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Shri Sathya Sai Medical College and Research Insititute

Shri Sathya Sai Medical College and Research Institute

A Unit of Sri Balaji Vidyapeeth (Deemed to be University)

Accredited by NAAC with highest A++ Grade

Ranked 77 among Universities by NIRF 2023

A UGC Category 1 Higher Education Institution

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Accredited by

NAAC A++

Nirf 2023 among universities

77 Rank

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Medical Education Unit

Research Projects Undertaken:

Sl No

Project Details

Date of Approval

Current Status

1

Effectiveness of microteaching as a method of developing teaching competencies among in-service medical teachers. – Dr. Vijay Kautilya D

2016

 Completed & published

2

A Study of Small Group Discussion in a Large Group Setting. – Dr. Karthika Jayakumar.

2016

Completed

3

Pre Dissection inspection and prosection enhances the understanding of Anatomy – Dr. Swayam Jothi.

2016

Completed

4

Study of factors affecting the change in the Learning styles among Undergraduate Medical Students. – Dr. Shruti P Hegde & Dr. Vijay Kautilya D

2017

Completed

5

A qualitative study to identify the perception and challenges faced by the faculty of Community Medicine in the implementation of Competency Based Medical Education for postgraduate students – Dr. Saurabh Shrivastava.

2017

Completed

6

Does training in principle and practice of evidence based medicine change attitude of medical teachers towards SDL – Dr Pushpa Kotur.

2017

Completed

7

 

A qualitative study to identify the perception and challenges faced by the faculty of Community Medicine in the implementation of competency-based medical education for postgraduate students – Dr. Saurabh Shrivastava.

2017

Completed

8

A Comparative study of feedback and guiding questions as tools to facilitate reflective writing among undergraduate students- Dr Shruti P Hegde & Dr Vijay Kautilya .

2016

Completed

9

Comparative study of case based learning and didactic lecture in II MBBS in Pharmacology- Dr Lavakumar.

 

2018

Completed

Research Publications:

  1. Dayanindhi Vijay Kautilya, Hegde Shruti P. Effectiveness of microteaching as a method of developing teaching competence among in-service medical teachers. Journal of Advances in Medical Education & Professionalism. 2018;6(4):155.
  2. Shrivastava SR, Shrivastava PS, Ramasamy J. Force field analysis: An effective tool in qualitative research. Journal of Current Research in Scientific Medicine. 2017;3(2):139-140.
  3. Shrivastava SR, Shrivastava PS, Ramasamy J. Systematically designing a questionnaire to assess the knowledge levels of postgraduate students & faculty about Competency-based medical education. International Journal of Academic Medicine. 2017;3(2):331-333.
  4. Shrivastava SR, Shrivastava PS, Ramasamy J. Employing adult learning theories in designing a module. Research and Development in Medical Education. 2017;6(2):64-65.
  5. Shrivastava SR, Shrivastava PS, Ramasamy J. Development of a module to successfully implement competency based medical education program in an institute. Muller Journal of Medical Sciences and Research. 2018;9(1):27-29.
  6. Shrivastava SR, Shrivastava PS, Ramasamy J. Employing One-Minute Preceptor model in clinical settings. Muller Journal of Medical Sciences and Research. 2018;9(1):34-35.
  7. Shrivastava SR, Shrivastava PS, Ramasamy J. Use of in-depth interviews in medical education research. Muller Journal of Medical Sciences and Research. 2018;9(1):41-42.
  8. Shrivastava SR, Shrivastava PS, Ramasamy J. Conflict management in the field of medical education and healthcare. International Journal of Academic Medicine. 2018;4(1):91-92.
  9. Shrivastava SR, Shrivastava PS, Ramasamy J. Approaches to resolve a conflict in the medical education and healthcare sectors. MAMC Journal of Medical Sciences. 2018;4(2):106-107.
  10. Shrivastava SR, Shrivastava PS. Exploring the scope of introducing Buzz Group in teaching Community Medicine to undergraduate medical students. MAMC Journal of Medical Sciences. 2018;4(2):109-110.
  11. Shrivastava SR, Shrivastava PS. Introducing Team Based Learning within the purview of Competency Driven Curriculum: Points to ponder. MAMC Journal of Medical Sciences. 2018;4(2):110-111.
  12. Shrivastava SR, Shrivastava PS. Scope of reflection in medical education. International Journal of Academic Medicine. 2018;4(2):187-188.
  13. Shrivastava SR, Shrivastava PS. Programmatic Assessment of medical students: Pros and Cons. Primary Health Care: Open Access. 2018;8(3):302.
  14. Shrivastava SR, Shrivastava PS. Employing qualitative research in medical education research. Mustansiriya Medical Journal. 2018;17(2):104-105.
  15. Shrivastava SR, Shrivastava PS. Implementing Case Based Learning in Medical Colleges in India. Muller Journal of Medical Sciences and Research. 2018;9(2):98-99.
  16. Shrivastava SR, Shrivastava PS. Resorting to Programmatic Assessment in medical education system in India. Muller Journal of Medical Sciences and Research. 2018;9(2):110-111.
  17. Shrivastava SR, Shrivastava PS. Brainstorming: A tool to facilitate learning among undergraduate medical students. Muller Journal of Medical Sciences and Research. 2018;9(2):114-115.
  18. Shrivastava SR, Shrivastava PS. Potential factors influencing the effectiveness of feedback in medical education. Journal of Current Research in Scientific Medicine. 2018;4(2):122-123.
  19. Shrivastava SR, Shrivastava PS. Feedback role in enhancing the professional growth of the medical student and the teacher. Libyan International Medical University Journal. 2018;3(2):70-71.
  20. Shrivastava SR, Shrivastava PS. Evidence-based medicine workshop for teaching faculty of a medical college: Kirkpatrick level 1 evaluation. International Journal of Academic Medicine. 2018;4(3):289-294.
  21. Shrivastava SR, Shrivastava PS. Medical professionalism in India: Present and Future. International Journal of Academic Medicine. 2018;4(3):306-307.
  22. Shrivastava SR, Shrivastava PS. Role of feedback in the feed-forward of undergraduate medical students. Research and Development in Medical Education. 2018;7(2):62-63.
  23. Shrivastava SR, Chacko TV, Bhandary S. Capacity building of faculty and postgraduate residents of Community Medicine to streamline the assessment process in competence driven curriculum. South East Asian Journal of Medical Education. 2018;12(2):63-64.
  24. Shrivastava SR, Shrivastava PS. Critiquing the component of integrated teaching proposed under the new Graduate Medical Regulations 2018. Medical Journal of Dr. D.Y. Patil University. 2019;12(1):93-94.
  25. Shrivastava SR, Shrivastava PS. Qualitative study to identify the perception and challenges faced by the faculty of Community Medicine in the implementation of Competency Based Medical Education for postgraduate students. Family Medicine and Community Health. 2019;7(1):e000043.
  26. Shrivastava SR, Shrivastava PS. How to successfully implement competency-based medical education in India. Education in Health Professions. 2018;1(2):61-63.
  27. Shrivastava SR, Shrivastava PS. Development of a module for the implementation of integrated teaching in a medical college in India. Journal of Integrated Health Sciences. 2018;6(2):77-78.
  28. Shrivastava SR, Shrivastava PS. Use of mobile-app to collect feedback from undergraduate students posted in Community Medicine. Al Ameen Journal of Medical Sciences. 2019;12(2):107-108.
  29. Shrivastava SR, Shrivastava PS, Ramasamy J. Employing analyze, design, develop, implement, and evaluate (ADDIE) model to sensitize postgraduate students about competency-based medical education program. International Journal of Academic Medicine. 2019;5(1):82-84.
  30. Shrivastava SR, Shrivastava PS. Rationale for Programmatic Assessment in medical education and overcoming the anticipated challenges during its implementation. MAMC Journal of Medical Sciences. 2019;5(1):39-40.
  31. Shrivastava SR, Shrivastava PS. Faculty Development Programs in Medical Education: Need and points to ponder for its successful organization. MAMC Journal of Medical Sciences. 2019;5(1):41-42.
  32. Shrivastava SR, Shrivastava PS. Challenges associated with the introduction of e-learning in medical education and strategies to counter them. MAMC Journal of Medical Sciences. 2019;5(1):43-44.
  33. Shrivastava SR, Shrivastava PS. Framing a De novo curriculum on sleep disorders for an Indian Medical Graduate using Kern’s Model. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2019;12(3):202-206.
  34. Shrivastava SR, Shrivastava PS. Use of e-learning tools for assessment in medical education. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2019;12(3):284-285.
  35. Shrivastava SR, Shrivastava PS. Exploring the data required for evaluation of a competency based medical education curriculum in India. Indian Journal of Medical Specialities. 2019;10(2):114-115.
  36. Shrivastava SR, Shrivastava PS. Role of curriculum committee in the planning, implementation and evaluation of integrated teaching in medical education in India. Indian Journal of Health Sciences and Biomedical Research. 2019;12(2):179-180.
  37. Shrivastava SR, Shrivastava PS. Teaching ethics during undergraduate teaching in medical schools in India. South East Asian Journal of Medical Education. 2019;13(1):11-13.
  38. Shrivastava SR, Shrivastava PS. Targeting unprofessionalism among medical students in Indian settings. South East Asian Journal of Medical Education. 2019;13(1):55-56.
  39. Shrivastava SR, Shrivastava PS. Flipped classrooms in medical education: Tool to encourage self-directed and active learning. BLDE University Journal of Health Sciences. 2019;4(1):20-21.
  40. Shrivastava SR, Shrivastava PS. Planning and implementing an e-learning course for medical students: Points to ponder. Journal of Integrated Health Sciences. 2019;7(1):28-29.
  41. Shrivastava SR, Shrivastava PS. Integrated teaching in medical education in India: Scope, Current status and Opportunities. Research and Development in Medical Education. 2019;8(1):12.
  42. Shrivastava SR, Shrivastava PS. Implementation of problem oriented learning sessions in para-clinical years of medical college. Research and Development in Medical Education. 2019;8(1):38-40.
  43. Shrivastava SR, Shrivastava PS. Whether introduction of competency based medical education should be advocated in India? Indian Journal of Pharmacology. 2019;51(3):212-213.
  44. Shrivastava SR, Shrivastava PS. Implementation of Competency Based Medical Education for postgraduate courses in India. International Journal of Advanced Medical and Health Research. 2019;6(1):5-6.
  45. Shrivastava SR, Shrivastava PS. Teaching professionalism and leadership skills to an Indian Medical Graduate. CHRISMED Journal of Health and Research. 2019;6(2):112-113.
  46. Shrivastava SR, Shrivastava PS. Employing a systematic approach to conduct program evaluation in medical education. CHRISMED Journal of Health and Research. 2019;6(3):176-177.
  47. Shrivastava SR, Shrivastava PS. Role of feedback and mentoring in programmatic assessment. Indian Journal of Health Sciences and Biomedical Research. 2019;12(1):97-98.
  48. Shrivastava SR, Shrivastava PS. Assessment in competency-based medical education: Significance and the existing challenges. International Archives of Health Sciences. 2019;6(3):147-148.
  49. Shrivastava SR, Shrivastava PS. Scope of programmatic assessment in the ensuring better medical education delivery in India. Current Medical Issues. 2019;17(2):44.
  50. Shrivastava SR, Shrivastava PS, Ramasamy J. Scope of the aptitude tests and their validation in medical education. International Journal of Academic Medicine. 2019;5(2):130-131.
  51. Shrivastava SR, Shrivastava PS. Strategies to deal with publication misconduct among medical students and teaching faculty: An Indian perspective. Indian Journal of Occupational and Environmental Medicine. 2019;23(2):97-98.
  52. Shrivastava SR, Shrivastava PS. Competency based medical education and its need in the delivery of medical education in India. Indian Journal of Health Sciences and Biomedical Research. 2019;12(3):262-263.
  53. Shrivastava SR, Shrivastava PS. Need of E-learning in medical education and strategies for its implementation in medical colleges in India. Indian Journal of Health Sciences and Biomedical Research. 2019;12(3):264-265.
  54. Shrivastava SR, Shrivastava PS. Linking Faculty Development Programs with the intended outcomes and formulating measurable indices. Hamdan Medical Journal. 2019;12(4):233.
  55. Shrivastava SR, Shrivastava PS. Utility of faculty development programs in improving the professional outcome. Hamdan Medical Journal. 2019;12(4):240-241.
  56. Shrivastava SR, Shrivastava PS. The need for a Balanced Scorecard to monitor hospital performance. Acta Medica International. 2019;6(2):99-100.
  57. Shrivastava SR, Shrivastava PS. Understanding trans-disciplinary level of integration in medical education. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2020;13(1):3-4.
  58. Shrivastava SR, Shrivastava PS. Employing analyze, design, develop, implement, and evaluate model for the successful planning, implementation, and evaluation of integrated teaching program in India. Medical Journal of Dr. D Y Patil Vidyapeeth. 2020;13(1):5-7.
  59. Shrivastava SR, Shrivastava PS. Status and the gray areas linked to integrated teaching in medical education in India. International Journal of Academic Medicine. 2019;5(3):194-195.
  60. Shrivastava SR, Shrivastava PS. Structured framework for organizing an effective interactive teaching-learning session for medical students. Research and Development in Medical Education. 2019;8(2):63-64.
  61. Shrivastava SR, Shrivastava PS. Selection of an appropriate data collection tool to conduct a sensitization session on competency-based medical education. BLDE University Journal of Health Sciences. 2019;4(2):94-96.
  62. Shrivastava SR, Shrivastava PS. Justifying the need and formulation of a plan to evaluate feedback component in medical education. International Journal of Health & Allied Sciences. 2020;9(1):88-89.
  63. Shrivastava SR, Shrivastava PS. Utility of Direct Observation of Procedural Skills method in producing a competent medical graduate. Journal of Current Research in Scientific Medicine. 2019;5(2):130-131.
  64. Shrivastava SR, Shrivastava PS. Training undergraduate medical students on research methodology in the competency-based curriculum. APIK Journal of Internal Medicine. 2020;8(1):35-36.
  65. Shrivastava SR, Shrivastava PS. Evaluation of medical education programs: Need, Scope and Tools. Current Medical Issues. 2020;18(1):66-67.
  66. Shrivastava SR, Shrivastava PS. Advocating for the retention of positive attributes of the traditional curriculum amidst the transition to the competency-based curriculum in medical education delivery. South East Asian Journal of Medical Education. 2019;13(2):14-16.
  67. Shrivastava SR, Shrivastava PS. Implementation and evaluation of a module to sensitize faculty and postgraduate students on competency-based medical education. Journal of Medical Society. 2019;33(2):112-113.
  68. Shrivastava SR, Chacko TV, Bhandary S, Shrivastava PS. Development, validation and use of appropriate assessment tools for certification of Entrustable Professional Activities in Community Medicine to produce a competent postgraduate: A pilot study. Indian Journal of Public Health. 2019;63(4):277-281.
  69. Lavakumar S. A comparative study of didactic lecture versus case-based learning as a teaching method in Clinical Pharmacology. European Journal of Biomedical and Pharmaceutical sciences. 2019;6(13):377-379.
  70. Shrivastava SR, Shrivastava PS. Structured framework for teaching professionalism to medical students. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2020;13(2):104-105.
  71. Shrivastava SR, Shrivastava PS. Feedback in medical education: Changing concepts. Libyan Journal of Medical Sciences. 2020;4(1):3-4.
  72. Shrivastava SR, Shrivastava PS. Assessing the impact of e-learning in medical education. International Journal of Academic Medicine. 2020;6(1):40-42.
  73. Shrivastava SR, Shrivastava PS. Employing Analysis, Design, Development, Implementation, and Evaluation Model for the implementation of programmatic assessment in medical education delivery system in India. International Journal of Health & Allied Sciences. 2020;9(2):198-199.
  74. Shrivastava SR, Shrivastava PS. Faculty development programs in medical education. International Journal of Health & Allied Sciences. 2020;9(2):200-201.
  75. Shrivastava SR, Shrivastava PS. Organizing a faculty development program on interactive teaching methods: Need, Framework and role of Medical Education Unit. Al Ameen Journal of Medical Sciences. 2020;13(2):135-136.
  76. Shrivastava SR, Shrivastava PS. Scope of informal assessments in the delivery of competency-based medical education. MAMC Journal of Medical Sciences. 2020;6(1):33-34.
  77. Shrivastava SR, Shrivastava PS. Exploring the component of qualitative research in the field of medical education. Hamdan Medical Journal. 2020;13(2):129.
  78. Shrivastava SR, Shrivastava PS. Developing a framework for the integration of E-learning with the existing medical curriculum. CHRISMED Journal of Health and Research. 2020;7(1):61-62.
  79. Dhikale PT. Shrivastava SR, Shrikanth S. Perspectives about Professionalism among undergraduate students in a medical college in India: A Qualitative study. Indian Journal of Community Medicine. 2020;45(2):230-234.
  80. Shrivastava SR, Shrivastava PS. Utilization of work place-based assessment tools in medical education: Potential challenges and solutions. Research and Development in Medical Education. 2020;9(1):8.
  81. Shrivastava SR, Shrivastava PS. Implementation of a student-centered curriculum: Challenges ahead and the potential solutions. Journal of the Scientific Society. 2020;47(1):53-54.
  82. Shrivastava SR, Shrivastava PS. Medical Professionals: Need and role of professionalism. Indian Journal of Health Sciences and Biomedical Research. 2020;13(2):167-168.
  83. Shrivastava SR, Shrivastava PS. Utilizing the Foundation Course period for sensitizing medical graduates about writing rational prescriptions. Journal of Integrated Health Sciences. 2020;8(1):45-46.
  84. Shrivastava SR, Shrivastava PS. Making a case for the usefulness of the Traditional Curriculum in Indian settings. Journal of Integrated Health Sciences. 2020;8(1):47-48.
  85. Shrivastava SR, Shrivastava PS. Balanced Scorecard for teaching faculty members working in a medical college. BLDE University Journal of Health Sciences. 2020;5(1):83-84.
  86. Shrivastava SR, Shrivastava PS. Multisource feedback: Anticipated barriers and the potential solutions during its planning and implementation. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2020;13(4):298-299.
  87. Shrivastava SR, Shrivastava PS. Implementing programmatic assessment across medical colleges in India. Journal of Current Research in Scientific Medicine. 2020;6(1):63-64.
  88. Shrivastava SR, Shrivastava PS. Competency Based Medical Education for undergraduates in India: Strengths, Weaknesses, Opportunities, Challenges Analysis and the Way Forward. Mustansiriya Medical Journal. 2020;19(1):37-39.
  89. Shrivastava SR, Shrivastava PS. Improving the feedback process in medical education. South East Asian Journal of Medical Education. 2020;14(1):80-81.
  90. Shrivastava SR, Shrivastava PS. Exposing undergraduate medical students to inter-professionalism education in the competency-based curriculum. MAMC Journal of Medical Sciences. 2020;6(2):125-126.
  91. Shrivastava SR, Shrivastava PS. Closing the feedback gap: Making the students to act upon. Hamdan Medical Journal. 2020;13(3):176-177.
  92. Shrivastava SR, Shrivastava PS. Envisaging capacity building among faculty members to ensure successful implementation of integrated teaching in medical colleges. Indian Journal of Health Sciences and Biomedical Research. 2020;13(3):254-255.
  93. Shrivastava SR, Shrivastava PS. Scope of organ-system based curriculum in the delivery of medical education: A critique. Indian Journal of Health Sciences and Biomedical Research. 2020;13(3):262-263.
  94. Shrivastava SR, Shrivastava PS. Justifying the inclusion of structured integrated teaching in competency-based curriculum to bridge the lacunae in traditional curriculum. Current Medical Issues. 2020;18(4):347-349.
  95. Shrivastava SR, Shrivastava PS. Whether adoption of a problem-based curriculum in the delivery of medical education can fill up the existing lacunae? Journal of Current Research in Scientific Medicine. 2020;6(2):155-156.
  96. Shrivastava SR, Shrivastava PS. Innovative strategies to strengthen medical education-related activities in medical colleges of India. International Journal of Academic Medicine. 2020;6(4):399-401.
  97. Shrivastava SR, Shrivastava PS. Organizing online faculty development programs to strengthen medical education in India: Need of the hour. Libyan International Medical University Journal. 2020;5(2):66-69.
  98. Shrivastava SR, Shrivastava PS. Early clinical exposure: Points to ponder for its successful implementation in medical colleges in India. Al Ameen Journal of Medical Sciences. 2021;14(1):80-82.
  99. Shrivastava SR, Shrivastava PS. Formulating a curriculum on research methodology for medical undergraduates using kern’s model. Current Medical Issues. 2021;19(1):58-59.
  100. Shrivastava SR, Shrivastava PS. Scope of feedforward in medical education and the role of teachers. Current Medical Issues. 2021;19(1):60-61.
  101. Shrivastava SR, Shrivastava PS. Introducing teaching portfolio in Medical Colleges: Scope and Components. South East Asian Journal of Medical Education. 2020;14(2):147-149.
  102. Shrivastava SR, Shrivastava PS. Fulfillment of the expected roles of a medical teacher: Role of the Medical Education Department. South East Asian Journal of Medical Education. 2020;14(2):156-158.
  103. Shrivastava SR, Shrivastava PS. Mentoring medical teachers for improving the quality of teaching in India. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2021;14(2):239-240.
  104. Shrivastava SR, Shrivastava PS. Encouraging feedback-seeking behavior among medical students. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2021;14(2):241-242.
  105. Shrivastava SR, Shrivastava PS. Strengthening the component of online assessments in medical education. MGM Journal of Medical Sciences. 2021;8(1):88-89.
  106. Shrivastava SR, Shrivastava PS. Improving the delivery of medical education in rural medical colleges. Journal of Integrative Nursing. 2021;3(1):51-52.
  107. Shrivastava SR, Shrivastava PS. De-emphasizing time-based training in the delivery of competency-based medical education for undergraduates in India: Justification, challenges, and potential solutions. International Journal of Academic Medicine. 2021;7(1):66-67.
  108. Shrivastava SR, Shrivastava PS. Encouraging the practice of self-determined learning in medical education and clinical practice. MRIMS Journal of Health Sciences. 2021;9(1):41-42.
  109. Shrivastava SR, Shrivastava PS. Teaching disability competencies to the medical graduates: Need of the hour. BLDE University Journal of Health Sciences. 2021;6(1):96-97.
  110. Shrivastava SR, Shrivastava PS. Encouraging medical students to become self-directed learners through conduction of small-group learning sessions. Journal of Nature and Science of Medicine. 2021;4(2):90-91.
  111. Shrivastava SR, Shrivastava PS. Employment of ethnography research to ensure effective delivery of medical education and clinical training. Journal of Nature and Science of Medicine. 2021;4(2):109-111.
  112. Shrivastava SR, Shrivastava PS. Inculcating research skills among medical students during their training. Current Medical Issues. 2021;19(2):115-116.
  113. Shrivastava SR, Shrivastava PS. Exploring the scope of telehealth in Indian settings in health care delivery and in medical education. Al Ameen Journal of Medical Sciences. 2021;14(2):85-87.
  114. Shrivastava SR, Shrivastava PS. Need and utility of Choice-Based Credit System in higher education in India. Al Ameen Journal of Medical Sciences. 2021;14(2):176-177.
  115. Shrivastava SR, Shrivastava PS. Justifying the use of balanced scorecard in medical colleges to enhance teaching, research, and patient care-related activities. Medical Journal of Dr. D.Y. Patil Vidyapeeth. 2021;14(3):253-254.
  116. Shrivastava SR, Shrivastava PS. Ensuring effective clinical supervision of medical students and residents during their training period. MAMC Journal of Medical Sciences. 2021;7(1):95-96.
  117. Shrivastava SR, Shrivastava PS. Implementing foundation course for medical undergraduates in India. Journal of the Scientific Society. 2021;48(1):3-6.
  118. Shrivastava SR, Shrivastava PS. Training medical students to develop the skills for establishing clinical diagnosis. Journal of the Scientific Society. 2021;48(1):10-12.
  119. Shrivastava SR, Shrivastava PS. Implementation of a student support system in medical institutions. Journal of the Scientific Society. 2021;48(1):50-51.
  120. Shrivastava SR, Shrivastava PS. Introducing electives in the undergraduate medical training period: Points to ponder. Journal of the Scientific Society. 2021;48(1):52-53.
  121. Shrivastava SR, Shrivastava PS. Scope and need of simulation in medical education. Amrita Journal of Medicine. 2021;17(1):25-26.
  122. Shrivastava SR, Shrivastava PS. Strengthening the delivery of rural medical education: Identification of the potential challenges and responding to them with feasible solutions. Journal of Basic, Clinical and Applied Health Science. 2021;4(1):23-25.
  123. Shrivastava SR, Shrivastava PS. Scope and need of curriculum mapping in accomplishing learning outcomes in the field of medical education. Indian Journal of Health Sciences and Biomedical Research. 2021;14(2):178-180.
  124. Shrivastava SR, Shrivastava PS. Encouraging experiential learning throughout the period of medical training. Indian Journal of Health Sciences and Biomedical Research. 2021;14(2):190-191.
  125. Shrivastava SR, Shrivastava PS. Developing an educational research questionnaire to enhance the generalizability of survey findings. Apollo Medicine. 2021;18(2):99-100.
  126. Shrivastava SR, Shrivastava PS. Facilitating learning among medical students amid the ongoing coronavirus disease 2019 pandemic. Apollo Medicine. 2021;18(2):132-134.
  127. Shrivastava SR, Shrivastava PS. Critiquing the revised minimum qualifications for promotion of medical teachers in India. The National Medical Journal of India. 2020;33(5):316-318.
  128. Shrivastava SR, Shrivastava PS. Portfolios in medical education: A tool for learning and assessment of medical students. Libyan International Medical University Journal. 2021;6(1):51-54.
  129. Shrivastava SR, Shrivastava PS. Enhancing participants’ response rate in online medical educational surveys. Medical Journal of Babylon. 2021;18(2):66-68.

Published Books

  1. Shrivastava SR, Shrivastava PS. Competency Based Medical Education: The Beginning. Saarbrucken, Germany: LAP Lambert Academics Publishing House; 2019. P. 1-82. [ISBN: 978-613-9-99897-5].
  2. Shrivastava SR, Shrivastava PS. Assessment in Competency Based Medical Education for Undergraduates. Saarbrucken, Germany: LAP Lambert Academics Publishing House; 2020. [ISBN: 978-620-3-02829-4].
  3. Shrivastava SR, Shrivastava PS. Scope of Qualitative Research in Medical Education and Public Health. Saarbrucken, Germany: LAP Lambert Academics Publishing House; 2021. [ISBN: 978-620-3-86155-6].
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