Abstract
Objectives: The quantity, quantity, and timing of basic sciences teaching in the context of clinical learning have been a debatable issue for a long time. Therefore, this study was planned to evaluate the teaching framework of basic sciences in undergraduate medical education. Materials and Methods: The publications were collected through online searches according to predefined inclusion and exclusion criteria. Three reviewers analysed the data and arrived at a conclusion to select 90 publications. These publications were analysed thoroughly to classify them into ten categories of basic sciences teaching frameworks. Content analysis of these publications was done for comparison across publications. Results: The reviewer’s rate of agreement for their conclusions varied between 89 and 94% for different phases of analysis. The most common category was ‘Integration’ (29%), followed by ‘Problem-based/Case base learning’ (18%) and ‘Mixed-methods approach’ (14%). The strategies being used in basic sciences teaching were mostly learner centred (68.9%). Conclusion: The review of basic sciences teaching frameworks in our study indicates that various frameworks of basic sciences teaching are being used in various medical schools throughout the world. The pattern of these frameworks can contribute to effective policy-making for improving basic sciences teaching.
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