ReviewIndian journal of psychological medicine2026
Undergraduate Psychiatry Training in India: A Scoping Review of Curricular Models, Stakeholder Perspectives, and Implementation Challenges.
Review in Indian journal of psychological medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose of the Review: Strengthening undergraduate psychiatry training is important to prepare Indian Medical Graduates to identify and manage common psychiatric conditions. The objective of this review was to map the extent, nature, and characteristics of the evidence on undergraduate psychiatry training in India, with emphasis on curricular models, stakeholder perspectives, assessment practices, and implementation challenges. Collection and Analysis of Data: This scoping review used the Population-Concept-Context framework and followed established scoping review guidance. PubMed, Web of Science, and OpenAlex were searched from inception to April 7, 2026. Supplementary searching included Google Scholar, hand-searching of key Indian journals, screening of reference lists, and review of relevant regulatory and professional documents. Eligible sources included empirical studies, reviews, curricula, and policy documents on undergraduate psychiatry training in India involving MBBS students and interns. Results: Fifty-five reports were included. The evidence showed a shift from a limited time-based curriculum to a more structured competency-based framework under the National Medical Commission. Brief clinical postings and interactive teaching improved knowledge, attitudes, and perceived self-efficacy, but stigma, hidden curriculum effects, and low examination stakes persisted. Assessment practices have diversified, yet psychiatry remains underrepresented in high-stakes summative assessment, creating a certification gap. Major barriers included faculty shortages, infrastructure constraints, and variable institutional support, while faculty development and local curricular innovations emerged as facilitators. Conclusions: Undergraduate psychiatry training in India is becoming more competency-oriented and pedagogically diverse, but major gaps remain in assessment alignment, prioritization, and implementation capacity.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.