Integrated Cumulative Grade Point Average (iCGPA): Benefits And Challenges Of Implementation For The Medical Faculty

Suhaila Sanip, Nur Faraheen Abdul Rahman


The Ministry of Higher Education introduced the integrated cumulative grade point average (iCGPA) system in 2016, in an aspiration to produce graduates who are holistic and balanced in their abilities based on Malaysian Qualification Agency’s (MQA) learning domains. In this article, we provide a comparison of iCGPA with other established medical competency frameworks and shared our experience of trying to implement iCGPA in the medical faculty. Throughout implementation process, it was noted that medical educators need several core competencies to be able to implement iCGPA successfully in their courses. Two of the most important core competencies are understanding the pedagogies of the 21st century (heutagogies, paragogies and cybergogies) and understanding the concept of outcome-based education. On top of the requirement of core competencies, there were also challenges of tailoring teaching and learning to meet the requirement of Industrial Revolution 4.0. We also described in detail the benefits and other challenges of iCGPA implementation in our faculty. We conclude this article with our recommendation for successful iCGPA implementation in the future for the medical faculty.


iCGPA, outcome-based education, medical faculty, industrial revolution 4.0  

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