A Comparative Critical Analysis of Competency-Based Curricula Prescribed by Regulators for MBBS, BDS, and BSc Nursing Programs in India

In Indian health professions education (HPE), competency-based education (CBE) has emerged as a transformative approach. CBE emphasizes learner-centered and outcome-driven training designed to produce clinically competent, ethically grounded, and practice-ready graduates. This comparative study critically analyses the implementation of CBE across three major health disciplines: Bachelor of Science in Nursing ((BSc Nursing), Bachelor of Medicine, Bachelor of Surgery (MBBS), and Bachelor of Dental Surgery (BDS). Through a qualitative document analysis of regulatory curricula and guidelines issued by the Indian Nursing Council (INC), National Medical Commission (NMC), and Dental Council of India (DCI), the study evaluates seven key parameters including clarity of competencies, alignment of teaching-learning methods with objectives, assessment strategies, and the integration of cognitive, psychomotor, and affective domains. BSc Nursing curriculum demonstrates the highest level of integration, clarity, and effectiveness has been observed, while all three curricula have embraced CBE in varying degrees. MBBS exhibits partial success, particularly in clinical skill development, but lacks consistency in soft skill training and assessment. The BDS curriculum remains the least aligned with CBE principles, relying heavily on traditional pedagogies. The study concludes with recommendations for interdisciplinary alignment, faculty development, and enhanced assessment systems to strengthen the implementation of CBE across all HPE in India.