ĐỔI MỚI GIẢNG DẠY BỘ MÔN NHI THEO HƯỚNG GIÁO DỤC Y KHOA DỰA TRÊN NĂNG LỰC: KẾT QUẢ BƯỚC ĐẦU VÀ ĐỊNH HƯỚNG PHÁT TRIỂN

Abstract

Background: Since participating in the IMPACT-MED Project with training activities on innovations in medical education, the Department of Pediatrics, Faculty of Medicine, University of Health Sciences, Vietnam National University Ho Chi Minh City, has implemented teaching reforms based on Competency-Based Medical Education (CBME). This transition aims to improve training quality and meet international integration requirements. Objectives: To assess students’ and trainees’ satisfaction and perceptions of the Pediatric Clinical course after the implementation of the CBME model. Materials and methods: A cross-sectional survey was conducted among 76 learners. The survey instrument consisted of 13 items using a five-point Likert scale, evaluating learning objectives, teaching methods, assessment, faculty feedback, and learning effectiveness. Based on program learning outcomes and core competencies at each training level, the course syllabus was revised following a competency-based approach. Results: The results showed that 89.4% of learners perceived the learning objectives as clearly stated; 85.6% agreed that learning activities supported achievement of objectives; 86.8% considered the teaching methods appropriate; 89.5% were satisfied with faculty feedback; and 84.2% believed that assessment methods accurately reflected clinical competence. More than 85% of learners reported improvements in critical thinking, self-directed learning, and application of evidence-based medicine in clinical practice. Conclusion: The implementation of the CBME model in the Pediatric Clinical course demonstrated positive educational outcomes and contributed to the development of learners’ clinical competencies. Learner feedback provides an important basis for ongoing curriculum improvement and standardization in alignment with competency-based education and international integration.