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Best Practices

Best Practice 1
Best Practice 2
Institutional Distinctiveness

Best Practice 1

Title of Practice - Academic program on Systematic literature review for Doctoral scholars and Post graduate students as a value added course in Doctoral program of DMIMS(DU)

The context that led to initiation of practice (100-200 words) Doctoral programs are research intensive. Scholar has to undertake elaborate and focussed literature review (published and unpublished) to identify a tenable research question. Similarly, post graduate medical education is one step near to professional practice and must include training of students in generating credible evidence that improve patient outcomes. A scientific means of doing so is that of systematic literature review. Systematic literature review search, appraise and collate all relevant empirical evidence in order to provide a complete interpretation of research results. In view of the fact that both these academic programs must involve training in research methodology and systematic literature review for a meaningful contribution to scientific community, the Academic program on Systematic literature review for Doctoral scholars and Post graduate students was launched.

Since Systematic literature review is more exhaustive than a literature review as it includes both published and unpublished literature like unpublished studies, reports, dissertations, conference papers, ongoing clinical trials etc.; a structured credit based academic program was launched so that the project proposals are thoroughly informed by literature and scientific data.

Objectives of practice (50-60 words):

  • Systematically identify the Problem/Population, Intervention, Control and Outcomes
  • Crystallize Research question based on need and research gap
  • Identify & apply various screening parameters
  • Analyze and Interpret screened data for systematic review or meta-analysis
  • Apply suitable search strategies to extract relevant information and evidence
  • Design Research protocol with a robust scientific approach
  • Perform and publish systematic review and metanalysis

The practice (150 – 200 words):

The course succeeds the workshop on research methodology, with 9 allocated credits. It is structured with following course outcomes and contents thereof, as stated below:
  • Describe the distinguishing characteristic of a systematic review
  • Decipher the relevance of P-I-C-O for search of relevant literature for gap analysis.
  • Choose relevant scientific publications , as filtered by PICO search
  • Formulate a research question that is feasible, Interesting, novel, ethical and relevant.
  • Frame a broad aim and measurable objectives of systematic review.
  • Recognize appropriate review techniques of potential applicability.
  • Prepare research protocol as per PRISMA-P checklist
  • Interpret search terms to apply for search strategy for search engines, especially PubMed and CENTRAL.
  • Perform search strategies by suitable application of search filters.
  • Import the search data to screening software
  • Screen the imported data for relevance and utility
  • Analyse critically and synthesize findings of key research studies that addresses the research question
  • Perform systematic review or meta-analysis of the selected screened data.
  • Prepare the manuscript of systematic review and/or metanalysis as per standard scientific norms.

Impact of practice (100-120 words)

The academic course on Systematic Literature Review has largely benefitted the project proposals for the two academic program in terms of :
  • Delivering a clear and comprehensive overview of available evidence on a given topic.
  • Help in identification of research gaps in our current understanding of a field.
  • Highlight methodological concerns in research studies that can be used to improve future work in the topic area.
  • Identification of questions for which the available evidence provide clear answers and thus for which further research is not necessary.
There have been two successive courses on systematic review till date. The total number of doctoral students trained are 195 and post graduate students are 126. Equal number of manuscripts on systematic review are submitted for publication. Till date 10 systematic reviews have been published and 45 systematic literature reviews have been published by the beneficiaries.

Board Of Management

Title of Practice :

Adversity to Fruition : COVID – 19 initiatives for active student engagement during COVID-19 Pandemic
The context that led to initiation of practice (100-200 words) :
COVID Pandemic paved the biggest health crisis of the century and impacted each individual, organization and the economy by lasting for more than 2 years at a stretch. One of the biggest challenge during lockdown was to keep faculty and student motivated and positive, minimize academic loss and ensure academic progression of learners. Standards of Academics and Health care were to maintained, if not augmented, to two most major stakeholders viz Students and patients respectively during this Global catastrophe. Equally important was to train Health manpower unabatedly so as to meet the growing demand of health care. There was an immediate need to engage students at home in a meaningful way, promote e-Learning , teach in a virtual setting and provide stable learning environment to ‘learn by doing’. One of the ways to do this was by engaging students as partners in curricular transactions while embracing this change and augment co-curricular activities that would help students to stay connected with the University and the teachers in a tangential mode. These active strategies aimed to combat monotonous classroom schedules and venture into more interactive co-curricular tasks and events like research projects, online courses and publication.

Objectives of practice (50-60 words):

  • Maintain global standards of HE during COVID 19 Pandemic
  • Minimize academic loss by effective use of technology
  • Ensure academic progression
  • Instill Self Directed Learning skill
  • Foster sense of competence during ‘learn from home’ period of pandemic
  • Embrace collaborative learning
  • Establish positive teacher-student relationships
  • Promote mastery orientations
  • Generate e-learning resources

The practice (150 – 200 words)

An Umbrella mechanism of the University was created for Meaningful Student Engagement (MSE) in all curricular initiatives and related decision making during the Pandemic (copyright no : L-109396/2021). The Learners were assigned with

  • a. Teaching & Learning : Peer Teaching , collaborative learning activities , videos of small skills, Massive Open online courses by Harvard and Courseera, Clinical snippets, e clinics and e tutorials
  • b. generation of e resources : Enriching Learning Resource Material (LRM)
  • c. Assessment : Learner – led validation of electronic question bank, Online Quizzes
  • d. Mentoring : Reverse mentoring (students mentoring teachers) for efficiently using e platforms for TL activities. The preceptorship program was also conducted on virtual mode to ensure that students remain connected to their teachers , take their guidance and help during the pandemic period
  • e. Co-curricular : E-Competition in different genres were organized on Important Health days &Weeks, Webinar/Guest lecture of distinguished Alumni were held at different colleges of University.

Impact of practice (100-120 words)

  • Three models of online/blended learning and seven SOPS were developed and received IPR status. The seven pronged blended Learning model for IMG (L-95175/2020 ) is co-authored by 5 Deemed Universities across the country.
  • More than 100 students participated and 91 COVID – 19 review articles were published by students. DMIMS (DU) was ranked 5th in the country (3rd in Private) to publish research articles related to COVID as per ICMR statistics.
  • By virtue of judicious application of ICT for TLA , the University was certified with QS–I Gauge ‘E Learning Excellence for Academic Digitization (E-LEAD)’ upon thorough evaluation for technological competencies to meet the requirements of a rapidly changing environment for Teaching Learning in Higher Education.
  • E resources were generated either by the students or for the students to keep them constructively engaged in learning viz. Simulation lab videos : 75, OSCE/ OSPE videos : 300, You Tube Clinical Snippets : 30, Recorded lectures : > 300, E – notebooks : all subjects/all courses, Standardized patient modules : 45, Simulation lab training modules : 75, Clinical Case scenarios : 315, Clinical snippets on You tube : 30

Institutional Distinctiveness

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