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Medical teachers in India are implementing Competency-Based Medical Education (CBME) in a context marked by curricular reform, regulatory expectations, resource constraints, and diverse learner needs. While the National Medical Commission (NMC) framework clearly articulates outcomes and structures, faculty are often left to navigate the educational reasoning required to translate these expectations into meaningful teaching, assessment, and mentoring practices.

This book addresses that gap.

Rather than functioning as a procedural manual or a compilation of tools, this handbook adopts a judgement-centred approach to medical education. It focuses on how educators think through educational decisions—how competencies are interpreted, how milestones are identified, how learning objectives are framed, how teaching–learning methods are selected, how assessment is designed and interpreted, and how mentoring supports professional growth.

The book progresses from foundational concepts (learning, group dynamics, domains, objectives) to applied educational reasoning (skills teaching, assessment design, OSCE/OSPE, alignment, blueprinting, mentoring), demonstrating how competence emerges through intentional alignment, developmental progression, and informed judgement, rather than through formats or checklists alone.

While the examples and structure are grounded in the Indian context and the NMC CBME framework, the principles discussed are applicable across settings—particularly in resource-variable and practice-oriented environments.

This book is written for:

medical teachers involved in undergraduate and postgraduate education
faculty participating in or facilitating programmes such as the Basic Course in Medical Education (BCME)
educators seeking conceptual clarity rather than prescriptive recipes

It is not a how-to manual.
It is a framework for thinking clearly, teaching intentionally, and assessing responsibly within CBME.

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