Sunday, November 8, 2026

CBME formative assessment ProJR 2022-2024 with anonymous roll number and institutions



To evaluate individual student online learning portfolios within a Competency-Based Medical Education (CBME) framework—specifically addressing portfolio entries from the 2023 and 2024 cohorts—a progressive six-point evaluation grid is structured around the revised levels of Bloom’s Taxonomy. This maps cognitive progression directly to clinical portfolio documentation:https://medicinedepartment.blogspot.com/2026/11/cbme-projr-six-point-evaluation-method.html?m=1


CBME assessment of MBBS 2024 batch from a de-identified anonymous institution, Roll No1. to 150  from their clinical postings from  October to November 2026



- Roll No - 1 No data

- Roll No - 2 No data 

- Roll No - 3 No data

- Roll No - 4 No data 

- Roll No - 5

Student's patient portfolio:


CBME six point assessment:


- Roll No - 6

- Roll No - 7
- Roll No - 8
- Roll No - 9
- Roll No - 10
- Roll No - 11
- Roll No - 12
- Roll No - 13
- Roll No - 14
- Roll No - 15
- Roll No - 16
- Roll No - 17
- Roll No - 18
- Roll No - 19
- Roll No - 20
- Roll No - 21
- Roll No - 22
- Roll No - 23
- Roll No - 24
- Roll No - 25
- Roll No - 26
- Roll No - 27
- Roll No - 28
- Roll No - 29
- Roll No - 30
- Roll No - 31
- Roll No - 32
- Roll No - 33
- Roll No - 34
- Roll No - 35
- Roll No - 36
- Roll No - 37
- Roll No - 38
- Roll No - 39
- Roll No - 40

CBME assessment of MBBS 2023 batch from a de-identified anonymous institution, Roll No. 1 to 150 from their clinical postings from  October to November 2026

- Roll No - 1 







- Roll No - 2


- Roll No - 3


- Roll No - 4
- Roll No - 5
- Roll No - 6
- Roll No - 7
- Roll No - 8
- Roll No - 9
- Roll No - 10
- Roll No - 11
- Roll No - 12
- Roll No - 13
- Roll No - 14
- Roll No - 15
- Roll No - 16

- Roll No - 17
- Roll No - 18
- Roll No - 19

CBME assessment of MBBS 2022 batch from a de-identified anonymous institution, Roll No. 1 to 150 from their clinical postings from  October to November 2026

[04/11, 06:45]hu2: No one shared their work over the last 5 days?
[06/11, 15:49]hu1: No need of separate student online learning portfolios?

[06/11, 16:12] hu2: None of these students have shared their work yet.

They said they are scared and waiting for the first person to share following which others will also follow suit.

Roll No - 1 
- Roll No - 2
- Roll No - 3
- Roll No - 4
- Roll No - 5
- Roll No - 6
- Roll No - 7
- Roll No - 8
- Roll No - 9
- Roll No - 10
- Roll No - 11
- Roll No - 12
- Roll No - 13
- Roll No - 14
- Roll No - 15
- Roll No - 16
- Roll No - 17
- Roll No - 18
- Roll No - 19

More about Department of Medicine's competence based medical education CBME assessment from a past presentation by a student intern here: https://medicinedepartment.blogspot.com/2024/08/pajr-platform-methodology-integrating.html?m=1

More about challenges in relying completely on OSCEs as a CBME tool:


More about how a CBME outcomes-based approach is superior to time-based models, supported by studies like the Canadian family medicine cohort showing reduced trainee deficiencies through early feedback. It emphasizes practical implementation via milestones, EPAs, and coproduction, aligning with global standards (e.g., ACGME, WHO reforms), and addresses equity in training to meet societal health needs.


Can CBME curriculum in medical education reduce the course duration of MBBS for exceptional students who may complete it in 3 years based on how CBME outcomes-based approach could be superior to time-based models?



Prompts: Provide a six point method based on the six levels of Bloom's taxonomy toward competence based medical education evaluation of the individual online learning portfolios of 2023 and 2024 batches by roll number available in individual anonymized blogs here: https://pajrcasereporter.blogspot.com/?m=1

Posted by at

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)