Critical appraisal of curriculum content for bachelor of science in biomedical sciences under faculty of allied health sciences, datta meghe institute of medical sciences (deemed to be university) as against problem centricity

Abstract

Background: Biomedical sciences can be said to be a collective of multiple scientific subjects to obtain, organise, apply, analyse information for the betterment of public healthcare. The stream of biomedical sciences comprises not only one but also multiple subjects under its roof such as microbiology, epidemiology, statistics, engineering as well as anatomy, physiology, and biochemistry. The adherence to the subject is of prime importance to attune the learner and prepare him/her for learning the psychomotor domain pertaining to the said subject. The present study attempts to delineate the curricular inclusions for the said curriculum of Bachelor of Science in Biomedical Sciences under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) as against typing of curriculum based on problem centricity. Materials and Methods: Rapid review of the literature with reference to the curriculum of Bachelor of Science in Biomedical Sciences under faculty of Allied Health Sciences, Datta Meghe Institute Of Medical Sciences (Deemed to be University) in the academic year 2020–2021 for purpose of their “Typing” with principles of curriculum design' was done. Results: The total number of curricular inclusions was 305. Ideally taking the ratio of curricular inclusions as 6:3:1, there should be 184 subject-centered inclusions, 91 problem--centered inclusion, and 30 learner centered. Out of this, there were 143 inclusions which were observed to be subject centered, 133 inclusions were problem centered and 29 were centered upon the learner. Thus, the overall percentage of typing of the inclusions was 46.88% subject centricity, 43.60% problem centricity and 9.5% learner centricity. The observed deficit in subject-centered inclusions was 41, a surplus of 42 objectives was observed for problem-centered inclusions and a deficit of 1 was observed for learner centricity. Conclusion: The undergraduate course curriculum of Bachelor of Science in Biomedical Sciences under Faculty of Allied Health Sciences included in the present study for typing of included curricular inclusions has been typed based on their centricity upon the problem.