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Indian Pediatr 2017;54: 789-790 |
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When are we to Integrate ‘Research Module’ in
Undergraduate Medical Curriculum in India?
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* GP Prashanth and Uwe Werner
Fass
Department of Pediatrics and Human Genetics, Oman
Medical College, Sohar, Al Batinah, North Oman.
Email:
[email protected]
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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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