{'fraction_non_alphanumeric': 0.022375781507074696, 'fraction_numerical': 0.017439947351102335, 'mean_word_length': 5.38655462184874, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Critical appraisal of curriculum content for bachelor of science in clinical psychology under faculty of allied health sciences, datta meghe institute of medical sciences (deemed to be university), as against learner centricity

Background: The discipline of clinical psychology is the one that deals with assessment, diagnosis, treatment, and prevention of psychological illnesses and disorders with the aim to improve mental health. It is highly vital that the learner interested in faring for the said subject of clinical psychology must be subjected to competencies which are targeted around the learner himself/herself. These may include those which grant the learner the right to choose the direction of his further studies or the topics of their choice combining all the domains of learning with special emphasis on the affective domain therein. In the academic year 2020–2021, an undergraduate course curriculum on clinical psychology was launched in the Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University), the curricular inclusions for which were the document of interest for the present study. It is vital to determine the standing of the curriculum prepared for a new course for undergraduates with regard to its centricity – learner based, subject based, or problem based. Here, the cognitive domain can be viewed in the subject-based inclusions. The present study attempts to delineate the curricular inclusions for the said curriculum of Bachelor of Science in Clinical Psychology under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be university), as against typing of curriculum based on subject centricity. Materials and Methods: Rapid review of literature with reference to curriculum of Bachelor of Science in Clinical Psychology under faculty of Allied Health Sciences, Datta Meghe Institute Of Medical Sciences (Deemed to be University) in the academic year 2020–2021 for purpose of their “Typing” with principles of curriculum design was done. Results: The total number of curricular inclusions was 236. Ideally taking the ratio of curricular inclusions as 6:3:1, there should be 142 subject-centered inclusions, 71 problem-centered inclusion, and 23 learner–centered inclusions. Out of this, there were 184 inclusions which were observed to be subject centered, 40 inclusions were problem centered, and 12 were centered upon the learner. Thus, the overall percentage of typing of the inclusions was 77.96% subject centricity, 16.94% problem centricity, and 5.08% learner centricity. There was observed surplus of 42 objectives for subject centricity, deficit of 31 was observed for problem centricity and learner centricity showed a deficit of 11. Conclusion: The undergraduate course curriculum of Bachelor of Science in Clinical Psychology under Faculty of Allied Health Sciences included in the present study for typing of included curricular inclusions has been typed on the basis of their centricity upon the learner.