Virtual care, introduced previously as a replacement for in-person visits, is now being integrated into clinical care delivery models to complement in-person visits. The COVID-19 pandemic sped up this process. The rapid uptake of virtual care at the start of the pandemic prevented educators from taking deliberate steps to design the foundational elements of the related learning environment, including workflow, competencies, and assessment methods.

Background: The restrictions imposed by the COVID-19 pandemic led to the rapid development and implementation of digital methods for teaching clinical skills in medical education. This systematic review presents the benefits, challenges, and effectiveness of this transition.

Background: Few studies have systematically compiled the body of research on the assessment process in competency-based medical education (CBME) and identified knowledge gaps regarding the structure of the evaluation process. Therefore, the objectives of this study were to develop an assessment framework model for competency-based medical education that would be applicable in the Indian context, and to thoroughly examine the assessment framework of CBME.

In the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach.