Guest Editors:
Anne D. Souza, MD: Manipal Academy of Higher Education, India
Olwyn Westwood, PhD: King鈥檚 College London, UK
Anne D. Souza, MD: Kasturba Medical College of Manipal, Manipal Academy of Higher Education, India
Olwyn Westwood, PhD: King's College London, UK
Medical education in India stands at a pivotal juncture, with the landscape witnessing rapid transformations driven by advancements in medical science, technology, and pedagogy. As this critical sector continues to grow and adapt, there is an increasing need to understand, analyze, and share the latest insights, experiences, and methodologies.
We invited scholars, educators, researchers, and practitioners to submit original research articles, reviews, and case studies exploring a wide range of topics related to medical education in India, including but not limited to:
鈥� Curriculum development and reforms: innovative approaches to medical curriculum design and alignment with evolving healthcare needs in India. Submissions concerning themselves with the introduction of the competency-based curriculum (CBME) and related concepts such as the learner doctor, family adoption program (FAP), and disability competencies will be of particular interest to this Collection.
鈥� Teaching and learning methods: research on effective teaching methodologies, simulation-based training, online/blended learning opportunities, team-based learning, and strategies to address challenges faced in resource-constrained settings.
鈥� Faculty development: studies on enhancing faculty competencies, fostering effective mentorship, promoting research culture, and faculty training for adapting to modern educational paradigms.
鈥� Interprofessional education (IPE) and collaborative learning: initiatives and outcomes related to interprofessional education, encouraging collaboration among healthcare disciplines to improve patient outcomes and healthcare delivery.
鈥� Assessment and evaluation: innovative assessment methods, program evaluation, and accreditation processes that align with the educational goals and ensure quality standards in medical education.
鈥� Social accountability and community engagement: research exploring medical education's role in addressing local healthcare needs, promoting equitable access to healthcare services, and community-oriented teaching programs.
鈥� Medical ethics and professionalism: investigations into the teaching and assessment of medical ethics, professionalism, and cultural sensitivity in the Indian context.
鈥� Well-being and resilience: studies examining strategies to support the well-being of medical students and professionals, promoting resilience, and mitigating burnout in the challenging healthcare environment.
Image credit: Vadi Fuoco / Generated with AI / stock.adobe.com
Rheumatic and musculoskeletal diseases, which are prevalent in nearly 25鈥�30% of the Indian population, pose a significant burden on public health. However, the field is often overlooked in undergraduate medica...
The human bone anatomy is commonly taught using normal adult bones. However, students often face difficulties comprehending the clinical correlations related to fractures, as they only rely on text content or ...
The doctor-patient relationship is essential for effective patient care, yet medical education often neglects to nurture the quality such as empathy during the initial years of training. Doctor-patient relatio...
In contemporary medical education, it is essential to raise student involvement and active participation in the learning process. By contrasting small-group peer learning modules with teacher-led conventional ...
Surgical education necessitates hands-on training, which poses ethical challenges when practicing on real patients. Simulation training emerges as a pivotal solution, offering a safe and effective environment ...
Remedial teaching is a tailored educational approach dedicated to enhancing the academic performance of students facing challenges within the curriculum. By identifying and addressing specific learning difficu...
Internship is a phase of training wherein medical graduates acquire the skills and competencies required to function independently. It has been reported that interns lack confidence in performing common proced...
The authors aim to evaluate the perception, strengths, and challenges in the implementation of 鈥淐linical Laboratory Shadowing鈥� as an elective module for third-year professional medical students.
Interactive teaching methods such as patient narratives and role plays are effective tools in medical education. Incorporating the patient's perspective of the disease and standardized treatment in the teachin...
Medical undergraduate students are often unaware of the managerial aspects of operating a healthcare facility. This leads to confusion and a sense of being lost when they assume administrative roles, highlight...
Continuing Medical Education (CME) is vital for healthcare professionals to remain current with advancements and maintain their competence. In India, CME remains in its early stages, lacking a systematic appro...
The COVID 19 lockdown created a shift in medical education from the traditional physical classroom to online learning.
The Indian National Medical Council has incorporated the Basic Life Support (BLS) course in the foundation course of the undergraduate (MBBS) medical curriculum. However, medical teachers raise concerns about ...
Continuing Medical Education (CME) is crucial for physicians to stay current in the rapidly advancing field of medicine. A WhatsApp (WA) based community of physicians was initiated in 2016 鈥榃hatsApp CME India ...
The authors had previously developed AnaVu, a low-resource 3D visualization tool for stereoscopic/monoscopic projection of 3D models generated from pre-segmented MRI neuroimaging data. However, its utility in neu...
District Residency Programme (DRP) was introduced by National Medical Commission as mandatory three-months training program for postgraduate residents. The program was for the first time implemented in April 2...
This Collection welcomes submission of original Research Articles. Should you wish to submit a different article type, please read to confirm that type is accepted by the journal. Articles for this Collection should be submitted via . During the submission process you will be asked whether you are submitting to a Collection, please select "Medical education in India" from the dropdown menu.
Articles will undergo the journal鈥檚 and are subject to all of the journal鈥檚 standard policies. Articles will be added to the Collection as they are published.
The Editors have no competing interests with the submissions which they handle through the peer review process. The peer review of any submissions for which the Editors have competing interests is handled by another Editorial Board Member who has no competing interests.