Abstract

Objective: To critically analyze Pakistan's foundation year (House-Job) training curriculum, assessing its effectiveness in preparing medical graduates.
Methodology: This comparative review was conducted, examining the curriculum against competency-based education principles, assessment methods, self-directed learning integration, and technology utilization. Key documents from PMDC, WFME, and AAMC were analyzed to highlight deficiencies and propose evidence-based reforms.
Results: The curriculum has clear learning outcomes and a strong emphasis on practical skills, fostering professional development. However, 12 key shortcomings were identified, including overcrowded objectives, vague assessment strategies, insufficient learning opportunities, lack of content mapping, weak emphasis on self-directed learning, and minimal integration of technology.
Conclusion: Enhancing assessment strategies, structured learning opportunities, interdisciplinary collaboration, and technology integration can transform the Pakistan house-job training curriculum into a competency-driven model aligned with global standards. Addressing these deficiencies will ensure medical graduates develop adaptability, clinical competency, and ethical understanding, preparing them for evolving healthcare demands.

Key words: Curriculum, foundation year training, house job, medical education, physician competence.