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Correspondence

Indian Pediatr 2017;54: 789-790

When are we to Integrate ‘Research Module’ in Undergraduate Medical Curriculum in India?

 

*GP Prashanth and Uwe Werner Fass

Department of Pediatrics and Human Genetics, Oman Medical College, Sohar,  Al Batinah, North Oman.

Email: [email protected]  

 


We read with interest the recent perspective on lack of research amongst undergraduate medical students in India [1]. The authors propose possible solutions to improve research amongst undergraduates but the suggested interventions are not prioritized.

The medical education program in India, both at undergraduate and postgraduate levels, is not research- oriented. Whether research component should be made an integral part of training is often discussed, debated and deliberated but not implemented [2]. This is probably because our undergraduate training program is ‘primary-care physician’ oriented and emphasizes patient care to a great degree. Nevertheless, our students, faculty as well as policy makers need to realize the relevance of ‘routine research skills’ to practice evidence-based medicine in ‘primary care’.

We suggest that rather than emphasizing mandatory student research activity as an exposition, there is a need to adopt step-wise approach. Orientation to medical research and participation in research project are two distinct aspects (theory and practice respectively) of training in research. We contend that student orientation to research in medical science is the first step, which essentially is a curricular reform initiated at national level (by Medical Council of India) with the introduction of an ‘Undergraduate Research Module’. Creation of an environment conducive to research and inculcation of ‘research culture’ is the responsibility of Medical college establishment. Student participation in scholarly activities is something the teaching faculty can inspire. Mandatory student project should be the final step in the entire process and implemented over time.

The epidemiological/biostatistical methods currently part of Community Medicine teaching is integral to proposed Undergraduate Research Module. Some of the other basic research skills and attributes that can be covered include information gathering, systematic literature review, critical appraisal, study design and methodology, data handling, statistical interpretation, medical writing, and ethical/governance aspects. The module may be introduced in a phased manner so that research skills are developed incrementally and applied fully in a research project in the final year of training or during internship.

Medicine curriculum for undergraduates should provide a strong foundation for research attributes and empower students to develop more specialized research skills in future. Implementation of a well thought out research training module is the need of the hour. Integrated models for developing research skills are previously implemented in the West [3]. Meta-analysis of published studies about undergraduate participation in research, and expert recommendations for designing undergraduate curriculum are helpful [4,5].

References

1. Garg R, Goyal S, Singh K. Lack of research amongst undergraduate medical students in india: it’s time to act and act now. Indian Pediatr. 2017;54:357-60.

2. Mahajan PB. ROME scheme: from reorientation to research oriented medical education, a new beginning. Indian J Med Res. 2010;132:110.

3. Riley SC, Morton J, Ray DC, Swann DG, Davidson DJ. An integrated model for developing research skills in an undergraduate medical curriculum: Appraisal of an approach using student selected components. Perspect Med Educ. 2013;2:230-47.

4. Laidlaw A, Aiton J, Struthers J, Guild S. Developing research skills in medical students: AMEE Guide No. 69. Med Teach. 2012;34:e754-71

5. Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. Medical student research: An integrated mixed-methods systematic review and meta-analysis. PLoS One. 2015;10:e0127470.

 

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