Challenges and ppportunities in the implementation of integrated competency-based education in selected Kenya Medical Training College Campuses in Western Kenya

Abstract

Competency-based education is a design of teaching and learning that emphasizes the demonstration and application of specific competencies or skills by learners. The practice of medicine becomes increasingly complex each passing year. Despite the affordance of CBE in preparing learners for the challenges of the 21st century, its implementation in Africa continues to be more challenging. This study examined the challenges and opportunities influencing the implementation of Integrated Competency-Based Medical Education (ICBME) in selected Kenya Medical Training College campuses in Western Kenya. The study was guided by Lev Vygotsky’s social constructivism theory, which explains learning as a socially mediated process shaped through interaction, collaboration, and guided practice. A cross-sectional descriptive survey design was adopted, focusing on quantitative data collected from tutors and diploma students in clinical medicine. The study was conducted in three randomly selected campuses (Busia, Kakamega, and Webuye) drawn from nine campuses in the region. A census approach yielded a target population of 396 respondents. Data were collected using structured questionnaires and analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (Chi-square tests). Findings showed that inadequate resources was the dominant challenge, reported by 75.0% of tutors and 73.6% of students, followed by faculty shortages and large class sizes. Other constraints included resistance to change, limited clinical opportunities, assessment challenges, and financial limitations. Chi-square results indicated no significant differences between tutors and students across all challenge variables (p > 0.05), showing consistent perceptions across groups. Key opportunities included government support and healthcare partnerships (about 20% each), followed by technological advancements and faculty development programs. High agreement on the presence of opportunities (over 95% for both groups) reflected strong Journal of Research in Education and Technology 4(1) Received: January 24, 2026 Accepted: March 20, 2026 Published: March 27, 2026 Masinde et al. 52 Original Article 4(1), 2026 stakeholder awareness of enabling factors. The study concludes that ICBME implementation faces major structural and resource-related barriers, despite the presence of strong policy and institutional support mechanisms. It recommends targeted investment in infrastructure, expansion of clinical training opportunities and structured faculty development to strengthen implementation outcomes and produce competent healthcare graduates capable of meeting Kenya's Universal Health Coverage goals.