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CC BY 4.0 · Avicenna J Med 2024; 14(03): 167-174
DOI: 10.1055/s-0044-1791843
Original Article

Curricular Redundancy in Medical Undergraduate Course: Critical Insights from Various Stakeholders in Medical Institutes in India

Pradip B. Barde
1   Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
,
Naresh Parmar
1   Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
,
Vinay Chitturi
1   Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
,
Gaurav Sharma
1   Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
,
Rajesh Kathrotia 
1   Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
,
Krupal Joshi
2   Department of Community and Family Medicine, All India Institute of Medical Sciences, Rajkot, Gujarat, India
,
Manisha Naithani 
3   Department of Biochemistry, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
,
Vivek Kumar Sharma
1   Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
› Author Affiliations Funding None.
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Abstract

Background Medical education is continuously evolving to keep pace with the dynamic field of medicine. This study addresses the issue of curricular redundancy in medical education, highlighting the necessity for periodic reviews to eliminate outdated or irrelevant topics.

Method A descriptive qualitative approach was employed, involving participants from various medical schools across India. An online questionnaire was used to gather data on redundant topics, suggested replacements, and improvements in the curriculum for both didactic and non-didactic subjects, along with inputs related to assessment and evaluation methods. Content analysis was used for thematic identification and qualitative interpretation.

Results Out of 71 respondents from a wide geographic distribution, 30% were female, and 70% were male, with an age range of 17 to 36 years. Participants expressed concerns about redundant theoretical (32%) and practical (51%) topics. Qualitative analysis highlighted the need for integrating different subjects and placing a stronger focus on practical clinical skills. Participants emphasized the importance of a curriculum that keeps pace with advancements in medicine, such as genomics and artificial intelligence, while also addressing mental health. Specifically, they suggested combining anatomy and surgery courses, incorporating more active learning techniques, and utilizing ongoing assessments to gauge progress.

Conclusion The study highlights the necessity of eliminating curricular redundancy in medical education. Recommendations include developing a flexible curriculum, emphasizing region-specific content, and implementing a formative assessment system. Additionally, the importance of faculty development and stakeholder involvement in curriculum design is emphasized.

Key Message

Key insights for updating the medical undergraduate curriculum include the following:

  1. Developing a flexible curriculum.

  2. Emphasizing region-specific content.

  3. Implementing formative assessments.

Keywords

curricular redundancy - medical undergraduate - new content

Presentation at a Meeting

None.


Authors Contribution

P.B.,N.P.,G.S.,R.K. contributed in concept and design of study. P.B., N.P.,V.C.,K.J., R.K. contributed in Literature search, data acquisition, data analysis. P.B.,N.P.,V.C.,G.S., M.N.,G.S.,V.S. contributed in Manuscript preparation. P.B.,N.P.,V.C.,G.S., K.J., M.N.,G.S.,V.S. contributed in manuscript editing and review.




Publication History

Article published online:
28 October 2024

© 2024. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/)

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