Evaluating the Psychological Impact of Competency-Based Medical Education vs. Traditional Curriculum Among Medical Students in Canada

Abstract

Medical education is undergoing a paradigm shift with the increasing adoption of competency-based medical education (CBME) over the traditional time-based curriculum. While CBME aims to enhance learning outcomes and clinical preparedness, its impact on students’ psychological well-being remains a subject of debate. This study aims to evaluate the psychological effects of CBME compared to the traditional curriculum among medical students in Canada. A cross-sectional survey was conducted among 400 medical students enrolled in CBME and traditional programs across multiple institutions. Psychological stress, anxiety, burnout, and overall well-being were assessed using validated scales. The results revealed that while CBME students reported greater autonomy and skill proficiency, they also experienced higher levels of stress and uncertainty due to frequent assessments and self-directed learning demands. In contrast, students in the traditional curriculum reported more structured learning but faced challenges with knowledge retention and preparedness for clinical practice. The study concludes that while CBME enhances clinical competency, its psychological impact warrants careful curriculum design and support strategies to mitigate stress and burnout among students. Future research should focus on optimizing CBME frameworks to balance educational benefits with student well-being.