Abstract
BACKGROUND: Health professional education is essential for training effective clinicians and skilled health workers, supporting universal healthcare. It includes disciplines like medicine, nursing, and allied health across various institutions. The educational climate significantly affects teaching, learning, and student satisfaction, impacting curriculum success and academic achievement. A competency-based curriculum (CBC) focuses on applying knowledge, skills, attitudes, and values, enhancing graduates' readiness for the labor market. While instructors have concerns about CBC adoption, its proper implementation can improve educational quality and graduate competencies. This study will examine the experiences and challenges faced by university instructors in implementing CBC in Ethiopian health science colleges and seek strategies to address these challenges effectively. METHODOLOGY: This study adheres to the phenomenological theory and uses a qualitative research methodology. The study includes 20 male and 16 female instructors, school deans, department heads, and module coordinators from 2 universities. The investigation focuses on themes related to training, administration, motivation, and resources as well as potential strategies to overcome the challenges in CBC implementation. RESULTS: The study investigated various factors affecting the implementation of CBC. The findings indicate that the most common challenges are inadequate training for instructors regarding the curriculum and shortage of educational resources necessary for its implementation. Additionally, challenges related to motivation, administration, and resources were identified as contributing factors that hindered CBC implementation. Beyond identifying these barriers, the study proposes context-specific strategies, including targeted faculty development programs, optimized resource allocation, and enhanced administrative support, which collectively aim to improve curriculum adoption and effectiveness. These findings provide actionable insights to inform policy and practice in similar educational environments facing implementation hurdles. CONCLUSION AND RECOMMENDATION: To effectively implement a CBC in Ethiopian health science colleges and prepare graduates for the job market, several key actions are necessary. University administrators, departments, and instructors must engage in discussions to identify solutions. Continuous awareness, capacity-building training, and organized workshops on CBC are crucial for overcoming the major challenges. Moreover, prioritizing human and material resources, equipping demonstration and simulation rooms, and expanding practical sites are essential interventions to facilitate its implementation. Additionally, effective communication with all stakeholders is vital for successful CBC implementation.