Navigating ‘C’ of the Spices Model in Twin Cities of Pakistan

The study identifies gaps and recommendations for implementing community–oriented and community–based medical education (COME & CBME) at the undergraduate level in Pakistan. The analysis shows that the lack of learning outcomes, assessment strategies, and supervisory structure hindered any improvement in the CBAs.

The dominance of the clinical faculty and the Community Medicine faculty's limited motivation were identified as significant challenges hindering advancement in the CBME. The regulatory authority was proposed to combat pre–clinical versus clinical dilemmas and interdisciplinary and interprofessional issues, including multi–sectoral and community engagement challenges faced by the COME in Pakistan.