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Clinical Research Training Programme

Funding agency: dbt/wellcome trust india alliance (india alliance), area: medical sciences, purpose: research, how to apply: online, related links.

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Clinical Research Courses

UGC Recognized Program Study at ICRI's Top Ranked University of India

STARTING SALARY PACKAGE

INR 3.5 Lacs to INR 5.5 Lacs PA

INDUSTRY SIZE

INR Over USD 261 billion

POSITION VACANT

25 lac positions globally

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Clinical research Industry & Healthcare: Global & Indian perspective

The global clinical trials market size was estimated over 50.0 billion in 2022 and is expected to reach to USD 84.43 Bn by 2030 with a registered CAGR of 5.7% during the forecast period 2022 to 2030.

The market was further driven by the COVID-19 pandemic and the importance of making India as a hub for conducting clinical trials the rising demand for creating an effective therapy. The large number of patients also highlights the growing demand for treatments and immunizations. Currently, 288 medicines and 106 vaccines are in various stages of development, with almost 7.0% of therapeutics in Phase IV, 21.0% in Phase III, and 43.0%, 13.0%, and respectively, Phase II and Phase I..

The medical tourism sector in India began to take off at the beginning of the previous decade as more private hospitals began sending their patients to nearby nations. These regions now send about 2 million patients to India each year, spending $4 billion on foreign currency. The government is making every effort to position India as the leading destination for medical tourism, with plans to triple the market to $12 billion within the next four years and establish a new sector that will support millions of jobs in all 50 states.

Simultaneously, growth of Healthcare Industry will touch US$75 billion in the next 5 Years. Over 25 Lac new professionals will be required in the next 2 Years by healthcare sector as the sector is booming and the demand for private hospitals soar higher.

Today, around 50,000 clinical research professionals are required in the clinical research industry.

What You Will Become ?

For management professionals:.

(with Life Science/Health Science background) Business Development / Clinical Project Management / Clinical Research Management / Regulatory Affairs.

Clinical Research Associates:

To monitor clinical trials, ensure compliance with the clinical trial protocol, checks clinical sites activities, make on-site visits, CRFs.

Clinical Research Investigators

Conduct BA/BE studies, writing / revising SOP, review of protocols, investigators brochures, ICF & CRFs Protocol, CRF & ICF preparations plans and conduct of BA/BEIEC/IRB affairs-GC.

Study Coordinators:

Provides safety & protection while collecting & managing the study data.

Data Manager / Biostatistician

Design, study & predict the seriousness of the disease, seriousness of the disease, evaluate new treatment and effectiveness of medication, participate in research design, data collection, choosing & implementing appropriate methodologies, interpreting the results.

Regulatory Affairs Managers:

Review & registration of documents, evaluation of technical data, liaison with regulatory authorities.

Business Development Manager:

Identify potential clients, establish business relations, responsible for meeting new clients, following up on leads, market research

Medical Writer:

Documentation, manuscripts, abstracts, external communication tools Clinical Data Manager: Ensures the accuracy & consistency of data prepared for regulatory bodies for reporting purpose.

Clinical Trials Auditors

Conduct audits for regulatory function within the trial department to assure compliance with GLP/GCP in accordance with established FDA regulations and company policies & standard operating procedure-->

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Indian Council of Medical Research

The Indian Council of Medical Research (ICMR), New Delhi, the apex body in India for the formulation, coordination and promotion of biomedical research, is one of the oldest medical research bodies in the world. The ICMR has always attempted to address itself to the growing demands of scientific advances in biomedical...

Dr Rajiv Bahl, Secretary to Government of India, Department of Health Research and Director General, Indian Council of Medical Research

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Basic Course in Biomedical Research

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Advanced Program in Clinical Research and Management (APCRM)

Need help? Contact our support team Tell us about your query…

Join our community of learners and elevate your career in clinical research.

Year of Completion Prior to 2020 2021 2022 2023 2024

Preferred e-Campus Bangalore Pune Hyderabad Mumbai Delhi/Noida

Latest Updates

Admissions Open for APCRM Programs..

CLINI INDIA provides hands on Training Program on Pharmacovigilance Software tool

CLINI INDIA join hands with CREDSURE to provide secure certification for all its Programs

CLINI INDIA Celebrating International Clinical Trials Day on 20th May 2024.

In This Section

Description, program highlights, eligibility, course syllabus, key features, learning management system (lms), admission process.

• Trainer Profile
• Certification
• Placement Process

Our Placements

• Career Opportunities / Job Profiles

Salary and Career Growth

Program outcomes, cr industry.

• Student Reviews
• Hands-On Training

Welcome to the future of healthcare innovation with our Advance Program in Clinical research and management (APCRM).

Clinical Trial operations

Dive into the intricate world of clinical trials, gaining insights into protocol design, site management, and regulatory compliance. Learn to navigate the complex landscape of bringing new treatments from conception to market.

Clinical Data Management

Master the art of handling clinical data with precision and efficiency. Explore the principles of data collection, processing, and analysis, ensuring the integrity and accuracy of crucial information throughout the research process.

Pharmacovigilance

Delve into the critical domain of pharmacovigilance, where safety takes center stage. Understand the methods and systems in place for monitoring and assessing adverse drug reactions, contributing to the overall well-being of patients.

Medical Writing

Hone your communication skills to effectively convey scientific information. Learn the art of crafting clear, concise, and compliant documents essential for regulatory submissions and scientific publications.

• B.Pharm, M.Pharm and Pharm.D
• B.Sc. M.Sc and Ph.D (Biotechnology, Microbiology, Biochemistry and Nursing etc)
• B.E., B.Tech. M.Tech (Biotech/ Biomedical Engineering)
• BPT, MPT, BDS, BAMS, BHMS and MBBS etc

Clinical Trial Management

Clinical Research is the backbone of medical advancements. In the APCRM course, you’ll learn the fundamentals of clinical trials, regulations, and ethical considerations. Our curriculum includes:

Introduction to Clinical Research

Study Design and Protocol Development

Informed Consent Process

Investigator Responsibilities and Site Management

Clinical Trial Monitoring and Auditing

Data Collection, Analysis, and Reporting

Clinical Trial Safety and Risk Management

Regulatory Affairs and Compliance

Clinical Research Ethics

Adverse Drug Reaction (ADR) Reporting and Case Processing

Signal Detection and Management

Risk Assessment and Benefit-Risk Evaluation

Pharmacovigilance Database Management

Pharmacovigilance in Clinical Trials

Safety Data Exchange Agreements (SDEAs)

Pharmacovigilance Audits and Inspections

Emerging Trends in Pharmacovigilance

Introduction to Medical Writing

Regulatory Medical Writing (e.g., Clinical Study Reports)

Scientific and Research Article Writing

Investigator Brochures and Protocols

Patient Information Leaflets

Manuscript Preparation and Publication Ethics

Medical Writing for Regulatory Submissions

Medical Writing in Pharmacovigilance

Abstracts and Poster Presentations

Review and Editing Techniques

Call & Enroll over the phone with one of our representatives Ring at : +91 888.690.4030

7500+ students have upgrade their profile…

Learn From Corporate Experts / Faculty

Case Study Based Learning

Life Time Learning Management System Access

Detailed Curriculum

Mock Interviews

Flexible Batch Timings

Work on Assignments & Case Studies

Through our robust Learning Management System, students gain 24/7 access to a treasure trove of resources, including pre recorded video lecture materials, quizzes, and collaborative forums. This virtual platform facilitates seamless communication with instructors, fostering a dynamic exchange of ideas. The LMS also supports online exams via https://cliniindia.com/exam/ensuring personalized learning journeys. With user-friendly interfaces and multimedia integration, our LMS transforms education into an engaging and accessible adventure, providing the tools necessary for students to thrive in the ever-evolving landscape of clinical research and management.

Our APCRM Course Fees

Recognizing the financial challenges that may impede access to professional courses, CLINI INDIA is committed to breaking down barriers. Our APCRM course fee is thoughtfully priced at an affordable range of just 22,000/- INR only (All Inclusive). In our dedication to ensuring accessibility, we provide flexibility in payment options. Now, you have the convenience of paying for the course in two easy installments, empowering you to pursue your educational aspirations without undue financial strain. At CLINI INDIA, we believe that quality education should be within reach for everyone, and our pricing and payment structures reflect that commitment.

Candidate can easily apply through our official website. Our admission officers will review your application and contact you for further process.

Raise an enquiry via website

You will be connected to our program advisor

Select a Program and submit application form and pay registration fee

Application review and acknowledgement

Enrolment and Confirmation

Trainer Profile – Interactive Learning Environments Fees

APCRM Invites Industry faculties separate for each module. The uniqueness of our Clinical Research Course lies in its commitment to providing practical learning experiences under the guidance of domain experts. Regular workshops, case studies, and simulations orchestrated by these Full time and Visiting faculties create interactive learning environments, allowing students to bridge the gap between theory and application.

As APCRM students progress through each module, they benefit from the wealth of knowledge and practical insights offered by these dedicated faculties. The program’s success in producing industry-ready professionals is a testament to the passion and expertise that each faculty member brings to the table. With this exceptional team leading the way, APCRM continues to shape the future leaders of clinical research and management.

Certification – Clinical Research Certification

Career Triumphs: APCRM Graduates Shine Bright in Corporate Placements

Career Opportunities

Clinical Trial Management offers a diverse array of career opportunities with key roles crucial to the successful execution of clinical trials.

Clinical Research Coordinator (CRC) or Study Coordinator:

Coordinates site activities, patient recruitment, and manages trial logistics.

Clinical Research Associate (CRA):

Monitors trial sites, ensures compliance, and manages data integrity.

Clinical Trial Manager:

Oversees the entire trial process, ensuring timelines, budgets, and regulatorycompliance are met.

Clinical Project Manager:

Manages multiple trials, coordinates teams, and ensures successful project delivery.

Clinical Operations Manager:

Optimizes operational aspects, collaborating with cross-functional teams.

Clinical Quality Assurance Manager:

Ensures trials adhere to quality standards and regulatory requirements.

Clinical Trial Auditor:

Conducts audits to ensure compliance with regulations and protocols.

Clinical Trainer:

Develops and delivers training programs for clinical trial personnel.

Remote Clinical Monitoring Manager:

Manages a team of remote site monitors, ensuring effective remote monitoring strategies.

Remote Site Monitor:

Monitors patient data, documentation, and trial site activities from a remote location, optimizing trial efficiency.

These roles span pharmaceutical companies, Contract Research Organizations (CROs), academic institutions, and regulatory bodies. A career in Clinical Trial Management combines scientific rigor with project management, offering a rewarding path for professionals in the field of clinical research.

Clinical Data Coordinator:

Clinical data analyst:.

Analyzes and interprets clinical trial data, identifying trends, patterns, and potential issues.

Data Entry Operator:

Responsible for accurately entering and verifying clinical trial data into databases.

Clinical Data Manager (CDM):

Oversees the end-to-end data management process, ensuring data accuracy, completeness, and adherence to regulatory standards.

Database Programmer:

Designs and develops databases for clinical trials, ensuring efficient data storage and retrieval.

Clinical Data Quality Manager:

Ensures the quality and consistency of clinical trial data through the development and implementation of data quality plans.

Clinical Database Administrator:

Manages and maintains clinical trial databases, ensuring data security and integrity.

Clinical Data Validator:

Conducts quality checks on clinical trial data to identify and rectify discrepancies or errors.

Clinical Data Auditor:

Performs audits to ensure compliance with data management processes, protocols, and regulatory standards.

Clinical Data Scientist:

Applies advanced analytics and data science techniques to extract meaningful insights from clinical trial data.

Data Standards Manager:

Ensures adherence to data standards and establishes standard operating procedures for data management.

Clinical Coding Specialist:

Assigns standardized codes to medical terms, ensuring consistency in data representation.

Clinical Metadata Manager:

Manages metadata for clinical trial databases, ensuring accurate and standardized data definitions.

eClinical Systems Manager:

Oversees the implementation and maintenance of electronic data capture (EDC) systems for clinical trials.

Clinical Project Manager (Data Management):

Manages the data management aspects of clinical trials, coordinating with cross-functional teams.

These roles are essential for maintaining data accuracy, consistency, and compliance throughout the clinical trial lifecycle. Career paths in Clinical Data Management offer opportunities for both entry-level and experienced professionals, contributing to the overall success of clinical research studies.

Drug Safety Associate/ Case Processing Expert:

Pharmacovigilance specialist:.

Monitors and assesses adverse drug reactions (ADRs) and safety data, ensuring compliance with regulatory requirements.

Pharmacovigilance Officer:

Manages the end-to-end pharmacovigilance process, from data collection to regulatory reporting.

Clinical Safety Scientist:

Analyzes safety data, identifies trends, and contributes to risk management strategies.

Signal Detection Scientist:

Utilizes data analysis to identify potential safety signals and assess their significance.

Clinical Safety Manager:

Oversees safety aspects of clinical trials, ensuring compliance with safety reporting requirements.

Medical Reviewer:

Reviews and evaluates safety data, collaborating with healthcare professionals to ensure accurate safety assessments.

Risk Management Specialist:

Develops and implements risk management plans to minimize the potential risks associated with pharmaceutical products.

Quality Assurance Manager (Pharmacovigilance):

Ensures compliance with quality standards and regulatory requirements in pharmacovigilance activities.

Pharmacovigilance Auditor:

Conducts audits to assess compliance with pharmacovigilance processes and regulations.

Pharmacovigilance Project Manager:

Manages pharmacovigilance projects, coordinating activities and ensuring timelines are met.

Safety Database Manager:

Manages and maintains pharmacovigilance databases, ensuring accurate and timely data entry.

Medical Information Specialist:

Provides accurate and timely information on product safety to healthcare professionals and the public.

Compliance Manager (Pharmacovigilance):

Ensures adherence to regulatory requirements and internal policies in pharmacovigilance practices.

Pharmacovigilance Scientist:

Medical Writer:

Regulatory writer:, clinical research medical writer:.

Develops protocols, Informed Consent Forms (ICFs), and other clinical trial documents, facilitating the conduct of research studies.

Publication Writer:

Prepares manuscripts for publication in scientific journals, collaborating with authors to convey research findings effectively.

Scientific Writer:

Communicates complex scientific concepts to diverse audiences, creating content for educational materials, presentations, and marketing materials.

Medical Communications Specialist:

Develops materials for healthcare professionals and patients, including slide decks, training materials, and patient education materials.

CME (Continuing Medical Education) Writer:

Creates educational content for healthcare professionals to fulfill their ongoing learning requirements.

Clinical Regulatory Writer:

Prepares documents for regulatory agencies, ensuring alignment with regulatory requirements and guidelines.

Health Economics and Outcomes Research (HEOR) Writer:

Creates documents related to health economic analyses and outcomes research, contributing to market access strategies.

Medical Editor:

Reviews and edits medical documents for clarity, consistency, and adherence to style guidelines.

Pharmacovigilance Writer:

Prepares safety narratives, periodic safety reports, and other documents related to drug safety and pharmacovigilance.

Grant Writer:

Prepares applications for research funding, ensuring proposals align with funding agency requirements.

Medical Science Liaison (MSL) Writer:

Supports MSLs by creating scientific content for interactions with healthcare professionals.

Regulatory Affairs Writer:

: Prepares documents for regulatory submissions, ensuring compliance with regulatory requirements.

Freelance Medical Writer:

Works independently or on a contract basis, providing writing services to pharmaceutical companies, research institutions, and other clients.

These roles cater to individuals with strong scientific backgrounds, excellent writing skills, and a keen attention to detail. Medical writers contribute significantly to advancing scientific knowledge, regulatory compliance, and effective communication within the healthcare and pharmaceutical sectors.

The clinical research industry offers a promising career path with ample opportunities for growth, especially as professionals gain experience and expertise in specialized areas. Continuous professional development and staying abreast of industry trends can significantly enhance career prospects in this dynamic field.

The program outcomes of the Advance Program in Clinical Research and Manage’ment (APCRM) are designed to equip participants with comprehensive knowledge and practical skills in various aspects of clinical research. While specific outcomes may vary depending on the curriculum of the program, here are common program outcomes you might expect:

Understanding of Clinical Trial Operations

Ability to comprehend and apply principles related to protocol design, site management, and regulatory compliance in clinical trials.

Proficiency in Clinical Data Management

Skills in data collection, processing, and analysis, ensuring the accuracy and integrity of clinical trial data.

Expertise in Pharmacovigilance

Knowledge of pharmacovigilance principles, including adverse event monitoring, reporting, and safety assessments.

Competence in Medical Writing

Capability to prepare clear, concise, and compliant documents essential for regulatory submissions and scientific publications.

Hands-On Experience in Pharmacovigilance Database

Practical training in working with pharmacovigilance databases, providing real-world experience in the tools and technologies used in the industry.

Critical Thinking and Problem-Solving Skills

Development of analytical skills to assess and address challenges encountered in clinical research settings.

Effective Communication

Enhanced communication skills for conveying scientific information to diverse audiences, including healthcare professionals and regulatory bodies.

Adherence to Ethical Standards

Emphasis on ethical considerations in clinical research, including participant rights, confidentiality, and regulatory compliance.

Project Management Skills

Understanding the principles of project management to effectively plan, execute, and monitor clinical research projects.

The Top Sectors within the Clinical Research Industry

Pharmaceutical Companies

Conduct clinical trials to test the safety and efficacy of new drugs and bring them to market.

Contract Research Organizations (CROs)

Provide outsourced services to pharmaceutical companies, managing various aspects of clinical trials, including site selection, data management, and monitoring.

Biotech Companies

Engage in research and development of biopharmaceutical products, conducting clinical trials to assess their safety and effectiveness.

Academic and Research Institutions:

Conduct clinical research to advance scientific knowledge, often collaborating with pharmaceutical companies and other organizations.

Government Health Agencies

Oversee and fund clinical trials to assess the safety and efficacy of new treatments or interventions.

Medical Device Companies

Conduct clinical trials to evaluate the safety and performance of medical devices before regulatory approval.

Clinical Research Sites and Hospitals

Serve as locations where clinical trials are conducted, providing patient care and data collection.

Regulatory Affairs Agencies

Assist in navigating regulatory requirements, ensuring compliance with laws and regulations.

Data Management and Statistical Analysis Firms

Provide services related to data management, statistical analysis, and interpretation of clinical trial data.

Pharmacovigilance and Drug Safety

Monitor and assess the safety of drugs post-approval, managing adverse event reporting and ensuring compliance with safety regulations.

Site Management Organizations (SMOs)

Specialize in the management of clinical trial sites, ensuring efficient conduct and compliance.

Clinical Trial Supply and Logistics:

Manage the logistics of clinical trial supplies, ensuring proper distribution and storage of investigational products.

Medical Writing and Communication

Prepare regulatory documents, clinical study reports, and other written materials essential for communication within the industry and with regulatory agencies.

Quality Assurance and Compliance

Ensure adherence to quality standards, regulatory requirements, and ethical guidelines in clinical research activities.

Health Economics and Outcomes Research (HEOR)

Assess the economic impact and outcomes of healthcare interventions, providing data to inform healthcare decision-making.

These sectors collectively contribute to the advancement of medical knowledge, the development of new therapies, and the improvement of patient care. Professionals in the Clinical Research Industry may find opportunities in one or more of these sectors based on their skills, interests, and career goals.

Testimonials

What our students have to say.

Listen to the stories of our students, as they articulate the profound influence of our educational environment. Their testimonials encapsulate the enriching experiences and valuable insights gained throughout their educational endeavors.

Doing the CR program from CLINI INDIA was a life-changing experience for me. The practical skills backed by academic knowledge have given me the confidence to pursue a career in any domain in the Clinical Research Industry.

The quality of lecturers surpassed my expectations, and they represented a great blend of all modules in Clinical Research. I found the program is a milestone in my professional career.

My Training at CLINI INDIA was full of learning with the utmost knowledge. It made many positive frameworks in my attitude, Technical skills, work style, personality and behavior to shape best out of this Competitive world or Clinical Research. Thanks to Team CLINI INDIA for career support.

Anurag Shukla

Enrolling in CLINI INDIA was a valuable investment for me. In addition to broadening my perspective in the Clinical Research field, it has helped me to grow both professionally and personally. Thanks to CLINI INDIA, I am working with World’s Leading CRO in Bangalore

Prasanta Kumar Gouda

CLINI INDIA is a great institution. The staff and instructors are always helpful and are looking out for you. I have got placement before my course Completed. The atmosphere is great. I have made friends that I will have forever.

Golak Bihari Praharaj

Hands-on training in pharmacovigilance database.

Our program goes beyond theory by providing practical, real-world experience. You’ll have the opportunity to engage with pharmacovigilance databases, gaining hands-on proficiency in the tools and technologies used in the industry. This immersive experience will enhance your confidence and readiness to tackle challenges in the field.

Why Choose APCRM?

Comprehensive Curriculum

Covering key aspects of clinical research, our program ensures you are well-versed in every facet, setting you on a path for success. Read Full

Industry-Driven

Flexible Online Learning

Embark on a transformative journey with APCRM, where we nurture the next generation of clinical research leaders.Join us in shaping the future of healthcare through excellence in research and management.

Here Is The Most Frequently Asked Questions

What is clinical research, and why is it important for healthcare, how can i start a career in clinical research as a fresh graduate, what skills are essential for a career in clinical research, are there specific educational requirements for entering the field of clinical research, what types of job roles are available in clinical research for entry-level professionals, how important is networking in building a career in clinical research, what are the key challenges faced by professionals in clinical research, can i get 100% placement guarantee after completion of the program, what role does ethical considerations play in clinical research, and how are they addressed, what are the potential career advancement opportunities in clinical research.

DISCLAIMER: Placement Services

CLINI INDIA would like to bring to the attention of its students and stakeholders that our institute does not provide any placement services or guarantee job placements in any form. While we strive to offer quality education and skill development, securing employment remains the responsibility of the individual student.

We encourage our students to actively participate in career development activities, utilize the resources provided by the institute, and take advantage of networking opportunities to enhance their employability. [Institute Name] may facilitate career-related workshops, seminars, or connect students with industry professionals, but this is solely for educational and informational purposes.

It is essential for students to exercise due diligence, proactively seek employment opportunities, and engage with potential employers independently. Any claims or representations suggesting guaranteed placements by external entities or individuals on behalf of CLINI INDIA are not endorsed by the institute.

This disclaimer serves as a notice to all students, alumni, and stakeholders regarding our institute’s policy on placements. For any clarification or inquiries, please contact the institute’s administration.

Online Clinical Research Course Training

Live lectures, lms access and placement support, quick query, our students, our pride.

Advance Program in Clinical Research & Management (APCRM)

• B.Pharm/ M.Pharm/Pharm.D
• B.Sc/ M.Sc/ PhD Life Sciences/ Chemistry
• MBBS/BDS/BAMS/BHMS etc.
• BPT/MPT etc
• Clinical Operations
• Clinical Data Management
• Pharmacovigilance
• Medical Writing
• Soft Skills/ Communication Skills Classes

Clinical Research Course from India's Leading Training Institute

Learn Clinical Research Course Online with Regular (Weekdays) and Part-time(Weekend) Career-oriented clinical research training with Live Lectures and LMS Access. Learn Clinical Research, Clinical Data Management (CDM), Pharmacovigilance (PV), and Medical Writing.

We offer different types of Courses in Clinical Research, Courses after M.Sc. And courses after B Pharma, M Pharma, D Pharma - Online Clinical Research Courses, Pharmacy Course, part-time and, full-time courses in clinical research. Clini India is one of the top Clinical Research Training Institutes in Hyderabad, Bangalore, Pune, and Mumbai offer online clinical research courses in Clinical Data Management, Medical Writing, and Pharmacovigilance Courses Online.

Certification in Pharmacovigilance, Medical writing, Clinical data Management & clinical research. Learn From online or offline, Flexible Classes, training with placement assistance

Why Choose Clini India

• India’s Most Trusted Clinical Research Training Institute

Best Placements

Iso 9001:2015 certified, lms access with video & clinical research industry interview preparations., assignments with case study based learning.

Pre-Recruitment Trainings

Mock interview & mock exams exam.cliniindia.com, award winning institute (education excellence award) for best clinical research institute, exclusive career support and guidance cell.

Our Program Features

• ISO 9001:2015 Clinical Research Training Institute
• Gain Industry endorsed Clinical Research Certification.
• Industry Mentors from leading CRO and Pharma Companies
• Best Clinical Research Institute in India with Soft skills Training and Placement Assistance
• Hands on Training on Clinical Data Management and Pharmacovigilance Tools

Join Online Clinical Research Course

Join Award Winning Clinical Research Training Course, learn about Pharmacovigilance Course, Medical Writing Course, Clinical Research Course, GCP Course online & Clinical Data Management Course for Life Science Pharmacy Students, with LIVE Online Classes and LMS Access. Thousands of Students have been successfully placed in leading CRO’s, pharma, and IT companies. Best Institute for Clinical Research Curses with 100% Placement.LMS Access to Live Classes.

Grab an opportunity to grab 100% Placement support. Learn from Leading Industry Experts from Contract Research Organizations, Pharmacovigilance, Information Technology Organizations etc. Pharma and Life Science (Biotech, Microbiology, Biochemistry) students who studied from Clini India are working with Leading Clinical Research Organizations, Pharma and IT Companies.

APCRM Covers- Clinical Research, Pharmacovigilance, Clinical Data Management, Drug Safety and Medical Writing.

Want to know more about Clini India

What our students say

My experience with cliniindia has been amazing. I would like to extend my gratitude to my coordinator kranti maam who has always extended a helping hand . Today I am placed in GSK and that too within 2 months of joining the course , and that would not have been possible without kranti maam's help and support. Cliniindia has truly given a new start to my career

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It is a good place to join for those looking for a bright career in clinical research and Pharmacovigilance. All the staffs are helpful especially Mr.Lokesh. All the classes are very detailed and informative with detailed PowerPoint presentation. Classes by Paramita Saha Maam is very crisp and detailed. This institution provides placement even during lockdown

I joined Clini India in between my job. I wanted to start a career in clinical research, so I inquired about few institutes, I came to know about Clini through one of my friends. Furthermore, I joined the weekend batch and the classes were conducted every Sunday. The trainers are supportive and helpful. I got placed in one of the upcoming CRO immediately after completion of my course. It was a great experience overall

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List of Top Clinical Research Colleges In India based on 2024 Ranking

• Clinical Research
• Clear all filters

All India Institute of Medical Sciences - [AIIMS]

New Delhi , Delhi NCR | MCI , UGC Accredited

• Course Fees

Post Graduate Institute of Medical Education & Research - [PGIMER]

Chandigarh , Chandigarh | INC , MCI , UGC Accredited

Christian Medical College - [CMC]

Vellore , Tamil Nadu | MCI Accredited

₹ 1.97 Lakhs

Jawaharlal Institute of Post Graduate Medical Education and Research - [JIPMER]

Pondicherry , Puducherry | DCI , MCI , UGC Accredited

Sanjay Gandhi Postgraduate Institute of Medical Sciences - [SGPGIMS]

Lucknow , Uttar Pradesh | MCI Accredited

Siksha 'O' Anusandhan University - [SOA]

Bhubaneswar , Orissa | AICTE , MCI , ICAR , UGC , NBA Accredited

₹ 19.6 Lakhs

SRM Institute of Science and Technology - [SRMIST]

Chennai , Tamil Nadu | UGC Accredited

₹ 1.25 Lakhs

Rishikesh , Uttarakhand | MCI Accredited

Institute of Liver and Biliary Sciences - [ILBS]

New Delhi , Delhi NCR | UGC Accredited

₹ 1.15 Lakhs

Institute of Post Graduate Medical Education And Research - [IPGMER]

Kolkata , West Bengal | MCI Accredited

Datta Meghe Institute of Higher Education and Research - [DMIHER]

Wardha , Maharashtra

₹ 1.88 Lakhs

Raipur , Chhattisgarh | MCI , MHRD Accredited

Chettinad Academy of Research and Education

Chennai , Tamil Nadu | MCI , UGC Accredited

DY Patil University

Navi Mumbai , Maharashtra

₹ 6.5 Lakhs

Seth GS Medical College - [GSMC]

Mumbai , Maharashtra | MCI Accredited

₹ 1.44 Lakhs

Osmania Medical College - [OMC]

Medak , Telangana | MCI Accredited

Bharati Vidyapeeth Deemed University - [BVDU]

Pune , Maharashtra

₹ 2.5 Lakhs

₹ 15.9 Lakhs

Adesh University

Bathinda , Punjab | DCI , MCI , UGC Accredited

₹ 1.45 Lakhs

R. G. Kar Medical College and Hospital - [RGKMCH]

Maharashtra University of Health Sciences - [MUHS]

Nashik , Maharashtra | UGC , MHRD Accredited

Dr. NTR University of Health Sciences - [NTRUHS]

Vijayawada , Andhra Pradesh | DCI , INC , MCI , UGC Accredited

The Tamil Nadu Dr. M.G.R. Medical University

Chennai , Tamil Nadu | MCI Accredited

Indira Gandhi Institute of Medical Sciences - [IGIMS]

Patna , Bihar | UGC Accredited

JSS Academy of Higher Education & Research

Mysore , Karnataka | UGC Accredited

₹ 1.66 Lakhs

Institute of Medical Sciences and SUM Hospital - [IMS & SUM Hospital]

Bhubaneswar , Orissa | MCI Accredited

₹ 19.65 Lakhs

Ranga Raya Medical College

Kakinada , Andhra Pradesh | MCI Accredited

JSS College of Pharmacy - [JSSCOP]

Udagamandalam , Tamil Nadu | PCI , NBA Accredited

No Fees Found

Noida Institute of Engineering and Technology - [NIET]

Greater Noida , Uttar Pradesh | AICTE , NBA Accredited

₹ 2.07 Lakhs

Dr. N.G.P. Arts and Science College - [DrNGPASC]

Coimbatore , Tamil Nadu | UGC Accredited

Jankidevi Bajaj College of Science

Wardha , Maharashtra | UGC Accredited

Career in Clinical Research Courses in India 2024-25: Admission, Course, Eligibility, Colleges, Jobs, and Salary

Career in Clinical Research Courses in India: Engineering and MBBS have become everyone’s choice when choosing a career after the 12 th . But most of you may not have given any thought to Clinical Research, although it is a very demanding branch of Medical Research. It helps you to be a part of research centres for drugs and cures. This article will give you an inside review of the Clinical research careers and clinical research jobs available after clinical research courses.

The Indian Government’s mandate that each medicine must undergo examination by a clinical researcher before being introduced to the market significantly increased the demand for clinical researchers.

Recent surveys have shown that around 60,000 clinical professionals are required to make this rule a reality. In this article, you will find all information related to Clinical Research and Clinical Research Investigators.

[Page Index]

What is clinical research.

Clinical research, a vital branch of healthcare science, focuses on investigating the safety and effectiveness of medications, devices, diagnostic products, and treatments intended for human use. Through clinical research, the most effective methods for preventing and treating various diseases are determined.

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A practitioner of Clinical Research who has undergone training in clinical research courses is commonly referred to as a Clinical Research Investigator. The field of Clinical Research is typically divided into three main categories:

• Patient-Oriented research
• Epidemiologic and Behavioral research
• Health Service research

The experiments are done with a test article subjected to pre-clinical studies or animal studies.

How to Become a Clinical Research Investigator?

Those with a Life science or Pharmacy background can take a PhD in different Clinical Research Courses. Students having Research degrees may have numerous areas of research to choose from in the Clinical Research Field.

A sample of state and privately funded Colleges in India offer different Clinical Research courses. Getting admission to a college that provides Clinical Research is not that challenging compared to other pure medical degrees like MBBS .

Various Clinical Research Courses in India

To work as a Clinical Research Investigator, one can earn a degree by following a Clinical Research course. A Bachelor’s Degree in life sciences or pharmacy is a must to enter this field.

Course Status :	Upcoming
Course Type :	Core
Duration :	Self Paced
Category :
Postgraduate

Post Graduate Diploma in Clinical Research	1 year
Bachelor of Science in Clinical Research	3 years
Master of Science in Clinical Research	2 year
Certificate in Clinical Research	6 months

Admission Procedure

• 10+2 in the science stream (physics, chemistry, and biology) from a recognised school or board in India.
• Candidates should score a minimum of 50% aggregate marks.

Eligibility Criteria for Clinical Research Courses

The following are the eligibility criteria for clinical research courses:

Particulars	Description
Qualification	10+2 in the science stream (physics, chemistry, and biology) from a recognised school or board in India.
Qualifying Marks	Candidates should score a minimum of 50% aggregate marks.

Clinical Research Courses Syllabus

Here in this section, we provide detailed information about the Clinical research courses curriculum for diploma, certification or PG courses. Let’s have a look.

Particular	Courses Syllabus
Diploma	Basic Safety Clinical Trial Planning and Design Clinical Research Guidelines and Regulations Pharmacovigilance Clinical Trial Conduct, Compliance and Quality Assurance Clinical Research Management Data Analysis and Management in Clinical Research
PG Diploma in Clinical Research	Module 1: Introduction to clinical research Module 2: Pharmacology and drug development Module 3: Ethics and Guidelines in Clinical Research Module 4: Regulation in Clinical Research Module 5: Clinical Trial Management Module 6: Clinical Data Management & Biostatistics

BSc Clinical Research Curriculum

Spoken English	Advanced Spoken English
Management Concepts	Organizational Behaviour And Human Resource Management
Accounting-I	Pharmacology-I
Fundamentals Of Clinical Research	Marketing Management
Introduction To Health Care	Health, Hospital And Drug Administration
Mind Management And Human Values	Medical Therapeutics-I
Communicative English	Research Methodology
Analytical And Clinical Biochemistry	Pharmacology-II
Basics of Biostatistics	Fundamentals of Clinical Trials Operations
Bioethics And Bio Safety	Global Regulations Of Clinical Trial
Preclinical Studies	Environmental Studies
Business Application-Excel	Molecular Diagnostics
Medical Therapeutics-II
Fundamentals of Pharmacovigilance and safety reporting	Medical Records Management
Clinical Data Management	Basic Epidemiology
Medical writing	Quality In Healthcare and Total Quality Management
Project Management	Ethics In Clinical Research
Healthcare Administration	Hospital Management And Law
SAS Training	Soft Skills & Personality Development Training
Minor Project as per approved topic	Internship Training & Reporting
	Major Project As Per Approved Topic

Top Colleges in India Offering Clinical Research

Many colleges in India offer this course. A few of them are:

College Name	Location
Indian Institute of Clinical Research (ICRI)	Mumbai
Asian Institute of Health Sciences	Mumbai
Apeejay Institute of Health Sciences	Mumbai
Saveetha University	Gurgaon
ICBIO Clinical Research	Bangalore

Clinical Research Job Opportunities

Recent regulatory changes have a profound impact on the lives of Clinical Research Investigators. According to recent studies, the Clinical Research field, which currently experiences a business growth of approximately 250 crores, is projected to soar to around 5000 crores. This profession offers Investigators the potential for substantial income, akin to that of doctors.

Numerous sectors, including Pharma Industries, Biotech Companies, and Research Labs, have created job opportunities for clinical investigators. Within the realm of Clinical Research, various positions are available, including:

• Clinical Research Associate (CRA)
• Clinical Research Managers (CRM)
• Clinical Research Coordinator (CRO)
• Counsellors
• Project Manager

Job Profile

Biostatistician	Combines mathematics, statistics and science to arrive at the best possible solutions to the problems in the public health sector.
Clinical Research Associate	Collects and preserves the data obtained during various trials and studies conducted to know more about the issues in the public health sector
Clinical Research Coordinator	Develops, implements and coordinates research and administrative procedures for successfully managing clinical trials.

Roles of a Clinical Researcher

• Develop and write trial protocols.
• Present trial protocols to a steering committee
• Design data collection forms, known as case report forms (CRFs)
• Coordinate with the ethics committee, which safeguards all trial subjects’ rights, safety and well-being.
• Manage regulatory authority applications and approvals that oversee the research and marketing of new and existing drugs.
• Identify and assess the suitability of facilities to use as the clinical trial site.
• Identify/select an investigator who will be responsible for conducting the trial at the trial site.
• Liaise with doctors, consultants or investigators on conducting the trial.
• Set up the trial sites – ensuring each centre has the trial materials, including the trial drug, often known as the investigational medicinal product (IMP).
• Train the site staff to trial-specific industry standards.
• Monitor the trial throughout its duration, which involves visiting the trial sites regularly and dealing with and solving any issues.
• Verify that data entered into the CRFs is consistent with patient clinical notes, known as source data/document verification (SDV).
• Collect completed CRFs from hospitals and general practices.
• Write visit reports and file and collate trial documentation and reports.

Skills of a Clinical Researcher

• Clinical Research Knowledge
• Skills for Analysis
• Skills for Laboratory
• Confident Student
• Patience and attention
• Coordinating and Cooperating Skills

Average Salary

The following are the average salary for the clinical research courses:

Job Profile	Average Salary
Biostatistician	Rs 2.50 LPA
Clinical Research Associate	Rs 3 LPA
Clinical Research Coordinator	Rs 2 LPA

Frequently Asked Questions (FAQs)

What are some career opportunities in clinical research.

A clinical research associate’s role is coordinating, collecting, distributing, and storing data obtained during clinical trials. The execution of this role, however, involves quite a few responsibilities. 1. Develop and write clinical trial protocols 2. Develop forms and templates for data collection 3. Coordinate with the Ethics committee to ensure trials are conducted in an ethical manner 4. Set up trial sites, and ensure trials are conducted as per procedures and regulations 5. Educate patients, doctors and other personnel about the trial 6. Monitor the conduct of trials at various sites and review data for regulatory submissions 7. Prepare reports, presentations and manuscripts for publications

Why do you think clinical research is a prospective career option?

Clinical Research is a field of science working towards developing new and better ways to cure diseases and finding methods to enhance one’s overall quality of life. With the help of clinical trials, researchers have found cures for diseases considered incurable in the past. A career in clinical research allows you to contribute to this noble cause and make a difference in people’s lives. In addition to this, Clinical Research is an industry with a multitude of diverse workplaces. You can work in the field, perform clinical trials, work in a corporate office, or coordinate research. This gives you many options to choose from while opting for a career option. Another factor that makes this an advantageous career option is that it offers handsome salaries to candidates straight from the entry-level.

How do I become a clinical research associate?

A person should be of life sciences or medical background; if you are from these domains, try to gain some knowledge about clinical research by attending courses like a diploma or any other relevant courses. If you already have decent clinical research expertise, apply and try to attend walk-ins from CROs. If you clear the interview, then you can start as a fresher.

What are Career in Clinical Research Courses in India after BDS?

Clinical Research has high demands in the Pharmaceutical Industry; if you choose Clinical Research, these are the positions you can get: 1. As Principal Investigator 2. As Co-investigator 3. As Medical Advisor 4. As Drug Developer 5. As Regulatory Affairs Manager 6. As Clinical Research 7. Physician Technical Writer

What is a better career move, a senior research coordinator or a clinical research manager?

A medical studies coordinator (CRC), now and again referred to as a clinical trial manager, performs an imperative role in medical studies of all kinds. They commonly paint below the course of the foremost investigator (PI), who’s in the price of designing, engaging in, and coping with the medical trial from an excessive level. The CRC’s job is to assist, facilitate, and prepare everyday scientific trial activities. Clinical studies coordinators also work alongside the department, sponsor, and institution to manual them through compliance, finances, and personnel problems. The CRC manages the everyday medical operations sports, overseeing and executing delegated responsibilities to suitable events.

Is clinical research a good career in India?

Clinical Research is a Better Career Option and is an attractive industry for researchers in India because it foresees enormous growth and job opportunities not only for trained medical, pharmaceutical, and paramedical professionals but also for project management staff etc

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About Harsh

Hello, I'm Harsh Begwani, with a year of expertise in MBBS and Ayush courses. I have detailed knowledge of various colleges' fee structures, cutoffs, and intake procedures. If you're looking for insights or assistance in pursuing MBBS or BAMS courses, feel free to comment below—I'm here to help!

Comments (11)

It is a very useful blog and very important information about Clinical Research.

HOW MUCH IS PG Diploma in Clinical Research

Elaborate your query.

Best institutes for clinical research courses.

If you are planning to take Clinical Research training course in USA, here is a college called Sollers which offers Clinical Trial Management Course, Clinical Research Training Program at Edison, NJ

Thanks for your suggestion.

Prorelix Lifesciences Education is the best Award winning institute of India. It is the right place to have the clinical research knowledge. The main emphasis is on the knowledge, and with that they also provide the 100% placement support and also give the training to appear for the interview. It is the best Clinical Research institute in India, best institute for Regulatory Affairs in India with the clinical diploma, it also has the Post graduate program in Hospital and Pharma Product Management.

Thank you very much for sharing this informative blog..I am student of 12th with PCB group and I wish to make my Career in Clinical Research..Your article really helps me alot to find colleges…Can you please give fees structure of the organisation..looking forward for your reply..Thank you once again KEEP WRITING!

Pharmaceutical companies have turned to botanical drugs for alternative medicines to treat diseases with unmet medical needs. Clinical research is growing now and there are various career opportunities in this field. Thanks for sharing this blog.

what os the admission procedure in various colleges for taking admission in clinical research

Can students pursuing degree in B.M.L.T( Bachelor of Medical Lab Technology ) opt for M.Sc. clinical recearch?

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Admission 2024-25: Vacant Seat Update, College-wise Fees etc.

• Courses in India
• Clinical Research Courses in india

Clinical Research Courses in India

• Eligibility and Carrier Opportunities for Clinical Research Courses

Undergraduate together with post graduate qualification owners in everyday life sciences , consists of medical, physiology, biochemistry, molecular biology or even local pharmacy are the prospective applicants for basic level rankings in medical research. Those that would like to build up a profitable career in scientific research might go after medical studies, a pharmaceutical scientific studies or even life sciences after which get into a doctoral program in their subject of great interest.

B.Pharm graduates / B.Sc. graduates in everyday life Science with appropriate information in clinical research may go for post graduate training course in scientific research, i.e. M.Sc. Clinical Research or perhaps MBA Clinical Research or M .Pharm Programs . Following that they could choose a Ph.D program or Post Graduate Diploma or Diploma Program in Clinical Research which enables you to join the business.

• Eligibility for Clinical Research Courses

Clinical Research Career Options

Normal salaries for clinical research.

The simple eligibility for MBA , M .Pharm and also M.Sc programs in clinical research is B.Sc ( Botany , Zoology , Chemistry , Biochemistry , Biotechnology , Microbiology , Genes , Nursing ) , M .B .B .S / B .D .S / B .A .M .S / B .H .M .S /B.V.Sc . Pharmaceutics as well as pharmacology pupils has got better scope in medical research. A number of institutes in India offer M.Sc. Clinical Research Programs. Sikkim Manipal University, Indian Institute of Clinical Research (ICRI) at Jaipur, Bangalore, Mumbai, New Delhi etc.

Projects in the area of clinical research and also its own regulation have got grown intensely recently, and also employment leads are supposed to boost in the coming future. Development potential customers are anticipated to always rise, mirroring the rise in investigation on and also regulation of medicines and medical gadgets. A Bureau of Labor Statistics (BLS) report* revealed that wages tend to associate strongly with numbers of education.

In the beginning, college students begin as a Clinical Research Coordinator/ Clinical Research Associate/ Pharma Co vigilance affiliate (PVA)/ Research Associate (RA) and also obtain around Rs 10,000-Rs 20,000/month .

After obtaining a life experience of 2 years, they are listed onto the next amount of being a Senior Clinical Research Associate /PVA/RA generating anything around Rs 25,000 – Rs 40,000/month.

With a life experience of 3 years, they check out the next level i.e. Project Manager/Team leader/Quality Assurance (QA) affiliate. During this period, they obtain around Rs 35,000 to Rs 65,000/month.

The following phase is the fact of an employer – Scientific operation /QA/PVA/RA which needs the time of 5-7 years. Since a supervisor clinical operation, people can make anything between Rs 80,000- Rs 1, 00,000/month

Finally, persons wind up acquiring the place of a Director or Vice-President with a life experience of 7-10 years. On this level, the pay scale rises to Rs 3,00,000/month.

Postgraduate (PG) Clinical Research Courses in India

• M.Pharma - Hospital & Clinical
• M.Sc - Bio-Technology & Clinical Research
• M.Sc - Clinical Research

Certification Clinical Research Courses in India

• Certification - Clinical Dental Technique

Diploma Clinical Research Courses in India

• Diploma - Operations Research

Doctorate Clinical Research Courses in India

• D.M - Clinical Haematology
• D.M - Clinical Immunology
• D.M - Clinical Pharmacology

Career Options in Clinical Research Courses

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Top Clinical Research Courses in India

• Bachelor of Medical Laboratory Technology (B.M.L.T)
• Bachelor of Medical Record Science (B.M.R.Sc)
• Diploma in Medical Laboratory Technology (D.M.L.T)
• Bachelors of Technology (B.Tech)

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• ICMR Institutes
• Centres Under Institutes

Bhopal, Madhya Pradesh I Estd. 1998

The Bhopal Memorial Hospital and Research Centre, is a multi-specialty tertiary care centre, set up to provide medical facilities to all registered gas victims, and also carry out basic clinical and epidemiological research in all disciplines.

Bhubaneshwar, Odisha I Estd. 1981

ICMR-RMRC BB conducts interdisciplinary research on regionally prevailing communicable and non-communicable diseases, provides support in disease surveillance activities in the form of epidemic investigation and diagnosis, evaluation and training.

Delhi I Estd. 1977

ICMR-NIRDHDS (Formerly known as ICMR-NIMS) supports the development, application, and dissemination of statistical sciences in medicine through research, education, publications and advocacy. It also provides technical assistance to institutes across india.

Delhi I Estd. 1980

ICMR-NICHDR (Formerly known as ICMR-NIP) conducts basic and applied research on various aspects of pathology (including histopathology, cytopathology and molecular pathology) to address health problems of national importance.

Dibrugarh, Assam I Estd. 1982

ICMR-RMRC NE conducts interdisciplinary research on prevailing communicable and non-communicable diseases in the North-East and provides support in disease surveillance activities in the form of epidemic investigation and diagnosis, evaluation and training.

Gorakhpur, Uttar Pradesh I Estd. 2018

ICMR-RMRC GKP is responsible for carrying out basic clinical, as well as operational research on locally prevalent diseases and suggesting intervention methods for reducing disease burden.

Kolkata, West Bengal I Estd. 1962

ICMR-NIRBI (Formerly known as ICMR-NICED) conducts basic and applied research on Cholera and other acute diarrhea diseases as well as on typhoid fever, infective hepatitis and HIV.

Port Blair, Andaman and Nicobar Islands I Estd. 1983

ICMR-RMRC PB carries out biomedical research on locally prevalent communicable and noncommunicable diseases with a special emphasis on the health problems of indigenous tribal population of the region.

Pune, Maharashtra I Estd. 1992

ICMR-NITVAR (Formerly known as ICMR-NARI) conducts research on HIV prevention and care, and supports the National AIDS Control Programme, in the areas of surveillance, capacity-building, laboratory services and drug resistance studies.

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• Study Protocol
• Open access
• Published: 26 August 2024

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

• Rie Raffing 1 ,
• Lars Konge 2 &
• Hanne Tønnesen 1  

BMC Medical Education volume  24 , Article number:  927 ( 2024 ) Cite this article

123 Accesses

Metrics details

The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.

Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.

Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.

Trial registration

Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Peer Review reports

Medical education was utterly disrupted for two years by the COVID-19 pandemic. In the midst of rearranging courses and adapting to online platforms we, with lecturers and course managers around the globe, wondered what the conversion to online setting did to students’ learning, motivation and self-efficacy [ 1 , 2 , 3 ]. What the long-term consequences would be [ 4 ] and if scalable online medical education should play a greater role in the future [ 5 ] seemed relevant and appealing questions in a time when health care professionals are in demand. Our experience of performing research training during the pandemic was that although PhD students were grateful for courses being available, they found it difficult to concentrate related to the long screen hours. We sensed that most students preferred an onsite setting and perceived online courses a temporary and inferior necessity. The question is if this impacted their learning?

Since the common use of the internet in medical education, systematic reviews have sought to answer if there is a difference in learning effect when taught online compared to onsite. Although authors conclude that online learning may be equivalent to onsite in effect, they agree that studies are heterogeneous and small [ 6 , 7 ], with low quality of the evidence [ 8 , 9 ]. They therefore call for more robust and adequately powered high-quality RCTs to confirm their findings and suggest that students’ preferences in online learning should be investigated [ 7 , 8 , 9 ].

This uncovers two knowledge gaps: I) High-quality RCTs on online versus onsite learning in health and medical education and II) Studies on students’ preferences in online learning.

Recently solid RCTs have been performed on the topic of web-based theoretical learning of research methods among health professionals [ 10 , 11 ]. However, these studies are on asynchronous courses among medical or master students with short term outcomes.

This uncovers three additional knowledge gaps: III) Studies on synchronous online learning IV) among PhD students of health and medical education V) with long term measurement of outcomes.

The rapid technological development including artificial intelligence (AI) and widespread adaption as well as application of online learning forced by the pandemic, has made online learning well-established. It represents high resolution live synchronic settings which is available on a variety of platforms with integrated AI and options for interaction with and among students, chat and break out rooms, and exterior digital tools for teachers [ 12 , 13 , 14 ]. Thus, investigating online learning today may be quite different than before the pandemic. On one hand, it could seem plausible that this technological development would make a difference in favour of online learning which could not be found in previous reviews of the evidence. On the other hand, the personal face-to-face interaction during onsite learning may still be more beneficial for the learning process and combined with our experience of students finding it difficult to concentrate when online during the pandemic we hypothesize that outcomes of the onsite setting are different from the online setting.

To support a robust study, we design it as a cluster randomized trial. Moreover, we use the well-established and widely used Kirkpatrick’s conceptual framework for evaluating learning as a lens to assess our outcomes [ 15 ]. Thus, to fill the above-mentioned knowledge gaps, the objective of this trial is to compare a synchronous online and an in-person onsite setting of a research course regarding the efficacy for PhD students within the health and medical sciences:

Primarily on theoretical learning of research methodology and

Secondly on

◦ Preference, motivation, self-efficacy on short term

◦ Academic achievements on long term

Trial design

This study protocol covers synchronous online and in-person onsite setting of research courses testing the efficacy for PhD students. It is a two parallel arms cluster randomized trial (Fig.  1 ).

Consort flow diagram

The study measures baseline and post intervention. Baseline variables and knowledge scores are obtained at the first day of the course, post intervention measurement is obtained the last day of the course (short term) and monthly for 24 months (long term).

Randomization is stratified giving 1:1 allocation ratio of the courses. As the number of participants within each course might differ, the allocation ratio of participants in the study will not fully be equal and 1:1 balanced.

Study setting

The study site is The Parker Institute at Bispebjerg and Frederiksberg Hospital, University of Copenhagen, Denmark. From here the courses are organized and run online and onsite. The course programs and time schedules, the learning objective, the course management, the lecturers, and the delivery are identical in the two settings. The teachers use the same introductory presentations followed by training in break out groups, feed-back and discussions. For the online group, the setting is organized as meetings in the online collaboration tool Zoom® [ 16 ] using the basic available technicalities such as screen sharing, chat function for comments, and breakout rooms and other basics digital tools if preferred. The online version of the course is synchronous with live education and interaction. For the onsite group, the setting is the physical classroom at the learning facilities at the Parker Institute. Coffee and tea as well as simple sandwiches and bottles of water, which facilitate sociality, are available at the onsite setting. The participants in the online setting must get their food and drink by themselves, but online sociality is made possible by not closing down the online room during the breaks. The research methodology courses included in the study are “Practical Course in Systematic Review Technique in Clinical Research”, (see course programme in appendix 1) and “Getting started: Writing your first manuscript for publication” [ 17 ] (see course programme in appendix 2). The two courses both have 12 seats and last either three or three and a half days resulting in 2.2 and 2.6 ECTS credits, respectively. They are offered by the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen. Both courses are available and covered by the annual tuition fee for all PhD students enrolled at a Danish university.

Eligibility criteria

Inclusion criteria for participants: All PhD students enrolled on the PhD courses participate after informed consent: “Practical Course in Systematic Review Technique in Clinical Research” and “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen, Denmark.

Exclusion criteria for participants: Declining to participate and withdrawal of informed consent.

Informed consent

The PhD students at the PhD School at the Faculty of Health Sciences, University of Copenhagen participate after informed consent, taken by the daily project leader, allowing evaluation data from the course to be used after pseudo-anonymization in the project. They are informed in a welcome letter approximately three weeks prior to the course and again in the introduction the first course day. They register their consent on the first course day (Appendix 3). Declining to participate in the project does not influence their participation in the course.

Interventions

Online course settings will be compared to onsite course settings. We test if the onsite setting is different to online. Online learning is increasing but onsite learning is still the preferred educational setting in a medical context. In this case onsite learning represents “usual care”. The online course setting is meetings in Zoom using the technicalities available such as chat and breakout rooms. The onsite setting is the learning facilities, at the Parker Institute, Bispebjerg and Frederiksberg Hospital, The Capital Region, University of Copenhagen, Denmark.

The course settings are not expected to harm the participants, but should a request be made to discontinue the course or change setting this will be met, and the participant taken out of the study. Course participants are allowed to take part in relevant concomitant courses or other interventions during the trial.

Strategies to improve adherence to interventions

Course participants are motivated to complete the course irrespectively of the setting because it bears ECTS-points for their PhD education and adds to the mandatory number of ECTS-points. Thus, we expect adherence to be the same in both groups. However, we monitor their presence in the course and allocate time during class for testing the short-term outcomes ( motivation, self-efficacy, preference and learning). We encourage and, if necessary, repeatedly remind them to register with Google Scholar for our testing of the long-term outcome (academic achievement).

Outcomes are related to the Kirkpatrick model for evaluating learning (Fig.  2 ) which divides outcomes into four different levels; Reaction which includes for example motivation, self-efficacy and preferences, Learning which includes knowledge acquisition, Behaviour for practical application of skills when back at the job (not included in our outcomes), and Results for impact for end-users which includes for example academic achievements in the form of scientific articles [ 18 , 19 , 20 ].

The Kirkpatrick model

Primary outcome

The primary outcome is short term learning (Kirkpatrick level 2).

Learning is assessed by a Multiple-Choice Questionnaire (MCQ) developed prior to the RCT specifically for this setting (Appendix 4). First the lecturers of the two courses were contacted and asked to provide five multiple choice questions presented as a stem with three answer options; one correct answer and two distractors. The questions should be related to core elements of their teaching under the heading of research training. The questions were set up to test the cognition of the students at the levels of "Knows" or "Knows how" according to Miller's Pyramid of Competence and not their behaviour [ 21 ]. Six of the course lecturers responded and out of this material all the questions which covered curriculum of both courses were selected. It was tested on 10 PhD students and within the lecturer group, revised after an item analysis and English language revised. The MCQ ended up containing 25 questions. The MCQ is filled in at baseline and repeated at the end of the course. The primary outcomes based on the MCQ is estimated as the score of learning calculated as number of correct answers out of 25 after the course. A decrease of points of the MCQ in the intervention groups denotes a deterioration of learning. In the MCQ the minimum score is 0 and 25 is maximum, where 19 indicates passing the course.

Furthermore, as secondary outcome, this outcome measurement will be categorized as binary outcome to determine passed/failed of the course defined by 75% (19/25) correct answers.

The learning score will be computed on group and individual level and compared regarding continued outcomes by the Mann–Whitney test comparing the learning score of the online and onsite groups. Regarding the binomial outcome of learning (passed/failed) data will be analysed by the Fisher’s exact test on an intention-to-treat basis between the online and onsite. The results will be presented as median and range and as mean and standard deviations, for possible future use in meta-analyses.

Secondary outcomes

Motivation assessment post course: Motivation level is measured by the Intrinsic Motivation Inventory (IMI) Scale [ 22 ] (Appendix 5). The IMI items were randomized by random.org on the 4th of August 2022. It contains 12 items to be assessed by the students on a 7-point Likert scale where 1 is “Not at all true”, 4 is “Somewhat true” and 7 is “Very true”. The motivation score will be computed on group and individual level and will then be tested by the Mann–Whitney of the online and onsite group.

Self-efficacy assessment post course: Self-efficacy level is measured by a single-item measure developed and validated by Williams and Smith [ 23 ] (Appendix 6). It is assessed by the students on a scale from 1–10 where 1 is “Strongly disagree” and 10 is “Strongly agree”. The self-efficacy score will be computed on group and individual level and tested by a Mann–Whitney test to compare the self-efficacy score of the online and onsite group.

Preference assessment post course: Preference is measured as part of the general course satisfaction evaluation with the question “If you had the option to choose, which form would you prefer this course to have?” with the options “onsite form” and “online form”.

Academic achievement assessment is based on 24 monthly measurements post course of number of publications, number of citations, h-index, i10-index. This data is collected through the Google Scholar Profiles [ 24 ] of the students as this database covers most scientific journals. Associations between onsite/online and long-term academic will be examined with Kaplan Meyer and log rank test with a significance level of 0.05.

Participant timeline

Enrolment for the course at the Faculty of Health Sciences, University of Copenhagen, Denmark, becomes available when it is published in the course catalogue. In the course description the course location is “To be announced”. Approximately 3–4 weeks before the course begins, the participant list is finalized, and students receive a welcome letter containing course details, including their allocation to either the online or onsite setting. On the first day of the course, oral information is provided, and participants provide informed consent, baseline variables, and base line knowledge scores.

The last day of scheduled activities the following scores are collected, knowledge, motivation, self-efficacy, setting preference, and academic achievement. To track students' long term academic achievements, follow-ups are conducted monthly for a period of 24 months, with assessments occurring within one week of the last course day (Table  1 ).

Sample size

The power calculation is based on the main outcome, theoretical learning on short term. For the sample size determination, we considered 12 available seats for participants in each course. To achieve statistical power, we aimed for 8 clusters in both online and onsite arms (in total 16 clusters) to detect an increase in learning outcome of 20% (learning outcome increase of 5 points). We considered an intraclass correlation coefficient of 0.02, a standard deviation of 10, a power of 80%, and a two-sided alpha level of 5%. The Allocation Ratio was set at 1, implying an equal number of subjects in both online and onsite group.

Considering a dropout up to 2 students per course, equivalent to 17%, we determined that a total of 112 participants would be needed. This calculation factored in 10 clusters of 12 participants per study arm, which we deemed sufficient to assess any changes in learning outcome.

The sample size was estimated using the function n4means from the R package CRTSize [ 25 ].

Recruitment

Participants are PhD students enrolled in 10 courses of “Practical Course in Systematic Review Technique in Clinical Research” and 10 courses of “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health Sciences, University of Copenhagen, Denmark.

Assignment of interventions: allocation

Randomization will be performed on course-level. The courses are randomized by a computer random number generator [ 26 ]. To get a balanced randomization per year, 2 sets with 2 unique random integers in each, taken from the 1–4 range is requested.

The setting is not included in the course catalogue of the PhD School and thus allocation to online or onsite is concealed until 3–4 weeks before course commencement when a welcome letter with course information including allocation to online or onsite setting is distributed to the students. The lecturers are also informed of the course setting at this time point. If students withdraw from the course after being informed of the setting, a letter is sent to them enquiring of the reason for withdrawal and reason is recorded (Appendix 7).

The allocation sequence is generated by a computer random number generator (random.org). The participants and the lecturers sign up for the course without knowing the course setting (online or onsite) until 3–4 weeks before the course.

Assignment of interventions: blinding

Due to the nature of the study, it is not possible to blind trial participants or lecturers. The outcomes are reported by the participants directly in an online form, thus being blinded for the outcome assessor, but not for the individual participant. The data collection for the long-term follow-up regarding academic achievements is conducted without blinding. However, the external researcher analysing the data will be blinded.

Data collection and management

Data will be collected by the project leader (Table  1 ). Baseline variables and post course knowledge, motivation, and self-efficacy are self-reported through questionnaires in SurveyXact® [ 27 ]. Academic achievements are collected through Google Scholar profiles of the participants.

Given that we are using participant assessments and evaluations for research purposes, all data collection – except for monthly follow-up of academic achievements after the course – takes place either in the immediate beginning or ending of the course and therefore we expect participant retention to be high.

Data will be downloaded from SurveyXact and stored in a locked and logged drive on a computer belonging to the Capital Region of Denmark. Only the project leader has access to the data.

This project conduct is following the Danish Data Protection Agency guidelines of the European GDPR throughout the trial. Following the end of the trial, data will be stored at the Danish National Data Archive which fulfil Danish and European guidelines for data protection and management.

Statistical methods

Data is anonymized and blinded before the analyses. Analyses are performed by a researcher not otherwise involved in the inclusion or randomization, data collection or handling. All statistical tests will be testing the null hypotheses assuming the two arms of the trial being equal based on corresponding estimates. Analysis of primary outcome on short-term learning will be started once all data has been collected for all individuals in the last included course. Analyses of long-term academic achievement will be started at end of follow-up.

Baseline characteristics including both course- and individual level information will be presented. Table 2 presents the available data on baseline.

We will use multivariate analysis for identification of the most important predictors (motivation, self-efficacy, sex, educational background, and knowledge) for best effect on short and long term. The results will be presented as risk ratio (RR) with 95% confidence interval (CI). The results will be considered significant if CI does not include the value one.

All data processing and analyses were conducted using R statistical software version 4.1.0, 2021–05-18 (R Foundation for Statistical Computing, Vienna, Austria).

If possible, all analysis will be performed for “Practical Course in Systematic Review Technique in Clinical Research” and for “Getting started: Writing your first manuscript for publication” separately.

Primary analyses will be handled with the intention-to-treat approach. The analyses will include all individuals with valid data regardless of they did attend the complete course. Missing data will be handled with multiple imputation [ 28 ] .

Upon reasonable request, public assess will be granted to protocol, datasets analysed during the current study, and statistical code Table 3 .

Oversight, monitoring, and adverse events

This project is coordinated in collaboration between the WHO CC (DEN-62) at the Parker Institute, CAMES, and the PhD School at the Faculty of Health and Medical Sciences, University of Copenhagen. The project leader runs the day-to-day support of the trial. The steering committee of the trial includes principal investigators from WHO CC (DEN-62) and CAMES and the project leader and meets approximately three times a year.

Data monitoring is done on a daily basis by the project leader and controlled by an external independent researcher.

An adverse event is “a harmful and negative outcome that happens when a patient has been provided with medical care” [ 29 ]. Since this trial does not involve patients in medical care, we do not expect adverse events. If participants decline taking part in the course after receiving the information of the course setting, information on reason for declining is sought obtained. If the reason is the setting this can be considered an unintended effect. Information of unintended effects of the online setting (the intervention) will be recorded. Participants are encouraged to contact the project leader with any response to the course in general both during and after the course.

The trial description has been sent to the Scientific Ethical Committee of the Capital Region of Denmark (VEK) (21041907), which assessed it as not necessary to notify and that it could proceed without permission from VEK according to the Danish law and regulation of scientific research. The trial is registered with the Danish Data Protection Agency (Privacy) (P-2022–158). Important protocol modification will be communicated to relevant parties as well as VEK, the Joint Regional Information Security and Clinicaltrials.gov within an as short timeframe as possible.

Dissemination plans

The results (positive, negative, or inconclusive) will be disseminated in educational, scientific, and clinical fora, in international scientific peer-reviewed journals, and clinicaltrials.gov will be updated upon completion of the trial. After scientific publication, the results will be disseminated to the public by the press, social media including the website of the hospital and other organizations – as well as internationally via WHO CC (DEN-62) at the Parker Institute and WHO Europe.

All authors will fulfil the ICMJE recommendations for authorship, and RR will be first author of the articles as a part of her PhD dissertation. Contributors who do not fulfil these recommendations will be offered acknowledgement in the article.

This cluster randomized trial investigates if an onsite setting of a research course for PhD students within the health and medical sciences is different from an online setting. The outcomes measured are learning of research methodology (primary), preference, motivation, and self-efficacy (secondary) on short term and academic achievements (secondary) on long term.

The results of this study will be discussed as follows:

Discussion of primary outcome

Primary outcome will be compared and contrasted with similar studies including recent RCTs and mixed-method studies on online and onsite research methodology courses within health and medical education [ 10 , 11 , 30 ] and for inspiration outside the field [ 31 , 32 ]: Tokalic finds similar outcomes for online and onsite, Martinic finds that the web-based educational intervention improves knowledge, Cheung concludes that the evidence is insufficient to say that the two modes have different learning outcomes, Kofoed finds online setting to have negative impact on learning and Rahimi-Ardabili presents positive self-reported student knowledge. These conflicting results will be discussed in the context of the result on the learning outcome of this study. The literature may change if more relevant studies are published.

Discussion of secondary outcomes

Secondary significant outcomes are compared and contrasted with similar studies.

Limitations, generalizability, bias and strengths

It is a limitation to this study, that an onsite curriculum for a full day is delivered identically online, as this may favour the onsite course due to screen fatigue [ 33 ]. At the same time, it is also a strength that the time schedules are similar in both settings. The offer of coffee, tea, water, and a plain sandwich in the onsite course may better facilitate the possibility for socializing. Another limitation is that the study is performed in Denmark within a specific educational culture, with institutional policies and resources which might affect the outcome and limit generalization to other geographical settings. However, international students are welcome in the class.

In educational interventions it is generally difficult to blind participants and this inherent limitation also applies to this trial [ 11 ]. Thus, the participants are not blinded to their assigned intervention, and neither are the lecturers in the courses. However, the external statistical expert will be blinded when doing the analyses.

We chose to compare in-person onsite setting with a synchronous online setting. Therefore, the online setting cannot be expected to generalize to asynchronous online setting. Asynchronous delivery has in some cases showed positive results and it might be because students could go back and forth through the modules in the interface without time limit [ 11 ].

We will report on all the outcomes defined prior to conducting the study to avoid selective reporting bias.

It is a strength of the study that it seeks to report outcomes within the 1, 2 and 4 levels of the Kirkpatrick conceptual framework, and not solely on level 1. It is also a strength that the study is cluster randomized which will reduce “infections” between the two settings and has an adequate power calculated sample size and looks for a relevant educational difference of 20% between the online and onsite setting.

Perspectives with implications for practice

The results of this study may have implications for the students for which educational setting they choose. Learning and preference results has implications for lecturers, course managers and curriculum developers which setting they should plan for the health and medical education. It may also be of inspiration for teaching and training in other disciplines. From a societal perspective it also has implications because we will know the effect and preferences of online learning in case of a future lock down.

Future research could investigate academic achievements in online and onsite research training on the long run (Kirkpatrick 4); the effect of blended learning versus online or onsite (Kirkpatrick 2); lecturers’ preferences for online and onsite setting within health and medical education (Kirkpatrick 1) and resource use in synchronous and asynchronous online learning (Kirkpatrick 5).

Trial status

This trial collected pilot data from August to September 2021 and opened for inclusion in January 2022. Completion of recruitment is expected in April 2024 and long-term follow-up in April 2026. Protocol version number 1 03.06.2022 with amendments 30.11.2023.

Availability of data and materials

The project leader will have access to the final trial dataset which will be available upon reasonable request. Exception to this is the qualitative raw data that might contain information leading to personal identification.

Abbreviations

Artificial Intelligence

Copenhagen academy for medical education and simulation

Confidence interval

Coronavirus disease

European credit transfer and accumulation system

International committee of medical journal editors

Intrinsic motivation inventory

Multiple choice questionnaire

Doctor of medicine

Masters of sciences

Randomized controlled trial

Scientific ethical committee of the Capital Region of Denmark

WHO Collaborating centre for evidence-based clinical health promotion

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Acknowledgements

We thank the students who make their evaluations available for this trial and MSc (Public Health) Mie Sylow Liljendahl for statistical support.

Open access funding provided by Copenhagen University The Parker Institute, which hosts the WHO CC (DEN-62), receives a core grant from the Oak Foundation (OCAY-18–774-OFIL). The Oak Foundation had no role in the design of the study or in the collection, analysis, and interpretation of the data or in writing the manuscript.

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Contributions

RR, LK and HT have made substantial contributions to the conception and design of the work; RR to the acquisition of data, and RR, LK and HT to the interpretation of data; RR has drafted the work and RR, LK, and HT have substantively revised it AND approved the submitted version AND agreed to be personally accountable for their own contributions as well as ensuring that any questions which relates to the accuracy or integrity of the work are adequately investigated, resolved and documented.

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Correspondence to Rie Raffing .

Ethics declarations

Ethics approval and consent to participate.

The Danish National Committee on Health Research Ethics has assessed the study Journal-nr.:21041907 (Date: 21–09-2021) without objections or comments. The study has been approved by The Danish Data Protection Agency Journal-nr.: P-2022–158 (Date: 04.05.2022).

All PhD students participate after informed consent. They can withdraw from the study at any time without explanations or consequences for their education. They will be offered information of the results at study completion. There are no risks for the course participants as the measurements in the course follow routine procedure and they are not affected by the follow up in Google Scholar. However, the 15 min of filling in the forms may be considered inconvenient.

The project will follow the GDPR and the Joint Regional Information Security Policy. Names and ID numbers are stored on a secure and logged server at the Capital Region Denmark to avoid risk of data leak. All outcomes are part of the routine evaluation at the courses, except the follow up for academic achievement by publications and related indexes. However, the publications are publicly available per se.

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Raffing, R., Konge, L. & Tønnesen, H. Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial. BMC Med Educ 24 , 927 (2024). https://doi.org/10.1186/s12909-024-05915-z

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DOI : https://doi.org/10.1186/s12909-024-05915-z

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1.2   Top Colleges

Diploma Medical Courses

2.1   Top PG Diploma Medical Courses

2.2   Admission Process

Bachelor Medical Courses

3.1   Admission Process

3.2   Top Colleges

Master Medical Courses

4.1   Admission Process

Doctorate Medical Courses

5.1   Admission Process

Medical Courses Without NEET 

• Medical Courses: Jobs

Skills Required for Medical Courses

8.1   Best Medical Course Online

Medical Courses: FAQs

The medical certificate courses are offered both online and offline. Online certificate courses are more popular and get updated regularly with the trend. The duration of the medical courses varies from a few hours to a few months.

• The main purpose of the certificate medical courses is to update the students with the latest trend and updates in any particular specialization. Since medicine never gets old and some new medicine, therapy, or technology comes every day, certification courses help the students to stay updated.
• Certificate programs are opted for by candidates who are already pursuing a job and would like to gain some extra knowledge in any particular specialization.
• Online certificate programs give the advantage of having flexible hours so that they won’t affect our daily schedule.

Completing more certificate courses helps you to get more salary packages and increase your value. The following table gives the best certificate courses available on different platforms.

List of Top 10 Medical Courses in India

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Different Courses in the Medical field after Class 12

Optometry	B.Sc in Optometry 4 years	10+2 with PCB
Medical Laboratory Technology	B.Sc in MLT, BMLT, DMLT, BVSc, BSc (Plant Science) 4 years	10+2 with a science background
Dialysis Therapy Technology	B.Sc DTT 4 years	10+2 with science or equivalent examination with science subject
Health Information Management	B.Sc Health Information Management 3 years + 1-year clinical training/ internship	10+2 or equivalent examination with PCB/PCMB from a recognized university or board
Audiology & Speech Language Pathology	B.Sc Audiology, Bachelor of Audiology & Speech-Language Pathology (BASLP) 4 years	10+2 with Physics, Chemistry, and Biology/Mathematics/Computer Science/Statistics/Electronics/Psychology
Medical Radiology and Imaging Technology	B.Sc Medical Imaging Technology, BSc Radiography, B.Sc MRIT 4 years	10+2 with Physics, Chemistry, Mathematics/Biology, and English
Operation Theatre Technology	B.Sc OTT	10+2 in Physics, Chemistry, Biology/Mathematics
Physiotherapy	BPT 4 years	10+2 from a science background
Radiotherapy Technology	B.Sc RTT 4 years	10+2 with core science subjects
Nutrition & Dietetics	B.Sc Nutrition & Dietetics, BSc Home Science 3 years	10+2 with a science background

Online Medical Certificates Course

Given below are some of the best Medical Courses Certificates for interested candidates:

Certificate Name	Provider	Fees
Anatomy	Coursera	Free
Introduction to the Biology of Cancer	Coursera	Free
Introduction to Psychology	Coursera	Free
Anatomy: Know your Abdomen	Future Learn	Free
Causes of Human Disease: Nutrition and Environment	Future Learn	Free
Causes of Human Disease: Transmitting and Fighting Infection	Future Learn	Free
How to read chest X-Ray	Udemy	INR 700
Emergency Medicine	Udemy	INR 700
Cardiac Anatomy & Physiology	Udemy	INR 700

Offline Medical Certification Courses

Given below are some of the best offline Medical Courses Certificates for interested candidates:

Course Name	Colleges Offering	Average Fees
	Bangalore Medical College and Research Institute, Singhania University, JS University, Starex University, Apex Professional University, Gujarat Cancer and Research Institute	INR 15,000 – INR 50,000
	Centurion University of Technology and Management	-
	Academy Allied Health Science, Thiruvalluvar University, Banaras Hindu University, Rabindranath Tagore University, University of Madras	INR 2,000 - INR 75,000
Certificate in Radio Imaging Technology	Starex University	INR 60,000
	IGNOU	INR 30,000

Certificate Medical Courses Admissions

• Certification medical courses are done with no entrance test will be conducted during the admission process.
• The admission will be completely merit based on the marks obtained in the 10th or 12th examination.
• For an online certification course, candidates could apply on the website of the course provider.

Colleges for Online Medical Course Certificates

Some of the colleges from where you can take up online medical certificate courses are:

NIRF Ranking	College/ University Name	Average Fees
3		INR 85,400
6		INR 39,850
15		INR 23,856
20		INR 12,487

28 diploma medical courses could be pursued after the completion of class 10 or 12 depending upon the eligibility criteria of the course. PG Diploma in medical courses is pursued after the completion of the Diploma or Graduation. Admission will be based on merit and the marks obtained in the previous qualifying examination. No state-level or national-level entrance examination will be conducted for Diploma or PG Diploma admission.

• A diploma in medical courses helps to know many facts based on a career like a Physiotherapist, nurse, or lab assistant.
• It also helps the candidates to understand the functionality of Medical instruments like Infusion pumps, Surgical sutures, Glucose meters, Catheter, Nebulizer, Respirator, Operating tables, etc.
• Diploma in medical courses are usually offered for 2 years and PG Diploma courses are offered in 1 year.
• Diploma courses are preferred by students who prefer to gain knowledge in a short period and join a job instead of spending long years learning the concept.
• A diploma in the Medical field should be opted for by students who have an interest in Medicine and who can use scientific methods and rules to help patients.

Check Out: Top Medical Colleges in India 2023

Top Diploma Medical Courses

Some of the popular diploma courses pursued in the Medical field are given in the below tabulation.

Diploma Course	College offering	Average fees
	NIMS University, Bangalore Medical College and Research Institute, Madras Medical College, Government Medical College Kerala	INR 20,000 – INR 1,00,000
	NIMS University, Aligarh Muslim University, YBN University, Noida International University	INR 10,000 – INR 1,00,000
	Christian Medical College, Madras Medical College, NIMS University, Bangalore Medical College and Research Institute, Government Medical College Kerala	INR 5,000 – INR 1,00,000
	Christian Medical College, Madras Medical College, NIMS University, University of Madras, Singhania University, PSG Institute of Medical Science and Research	INR 20,000 – INR 1,00,000

Top PG Diploma Medical Courses

PG Diploma in medical courses is pursued after the completion of Graduation or Diploma courses in the relevant stream. Some of the PG Diploma courses offered in India are given in the following tabulation.

PG Diploma name	College Name	Average fees
		INR 20,000
		INR 13,700
PGD in Health Promotion and Education		INR 7,000

Diploma and PG Diploma Courses Admissions

• Admission to a diploma in medical courses is completely based on the merit of class 10th and 12th and for PG Diploma, graduation marks are considered.
• Certain private institutes provide admission based on entrance examinations conducted by the Institute or University itself.
• For merit-based admission, candidates are provided seats based on the cut-off marks declared by the colleges and it varies for each college. If the candidates have secured the desired cut-off mark, they should proceed with the further admission process which is registration and payment of registration fees. The college will publish the selected student list on the official website.
• For entrance-based admission, candidates should appear and secure a valid score in the entrance examination conducted by the respective University. After the results of the entrance examination, candidates should apply for the counseling process and pay the application fees.

Top Colleges offering Diploma and PG Diploma courses

The following tabulation gives the top Colleges offering Diploma and PG Diploma courses in the Medical field.

NIRF Medical Ranking	College/ University Name	Average Fees
3	CMC, Vellore	INR 37,996
6	BHU, Varanasi	INR 20,000
15	AMU, Aligarh	INR 47,570
17	Maulana Azad Medical College, New Delhi	-
27	PSG Institute of Medical Science & Research, Coimbatore	-

Many industries are highly evolving in recent times in India and Medicine is one of them. The Medical field produces a huge number of choices for students to pursue. Students who look forward to earning a full-time degree should choose Bachelor's Medical courses. Bachelor's courses are preferred by students who opt for a long-term career and dedicate full time.

• The duration of Bachelor's Medical courses is 3 – 5 years
• Bachelor and UG courses come in both general and specializations.
• The admission method is based on the college. In most colleges, admission is done through state-level as well as national-level entrance examinations.
• Bachelor's courses provide a strong foundation for the students and give a good understanding of basic concepts.

Top Undergraduate Medical Courses

In the tabulation given below, some of the top undergraduate Medical courses are mentioned.

Course Name	Top Colleges	Average Fees
	Chandigarh University, Bangalore Medical College and Research Institute, NIMS University, Christian Medical College, Government Medical College Kerala, Hamdard Institute of Medical Science and Research	INR 20,000 – INR 4,50,000
	Christian Medical College, Chandigarh University, Madras Medical College, NIMS University, Baba Farid University of Health Sciences, SRM Institute of Technology	INR 20,000 – INR 3,00,000
	Christian Medical College, NIMS University, Madras Medical College, King George’s Medical University, Osmania Medical College, Bangalore Medical College, and Research Institute	INR 50,000 – INR 8,00,000
	NIMS University, Manipal College of Dental Science, SRM Dental College, Kannur Dental College, Kalinga Institute of Dental Sciences	INR 50,000 – INR 8,00,000

Bachelor Medical Courses Admissions

Admission to Bachelor Medical course is done through both state-level and national-level entrance basis

• All the colleges follow entrance-based admission and provide admission based on the marks secured by the candidates in the state-level or national-level entrance examination.
• Some of the top entrance exams for Undergraduate Medical courses (BSc) include NEST, IIT JAM, OUAT Entrance test, UPCATET, and GSAT.
• The entrance examination for MBBS admission is based on NEET
• Students appearing for the entrance examination should have passed 10 + 2 from a recognized board with 50% marks in aggregate.

Top Colleges for Bachelor Medical Courses

The table below gives some of the top colleges for Bachelor's Medical Courses.

College/ University Name	Average Fees
AIIMS, New Delhi	INR 1,628
CMC, Vellore	INR 48,330
BHU, Varanasi	INR 16,000
KMC, Mangalore	INR 14,40,000
AMU, Aligarh	INR 5,37,000
Maulana Azad Medical College, New Delhi	INR 15,450
PSG Institute of Medical Science & Research, Coimbatore	INR 4,00,000
SRM IST, Chennai	INR 5,10,000

Master Medical courses are pursued by students who look for more specializations after their bachelor’s degree.

• The duration of the PG Medical course is 2 years.
• A Master's degree enhances the knowledge of the students in that particular specialization and refines their skills

Top Master Medical Courses

The table below shows some of the most sought-after colleges for studying Masters's Medical courses:

Course Name	Top College	Average Fees
MD Thoracic Medicine	Institute of Medical Sciences, SMS Medical College, NIMS University, Christian Medical College, Kasturba Medical College, and Madras Medical College.	INR 3,800 – INR 4,95,000
	NIMS University, Ranchi University, Maulana Azad Medical College, Madras Medical College, All India Institute of Medical Science, Christian Medical College, Kasturba Medical College	INR 5,000 – INR 8,00,000
MD Infectious Diseases	Stanley Medical College, Baba Farid University of Health Sciences, NIMS University, SRM Institute of Technology, SMS Medical College, Government Medical College Kerala, Aligarh Muslim University	INR 40,000 – INR 4 lakhs
	Christian Medical College, NIMS University, All India Institute of Medical Sciences, Armed Forces Medical College, University of Madras	INR 10,000 – INR 1,00,000

Check MSc Anatomy Jobs

Master Medical Courses Admissions

Admission to the Master Medical course is done on both merit and entrance basis depending upon the college.

• Almost all the colleges provide admission on an entrance basis, based on the marks secured by the candidates in the state-level or national-level entrance examinations.
• The top entrance exams for Postgraduate Medical courses are NEET PG, AIIMS PG, etc. 
• Students appearing for the entrance examination should have graduated in the relevant stream from a recognized University or Institute with 50% marks in aggregate.

Colleges for Master Medical Courses

The table below shows some of the most sought-after colleges for studying Master's Medical courses:

College/ University Name	Average Annual Fees
	INR 2,027
CMC, Vellore	INR 1,70,000
BHU, Varanasi	INR 6,720
KMC, Mangalore	INR 2,43,000
AMU, Aligarh	INR 8,980
	INR 5,885

The Doctorate in Medical course is pursued by students who wish to enter the research field. The minimum duration of the doctorate course is 2 years and it could be extended as per the demands of the research. Candidates who have completed doctorate courses have the option to become teachers or lecturers in colleges.

Top Doctorate Medical Courses

The following tabulation gives the major subjects one can opt for a doctorate Medical course.

Course Name	Top Colleges	Average Annual Fees
	All India Institute of Medical Sciences, NIMS University, Ranchi University, Jamia Hamdard University, Delhi University, Banaras Hindu University, Singhania University	INR 10,000 – INR 2,50,000

Check:  Top Ph.D. Medicine Colleges in India

Doctorate Medical courses Admissions

Admission in the Doctorate Medical course is done on both merit and entrance basis depending upon the college.

• In certain colleges, admission will be provided based on the counseling process and personal interviews. Private colleges provide admission through entrance exams.
• Some of the top entrance exams for Doctorate Medical courses include GATE, GPAT, CSIR UGC NET, and AIIMS Ph.D. Entrance Exam.
• Students appearing for the entrance examination should hold a post-graduation degree in the relevant stream from a recognized University or Institute with 50% marks in aggregate.

Colleges for Doctorate Medical Courses

The following table gives the best colleges in India to pursue Medical courses at the doctorate level

College/ University Name	Average Annual Fees
AIIMS, New Delhi	INR 2,045
CMC, Vellore	-
BHU, Varanasi	INR 8,368
GKMC, Chennai	INR 1,10,000
AMU, Aligarh	-
JMI, New Delhi	INR 1,52,000
SRM IST, Chennai	INR 16,000

Most of the top medical courses can be pursued by candidates only if they can crack the NEET entrance examination. However, few medical courses can be pursued by candidates who have not appeared for the NEET examination. 

In the given section we will discuss the medical courses that can be undertaken with NEET.

Bachelor in Physiotherapy or BPT course can be pursued by candidates who have completed their 12th examination in the science stream. The course mainly deals with providing fundamental knowledge about physical therapies to help the candidates, so that they can help patients recover from injuries. The BPT admissions are done through entrance examinations such as BCECE, VEE, IEMJEE, LPUNEST, etc. 

The top BPT colleges are Christian Medical College, Vellore, NIMS University, Jaipur, Bundelkhand University, Jhansi, etc. 

Bachelor of Veterinary Science or BVSc is another medical course that can be pursued without the NEET Exam. The course allows the candidates to treat and perform surgical procedures on animals. The duration of the course is for 5- 5.5 years with a 1-year internship. The BVSc admission can be done through various state entrance examinations such as AAU VET, UP Veterinary Entrance Exam, RPVT, BHU UET, etc. 

The Top BVSc Colleges are Govind Ballabh University of Agriculture and Technology , Anand Agricultural University (College of Veterinary Science and animal husbandry), Tamil Nadu Veterinary and Animal Sciences University , etc

Job Options After Medical Courses

Medicine has the most scope these days and candidates have a lot of job opportunities after completing courses in Medicine. The following section gives various career options available for candidates who completed Medical courses. Some of the most popular jobs are that of medical representative, pharmacist, general surgeon, etc.

Also Check: MBBS Jobs and Career Options

Job Profile	Job Description	Salary
Pharmacist	Pharmacists' jobs include ensuring the supply of medicines is within the law and ensuring that the medicines prescribed to patients are suitable. They should advise patients about medicines, including guiding them on how to take medicines and what reactions might occur.	INR 2,85,000
Physical Therapist	Physical Therapists should consult with patients to learn about their physical condition and symptoms. Diagnose movement dysfunction and develop treatment plans and teach patients how to use therapeutic exercise techniques	INR 2,50,000
Dermatologist	A dermatologist is a doctor who specializes in skin, hair, and nail conditions. Identifying and treating any infection or skin problems.	INR 10,00,000
General Surgeon	General Surgeons use surgical procedures to remove disease, repair injuries, and promote health and healing. They also perform diagnostic tests and guide the need for surgery.	INR 11,60,000
Clinical Forensic Medical Examiner	They have a critical role in death investigation, examining the body of the deceased to define the cause of death, and factors contributing to death and assist with the reconstruction of the circumstances in which the death occurred.	INR 17,00,000
Hospital Administration	Professionals involved in hospital administration are responsible for the day-to-day operation of a hospital, clinic, managed care organization, or public health agency. The main job of the hospital administration is to coordinate the activities of all the departments and ensure their function.	INR 4,85,000

Medicine is a technical stream and it requires candidates to have good knowledge and great patience. The following section gives some of the important skills required for a candidate to pursue medicine as a career.

Professional communication	General research skills
Numeracy	General IT skills
Problem identification and solving	Ability to approach

Comparison of Medical Courses Online

The table below gives some points to compare the online medical courses offered by the most popular agencies, Udemy and Coursera. In this case, we are comparing the Anatomy course offered by them.

Parameters	Udemy	Coursera
Fees	INR 700	Free
Student Rating	4.4	4.8
Enrolment	2,972	26,353
Duration	5 hours	5 months
Created by	Udemy	University of Michigan

Ques. What average salary is offered to students after completing Medical courses?

Ans. The salary earned will be completely based on the level of the course learned. The average salary provided in India varies from INR 4,00,000 to 20,00,000 per annum. 

Ques. Do Medicine Courses have scope in the future?

Ans. Medicine is one of the growing industries which has the most scope in the future. Hence it provides a huge range of job opportunities to the students in both government and private sectors.

Ques. Does it cost too much to pursue a Medicine course in India?

Ans. It depends on the Institute. Certain institutes charge high and few institutes charge affordable. Usually, the fee for the Medicine course varies between INR 50,000 and 5,00,000.

Ques. Which is the best career after completing a Medical Course?

Ans. There is a wide range of options when it comes to a career after completing a Medical course. Some of the top job choices are medical researcher, general surgeon, physiotherapist, anesthesiologist, medical officer, medical laboratory technician, nurse educator

Ques. What subjects are taught in the Medical course?

Ans. The syllabus for the course changes for each college. But certain subjects are general for the Medical course which includes Anatomy, Anesthesiology, Biochemistry, Physiology, Dermatology, Microbiology, Pathology, Surgery, Nutrition and Dietetics, and Psychology.

Ques. What are the best courses in the Medical field?

Ans. Some of the most popular medical courses that candidates could pursue to have a good career in medicine include MBBS, BDS, Pharmacy, Allied Health Science & Paramedical, and Ayurveda & Homeopathy.

Ques. What is the best course in medicine that a student can pursue without giving NEET?

Ans. Without appearing in NEET Exam there are certain medical courses that candidates could pursue such as B Pharm , BSc in Clinical Research, Anatomy, Medical Microbiology, Physiology, Psychology, and Audiology.

Ques. What is the highest-paid medical job?

Ans. Candidates who pursued medicine in any specialty are paid higher than candidates with a general medicine degree. Family doctors and pediatricians are the highest-paid general practitioners. And Anaesthesiologists are paid more than any other type of doctor.

Ques. What type of doctor is difficult to become?

Ans. There are certain kinds of jobs in the medical sector which need more effort and are hard to become such as Cardiac and Thoracic Surgery, Dermatology, Neurosurgery, Ophthalmology, and Plastic Surgery.

Medical Colleges IN INDIA

All India Institute of Medical Sciences - [AIIMS]

Post Graduate Institute of Medical Education & Research - [PGIMER]

Christian Medical College - [CMC]

Sanjay Gandhi Postgraduate Institute of Medical Sciences - [SGPGIMS]

Kasturba Medical College - [KMC]

Jawaharlal Institute of Post Graduate Medical Education and Research - [JIPMER]

Institute of Liver and Biliary Sciences - [ILBS]

King George's Medical University - [KGMU]

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Interprofessional training in health sciences education has a lasting impact on practice, study shows

by University of Southern California

Geriatrics experts have long known that collaboration is key to delivering quality, patient-centered care to older adults.

That's why USC's Interprofessional Education and Collaboration for Geriatrics (IECG) trains up to 150 students annually from seven health professions to teach the importance of teamwork in meeting the complex needs of the elderly.

Now, a study published in the Journal of Interprofessional Care highlights the long-term impact of IECG on USC health sciences graduates.

Researchers surveyed graduates one to three years after completing IECG to assess how the program influenced their practice. The findings were significant: 81% of the graduates worked on interprofessional teams, 80% reported that IECG had a major impact on their practice, and all confirmed they regularly used the assessment tools learned in the program.

"We've really seen over the last decade that this program consistently improves health profession graduate students' interprofessional knowledge and attitudes and also helps them prepare them for collaborative practice ," said Dawn Joosten-Hagye, first author on the study and professor of social work at the USC Suzanne Dworak-Peck School of Social Work.

"This is one of the first studies to actually look at how students sustain their interprofessional education training."

The program was initiated 14 years ago by study co-author Jo Marie Reilly, a professor of clinical family medicine at the Keck School of Medicine of USC, who saw the need for an innovative training model focused on the complex health care needs of older adults.

The collaborative effort has since included students from dentistry, medicine, occupational therapy , pharmacy, physical therapy , gerontology, psychology, and social work.

Looking forward, the study's authors believe the IECG model could be adapted to address the needs of other populations with complex health care needs, such as people with disabilities, cancer patients, and children.

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