Document Type : Review article
Authors
- ARAVIND P GANDHI 1
- AMOL DONGRE 2
- PRADEEP DESHMUKH 1
- KALYANI P DESHMUKH 3
- SUJIV AKKILAGUNTA 1
- YOGESH BAHURUPI 1
- PRIYANKA YADAV 1
- MATHAVASWAMI VIJAYAGEETHA 1
- MUBASHSHERA KHAN 1
- NISHAANT RAMASAMY 1
- AISWARYA N R LAKSHMI N R 1
- NANDEESH KURAVATTI 1
- VIKAS DHIMAN 4
- SANGHAMITRA PATI 4
1 Department of Community Medicine, All India Institute of Medical Sciences, Nagpur, India
2 Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital, Pondicherry, India
3 Technical Resource Under Centre for Evidence for Guidelines, All India Institute of Medical Sciences, Nagpur, India
4 Indian Council of Medical Research Headquarters, New Delhi, India
Abstract
Introduction: The landscape of medical education research has undergone a considerable change in India. This scoping review and the evidence gap map (EGM) explore the medical education techniques in curricular components of medical education and identify the gaps in medical education research in India.
Methods: Studies published from inception till 13th June 2025 in five databases of MEDLINE (PubMed), Scopus, Embase, Web of Science, and Cochrane were included. Studies reporting on medical education methods in the curricular components (content, teaching, learning, educational environment, educational strategies, assessment, and evaluation) of medical education, and their effects on reactions/attitudes, knowledge, skills, behaviours, practices, and patient outcomes in the Indian context, were included. Screening and data extraction were conducted by two independent reviewers, with conflicts adjudicated by a third reviewer. EGM was developed using Eppi-Reviewer and Eppi-Mapper. Database search yielded 4342 unique studies, among which 607 studies were finally included in the review.
Results: The majority of studies were conducted on MBBS students (n=534, 88%), while 59 (9.7%) were conducted among MD-MS-DNB students. Teaching-Learning methods were the common curricular components studied (n=548, 90.3%). Physiology (n=118, 19.4%) followed by pharmacology (n=74, 12.2%) were the most common subjects on which studies were conducted. Most studies assessed Kirkpatrick’s Level II (n=570, 93.9%), followed by Level 1 (n=545, 89.8%). The majority of the studies were unfunded (n=589, 97%). Positive educational outcomes were reported for the intervention under evaluation in 83.0% (n=504) of the included studies.
Conclusion: In India, gaps exist in medical education research regarding study populations (postgraduates), curriculum components (educational environment, assessment), and levels of outcomes (levels 3 and 4).
Highlights
Keywords
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