Integrating Research into Indian Undergraduate Medical Education: A Systematic Review Aligned with Competency-based Medical Education and National Medical Commission Competencies Article Swipe
Dharmendra K. Gupta
,
Arunima Chaudhuri
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.4103/amhs.amhs_142_25
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.4103/amhs.amhs_142_25
In 2024, the National Medical Commission (NMC) of India revised its Graduate Medical Education Regulations to include “researcher” and “critical thinker” as core roles for Indian Medical Graduates, aligning with global trends in competency-based medical education (CBME). However, research training is still sporadically incorporated into Indian undergraduate medical curricula. To systematically review peer-reviewed studies conducted in India between 2020 and 2025 that explore the integration of research training in undergraduate medical education, particularly within the context of the CBME framework and the NMC’s 2024 competency update. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines, a systematic review was conducted using PubMed and Google Scholar. Eligible studies included qualitative, quantitative, or mixed-methods research addressing undergraduate research integration, research skills training, or CBME-aligned research competencies. A thematic synthesis was performed. Thirty-two studies met the inclusion criteria and were categorized into five thematic domains: research training initiatives, CBME integration, implementation barriers, student perceptions, and curriculum innovations. Interventions such as sensitization modules, mentorship programs, and electives demonstrated improved research readiness and engagement. Nonetheless, challenges included limited infrastructure, insufficient faculty incentives, and a lack of curricular integration. While student interest was high, access to structured opportunities remained limited. Innovative approaches, including gamified modules and interdisciplinary teaching, showed potential for promoting inquiry-based learning. India’s undergraduate research landscape is progressing but lacks standardization. A tiered research competency framework, faculty development strategies, and centralized platforms are essential for sustainable implementation and to foster evidence-based practice among future physicians.
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Metadata
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- Landing Page
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https://openalex.org/W4413806537Canonical identifier for this work in OpenAlex
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https://doi.org/10.4103/amhs.amhs_142_25Digital Object Identifier
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Integrating Research into Indian Undergraduate Medical Education: A Systematic Review Aligned with Competency-based Medical Education and National Medical Commission CompetenciesWork title
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articleOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-05-01Full publication date if available
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Dharmendra K. Gupta, Arunima ChaudhuriList of authors in order
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https://doi.org/10.4103/amhs.amhs_142_25Publisher landing page
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://doi.org/10.4103/amhs.amhs_142_25Direct OA link when available
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Medicine, Commission, Medical education, Family medicine, Economics, FinanceTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.programs, | 162 |
| abstract_inverted_index.promoting | 207 |
| abstract_inverted_index.readiness | 168 |
| abstract_inverted_index.synthesis | 128 |
| abstract_inverted_index.teaching, | 203 |
| abstract_inverted_index.training, | 121 |
| abstract_inverted_index.Commission | 5 |
| abstract_inverted_index.Graduates, | 27 |
| abstract_inverted_index.Innovative | 196 |
| abstract_inverted_index.Systematic | 91 |
| abstract_inverted_index.Thirty-two | 131 |
| abstract_inverted_index.addressing | 115 |
| abstract_inverted_index.challenges | 172 |
| abstract_inverted_index.competency | 84, 222 |
| abstract_inverted_index.curricula. | 48 |
| abstract_inverted_index.curricular | 183 |
| abstract_inverted_index.curriculum | 154 |
| abstract_inverted_index.education, | 71 |
| abstract_inverted_index.framework, | 223 |
| abstract_inverted_index.mentorship | 161 |
| abstract_inverted_index.performed. | 130 |
| abstract_inverted_index.structured | 192 |
| abstract_inverted_index.systematic | 98 |
| abstract_inverted_index.thinker” | 20 |
| abstract_inverted_index.Regulations | 14 |
| abstract_inverted_index.approaches, | 197 |
| abstract_inverted_index.categorized | 139 |
| abstract_inverted_index.centralized | 228 |
| abstract_inverted_index.development | 225 |
| abstract_inverted_index.engagement. | 170 |
| abstract_inverted_index.guidelines, | 96 |
| abstract_inverted_index.incentives, | 178 |
| abstract_inverted_index.integration | 64 |
| abstract_inverted_index.physicians. | 242 |
| abstract_inverted_index.progressing | 215 |
| abstract_inverted_index.strategies, | 226 |
| abstract_inverted_index.sustainable | 233 |
| abstract_inverted_index.“critical | 19 |
| abstract_inverted_index.CBME-aligned | 123 |
| abstract_inverted_index.Nonetheless, | 171 |
| abstract_inverted_index.demonstrated | 165 |
| abstract_inverted_index.incorporated | 43 |
| abstract_inverted_index.initiatives, | 146 |
| abstract_inverted_index.innovations. | 155 |
| abstract_inverted_index.insufficient | 176 |
| abstract_inverted_index.integration, | 118, 148 |
| abstract_inverted_index.integration. | 184 |
| abstract_inverted_index.particularly | 72 |
| abstract_inverted_index.perceptions, | 152 |
| abstract_inverted_index.qualitative, | 110 |
| abstract_inverted_index.sporadically | 42 |
| abstract_inverted_index.Interventions | 156 |
| abstract_inverted_index.Meta-Analyses | 94 |
| abstract_inverted_index.competencies. | 125 |
| abstract_inverted_index.inquiry-based | 208 |
| abstract_inverted_index.mixed-methods | 113 |
| abstract_inverted_index.opportunities | 193 |
| abstract_inverted_index.peer-reviewed | 52 |
| abstract_inverted_index.quantitative, | 111 |
| abstract_inverted_index.sensitization | 159 |
| abstract_inverted_index.undergraduate | 46, 69, 116, 211 |
| abstract_inverted_index.evidence-based | 238 |
| abstract_inverted_index.implementation | 149, 234 |
| abstract_inverted_index.systematically | 50 |
| abstract_inverted_index.infrastructure, | 175 |
| abstract_inverted_index.competency-based | 33 |
| abstract_inverted_index.standardization. | 218 |
| abstract_inverted_index.“researcher” | 17 |
| abstract_inverted_index.interdisciplinary | 202 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 2 |
| citation_normalized_percentile.value | 0.49486238 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |