealth University. It integrates bioethics with professionalism, communication, humanism and social responsibility throughout medical and health professions education.

How is it Integrated?

• Implemented longitudinally across each year of the medical curriculum
• Provides 45 dedicated hours per year for structured REACH learning
• Integrates responsibility, ethics, attitudes, communication and humanism throughout medical education
• Uses multiple teaching methods, including case discussions, structured peer role plays, simulation, standardized patients, cinemeducation, art-based learning, narrative medicine, reflective activities and small-group discussions
• Formative assessment is integrated throughout the module to provide continuous feedback
• An end-of-course formative assessment is used to review achievement of the intended competencies

 

Best Practices for Adoption

 

• Integrate bioethics longitudinally rather than as a one-time or stand-alone learning experience
• Allocate dedicated curricular time for ethics and professional development
• Integrate bioethics with communication, humanism, professionalism and social responsibility
• Use multiple and newer teaching methods to support different aspects of competency development
• Provide experiential learning through role play, simulation and standardized patients
• Incorporate reflection and small-group discussion into the learning process
• Use formative assessment throughout the course to provide feedback and support progression
• Review competency achievement through an end-of-course formative assessment

For more details visit: TBA