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Call for papers - Medical education in India

Guest Editors:
Anne D. Souza: Manipal Academy of Higher Education, India
Olwyn Westwood: King’s College London, UK

Submission Status: Open   |   Submission Deadline: 7 August 2024

BMC Medical Education is now welcoming submissions to a new Collection on the dynamic landscape of medical education in India. This Collection will focus on recent developments in curriculum design and the development and implementation of innovative teaching methods in classrooms and medical professional training courses across the country. By bringing together diverse perspectives, this Collection seeks to foster a comprehensive discussion on the current state and the future of Indian medical education.

New Content ItemThis collection supports and amplifies research related to SDG 4: Learning and Education.

Meet the Guest Editors

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Anne D. Souza: Kasturba Medical College of Manipal, Manipal Academy of Higher Education, India

Dr Anne D. Souza is an accomplished medical educator passionate about clinical anatomy and educational research. With over a decade of teaching experience, she has been actively involved in designing and planning undergraduate medical education, emphasizing ethics and excellence. She is skilled in human anatomy, medical education, and medical ethics. Anne’s dedication to the field is evident through her role as an editorial board member for BMC Medical Education and her contributions as a reviewer for various international anatomy and medical education journals. Notably, she is a fellow of the Foundation for Advancement of International Medical Education and Research (FAIMER) and a valued member of the Association of Medical Education in Europe (AMEE). Recognizing her outstanding contributions, she was honored with an Associate Fellowship from AMEE in 2023. 

Olwyn Westwood: King's College London, UK

Professor Olwyn Westwood is a recognized medical educator and alumnus of King's College London. Having academic and leadership roles within post-1992 and Russell Group institutions, she also mentors colleagues in pedagogic practice and research supervision. She has UK and international advisory roles across Asia, Europe, and the Caribbean, having a special interest in education and training in India. Her roles have included leading quality assurance audit teams for best practice in undergraduate and postgraduate clinical curricula. Capitalizing on her experience in the collaborative partnership for the development of UK primary medical awards, she has in-depth awareness of the cultural, social and political issues for curriculum development and delivery.

About the collection

BMC Medical Education is now welcoming new submissions to a Collection on the ever-evolving field of medical education in India, seeking to highlight novel approaches, best practices, and cutting-edge research in this country.

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 invite 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:

  •   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.

  •   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.

  •   Faculty development: studies on enhancing faculty competencies, fostering effective mentorship, promoting research culture, and faculty training for adapting to modern educational paradigms.

  •   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.

  •   Assessment and evaluation: innovative assessment methods, program evaluation, and accreditation processes that align with the educational goals and ensure quality standards in medical education.

  •   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.

  •   Medical ethics and professionalism: investigations into the teaching and assessment of medical ethics, professionalism, and cultural sensitivity in the Indian context.

  •   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 /

  1. 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...

    Authors: Ankit Raj, Shalini Singh and Monika Rathore
    Citation: BMC Medical Education 2024 24:493

Submission Guidelines

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This Collection welcomes submission of original Research Articles. Should you wish to submit a different article type, please read our submission guidelines to confirm that type is accepted by the journal. Articles for this Collection should be submitted via our submission system, Snapp. 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’s standard peer-review process and are subject to all of the journal’s 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.