Mapping the landscape: A scoping review of how medical education research in India evolved post 2015

This scoping review aimed to map the landscape of medical education research (MER) in India from 2016 to 2021, focusing on teaching-learning methodologies. The objectives were to identify demographic trends, analyze research methodologies and their shifts, and inform future research priorities. It was conducted following updated Joanna Briggs Institute (JBI) and Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic search was performed across MEDLINE, Education Resources Information Center (ERIC), and Google Scholar, supplemented by hand-searched journals to select original English-language research articles that addressed teaching-learning methodologies within Indian medical colleges. Data on pertinent variables were extracted. The methodological quality of these studies was assessed using the Mixed Methods Appraisal Tool. From 348 articles screened, 238 met the inclusion criteria. Publication output showed a peak in 2021 (n = 60). A majority of studies originated from private medical colleges (n = 137, 57.6%). The department of Physiology was the most frequent contributor. Undergraduate students were the main participants (n = 205, 86.1%). Most studies were classroom-based (n = 172, 72.3%) and used quantitative, perception-based methods (n = 208, 87.4%). Only 56 studies (23.5%) were rated as high quality. Ethical approval and informed consent were reported in 79.4% (n = 189) and 66.0% (n = 157) of studies, respectively. MER in India has grown in volume since 2016, but significant improvements are needed in methodological rigor, ethical transparency, and instrument validation. It is dominated by quantitative, perception-based studies focusing on undergraduates. Future progress requires in-depth training in research methodologies, improved reporting standards, and stronger institutional support.