Year: 2026 | Month: April-June | Volume: 11 | Issue: 2 | Pages: 95-103
DOI: https://doi.org/10.52403/ijshr.20260212
Competency-Based Assessment in Pharmacology Education: Global Evidence and Indian Perspectives
Hitesh Mishra1, Syed Sharjil Anees2, Ravi Roushan2, Saajid Hameed2, Sukalyan Saha Roy3, Lalit Mohan4
1Professor, Department of Pharmacology, IGIMS, Patna,
2Senior Resident, Department of Pharmacology, IGIMS, Patna,
3Additional Professor, Department of Pharmacology, IGIMS, Patna, 4Prof. & Head, Department of Pharmacology, IGIMS, Patna
Corresponding Author: Dr. Ravi Roushan
ABSTRACT
Background: Competency-Based Medical Education (CBME) has reshaped undergraduate medical training worldwide, emphasizing outcomes, observable competencies, and workplace-based assessment. Pharmacology, a core para-clinical subject, faces unique challenges when translating CBME assessment principles into valid, feasible evaluation strategies.
Objectives: This scoping review maps the literature on competency-based assessment practices in pharmacology education, identifies assessment tools and approaches (including blueprinting, workplace-based assessment, simulation and digital assessments), summarizes global evidence, and highlights Indian perspectives, gaps, and implementation challenges.
Methods: We followed a structured scoping review approach, searching PubMed, PMC, Google Scholar and policy documents from the National Medical Commission (NMC). Key search concepts included "competency-based assessment", "pharmacology education", "workplace-based assessment", "blueprinting", and "India". Selected sources included systematic and narrative reviews, guideline documents, and original studies relevant to pharmacology education and CBME assessment.
Results: The literature emphasizes blueprinting, workplace-based assessment (mini-CEX, DOPS, CbD), objective structured practical examinations (OSPE/OSCE), simulation-based assessments, and the use of validity evidence to support assessment decisions. Globally, pharmacy and medical education literature report benefits in learner-centered feedback, improved performance in skills-based outcomes, and increased alignment with competencies. Indian policy documents and recent studies indicate growing adoption of CBME assessment frameworks, but challenges persist—faculty development, resource constraints, variability in blueprint application, and limited para-clinical WPBA application.
Conclusions: Competency-based assessment in pharmacology is feasible and promising but underdeveloped compared to clinical disciplines. Strategic actions—standardized blueprints tailored for pharmacology, faculty training in WPBA and feedback, simulation access, and multi-institutional research—are needed to strengthen assessment validity and ensure graduate competence.
Keywords: competency-based medical education, pharmacology, assessment, blueprinting, workplace-based assessment, India