Competency-based Medical Education (CBME) in India is in its fifth year of implementation. There has been a concurrent advent of National Education Policy 2020. CBME hence need to be now envisioned from the perspective of national relevance and international parlance, striking a unique balance of context-specificity and Indian values. The present article provides a glimpse of various initiatives at Datta Meghe Institute of Higher Education and Research - DMIHER (DU) for delivering competency-based graduate medical education; with quality centricity at its core of operations, specifically oriented towards developing critical thinking, problem-solving, lifelong learning skills in an Indian Medical Graduate (IMG). In the pursuit of a transition from an Informative to Formative to Transformative model of Medical education, as presented in the Lancet Commission Report 2010, and catering to all the seven envisioned roles of IMG, the present CBME approach proposed by DMIHER (DU), a rural medical school in central India, is a contextualized model built upon the regulatory guidelines regarding roles of IMG triangulated to Principles of CBME, viz., context-specificity, student centricity, value based, technology enhanced, and outcome oriented.

Keywords: Competency-based graduate medical education; outcome; student-centric; technology; value-based.

Copyright: © 2025 Journal of Pharmacy and Bioallied Sciences.

印度的能力导向医学教育（CBME）已实施五年。同时，国家教育政策2020年也应运而生。因此，CBME现在需要从国家相关性和国际语言的角度进行展望，并找到具有特定背景和印度价值观的独特平衡点。本文提供了达塔梅赫高等学院与研究机构—DMIHER（DU）在交付以能力为导向的研究生医学教育方面的一些举措概览；其核心运营理念是以质量为中心，特别注重培养印医毕业生（IMG）批判性思维、解决问题以及终身学习的能力。在追求从《柳叶刀委员会报告2010》提出的告知型到形成型再到转型型医学教育模式转变的过程中，并满足所有七个预想的IMG角色需求，DMIHER（DU），位于印度中部的一所农村医学院校目前提出的CBME方法是一种基于监管指南构建的模型。该模型以印医毕业生的角色为基准，并结合能力导向原则：具体背景适应性、学生中心化、价值观为基础、技术增强以及成果导向。

关键词： 能力导向研究生医学教育；结果；学生中心化；技术；基于价值

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