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Reconsidering the axioms of medical education researches – What we need first?

First, evaluating educational interventions are complex when compared to biomedical interventions such as randomized controlled trial for a drug.[2] When we consider students as discrete functional units of a medical college, where multiple interacting elements tend to operate, it becomes imperative for the researcher to imbibe the principles of translational science. Ironically, practical difficulties existing in Indian medical academia seldom allow the researcher to follow up the students over a prolonged period of time so as to assess the accentuation/ diminution of the benefits of a complex educational intervention. Majority of the educational researches focus on assessing the intervention (e.g., flipped classroom) using quantitative approach (either using questionnaire or comparison of pre‐ and posttest scores) which gives a keyhole visualization of a complex process. Therefore, it is necessary to change our perspective regarding the process of education and this shall not be solely targeted towards generating the data set for making out publications.