Undergraduate Psychiatry Training in India: A Scoping Review of Curricular Models, Stakeholder Perspectives, and...

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.

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.

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.

Undergraduate psychiatry training in India is becoming more competency-oriented and pedagogically diverse, but major gaps remain in assessment alignment, prioritization, and implementation capacity.