Curriculum In India Research Articles

Integrating health in urban planning curriculum across Indian planning institutes

Urban planning significantly influences the physical and health profile of urban environments. This paper explores the critical nexus between urban planning and public health, emphasizing the urgent need to integrate health considerations into the urban planning curriculum in India. Current urban planning courses often overlook public health aspects, resulting in a disconnect that could hinder the ability of urban environments to meet the health and well-being needs of their populations. Through a comprehensive review and analysis of curriculum data from selected Indian institutions of national importance—including the School of Planning and Architecture, Indian Institute of Technology Kharagpur, and National Institute of Technology, Bhopal—this study identifies significant gaps in the inclusion of health-related content in urban planning education. The analysis reveals a low occurrence of health-related themes within the planning curriculum, with essential topics like public health history, environmental health, and health impact assessments seldom addressed. To bridge these gaps, the paper suggests incorporating mandatory health-focused courses, such as Health Impact Assessments and public health fundamentals, into the curriculum. It also recommends interdisciplinary collaboration with public health professionals to enrich planning education. By restructuring the curriculum to include more comprehensive health-related education, future urban planners can be better equipped to create healthier and more sustainable urban environments, ultimately enhancing public health outcomes in rapidly urbanizing spaces. This research not only sheds light on current educational inadequacies but also proposes actionable steps towards a more holistic integration of health and urban planning disciplines.

Integrating Pharmacists into Public Health Initiatives: Challenges and Opportunities in India

Since most people can visit pharmacies easily and don't need an appointment, they are naturally regarded as the primary choice for healthcare professionals in society. Pharmacists have the potential to be an important link in the global healthcare system. Since not everyone is served by public health services, pharmacies and private healthcare providers can play a significant role in the healthcare system. This also applies to the nation of India, which is inhabited by almost 1.3 billion people. The majority of India's chemists, both in the public and commercial sectors, are underutilised resources despite their extensive presence. The purpose of this study was to assess the emphasis on patient care and public health in pharmacy education, as well as the participation of pharmacists in national public health programmes (NPHPs) in India. The aim of the research was to ascertain the extent to which pharmacist education may aid in this transition and the locations where pharmacists could participate more actively in national public health campaigns. The public health and patient care components of the pharmacy curriculum in India are being evaluated for the first time with this study. It will be helpful to statutory organisations and curriculum reform committees in India and other countries where the functions of chemists are expanding to include public health and patient care.

Reforming the Physiotherapy Curriculum in India: Identifying Issues and Proposing Solutions

Reforming the Physiotherapy Curriculum in India: Identifying Issues and Proposing Solutions

Navigating the transition: Implementing competency-based medical education in medical curriculum in India

Navigating the transition: Implementing competency-based medical education in medical curriculum in India

Attitude and perception of medical and nursing undergraduates and faculty towards simulation-enhanced interprofessional education at an institute in India

Background The need for interprofessional education (IPE) has been recognized on the basis of compromised patient care due to ineffective communication and teamwork among healthcare providers. Using Simulation to enhance IPE has been advocated to achieve the competencies required for effective interprofessional collaborative practice. However, the implementation of this powerful tool and its integration into Indian medical education are a relatively recent development, gradually gaining momentum in recent years. Purpose This study was undertaken to assess the attitudes and perceptions of a group of Indian medical and nursing undergraduates and faculty towards simulation-enhanced interprofessional education (Sim-IPE) before introducing this module at the institute. Methods A descriptive correlational design was conducted using the KidSIMTM ATTITUDES scale on a convenient sample of 82 students and faculty of medical and nursing colleges. Results The total scores for the 30-item questionnaire revealed an overall positive attitude towards IPE and Simulation as a learning modality. Analysis of variance tests revealed lesser scores for students when compared to faculty. Conclusions A positive attitude towards Sim-IPE by students and faculty is promising, and it is the first step towards integrating Sim-IPE into the undergraduate curriculum in India.

Critical Thinking and Clinical Reasoning in Undergraduate Medical Course: A Mixed-Methods Study in a Medical College in Kolkata, West Bengal, India.

Critical thinking is considered as the essential set of skills for medical practice, particularly during emergencies. However, there is lack of conceptual clarity around it and it was not explicitly included in the undergraduate medical curriculum in India. The present study has been planned to assess the critical thinking disposition and clinical reasoning skills among medical undergraduate students in a medical college in West Bengal, India. The perceived definition and attributes of critical thinking in medical education will be explored and the contexts where application of critical thinking skills may be crucial for medical practice will be identified. The content validity index, test-retest agreement; internal consistency and construct validity of the Critical Thinking Disposition Assessment Questionnaire (CTDAQ) will be assessed through step-by-step procedure. CTDAQ and the case-based objective-type questions for the clinical reasoning skills will be applied to around 200 medical undergraduate students. Their perception and experience on critical thinking in medical education will be assessed with structured open-ended questions. In-depth interviews with medical teachers of the second and third phases of undergraduate medical curriculum will be conducted to assess their perception and experiences on critical thinking. The quantitative analysis will be conducted with MS excel and R software using the relevant packages. The qualitative data will be transcribed and translated in English, close to the participants' verbatim. The thematic analysis will be conducted with inductive coding and memoing. The study will be conducted maintaining ethical standards for epidemiological studies. The present study, one of the first a few studies in India, will help to meet the conceptual gap in understanding the attributes of critical thinking, its association with clinical reasoning and the contexts of preferred application in medical practice.

IJCM_196A: Exploring the transition from medical students to interns: A leap into clinical practice

Background: The transition from medical student to independent doctor is a crucial phase, marked by a year-long clinical internship in India. Despite this, challenges arise, and stress is common among interns. This study aims to assess the preparedness of interns graduating under the present MBBS curriculum in India and understand the challenges they face during their internship. Methodologyology: This cross-sectional analytical study was conducted in teaching hospitals affiliated with Kasturba Medical College, Mangalore. Interns working in various departments of these hospitals were included in the study. Universal sampling was employed, approaching all available interns during the 14-day study duration. The sampling strategy was non-random, based on convenient sampling. Results: Out of 150 interns, 77 scored well in various aspects of clinical skills. However, discrepancies were observed in specific areas. While 84% demonstrated good history-taking skills, only 55% could effectively discuss medications with patients. Interns displayed lower competence in understanding drug interactions, with only 37 out of 150 scoring well. Communication and teamwork were strong points, with 82 interns effectively working in a multi-disciplinary team. On the contrary, clinical procedures and diagnostic skills showed dismal performance, especially in emergency situations and practical procedures. Conclusion: Interns exhibit strength in communication and teamwork but face challenges in diagnostic skills and clinical procedures. The findings emphasize the need for targeted interventions in specific areas, ensuring a well-rounded preparation for junior doctors. Addressing these challenges will contribute to a smoother transition from medical students to competent healthcare professionals.

Inclusion of Occupational Health in MBBS Course Curriculum in India

Inclusion of Occupational Health in MBBS Course Curriculum in India

Need to Incorporate Endovascular Neurosurgery in Neurosurgery Curriculum in India.

Need to Incorporate Endovascular Neurosurgery in Neurosurgery Curriculum in India.

Flipped Classroom for Undergraduate Medical Students in India: Are we ready for it?

The teaching-learning environment has undergone a paradigm shift with the recent implementation of a Competency-Based Medical Curriculum in India. Despite this, the concept of flipped classrooms for medical students is still in its infancy in our country. We conducted an experimental randomized crossover study to find if a flipped teaching model improves learning for first-year medical undergraduate students. Students' perceptions of this novel method were also obtained and analyzed. In the first period (first part of the study), one group of students underwent the Flipped Model Teaching (Flipped Teaching Group), and the second group (Traditional Teaching Group) was taught by the conventional method. A crossover was done with a second topic in the second period. A written test was conducted at the end of each period. Student feedback was also obtained. There was no statistically significant difference in students' performance on comparing traditional and flipped teaching methods. Reasons for this could be the level of the learner, prior exposure to active learning strategies, learner readiness/motivation for active learning, and timing of the study. Out of the participants 80% of students preferred the flipped model classroom teaching, especially the interactive discussion, and expressed their desire for more frequent similar learning activities. We conclude that there was no difference in marks obtained by students in the two groups, yet they preferred the flipped classroom method, which indicates that it is feasible to adopt this method in the Indian medical undergraduate classroom.

Need to Incorporate Endovascular Neurosurgery in Neurosurgery Curriculum in India: Stay Abreast or be Left Behind.

Endovascular neurosurgery is one of the most rapidly evolving subspecialties in the field of neurosurgery. Since its inception, it has taken up almost 50%-60% of the cerebrovascular workload. Various specialties are competing to claim this field; still, no one can argue against a neurosurgeon's suitability in performing endovascular techniques. Currently, the field is shared between neurosurgeons and neuroradiologists, each getting different pie shares in various parts of the world. However, in India, barring a few residency programs, most neurosurgery programs offer little or no exposure to endovascular techniques. There is an urgent need for endovascular neurosurgery to be incorporated in the neurosurgery training curriculum in the country. Performing DSAs is the first step toward starting an endovascular neurosurgery unit. We have presented here the data of the DSAs done by a single neurosurgeon over almost 3 years. We have discussed our experience in the hope that fellow neurosurgeons across the country find it useful.

Knowledge of genetics of hearing and genetic counseling among practicing audiologists

IntroductionHearing loss occurs during various periods of life. Around half of the world's hearing loss is considered to be inherited or genetic. Audiologists play a key role in educating the patient/family about the origin of hearing loss and counseling on genetic aspects of hearing. Genetics has been part of the curriculum in India for the specialised master’s degree in audiology since 2009. There is a need to investigate the impact of this course on the field of knowledge and practice of hearing genetics among audiologists. In this study, we examined the knowledge and practice of genetics of hearing among audiologists practicing in India. In addition, we compared graduates who learnt genetics in their curriculum with graduates who did not.MethodA thirty-six-point questionnaire was developed based on clinical and research studies conducted hitherto and inputs from practicing geneticists. The survey consists of five domains. 133 audiologists participated in the study.ResultsBased on percentage analysis, overall knowledge and practice of the genetics of hearing among the audiologists were not adequate in certain aspects of the genetics of hearing (inheritance pattern and genetic counseling). There were no significant differences in knowledge and practice between audiologists based on educational qualifications and work experience.ConclusionThis novel study compared knowledge of audiologists and practice based on their work experience and educational qualifications. The present study reported that the majority of audiologists were interested in updating their knowledge about the genetics of hearing.

We just gotta do meta! Notes on disciplinary anxieties in Geography in India

AbstractA hundred years since its inception in college curriculum in India, geography as a discipline appears to be marked by a lack of self confidence. The persistently unenthusiastic response of Indian departments of geography to the present global health crisis over the past three years suggests that this is not a momentary loss of heart. We suggest that this is rather the result of the discipline's intertwining with post independence development policy in addition to the failure to integrate the sub disciplines of geography well with each other. As a way forward, we argue that the greatest promise in fact lies not in the universities but in networks across departments and independent research centres where geography can truly claim its place in the sun as a discipline that offers the relational approach that few other disciplines offer.

Assessment of students’ perception on self-directed learning, alignment and integration in competency-based medical education curriculum among first year medical undergraduate students

Background: The introduction of competency-based medical education curriculum in India has endorsed many new concepts, like foundation course, self-directed learning, early clinical exposure, etc. There has been paradigm shift from teacher centered to student centered learning. Integration of the curriculum has been evolved as an important strategy in the current system of Competency based medical education and SDL is essential to enable medical students to develop independent learning skills, increased responsibility, assertiveness and accountability which are key attributes to a medical professional’s career. Literature search could not retrieve many studies in Indian context, hence this study was conducted to determine the perception of students’ on self-directed learning, alignment and integration in CBME curriculum among first year medical undergraduate students. Methods: It was a cross sectional study conducted among first year medical students. After obtaining informed consent, data was collected using a pre-validated questionnaire having SDL instrument and proforma to assess the students’ perception on alignment and integration. Students were asked to rate on a 5-point Likert scale. A total of 174 students completed the questionnaire. The data is expressed as means and percentages. Results: In the present study students opined that SDL helped them to establish their learning goals. Students also opined that alignment and integration is beneficial for in depth understanding of the subject and also to prepare for exams. Conclusions: Incorporation of SDL and aligning and integrated curriculum has helped students in better understanding and correlation of subjects across the phase. The joint efforts by the facilitators and students themselves may be helpful to make students independent and lifelong learners.

Is It Time to Introduce Structured Musculoskeletal Ultrasound Training in the Rheumatology Curriculum in India?

Is It Time to Introduce Structured Musculoskeletal Ultrasound Training in the Rheumatology Curriculum in India?

Effectiveness of teaching medical ethics to medical students on an online platform: An analysis of students' perceptions and feedback.

Medical ethics education along with attitude and communication training has been incorporated into the regular MBBS curriculum in India from 2019, so as to encourage a caring and communicative approach by doctors towards patients. It would be important to understand the relevance of the educational module in the form of cases to ensure an optimal learning process for future students and doctors in the making. We selected three cases and conducted online debates among small groups of second year MBBS students. Students submitted narratives and their reflections after discussing each case and gave overall feedback. Our findings suggested that the students recognised the complexity of taking decisions when presented with ethical dilemmas and appreciated the opportunity to voice opposing views. The online platform was effective and may be considered in the future as a medium to help integrate discussions on medical ethics alongside clinical work.

Preferences of dental undergraduate students regarding assessment and learning approach: A cross-sectional study

Background: Assessment is a vital component of a curriculum. Assessment is considered to drive learning. Students’ views and perception about assessment and learning can help us understand how student perceive and approach their learning. Objective: The present study was designed with an objective to gain insight into dental undergraduate students’ assessment and learning approach preferences. Materials and Methods: A close-ended questionnaire-based cross-sectional study was conducted among undergraduate dental students. Informed consent was taken from all the study subjects. The study population consisted of 382 dental students from two dental institutes that were enrolled using a systematic random sampling methodology. Statistical analysis was done using Pearson’s Chi-square test and multivariate analysis was performed using binary logistic regression. Results: Formative assessment in the form of assignment/written test was considered as most useful by 62.4% (239) of subjects. Multiple choice questions (MCQs) were rated as very useful by 56.2% (214) and useful by 36.8% (141) of subjects. Equal number of subjects (50%) considered oral viva and objective structured practical examination (OSPE)/objective structured clinical examination (OSCE) as useful. Subjects studying in 1st institute were more likely to rate various assessment methods/tools as very useful and useful as compared to subjects studying in 2nd institute. Conclusion: Necessary reforms need to be incorporated into the dental curriculum in India. There is a strong need to make assessment continuous and formative as well as incorporate newer assessment tools such as MCQs and OSPE/OSCE to enhance and optimize the learning process of dental students.

Medical Education in India - Need to Rethink!

Sustainable Development Goal number three advocates for a healthy life for all and a significant part of achievingthis is the availability of Doctors across all landscapesequitably. But there has been a lack of healthcare force,particularly in rural areas. The medical curriculum in India is exhaustive and emphasizes the need for highereducation than serving as medical officers in primary health centers. Many aspects of undergraduate teaching arerarely utilized, if at all. So it’s high time to relook at our MBBS curriculum to incorporate more practical real-lifeeducation needed for managingprimary health centers and cutting the extra burden.

Multicultural Curriculum in India

By applying the concept of a multicultural curriculum and approaches to it as advocated by James Banks, this paper critically analyses the presence and absence of a multicultural curriculum in Indian text books after NCF 2005 through the case study of the “Vasant Part II” (Hindi text book for 7th Std). A multicultural curriculum is the need of the hour in contemporary India to create a learning environment for people from diverse cultures and backgrounds so that they can access education free from all insecure feelings and have fair chances of learning. NCF 2005 calls for an epistemological shift in the curriculum that accommodates multiple ways of imagining the Indian nation. The analysis of the case study clearly presents a different picture away from this call. The majority of the units propagate mainstream Hindu culture instead of taking along multicultural perspectives. The non-transformative and uncritical representations of women, minorities, and differently abled people often lead to a reinforcement of stereotypes and misconceptions. In this gloomy picture a couple of units send rays of hope for a multicultural curriculum in the future, so that our future generation may be a generation with transformed attitude and convictions to form a better citizenry.

Change in Dental Curriculum in India a Need of an Hour

Change in Dental Curriculum in India a Need of an Hour