Purpose
Competency-based medical education (CBME) encourages self directed learning, reflection, and goal setting. But how do students actually experience these practices in real time? Are they motivated, overwhelmed, or unsure how to engage? This study explored how undergraduate medical students in India experience self-assessment and personal goal setting within the CBME framework, and how these practices shape their learning mindset.

Methods
A qualitative descriptive study was conducted with twenty four second and third year MBBS students from institution implementing the CBME curriculum. Students participated in one on one semi structured interviews focused on their experiences with self-assessment forms, reflective writing, and goal setting exercises as part of foundation courses and longitudinal portfolios. Transcripts were analyzed using thematic analysis to understand common patterns, struggles, and meaningful moments.

Results
Three themes emerged. First, performing reflection described how students often completed self-assessments to meet requirements rather than to gain insight. Second, from checklist to clarity showed how some students began to find value in goal setting once they connected it with personal growth and feedback. Third, seeking support revealed that students wanted more guidance on how to assess themselves meaningfully and set achievable, personal goals. For many, these practices felt new and unclear at first, but gradually became tools for self-awareness and progress tracking.

Conclusion
Self-assessment and goal setting can be powerful tools, but only when students understand their purpose and feel supported in using them. In the Indian CBME context, early mentoring, modeling, and feedback are essential to help students move from compliance to genuine self-reflection. A culture that values growth over perfection is key to making these practices meaningful.