phd in public health distance learning in india

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Doctor of Philosophy (PhD) Program in Public Health

Phd at iph, bengaluru.

The PhD program at IPH, Bengaluru is a PhD through research to be completed in a minimum of three years . This is based on original research conducted during the PhD and requires peer-reviewed publications during the course of the research. Coursework is tailored to the individual’s experience and needs and requirement are based on the UGC choice based credit system. One credit is equivalent to one hour of teaching (lecture or tutorial) or two hours of practical work/field work per week.

A minimum of 120 credit hours of coursework is required and includes essential courses plus a choice of coursework relevant to the field of PhD research.

phd in public health distance learning in india

PhD defence: Prashanth N S

PhD defence: Upendra Bhojani

PhD defence: Dorothy Lall

PhD defence: Mrs. Vijayashree H. Yellappa

PhD defence: Pragati Hebbar

Meet our present phd scholars.

Angel Sudha

___________.

PhD Topic – A theoretical framework to explain the reasons for caesarean sections (CS) in selected Public hospitals of Telangana from a Health systems perspective: a multisite case study approach

Cluster – Health Services Research

Anika Juneja

PhD Topic – Neighbourhood disadvantage and access to healthcare: The case of sickle cell disease in two Adivasi communities in central and southern India

PhD Topic – Exploring Socio-cultural & Historical aspects of Substance use among Soliga Tribes.

Cluster – Health Equity

PhD Topic – Understanding the livelihood challenge and safer alternatives for marginalized workers in the tobacco sector

Cluster – Chronic Health Conditions & Public Policies

PhD Topic – Critically analyzing the state-specific mainstreaming of Ayurveda for health service delivery– A case study of Kerala and Maharashtra

Meet our Past PhD Scholars

N Devadasan

PhD Topic – Community health insurance contributes to universal health coverage in India

Cluster – Health Financing and Universal Health Coverage , Health Services Research

Prashanth N S

PhD Topic – How do capacity-building programmes work in local health systems? A realist evaluation of a local health system strengthening intervention in Tumkur, India

Cluster – Health Equity , Health Services Research

Upendra Bhojani

PhD Topic – Enhancing care for urban poor living with chronic conditions: role of local health systems

Cluster – Chronic Health Conditions & Public Policies , Health Services Research

Dorothy Lall

PhD Topic – Improving the performance of health care delivery systems to provide quality care for persons with chronic diseases at the primary level of healthcare in rural Karnataka, India

Pragati Hebbar

PhD Topic – Implementation research for taking tobacco control policy interventions to scale in India

PhD Topic – “Undernutrition among the Under-five Tribal Children in Wayanad District of Kerala”

Meena Putturaj

PhD Topic – Advancing the state of patient rights implementation in health facilities in Karnataka

Shivanand Savatagi

PhD Topic – Exploring self-reliance in Primary healthcare among families and communities using traditional medicine in Karnataka and Kerala

Ph.D. in Public Health

Programme Overview

The Ph.D in Public health at MIT-WPU prepares scholars to conduct in-depth research in diverse and interdisciplinary areas of Public Health. It trains independent researchers, teachers and leaders through rigorous coursework, research seminars and workshops to develop the expertise and skills needed to make a real impact in academia, industry, government and the community. The programme exposes them to state-of-the-art experimental approaches enabling them to develop analytical, critical thinking and leadership skills in a conducive environment. The programme provides training and learning experiences that support interdisciplinary learning, promote critical and theory-based, problem-solving skills to address public health problems, and inculcate the requisite professional values and ethics

Epidemiology
Health System Research and Policy
Health Promotion and Health Behaviour
Sexual and Reproductive Health
Global Health
Communicable & Non communicable Diseases

Ph.D. Entrance Test (PET) Syllabus

Guidelines for Research Scholars

Ph.D Programme Fees

The following candidates are eligible to seek admission to the Ph.D. programme

Candidates who have completed:

i) A 1-year/2-semester master’s degree programme after a 4-year/8-semester bachelor’s degree programme or a 2-year/4-semester master’s degree programme after a 3-year bachelor’s degree programme or qualifications declared equivalent to the master’s degree by the corresponding statutory regulatory body, with at least 55% marks in aggregate or its equivalent grade in a point scale wherever grading system is followed or equivalent qualification from a foreign educational institutions accredited by an assessment and accreditation agency which is approved, recognized or authorized by an authority, established or incorporated under a law in its home country or any other statutory authority in that country to assess, accredit or assure quality and standards of the educational institutions.

A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/differently-abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of the commission from time to time.

Provided that a candidate seeking admission after a 4-year/8-semester bachelor’s degree programme should have a minimum of 75% marks in aggregate or its equivalent grade on a point scale wherever the grading system is followed. A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of commission from time to time.

ii) Candidates who have completed the M. Phil programme with at least 55% marks in aggregate or its equivalent grade in a point scale. A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of commission from time to time.

Reservation is applicable only to Maharashtra domicile candidates provided they submit the necessary documents for reservation before interview. Outside Maharashtra candidates will be considered in open category.

1. Candidates satisfying eligibility criterion shall be called to appear for the Ph.D. entrance test conducted by MITWPU. The exemption will be given from Ph.D. entrance test for those students who qualify UGC-NET /UGC-CSIR NET /GATE (valid score)/CEED/GPAT (valid score)and similar national tests.

2. PhD entrance test shall be qualifying with qualifying marks as 50% provided that relaxation from 50% to 45% shall be allowed for the candidates belongs to SC/ST/OBC (Non creamy layer)/Differently abled category, Economically Weaker section (EWS) and other category of candidates. The syllabus of entrance test shall consist of 50% of research methodology and 50% shall be subject specific.

3. The interview/viva-voce will be conducted by the university for test qualifying candidates. For selection of candidates a weightage of 70% to the entrance test and 30% to the performance in the interview/Viva-voce shall be given. For GATE/NET/JRF /SET/GPAT/CEED qualified students, the selection will be based on Interview/Viva Voce

4. The recommended candidates will be intimated through email about their selection and the candidates will be offered Ph.D. provisional admission.

5. The eligibility of a candidate is provisional as per information provided by the candidate in his/her application form and is subject to verification of minimum eligibility conditions for admission to the program, educational documents and reservation documents (if any).

6. University keep rights to cancel admission of the Ph.D. scholars in the case of misconduct by the scholar, unsatisfactory progress/absent for consecutive two progress seminars, failure in any examination related to Ph.D., fabrication found in educational and reservation documents, candidate is found ineligible, involved in plagiarism in paper publications and thesis.

7. Provisional eligibility to appear in the selection process is no guarantee for admission to the program.

8. Candidates who will join PhD program full time, they will be provided with the stipend as per MITWPU norms.

9. PhD admission will be confirmed after successful completion of the course work with 55% or more as per UGC norms. Ph.D. programme should be minimum of three years including course work and maximum of six years from the date of admission to the Ph.D. programme.

10. A maximum of an additional two years (2) years can be given through the process of re-registration provided, however, that the total period for completion of a Ph.D. programme should not exceed eight (8) years from the date of admission in the Ph.D. programme.

11. Provided further that, female Ph.D. scholars and persons with Disabilities (having more than 40% disability) may be allowed an additional relaxation of two years(2) ; however the total period for completion of a Ph.D. program in such cases should not exceed ten (10) years from the date of admission of the programme.

12. Female candidates may be provided Maternity Leave/Child Care Leave for up to 240 days in the entire duration of Ph.D. programme.

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Prasanna School of Public Health

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Instituted in 2009, as Department of Public Health; PSPH emerged as a constituent unit of MAHE in 2017 encompassing the Departments of Data Science, Health Information, Health Innovation, Health Policy and Global Health . We aspire to evolve as a focal point of multi-disciplinary research and education on 'Public Health and Wellbeing', having a well-established network with public, private and governmental institutions nationly and internationally.

The post-graduate programmes in Public Health, Hospital Administration, Social Work, Biostatistics, Data Science and Health Technology Assesment . build equipped workforce of professionals with expertise in a broad range of public health and social issues prevalent in the community. This enables us to plan and execute necessary interventions.

The institution aims to be a ”game-changer” in academia and research, translating evidence into policy decisions to attain excellence and sustainability in public health by training next-generation public health leaders.

Our Programs

Prasanna School of Public Health offers multi-disciplinary programmes for both the industry and academia. We offer six postgraduate programmes and four certificate courses.

Prasanna School of Public Health seeks to facilitate and pursue new research initiatives that cut across the traditional disciplinary lines enhancing the research capacity through academic and outreach initiatives. PSPH has created inter-disciplinary research units to build research appetite among its faculty and students and to develop networks with researchers, research centers building, industry and community.

Collaborations

Collaborating with several premier institutions across the globe, Prasanna School of Public Health offers opportunities for student and faculty exchange programs, collaborative research and other academic engagements.

Departments and Programmes

PREVENT IT PROJECT

Announcements.

Radio Manipal Programme – Awareness Talk by Dr Arathi Rao on the occasion of National Girl Child Day: January 24, 2024

Visit by Students and Faculty from the University of Maryland, USA to PSPH, MAHE, Manipal-Student Immersion Programme: January 04 to 20, 2024

Maastricht Students Visit to PSPH-Student Exchange Programme-Inaugural Session: January 17, 2024

Faculty Training Programme on Systematic Reviews: January 11 to 16, 2024

Workshop on Survey Research and Data Analysis using Jamovi: January 11 to 13, 2024

Lecture and Interaction on Causal Inference in Health: Use Cases, Solutions, and Caveats: January 09, 2024

Session regarding Centers for Disease Control and Prevention: January 04, 2024

CARAMS-Conference-Workshops: December 11 to 25, 2023

Second Webinar on Health Literacy - Health Literacy Webinar Series 2023: April 28, 2023

Workshop on Social Barriers to Mobility for People with Disabilities: February 02, 2022

EQUIMOB Project under TCQM, Prasanna School of Public Health, MAHE are organizing a Workshop on Social Barriers to Mobility for People with Disabilities on February 02, 2022.

Webinar on "Managing Stress Through Meditation": November 23, 2021

MHA Program, Department of Health Innovation in association with Academy of Hospital Administration, Mangalore – Manipal Chapter and Darshan Education Foundation, New Delhi is organizing a webinar on “Managing Stress Through Meditation” on November 23, 2021 (16:00 to 17:00 hours IST) through Microsoft Teams. Ms Simi Sharma (Founder Director, Avalon Heights International School, Navi Mumbai) is the resource person for this event. The event is open to all.

Webinar on "Data Science Needs: An Industry Perspective": July 17, 2021

Department of Data Science, Prasanna School of Public Health is organizing an interactive career enhancement session "Data Science Needs: An Industry Perspective" on July 17, 2021 (14:30 hours IST) through Microsoft Teams. Dr Ashwini Mathur, Solution Lead and Head, Data Science and Artificial Intelligence Hub- Dublin, Novartis Ireland will be the resource person for this event.

World Kidney Day - Education Sessions on Kidney Disease: March 11, 2021

Department of Nephrology, Department of Peadiatrics and Prasanna School of Public Health, Manipal Academy of Higher Education is Organizing Education Sessions on Kidney disease to observe World Kidney Day – 2021. Date: Thursday, March 11, 2021. Time: 14:15 hours IST onwards. Venue: 3rd Floor, Conference Hall, Shirdi Sai Baba Cancer Hospital and Research Center, Manipal. Registration is free. For Registration and More Information Please Contact: Ms Brayal Dsouza (Organizing Secretary, Assistant Professor [MHA], Prasanna School of Public Health, MAHE, Manipal): +91 9900405393. Mr Rajendra Naik (Executive – Marketing, Kasturba Hospital, Manipal): +91 7760957390.

Webinar on 'Indigenizing Systematic Review Evidence for Policy Decisions in India': March 05, 2021

The SPARC Project Team (Manipal College of Nursing and Public Health Evidence South Asia, Prasanna School of Public Health) in collaboration with UCL Social Research Institute, University College London, UK is organizing a webinar on ‘Indigenizing Systematic Review Evidence for Policy Decisions in India’ on March 05, 2021 (14:30 to 16:30 hours IST) through Microsoft Teams.

E-Workshop - Tool Development and Survey Data Analysis using Jamovi: December 28-30, 2020

Department of Data Science, Prasanna School of Public Health is organizing an e-Workshop on "Tool Development and Survey Data Analysis using Jamovi" during December 28-30, 2020. This three-day e-Workshop will introduce statistical concepts associated with design and analysis of questionnaire and survey data with hands-on activities using JAMOVI: A well-known Graphical User Interface Software built on R. This e-workshop is organized for the benefit of faculty, students, scholars and staff with an interest in this discipline. The registration fee for participants within MAHE is Rs 1000/- INR. For outstation participants, the fee is Rs 1180/- INR. For further communications, you may reach out to [email protected]

Webinar - Designing Personal Health and Care: December 12, 2020

Manipal School of Life Sciences together with Prasanna School of Public Health are organizing a webinar on ‘Designing Personal Health and Care’ on December 12, 2020.

Webinar - Why Sustainable Transport and People - Focused Cities are More Important Now Than Ever Before: December 4, 2020

MPH Program, Department of Health Policy is organizing a webinar on ‘Why sustainable transport and people-focused cities are more important now than ever before’ through Microsoft Teams on December 4, 2020 (Friday), 14:30 – 15:30 hours IST. Mr Richard Lambert (Founder and Coordinator of Natural Walking Cities Forum, England) will be the resource person for the webinar.

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PhD in Public Health (PUB)

Eligibility : md/mph/m.sc. (nursing)/m.phil degree with minimum 55% marks from a recognized university/institution or its equivalent grade in a point scale wherever grading system is followed., a candidate seeking admission after a 4-year/8-semester bachelor’s degree programme in clinical sciences viz. mbbs, ayush, bds, bams, bums, bsms, bhms, bpt, bot, b.sc. (nursing), bvsc or a professional degree in allied subjects/fields by the corresponding statutory regulatory body should have a minimum of 75% marks in aggregate or its equivalent grade on a point scale wherever the grading system is followed., relaxation to sc/st/obc (non creamy layer)/pwd/ews as per the ugc regulations 2022., the coursework involves hands-on experience, encouraging students to engage with real-world scenarios in both urban and rural settings. this approach aims to cultivate critical thinking skills using both qualitative and quantitative data. students have the opportunity to choose from a variety of optional courses that delve into specific public health issues. in the second semester, there's an intensive journal club, which helps students stay informed about current topics.assessment is conducted through a mix of written tests, assignments, seminars, presentations, and group discussions. this comprehensive evaluation approach ensures that students not only gain knowledge but also develop analytical and communication skills essential for addressing public health challenges., ph.d. in public health (pub), approved courses for mph and phd programme, field work is an intergral part of the academic programme which is credited in different courses. it is done in two phases. the first phase is done during the first semester which entails teaching of courses which familiarize the students with public health and its relationship with social context. the field work is designed to expose the students with the health system, functionaries and programmes; institutions; and the community in an around delhi. in the second phase, which is done in the second (winter) semester, a district other than delhi, is selected to expose the students to the situation which prevail in a typical health system; its connect with other institutions and the community- both in the rural and urban areas., an orientation session preceeds the fieldwork. a team of students, research staff and faculty members co-ordiante the organization, conduct and completion of the field work. based on the insights gained from the fieldwork, a presentation is done and a report prepared., additionally, the mph programme entails a fieldwork in a selected district to write a report on the health system, services, functionaries, infrastructure and access and utilization of health care in the community. the study is done from the district level facility, to the community health centre, primary health centre, sub centre and a village..

A warm welcome to the modified and updated website of the Centre for East Asian Studies. The East Asian region has been at the forefront of several path-breaking changes since 1970s beginning with the redefining the development architecture with its State-led development model besides emerging as a major region in the global politics and a key hub of the sophisticated technologies. The Centre is one of the thirteen Centres of the School of International Studies, Jawaharlal Nehru University, New Delhi that provides a holistic understanding of the region.

Initially, established as a Centre for Chinese and Japanese Studies, it subsequently grew to include Korean Studies as well. At present there are eight faculty members in the Centre. Several distinguished faculty who have now retired include the late Prof. Gargi Dutt, Prof. P.A.N. Murthy, Prof. G.P. Deshpande, Dr. Nranarayan Das, Prof. R.R. Krishnan and Prof. K.V. Kesavan. Besides, Dr. Madhu Bhalla served at the Centre in Chinese Studies Programme during 1994-2006. In addition, Ms. Kamlesh Jain and Dr. M. M. Kunju served the Centre as the Documentation Officers in Chinese and Japanese Studies respectively.

The academic curriculum covers both modern and contemporary facets of East Asia as each scholar specializes in an area of his/her interest in the region. The integrated course involves two semesters of classes at the M. Phil programme and a dissertation for the M. Phil and a thesis for Ph. D programme respectively. The central objective is to impart an interdisciplinary knowledge and understanding of history, foreign policy, government and politics, society and culture and political economy of the respective areas. Students can explore new and emerging themes such as East Asian regionalism, the evolving East Asian Community, the rise of China, resurgence of Japan and the prospects for reunification of the Korean peninsula. Additionally, the Centre lays great emphasis on the building of language skills. The background of scholars includes mostly from the social science disciplines; History, Political Science, Economics, Sociology, International Relations and language.

Several students of the centre have been recipients of prestigious research fellowships awarded by Japan Foundation, Mombusho (Ministry of Education, Government of Japan), Saburo Okita Memorial Fellowship, Nippon Foundation, Korea Foundation, Nehru Memorial Fellowship, and Fellowship from the Chinese and Taiwanese Governments. Besides, students from Japan receive fellowship from the Indian Council of Cultural Relations.

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P h .D. ADMISSIONS

ABOUT P h .D.

Ph.D. Admission Notification 2024

For the Academic Year 2024, the Tata Institute of Social Sciences (TISS) is a Deemed to be University funded by Ministry of Education through UGC is announcing admission notification for Ph.D. Programmes across Mumbai Campus and Hyderabad, Guwahati & Tuljapur Off-Campuses.

Number of seats and core thematic areas of research: Total seats available for all the Ph.D. Progammes is 142. The core thematic areas of research and the number of seats available under each Ph.D. Programme are given below:

For TISS Mumbai Campus:

For Off-Campuses of TISS:

Ph.D. Eligibility Criteria:

(1) Those clearing in UGC-NET 2024 in any of three categories are eligible to apply for the admission to Ph.D. programmes:

Category-1: Eligible for (i) admission to Ph.D. with JRF and (ii) appointment as Assistant Professor.

Catcgory-2: Eligible for (i) admission to Ph.D. without JRF and (ii) appointment as Assistant Processor.

Catcgory-3: Eligible for admission to Ph.D. programme only and not for the for the award of JRF or appointment as Assistant Professor

(2) For admission to Ph.D. in Social Work, clearing in UGC-NET 2024 in the subject of Social Work is the eligibility requirement.

(3) For admission to Ph.D., in Applied Psychology, clearing in UGC-NET 2024 in the subject of Psychology is the eligibility requirement.

(4) For admission to Ph.D. in Education, clearing in UGC-NET 2024 in any one of the subjects of Social Science discipline/allied fields, preferably in the subject Education is the eligibility requirement.

(5) For admission to all the remaining Ph.D. programmes mentioned in Serial Numbers 4 to 17, clearing in UGC-NET 2024 in any one of the subjects of Social Science discipline/allied fields is the eligibility requirement.

(6) Those students who are having valid JRF prior to 2024 in Social Work, Psychology are also eligible to apply for Ph.D. in Social Work and Ph.D.in Applied Psychology respectively. The valid JRF holders prior to 2024 in any subject of Social Science discipline/allied fields, preferably in Education are eligible to apply for Ph.D.in Education

(7) Those students who have cleared only NET prior to 2024 are not eligible to apply for any of the Ph.D. programmes.

Eligibility criteria of qualifying degree:

Candidates who have completed: A 1-year/2-semester master's degree programme after a 4-year/8-semester bachelor’s degree programme or a 2-year/4-semester master’s degree programme after a 3-year bachelor’s degree programme or qualifications declared equivalent to the master’s degree by the corresponding statutory regulatory body, with at least 55% marks in aggregate or its equivalent grade in a point scale wherever grading system is followed

Or equivalent qualification from a foreign educational institution accredited by an assessment and accreditation agency which is approved, recognized or authorized by an authority, established or incorporated under a law in its home country or any other statutory authority in that country to assess, accredit or assure quality and standards of the educational institution.

A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-Abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of the University Grants Commission from time to time.

Provided that a candidate seeking admission after a 4-year/8-semester bachelor’s degree programme should have a minimum of 75% marks in aggregate or its equivalent grade on a point scale wherever the grading system is followed. A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-Abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of the University Grants Commission from time to time.

Selection criteria for Ph.D. admission:

(1) For those students with category 2 and category 3 of UGC-NET 2024, 70% weightage is given to their NET score and 30% weightage is to their performance in the personal interview

(2) For those students who are having a valid JRF (JRF prior to 2024 or JRF of 2024), the selection will be done based on the personal interview only. The personal interview component carries 100% weightage. The students with JRF of 2024 may also apply with their NET score along with category 2 and category 3 students where both NET score and score in Personal interview will be the selection criteria.

(3) Reservation* – Tata Institute of Social Sciences is Deemed to be University funded by Ministry of Education through UGC and follows all the norms and regulation of Government of India with respect to reservation policy. According to this, in the Central Universities and Institutions which are deemed to be Universities, the reservation of seats shall be as follows:

i. 15% of the seats for Scheduled Caste (SC) candidates.

ii. 7.5% of seats Scheduled Tribe (ST) candidates.

iii. 27% of the seats for Other Backward Classes (OBC) Non-Creamy Layer (NCL) candidates as per the Central List

iv. 10% of the seats for General-Economically Weaker Sections (General- EWS) candidates.

v. 05% of the seats in the above-mentioned categories for Persons with Disabilities (PwD) with 40% or more disability.

vi. 05% of the seats in the above-mentioned categories for Kashmert Migrants as per GoI guidelines

vii. 05% of the seats in the above-mentioned categories for Armed Forces

*The details/eligibility regarding reservations may be accessed through following link https://admissions.tiss.edu/view/6/admissions/reservations/reservation-policy/

Mode of Ph.D. Programme: Ph.D. Programmes are offered in Full-time and Part-time mode. Both the full-time and part-time Ph.D. programme are offered only through regular mode. TISS does not offer any Ph.D. programme in distance mode.

TISS follows all the guidelines and norms issued by the University Grants Commission from time to time in regulating the Ph.D. programmes such as “ University Grants Commission (Minimum Standards and Procedures for Award of Ph.D. Degree) Regulations, 2022.

The full-time and part-time Ph.D. programmes follow uniform standards such as successful completion of coursework, regular presentations before the Research Advisory Committees, stipulated time period to complete Ph.D., the evaluation and assessment methods of coursework and thesis. The Ph.D. degree certificate or Ph.D. award certificate of TISS does not make any distinction between full-time and part-time Ph.D. and both are treated equally.

The part-time Ph.D. students are working professionals who join Ph.D. programme by obtaining a No Objection Certificate from their organizations/employers that assures them providing leave and other support to complete the Ph.D. work. Those students who wish to apply under part-time Ph.D. mode are required to submit a NOC from their employer/organization clearly mentioning that (i) The candidate is permitted to pursue studies on a part-time basis. (ii) His/her official duties permit him/her to devote sufficient time for research. (iii) If required, he/she will be relieved from the duty to complete the course work.

TISS encourages professionals working in development sector, government employees, people working with grassroot organizations and corporate groups to join its Ph.D. programmes through part-time mode.

The full-time Ph.D. students are not working professional and devote their full time to the Ph.D. research. They are mostly receipts of various fellowships/scholarships and are required to put their attendance on daily basis in the Attendance Register maintained in the Doctoral Students’ Office (DSO) of the Institute. They are also required to attend the research seminars, talks arranged on regular basis by their schools and the DSO. Whenever, the full-time Ph.D. students get a job, they can request for converting their Ph.D. into part-time Ph.D.

Ph.D. Coursework : All the selected candidates for Ph.D. programme – both part-time and full-time are required to successfully complete the Ph.D. coursework which is a minimum of 12 credits, including a “Research and Publication Ethics” course as notified by UGC vide D.O. No. F.1- 1/2018(Journal/CARE) in 2019 and courses on qualitative, quantitative research methodology.

A Ph.D. scholar must obtain a minimum of 55% marks or its equivalent grade in the UGC 10-point scale in the course work to be eligible to continue in the programme and submit his or her thesis.

The Ph.D. Coursework will be offered in off-line regular classroom mode during the first semester of the Ph.D. programme. The part-time Ph.D. students may join regular classes along with full-time Ph.D. students or they have to attend the Ph.D. coursework that will be organized in six modular workshops in regular off-line mode spread across the first semester.

The detailed prospectus of the Ph.D. admission – including the details about fellowships/scholarships, fee-structure, hostels and the link for applying for the Ph.D. programme will be announced soon in the website of Tata Institute of Social Sciences.

For any update/amendment kindly visit the above website only

For any information, updates/amendments in timeline, guidelines, etc. you are required to visit Website: https://www.tiss.edu/ . Any admission related queries at any stage should be sent to [email protected] or call the Admissions helpline at 022 - 25525252. Mails sent to any other email-ids will not be considered for further action and response.

TISS does not take responsibility for any information provided by any source other than Institute website https://www.tiss.edu/ and Helpline number mentioned above.

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Ph.D. Health Sciences

On the Ph. D Health Sciences programmes webpage the following Information has to be shown

Ph.D Program in Health Sciences was launched in July 2017.

No of Seats: Please refer to the latest prospectus each year

Eligibility for applying for PhD in Health Science

For public health stream.

Master’s Degree or its equivalent in any stream of Bio-Medical Science including Indian Systems of Medicine, Life sciences, Applied sciences, Allied Health Sciences, Nursing, Health Management and Health Administration, Social and Behavioral Sciences with an interest and inclination for public health with at least 55% marks.

For Optometry & Vision Science stream

Master’s degree in Optometry or Integrated Master’s in Optometry or M. Phil in Optometry from a recognized institution with at least 55% marks in aggregate or its equivalent grade.

For Nursing stream

Master’s degree in Nursing and/or M. Phil in Nursing from a recognised institution with at least 55% marks in aggregate or its equivalent grade

For Biomedical Sciences stream

Master’s degree in Biochemistry / Animal Sciences / Biotechnology / Biosciences / Toxicology / Pharmacology / Microbiology / Biosciences from a corresponding statutory body with at least 55% marks in aggregate or its equivalent grade. For JRF Qualified candidates only.

The entrance examination question paper will have 50 % of questions (40 questions) in Section A common to Public Health, Optometry & Vision Sciences and Nursing streams, and test the general research, aptitude and analytical capability of the candidate in the sciences field. .. Section B – specialty paper will be divided into 3 specialty streams, namely Section B1 for Public Health; B2 for Optometry and Vision Sciences; B3 for Nursing; and remaining (50 % – 40 marks) will be allocated for this. Biomedical Ph.D candidates will be selected based on JRF exam qualitication and criteria.The candidate has to answer this separately depending on the choice of the stream. The final marks will be moderated in order to make available at least 6 screened candidates for each Ph. D seat to be filled in the individual streams of research study.

Selection of final candidates for the Ph. D program in the 4 streams will be based on interview performance, whether screened in through entrance examination for 3 streams or JRF qualified candidates for biomedical and public health stream.

All other guidelines will be as per what is published in the prospectus of the University of Hyderabad

Hostel accommodation for full-time Research Scholars is available.

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PhD in Public Health: Course Details, Eligibility, Admission, Fees

Updated on - Jan 5, 2024

PhD in Public Health is a doctoral programme that specializes in the study of Public Health. The course is designed to give students the abilities they need to work in the fields of Public Health and Management of several institutions, related businesses, and governmental organizations.

About phd in public health, who should pursue a phd in public health course, how to get admission for phd in public health, types of phd in public health, popular entrance exams for phd in public health, top phd in public health colleges in india, study phd in public health abroad, fee structure for phd in public health, syllabus and subjects for phd in public health, why choose phd in public health course, phd in public health course comparison, preparation tips for phd in public health course, scope of phd in public health for higher education, salary of a phd in public health graduate, career options after phd in public health graduation, skills that make you the best phd in public health graduate, phd in public health course details.

The PhD in Public Health programme offers instruction and opportunities that support interdisciplinary learning, nurture the development of public health professionals' morals and values, and promote critical thinking and theory-based problem-solving.

The PhD in Public Health syllabus includes information on principles, medical prerequisites, field basics, health, etc. The course will help them develop their analytical skills through thesis writing and their leadership qualities by serving as role models in a supportive environment.

Eligibility Criteria for PhD in Public Health

Students who want to enrol in the PhD in Public Health programme must have an engineering Master’s degree or M.Phil degree in a relevant discipline from a recognized university with a minimum overall grade point average of 55 per cent. Some universities also require 65 per cent marks at the master’s level. In addition to meeting the conventional PhD in Public Health eligibility requirements, students must pass the common entrance exams. Additionally, students in the reserved category and those with disabilities may receive some relaxation.

For students who desire to work in the health sector, there is a PhD programme in public health. Candidates who have a degree from an accredited university may apply for the PhD in Public Health programme. There is no formal academic prerequisite for entrance to this programme. The course provides comprehensive information on Public Health Program Evaluator, Epidemiologist, Vaccine Researcher, Behavioral Scientist, Policy Developer, Public Health Veterinarian, Tropical Disease Specialist and Professor etc.

Candidates who successfully complete the programme may be able to secure employment with reputable International Public Health Organizations, Non-Governmental Organizations, Hospitals and consultancy companies that are constantly seeking PhD in Public Health graduates. As a result, students will have a variety of employment options after completing this course.

When To Do PhD in Public Health?

If a student wants to pursue a career in electrical engineering, he or she should begin at the 10+2 level. They must pass their Postgraduate in the relevant discipline with at least 55% marks from a UGC-recognized Indian or foreign university

The qualifying exam results decide whether an applicant is admitted fully or partially to the PhD in Public Health programme. Whether a candidate is accepted into the programme is determined by how well they perform on an admission exam at the federal, state, or college level. Given that the exam is known for being difficult, enrolling in coaching programmes can help students study the subject.

In addition, candidates must fulfil the minimal requirements for PhD in Public Health eligibility, which include earning a master's degree in health and scoring well on the public health exam. Although the admissions process for PhD in Public Health differs from institution to university, the typical steps one should take to achieve admission are listed below.

How to Apply?

In preparation for the COVID issue, the majority of institutions are transitioning their admissions processes entirely online. Students must go to the official websites of the universities they are going to in order to begin the application process. Students may also enrol offline by visiting the college of their choosing and submitting an application in person along with the required documentation.

Selection Process

Based on their academic performance in their public health master's degree from an accredited university, candidates are chosen in a merit-based selection process. For admission-based selection, students are required to take the entrance exam. Candidates are then qualified for the subsequent stage of admission. After selecting a few candidates based on admission exam rankings, top universities like MAHE, Manipal and a few other colleges administer a written examination.

Students may be chosen by some institutions or universities based on their Postgraduate grades. The following admissions procedures vary depending on the college.

Both full-time and part-time options are available to aspirants for the course. The several PhD in Public Health course types are detailed below:

Full-Time PhD in Public Health

The PhD in Public Health programme lasts 3-5 years and is full-time. In this subject, practical expertise trumps academic understanding. The advantage of a full-time course is that students can gain much more exposure, experience, and knowledge through close contact with other students and teachers. PhD in Public Health is a semester full-time programme.

Part-Time PhD in Public Health

Students who are unable to attend regular classes should enrol in the part-time PhD in Public Health course. The programme lasts for three years. The benefit of taking a part-time course is that students can do so while also working, going to school, etc. Some institutions offer part-time or distance learning PhD in Public Health programmes.

Distance PhD in Public Health

The distance PhD in Public Health programme for 3 years is also provided in colleges/institutions because some colleges are able to provide long-distance learning for any students.

To be accepted into the PhD in Public Health programme, applicants must pass the admissions tests. The institution in charge of administering the entrance exam may choose to set the requisite cut-off scores. Those who pass the PhD in Public Health entrance exam will be able to participate in the final selection process. The following are some of the most well-liked PhD in Public Health admission tests:

A Quick Glance at the PhD in Public Health Entrance Exams

The requirements for taking the entry above exams vary depending on the organisation administering them, therefore they are entirely dependent on them. The following are some general recommendations for admissions tests:

The exam can be offline or online.
Three components make up the question paper. Questions with an electrical theme can be found in the general aptitude and discipline-based sections.
The exam duration is 3 hours.
The question paper is set in English.
Questions will be MCQ based
There may be negative marking schemes.

India is home to some of the best PhD in Public Health universities. Candidates have a variety of choices when it comes to the best PhD in Public Health education, depending on their preferences. Depending on the sort of Electrical Engineering curriculum offered, candidates must choose wisely. Below is the list of the best PhD in Public Health Colleges in India:

Top PhD in Public Health Colleges in Delhi

India’s capital city is home to some of the best institutions for PhD in Public Health in India. Check the table below for the top PhD in Public Health colleges in Delhi:

Top PhD in Public Health Colleges in Mumbai

Mumbai also has some of the best institutions for PhD in Public Health in India. Check the table below for the top PhD in Public Health colleges in Mumbai:

Top PhD in Public Health Colleges in Pune

Pune is home to some of the premier institutions for PhD in Public Health in India. Check the table below for the best PhD in Public Health colleges in Pune:

Top PhD in Public Health Colleges in Bangalore

The capital city of Karnataka is renowned around the country for colleges offering top PhD in Public Health programmes. Check the table below for the best PhD in Public Health colleges in Bangalore:

Top PhD in Public Health Colleges in Chennai

The capital city of Tamil Nadu has some of the best colleges for PhD in Public Health courses in India. Check the table below for the best PhD in Public Health colleges in Chennai:

Top PhD in Public Health Colleges in Jaipur

The Capital City of Rajasthan has some premier institutions in the country for PhD in Public Health. Check the table below for the top colleges for PhD in Public Health in Jaipur:

Top PhD in Public Health Government Colleges

There are several top Government Colleges offering quality PhD in Public Health programmes across the country. Check the table below for the top PhD in Public Health government colleges in India:

Top PhD in Public Health Private Colleges

India has seen significant growth in the number of quality PhD in Public Health private colleges that offer some of the best programmes in the country. Check the table below for the top PhD in Public Health private colleges in India:

Students may decide to pursue a PhD in Public Health overseas if they can afford it. The duration of the PhD in Public Health programme is at least three years but can be longer depending on the type of course, the college, and the country. When enrolled in a PhD in Public Health programme overseas, students get access to some of the best facilities, lecturers, and resources. Its topic matter includes concepts, medicinal requirements, fundamentals associated with the field, Health, etc.

Having a PhD in Public Health from a foreign university would help the students prepare with the knowledge that is helpful in various sectors of the engineering field. Public Health Postgraduate degree holders have two more career options available to them. This is because the students will receive both academic and practical knowledge from this course. As the world swings more toward These abilities are transferable to a number of jobs in the medical field, the public sector, and non-profit (volunteer) organisations. The Professional Doctorate in Healthcare Practice programme, which consists of teaching modules and a research thesis completed over three or five years, will highlight specialised and transferrable research skills. Below are a few of the top PhD in Public Health programmes offered abroad, together with crucial tuition details:

Top PhD in Public Health Colleges Abroad

The table below contains the list of some of the best colleges abroad for PhD in Public Health:

Top PhD in Public Health Colleges in the USA

The USA is home to some of the best universities and colleges offering top-notch PhD in Public Health programmes in the world. The table below contains the list of top colleges for PhD in Public Health in USA:

Top PhD in Public Health Colleges in the UK

The UK has institutions that date back to the 13th century. This makes the UK one of the best destinations for pursuing engineering. The table below shows the top colleges for PhD in Public Health in UK:

Top PhD in Public Health Colleges in France

Known for Fashion, Luxury and Beauty, France is one of the most sought-after destinations for PhD in Public Health programmes in the world. The table below shows the top universities in France for PhD in Public Health:

Top PhD in Public Health Colleges in Australia

For many students, Australia, also known as the 'Land Down Under,' has emerged as one of the top locations for higher education. The list of top colleges for PhD in Public Health in Australia are as follows:

The PhD in Public Health fee is not fixed and depends on many factors. Some of the factors which affect the PhD in Public Health fees include location, faculty, demand, infrastructure, and the facilities available to the students. The average PhD in Public Health course fee in India is around INR 15,000 - 1 LPA.

A theoretical and internal study technique are both provided to students in the PhD in Public Health degree. The skills necessary for public health can be learned by students. There is a defined format for the PhD in Public Health programme. The general subjects that will be covered in the course are listed below:

Introduction to Public Health
Human Biology & Public Health Chemistry
Medical & Health Statistics
Research Methods in Public Health
Health Psychology, Communication & Counseling
Epidemiology
Demography & Population Sciences
Project Planning & Management
Communicable & Infectious Diseases
Non-communicable Diseases
The health of Vulnerable Populations
Environmental Health & Sustainable Development
Occupational, Industrial and Urban Health
Health Policy, Planning & Economics
Public Health Internship
Public Health Nutrition
Health Systems Development & Management
International Health
Research Project

Read More: PhD in Public Health Syllabus and Subjects

Before enrolling in a Public Health course, prospective students should become as knowledgeable as possible about the subject matter. By breaking the question "Why to choose PhD in Public Health?" into three manageable parts, the answer is made clearer:

What is PhD in Public Health All About?

A professional master's course is the PhD in Public Health. Students learn about the marvels of reversing the concepts, medicinal requirements, fundamentals associated with the field, Health, etc. Public Health is essential to developments in sectors including Research Public Health Analyst, Public Health Economist, Public Health Planning, and Education Officer, Public Health Research Epidemiologist etc.

What Does a PhD in Public Health Graduate Do?

After receiving their degrees, they will be able to work in the field of Public Health, particularly in strategy analysis collaborating with the government. Public Health is essential to developments in sectors including International Public Health Organizations, Non-Governmental Organizations, Hospitals etc. Graduates will be knowledgeable in public health skills. Here are some of the most common features:

Public Health Consultant: A public health consultant collaborates with businesses, governmental organisations, communities, and health care facilities to improve residents' overall welfare.

Reasons Why PhD in Public Health Can Fetch You a Rewarding Career?

After earning a PhD in Public Health, both fresher and experienced professionals can pursue a variety of career opportunities. It depends on a person's aptitudes, academic performance, skills, and experience. Some of the reasons are

Demand: PhD in Public Health is a great career choice for those with a lot of imagination and ideas. Public Health with the necessary skills is in high demand in developing nations like India to fill positions at critical manufacturing divisions in both private and public sector enterprises. Public Health now requires qualified professionals due to the worldwide supply chain networks.

Career Growth: Graduates of PhD in Public Health can choose from a variety of positions. After accumulating Public Health expertise, candidates can grow in their jobs.

Skill Development: Students get a lot of opportunities in enhancing their design and creativity skills that are required in the PhD in Public Health.

Read More: PhD in Public Health Jobs & Scope

Each PhD programme teaches the fundamentals of business. These are some fundamental Public Health talents that, when combined with work-specific skills based on core functions and concentrations, will help you land a solid position. Below is a comparison of the PhD in Public Health course with the other courses.

PhD in Public Health vs PhD Health Science

The table below showcases the differences between PhD in Public Health and PhD Health Science:

When choosing to pursue a PhD in Public Health, students should take a number of things into consideration. The following collection of essential study tips can help students succeed in their studies so they can pass the course and the tests.

Syllabus: The student must fully comprehend the course syllabus. This is the first and most crucial step in the preparation process.

Exam Pattern: Recognize exam structure and the types of questions that are frequently asked. There is a very good chance that the students will be given multiple-choice questions.

Important topics: Students should focus more on important topics because they are asked about them more frequently. As you read through the chapters, you must keep in mind these sections.

Practice: Utilize sample exams and test questions from prior years to prepare for questions.

Aspirants can pursue higher studies after obtaining a PhD in Public Health. Some of the top courses for higher studies in the field of Public Health are as follows:

Depending on the specialisation that candidates choose, the pay for PhD in Public Health graduates varies. In addition to experience, geography, and the industry they work in, PhD in Public Health salaries in India may also be influenced by several other variables. Graduates can increase their salary as they obtain more work experience. Starting salaries for PhD in Public Health positions often range from INR 3 to 30 LPA. [Source: PayScale].

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PhD in Public Health Admission: Application Form, Notification, Exam Dates, Eligibility, Top Colleges

A PhD in Public Health is a 3-Year Doctorate program. The Course is viewed as a top degree in each space. This course is accessible in both the customary and distance learning mode. This degree will prepare self-deciding researchers, educators and pioneers to convey them with solid scholarly foundation through coursework and portrays them modern trial approaches through research work, develop logical abilities from one side to another composing a postulation, and develop administration abilities through job demonstrating in a supportive climate.

PhD in public health Program gives preparing and encounters that prop up interdisciplinary learning, support basic and hypothesis based critical thinking abilities to address public health damages, and encourage the development of public health proficient qualities and morals.

To be qualified to apply to this course, students should hold a Master’s certification in important discipline from a perceived university. Admission to this program will be done in view of the candidate’s exhibition in the placement test which is trailed by an individual meeting round led by the school or university.

The typical yearly charges for PhD in Public Health course in Indian schools as a rule ranges between INR 15,000 and INR 1,50,000. The typical compensation proposed to some extent holder in PhD Public Health is around INR 3,00,000 to INR 10,00,000, however this can be higher based on experience and other factors.After finishing the PhD Public Health program, students have many open positions in India as well as abroad. Students will actually want to look for a job as a Research Public Health Expert, Public Health Financial specialist, Public Health Arranging, and Education Official, Public Health Research Disease transmission specialist and so on in the areas like Research Public Health Examiner, Public Health Financial analyst, Public Health, Arranging, and Education Official, Public Health Research Disease transmission specialist and some more.

Assuming students wish to do additionally research, they can become autonomous researchers and distribute their research papers. They can likewise procure a DSc (Doctor of Science) certification in the connected space in future.

PhD Public Health Course Highlights

Highlights for PhD Public Health program are provided in the table given below:

PhD Public Health: What is it about?

Data and insights concerning the PhD Health course are as per the following.

• PhD in Public Health has been wanted to outfit qualified candidates with the required abilities expected to work in the field of Public Health and The executives of Different organizations and related endeavors alongside government bodies.

• The course schedule covers the ideas, restorative prerequisites, basics related with the field, Health, and so forth.

• This degree will prepare self-deciding researchers, educators and pioneers to convey them with solid scholastic foundation through coursework and portrays them state-of-the-art exploratory methodologies through research work, develop scientific abilities from one side to another composing a proposal, and develop initiative abilities through job demonstrating in a supportive climate.

• PhD in public health Program gives preparing and encounters that prop up interdisciplinary learning, empower basic and hypothesis based critical thinking abilities to address public health damages, and cultivate the development of public health proficient qualities and morals.

• The principal point of this course is to make candidates mindful and accomplish capable information accessible regarding the matter and distribute their propositions and procure as needs be.

Why study PhD Public Health?

The objective to accomplish a PhD Public Health degree will rely upon every individual’s desires and objectives. A portion of the advantages of doing this course has been referenced beneath:

• A PhD in Public Health program is worthwhile for candidates who need to accomplish positions of authority in the field of Public Health, especially methodology examination teamed up with the public authority.

• During a degree in Public Health, candidates are permitted to work in different items of common sense as a Doctor, Dietician, Social Work, Public Health Examiner and so forth.

• PhD in Public Health program works with the mix of commonsense hands on work alongside the scholastic subject. This upgrades the disinfection standards of the networks in the country and empowers the general population to lead a better lifestyle.

• On finishing of this course, students get rewarding compensation bundles running between INR 3,00,000 and 10,00,000.

PhD Public Health Admission Process

• A large portion of the schools and colleges direct selection tests for admission to PhD Public Health courses.

• Subsequent to clearing the selection test, candidate’s research point, proposition, technique and so on are checked and a meeting is directed.

Entrance Based Admission

The greater part of the schools and colleges offer admission to PhD Public Health based on selection tests like DUET , IPU CET, BHU Rodent and so forth. The bit by bit method for entrance-based affirmation is as per the following:

• Step1: Students need to enlist on the authority site.

• Step2: Fill the application structure with right subtleties.

• Step3: After assessment, an end rundown will be delivered on the site. Seats will then be apportioned to candidates in light of their scores in the placement test.

• Step4: A few schools likewise lead individual meetings and gathering conversation for admission to this course.

• Step5: On gathering all the qualification models, a student will then be offered admission to the course.

What is the PhD Public Health Eligibility Criteria?

A student should must be qualified to seek after a specific course. The qualification measures for the PhD Public Health course are the accompanying:-

• The student should finish a Master’s certificate or M.Phil degree in pertinent discipline from a perceived university.

• He/she ought to get at least 55% of the aggregate of imprints from any perceived university.

• Should obvious off marks in the placement test are the great prerequisite for getting affirmation in this course

• The students additionally need to do well in the Individual Meeting round.

Which is the popular PhD in Public Health Entrance Exams?

There are a couple of colleges and universities in India which have a selection test for confirmation for this course. The point by point data about different selection tests is given beneath:

• Banaras Hindu University Research entrance test (BHU-RET): BHU-RET is a disconnected assessment that is held for a length of 2 hours and 30 minutes. This assessment is for admission to PhD courses. The Fundamental schedule of graduation level is requested post-graduates. This assessment is as Different Decision Questions. BHU-RET is held one time each year.

• DUET: Delhi University Entry Test is a web-based selection test that is held for a term of 2 hours. This assessment is for all candidates who need to take affirmation in Delhi university associated schools. To be qualified it is obligatory to clear the entry test.

• IPU CET 2024: Indraprastha University Normal Entry Test is a web-based selection test for the two students and postgraduates. To be qualified to take admission to any of the Indraprastha university-partnered schools a candidate should fit the bill for this assessment. The Span of this placement test is 2 hours and 30 minutes. The charge for this selection test is INR 1200. The application dates, test dates and the method of the test of the previously mentioned tests are given in the table beneath.

How to Prepare for a PhD Public Health Entrance Exams?

A candidate needs to have great abilities and information sets to qualify the placement test for PhD in Public Health. A couple of tips to assist you with creating for magnificent execution in the test are given underneath:

• Finding out about the schedule for the placement test: The absolute initial step is to download a duplicate of the prospectus from the separate school/selection test site accessible. It is perfect to have a to the point realities of the schedule that can assist one with knowing the profundity of the subject which is remembered for the course.

• Perusing and modifying past subjects: Do peruse and make a point to change points that can be very fundamental for the place of the assessment as it can assist with having an ideal use of the time and score great imprints. Overhauling old books or points likewise assists with acquiring reasonable discovering that makes it much simpler for the candidate at the test time.

• The Brilliant rule of “Careful discipline brings about promising results”: A Candidate ought to practice and change every one of the ideas before the test as commonly conceivable with the goal that the somewhat late pressure can be covered away.

How to get admission to a good PhD Public Health college?

There are various universities that offer a PhD program in Public Health. To get admission to a top school or university, one should be keeping watch for notices delivered by such universities. One can look for notices by visiting the school sites now and again. Following are a portion of the actions that can be embraced to get admission to a top school for undertaking this PhD course.

• Students should get ready particularly well for the entry tests. Just when you qualify the selection tests with a generally excellent score are their opportunities for you to get confirmation. By and large, the entry test has a 70% weightage in choice.

• For getting a decent score in the entry tests, the candidates should be careful with their subjects and have to get ready well for the test.

• The candidates need to do well in the meeting part as well. Prior to showing up for the meeting, one ought to look out for any way to improve a portion of the significant points connected with their field of study. Inquiries could likewise be posed to about the candidate’s research proposition. So one ought to get ready about the research proposition as well. It helps, on the off chance that one will go to deride interviews, to get acclimated with the screening.

• Past scholarly accomplishments and a decent scholastic record goes far in getting chosen. So make a rundown of every single such accomplishment and produce them before the board as and when requested to do as such.

Which are the top PhD Public Health Colleges?

The table given below shows the best PhD Public Health colleges and universities that offer the course in a full-time mode.

PhD Public Health College Comparison

The tabulation below depicts the comparison made among the three top PhD Public Health colleges in India.

PhD Public Health Distance Learning

In some cases, due to different reasons, one can’t seek after the ideal course through standard learning mode, in such cases distance learning mode acts the hero. Students can seek after a PhD Public Health course through distance mode. Prior to taking confirmation, Students should check for the legitimacy of the course and the school in distance or correspondence mode.

• To be qualified for this course through correspondence mode students need to hold a Master’s in important discipline from a perceived university.

• The base length expected to get done with this course from distance mode is long term and the greatest span of the equivalent is 5 years.

• Admission to PhD Public Health course through correspondence mode is merit-based.

• The typical charge for the course goes from INR 40,000 to INR 3,00,000 every year.

What is the Syllabus of PhD Public Health?

Although the PhD in Public Health program prospectus fluctuates from one school to another, it generally comprises of some normal establishment courses that students can choose in light of their inclinations. The semester-wise prospectus of PhD Public Health course is given in the table given underneath:

PhD Public Health vs PhD Health Science

PhD Public Health and PhD Health Science are two unique doctoral level courses in the field of Health Sciences which are presented by an enormous number of organizations across India.

Actually look at the table underneath for additional relative subtleties:

What are Job Prospects and Career Options after PhD Public Health?

• On fulfillment of a PhD Public Health course, students can pick to work in both the public and confidential area.

• An enormous number of firms recruit PhD Public Health degree holders. A portion of the conspicuous ones incorporate Worldwide Public Health Associations, Non-Legislative Associations, Medical clinics and so forth.

Arrangement beneath shows probably the most widely recognized PhD Public Health work profiles and profession possibilities in the wake of getting done with the tasks are as per the following:

What are the Future Scopes of PhD Public Health?

PhD degree is a doctorate level certificate and is the most noteworthy educational degree one can procure in the country. For the most part one doesn’t seek after additional investigations post fulfillment of the PhD Public Health degree. Employability is high and graduates are recruited rapidly upon fruition of their certification in significant salary work profiles. With this course, there is no restriction to learning and information.

• They have showing position in schools/colleges after this course and afterward clearing the UGC-NET test expected for turning into a super durable teacher.

• They have many positions in Clinics, Schools/Colleges, Healthcare Associations and so forth.

• Students can likewise settle on a DSc (Doctor of Science) certification in any connected field.

• Subsequent to acquiring sufficient involvement with the connected field, PhD Public Health degree holders can work in research labs.

• When you finish your PhD you can likewise be equipped for a speaker post in Public Health and furthermore to show in schools and colleges with UGC scales.

PhD Public Health Admissions: FAQs

What is the eligibility criteria for the admission for a phd in public health, what documents are required for a phd in public health course, what is the minimum and maximum salary that a phd in public health degree holder gets, what is a phd in public health, what job opportunities are available after the successful completion of this course, am i eligible for a government job after doing a phd in public health from distance learning, what is the benefit of choosing a phd in a public health course, which entrance exams are required for a phd in public health, can i pursue a phd public health program in distance learning mode, what percentage is required in a master's degree in order to be eligible for the phd in public health, is there any scholarship available for a phd public health course in indian colleges/ universities, whar our students say, testimonials, government teacher, satya shree.

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Open access
Published: 10 May 2024

Non-communicable diseases, digital education and considerations for the Indian context – a scoping review

Anup Karan 1 ,
Suhaib Hussain 1 ,
Lasse X Jensen 2 ,
Alexandra Buhl 2 ,
Margaret Bearman 3 &
Sanjay Zodpey 1

BMC Public Health volume 24 , Article number: 1280 ( 2024 ) Cite this article

45 Accesses

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Introduction

The increasing ageing of the population with growth in NCD burden in India has put unprecedented pressure on India’s health care systems. Shortage of skilled human resources in health, particularly of specialists equipped to treat NCDs, is one of the major challenges faced in India. Keeping in view the shortage of healthcare professionals and the guidelines in NEP 2020, there is an urgent need for more health professionals who have received training in the diagnosis, prevention, and treatment of NCDs. This paper conducts a scoping review and aims to collate the existing evidence on the use of digital education of health professionals within NCD topics.

We searched four databases (Web of Science, PubMed, EBSCO Education Research Complete, and PsycINFO) using a three-element search string with terms related to digital education, health professions, and terms related to NCD. The inclusion criteria covered the studies to be empirical and NCD-related with the target population as health professionals rather than patients. Data was extracted from 28 included studies that reported on empirical research into digital education related to non-communicable diseases in health professionals in India. Data were analysed thematically.

The target groups were mostly in-service health professionals, but a considerable number of studies also included pre-service students of medicine ( n = 6) and nursing ( n = 6). The majority of the studies included imparted online learning as self-study, while some imparted blended learning and online learning with the instructor. While a majority of the studies included were experimental or observational, randomized control trials and evaluations were also part of our study.

Digital HPE related to NCDs has proven to be beneficial for learners, and simultaneously, offers an effective way to bypass geographical barriers. Despite these positive attributes, digital HPE faces many challenges for its successful implementation in the Indian context. Owing to the multi-lingual and diverse health professional ecosystem in India, there is a need for strong evidence and guidelines based on prior research in the Indian context.

Peer Review reports

Non-communicable diseases (NCDs) kill 41 million people each year. Of these deaths, more than 15 million happen to people between the ages of 30 and 69 years, and the vast majority of these “premature” deaths occur in low- and middle-income countries (LMICs) [ 1 ]. It is estimated that by 2030 the share of NCDs in global total mortality will be 69% – a dramatic rise from 59% in 2002 [ 2 ]. Although the burden of NCDs continues to increase across all regions of the world, it disproportionately affects poorer regions [ 3 ], with almost 80% of NCD-related deaths occurring in LMICs [ 4 ].

This shift is largely driven by demographical and epidemiological transitions, coupled with rapid urbanization and nutritional transitions in LMICs [ 5 ].

With approximately six million annual deaths from NCDs, India presents an important case study with respect to these challenges [ 6 ]. Similar to many other LMICs, India is experiencing a rapid health transition with a rising burden of NCDs now surpassing the burden of communicable diseases [ 7 ]. In India, NCDs such as cardiovascular diseases, cancer, chronic respiratory diseases, and diabetes are estimated to account for around 63% of all deaths, thus making them the leading causes of death [ 6 ]. This NCD burden has severe implications for the healthcare system. In particular, the shortage of skilled health professionals, i.e. medical specialists, nurses, and other professionals equipped to treat NCDs, presents a serious challenge [ 8 ]. The inadequacy of educational institutions to impart quality medical and nursing education has been one of the main reasons for the health workforce shortage [ 8 ]. In a recent study, the number of Indian doctors and nurses/midwives was estimated at 0.80 million and 1.40 million, with a density of 6.1 and 10.6, respectively, per 10,000 population. The numbers further drop to 5.0 and 6.0 per 10,000 population, respectively, after accounting for the adequate qualifications [ 9 , 10 ]. All these estimates are well below the WHO threshold of 44.5 doctors, nurses and midwives per 10,000 population [ 11 ]. The study also highlights the highly skewed distribution of the health workforce across states, rural–urban and public–private sectors. The skewed distribution of the health workforce across India means that this shortage is even more grave in rural and remote areas [ 9 , 10 ]. The revised guidelines of the National Programme for Prevention and Control of Non-Communicable Diseases (NP-NCD), are a welcome strategy in the prevention and control of NCDs [ 12 ]. The focus of the guidelines on health promotion, early diagnosis and screening, and capacity building of healthcare professionals will definitely push for increased attention to the management of NCDs and how this relates to the pre- and in-service training needs of health professionals. In addition, the recent establishment of Health and Wellness Centres (HWC) in managing NCDs and achieving UHC is an excellent response to the changing demographic and epidemiological profile in India. However, this initiative is not without challenges, with a major challenge being the need to build human resource capacity with a continued need for training [ 13 , 14 ]. Although some states have conducted specific training programs to improve the capacity and address the issue, the lack of training modules for NCD management remains an important challenge to be addressed [ 14 ]. The need to strengthen the HWCs through adequate financing, human resources, and logistics for medicines and technology, especially in hard geographical areas, is an area to be focussed upon [ 13 ].

The National Education Policy (NEP) 2020 by the government of India has highlighted the role of digital education in training and continuing education [ 15 ]. Digital education is defined as an act of teaching and learning by means of digital technologies involving a multitude of educational approaches, concepts, methods, and technologies [ 16 ]. The NEP 2020 focuses attention on implementing and strengthening multidisciplinary, inclusive and technology-based learning that is accessible to all. With a large geographical and cultural diversity in India, meeting this need has proven to be a challenge to India’s existing systems of health professions education (HPE). Hence, the use of technology in education is proposed as a way to access remote areas and bypass geographical barriers [ 15 ].

Although the NEP 2020 has some aspirational objectives, there is a lack of specific knowledge regarding the digital education of health professionals in India. A recent review of Indian research in digital health professions education found that the body of literature is very limited and that the studies that do exist tend to take the form of evaluations of local educational interventions rather than more systematic contributions to research-based knowledge [ 17 ].

Considering the scarcity of empirical evidence related to digital education and training of health professionals regarding NCDs, it is relevant to look outside of India and explore what research may have been done in other contexts.

Digitalization of education may help us address the urgent need for more health professionals who have received training in the diagnosis, prevention, and treatment of NCDs. However, it is still unclear what constitutes best practice in NCD-related digital education, and how experiences from across the world are relevant to the Indian context.

The objective of the present paper is to conduct a scoping review of the published research examining the digital education of health professionals within NCD topics. More specifically the paper aims to: (i) assess the strengths and weaknesses of the digital teaching-learning practices described in the literature; and (ii) discuss the findings in relation to the Indian context.

The scoping review methodology is appropriate for exploring the extent of research activity within a topic where the literature is limited and disorganized. With a more flexible approach than what is known from systematic reviews, the scoping methodology can provide an overview of what kinds of evidence exist and help inform future research [ 18 ].

To identify relevant publications, we searched four research databases (Web of Science, PubMed, EBSCO Education Research Complete, and PsycInfo). This was done with a search string consisting of three elements, namely terms related to digital education ( n = 174), terms related to health professions ( n = 30), and terms related to NCD ( n = 36). The search string with all terms is included in the online supplementary material .

The search produced 1032 hits combined from all the databases (Web of Science: 443; PubMed: 259; EBSCO Education Research Complete: 118; PsycInfo: 212). When searching, we did not limit the search to any specific time frame, but subsequently, we opted to exclude papers published before 2017. This was decided to ensure that the included papers reported on interventions that represent current digital technologies. After removing duplicates and papers published before 2017, we had 463 documents. These documents were imported into the online review tool Covidence, which was used to manage the screening and data extraction processes.

Figure 1 . PRISMA flow chart showing the screening process.

PRISMA flow chart showing the screening process

In Covidence, the first step was to screen the title and abstract of these 463 documents to determine whether they were suitable for inclusion in the review. This screening process excluded studies that were.

Not empirical (e.g., reviews and commentaries).

About training patients to manage their own chronic disease.

About digital health solutions (e-health, m-health, apps, etc.)

Not related to NCD prevention, treatment, or care.

This process led to the exclusion of 385 documents, leaving a pool of 78 for full-text screening. The full-text screening followed the same exclusion criteria. This led to the exclusion of a further 50 documents, leaving a pool of 28 documents for inclusion in the review. The PRISMA flow chart in Fig. 1 illustrates this process, and Table 1 presents an overview of the 28 included studies. We note quality assessments are not typically recommended or conducted with scoping reviews [ 19 ] Moreover, as we were primarily focused on understanding what kinds of evidence exist, we did not undertake a quality assessment of the included documents.

From each of these 28 papers, we extracted data about the study’s objectives, location, target population, research design and methodology, findings, health focus, and modality of the digital educational intervention. This extraction process was undertaken by one author (SH). A few unclear cases were discussed with a further two authors (AB, LXJ). In the results section below, we present a synthesis of the extracted data, with an emphasis on the benefits and challenges identified in the various digital educational interventions.

Description of studies

The final list of the 28 studies included in our review consisted of 22 studies from high-income countries with the majority of them from United States of America (USA). Only six studies were from LMICs, more specifically from Brazil, Pakistan, Türkiye, and Uganda, as well as two studies that spanned several LMICs.

The target groups were mostly in-service health professionals but a considerable number of studies also included pre-service students of medicine ( n = 6) and nursing ( n = 6). Among the targeted in-service health professionals, most were nurses ( n = 12), followed by doctors ( n = 8) and other health professionals ( n = 8) including emergency technicians, primary care providers, medical assistants, etc.

The majority of the studies in the overall pool used either experimental or observational study designs and gathered data using online questionnaires, interviews, and/or analysis of individual or online interactions between learners. The details about target groups and study designs are shown in Table 2 . We use the term experimental for studies that have no specific information on the randomization of the participants or where randomization has not been done. These studies typically included two groups of the study population, where one group served as an experimental one provided with the intervention and the other with no or some traditional type of intervention. Other than the observational and experimental studies, randomized control trials (RCTs) and evaluation studies were part of our review.

The studies in our review comprised mainly of educational interventions related to diabetes, stroke, hypertension and cardiac disorders.

Assessment of digital educational intervention

Based on the digital education modality that was described, we grouped the studies into three categories: blended learning, online learning with instructor, and online learning as self-study. In the sub-sections below we present the interventions, study findings, effectiveness and identified challenges of each modality.

Blended learning

Our review includes seven studies providing blended learning to health professionals and students. For this purpose, we identify blended learning as any intervention that combines online learning with some form of onsite training or teaching. All the studies report the advantages of blended learning over traditional learning and the increase in overall knowledge.

Blended learning was incorporated in various formats in the studies. Some of the studies include the online learning proponent prior to the onsite training [ 33 , 40 ]. In these, the online learning was provided in modules that could be taken at the participants’ own pace before the onsite programme which was characterised by hands-on workshops and lectures. Other studies began with on-site training followed by an online learning proponent [ 23 , 36 , 39 ]. In these studies, the online proponent consisted of further self-study of the content learned in the prior onsite training. The remaining two studies did not have a set order but rather had the online proponent as a learning resource that the participants could draw upon among other resources such as tele-education sessions, a local support coach [ 46 ] or interactive classroom lectures with group discussions and role play [ 43 ].

The studies consisted of both RCTs and observations. The RCT studies mostly highlighted the strengthening capacity of nursing professionals. For instance, in one RCT study in Thailand, the findings showed the effectiveness of blended learning in strengthening competency in diabetes care among nurses, wherein the levels of perceived self-efficacy, outcome expectancy, knowledge and skills in diabetes management care were statistically and significantly higher at Weeks 4 and 8 compared to the control group [ 39 ]. In another RCT conducted in Australia, the addition of access to online learning, as well as face-to-face education, significantly increased the uptake of diabetes education among hospital non-specialist nursing staff [ 40 ]. A study based in Pakistan gathered information about perceptions about social media as a tool for online training and reported that Facebook, with tutor support, enabled participants to study the material when their schedule permitted. The online teaching component and facilitation were ideal for their full-time working nurses, as reflected by their improved post-course test results [ 43 ]. The detailed findings for studies examining blended learning are provided in Table 3 .

Generally, among health professionals, the perception of blended learning was positive. Blended learning was perceived to be beneficial and impactful in increasing knowledge. This type of learning makes the learning interactive. However, certain challenges were identified that hampered online learning, e.g., limited internet connection and computer skills for the participants enrolled in the learning [ 43 ]. As many of the participants are health professionals active in the workforce, the long duration of the working hours makes it difficult to spare time for online learning [ 36 , 40 ].

Online learning with instructor

There were six studies in our review, wherein online learning with instructors was explored. Such online learning includes following a simultaneous schedule allowing for contact between learners and teachers/trainers during the course. Two of the six studies had no control group. All the studies assessed the effects of their online teaching through survey-based questionnaires. A majority of the studies reported that these types of courses are cost-effective and can help bypass the geographical barrier. The findings of these studies are given in Table 4 .

Regarding instructor involvement, five of the studies used learning platforms such as Moodle or Zuvia for the instructor to organise courses, materials and activities [ 22 , 27 , 38 , 42 , 45 ]. Four of these also had an online forum or messaging app for peer discussions about the content, two of these also included interactions with faculty and tutor support [ 27 , 38 , 42 , 45 ]. For instance, a study by Paul et al. [ 38 ] had an online request form for specialist advice regarding diabetes. The last study by Hicks and Murano [ 30 ] had an instructor-led webinar followed by self-study.

The studies showed a positive effect on practice. A Spanish study on cerebrovascular medical emergency management from reported that interprofessional online stroke training in the Catalonian Emergency Medical Service (EMS) was effective in increasing the study participants’ knowledge of cerebrovascular medical emergencies. The results encouraged the Catalonian EMS to maintain this training intervention in their continuous education program [ 27 ].

Online learning as self-study

Of the included papers, 15 were about online learning as self-study. In such an intervention, the learner undertakes an online course/training as flexible self-study. This means the course can be done at any time and does not require any set schedule or contact with teaching staff. Table 5 presents an overview of the study findings.

Largely the studies using online learning as self-study reported improvements in learning following the training. For instance, A study across Latin American countries studied the effects of online training on medical knowledge regarding acute kidney injury (AKI) on nephrologists and primary care physicians. The study reported gains in knowledge equivalent to 36%. It is important to note that the study concluded that the interactive, asynchronous, online courses were valuable and successful tools for continuing medical education in Latin America, reducing heterogeneity in access to training across countries. The application of distance education techniques has proved to be effective, not only in terms of primary learning objectives but also as a potential tool for the development of a sustainable structure for communication, exchange, and integration of physicians and allied professionals involved in the care of patients with AKI [ 34 ]. However, one study explored the use of online simulations [ 25 ]. This randomized control trial reported no significant change in the experimental group following an online educational course regarding oral anticoagulants in case of atrial fibrillation. Also, the reading material in certain modules being too dense and lengthy poses a challenge for the participants in one study to complete the learning [ 45 ]. Another study by Lombardi et al. [ 34 ]., also questioned whether the knowledge effect is retained on a long-term basis.

Some of the studies emphasise the possibilities that online learning provides. One study indicated that a 6-week internet-based course in diabetes and obesity treatment may serve as an important resource in postgraduate education for medical doctors as well as other health professionals. From a wider perspective, education based on Massive Open Online Courses (MOOC) may assist the professional community by providing the latest evidence-based guidelines in an easily accessible and globally available way [ 47 ]. An evaluation study in the United States reported that online learning modules can be developed and maintained with minimal costs and basic technological requirements and present a unique opportunity to provide essential information in a short timeframe. In addition, these modules can be specifically tailored to address identified knowledge gaps among various groups and can be easily disseminated and can be an effective method for educating nurses in a time- and cost-sensitive manner [ 41 ].

The major challenges faced by health professionals or students when participating in online learning by self-study include time constraints and out-of-date or inappropriate hardware and software [ 20 , 34 ]. Some barriers that online learning can help organisations overcome include logistical difficulties and expenses associated with maintaining an adequate pool of educators, coordinating training sessions, and standardizing training across sites [ 21 ].

This section discusses the strengths, weaknesses, and advantages of digital education related to NCDs in the reviewed literature in the context of India.

Value of online and blended NCD education

The limited literature available on the topic paints a positive picture regarding the increase in learning/knowledge of health professionals on NCDs due to online learning. A majority of the studies reported an increase in knowledge after the interventions. A study from Latin America provides an example of how online courses can be a valuable and successful tool for continuing medical education and reducing heterogeneity in access to training across countries. The diverse findings suggest that modality alone is not the sole issue; for example, a recent study comparing traditional vs. online learning [ 44 ] suggests interactivity may matter.

The studies reported a number of challenges related to the online format in general. One highlighted that training of healthcare providers can be more difficult in time constrained and low-resource settings due to limited accessible equipment, inadequate environment and competing interests [ 28 ]. Another found that augmented reality smartphone apps may not provide the extensive information needed for complex content [ 29 ]. The senior doctors were not as pleased as their less-experienced colleagues with the web-based format of the learning [ 35 ]. Online training options, while notionally attractive and accessible, are not likely to have high levels of uptake as they require more commitment, activity, and dedication [ 38 ]. Although there are challenges with online learning, the included studies also emphasized the opportunities it provides, e.g. making knowledge more accessible to a wider population and making it more flexible for health professionals with heavy workloads to learn at their own pace [ 36 , 39 , 47 ].

Although we categorize and present the interventions in the three modalities, it is important to note that many of the challenges and opportunities we found are shared by all modalities. Because of this, it is not possible to highlight a single modality that is best in all situations – rather, they each have different affordances in relation to important considerations such as learner flexibility or programme scalability. Online learning as self-study offers almost complete learner flexibility and programme scalability – but it lacks important elements of individualized feedback, collaborative learning, and the motivation that learners and teachers can experience when they are together in the same room at the same time. Blended learning tries to balance the advantages of being together with the flexibility of learning online. This blend can take many forms, and rather than a single pedagogical approach, it should probably be considered a spectrum of approaches inhabiting the space between campus learning and online self-study.

Relevance to Indian context

The review showed that most of the literature is from high-income countries like the United States, United Kingdom, Australia, and Spain. Only very few studies describe educational interventions set in LMICs, and none of them were from India. It is, however, important to point out that the category LMIC is very broad, including both countries in sub-Saharan Africa, as well as countries like Türkiye and Thailand. This entire spectrum is also present within India. Despite the great diversity within India, the high-income setting of most of the described interventions limits their direct applicability in many of the most underserved Indian contexts, where the health professions, education systems, and health care systems in general already have significantly fewer resources. We hope, however, that the experiences from other countries can serve as inspiration for educational interventions and research which is tailored to the needs, challenges, and opportunities that are relevant to India.

In an Indian context, the main advantage of online learning is the flexibility to reach people in rural areas, especially for in-service training of health professionals who are no longer residing close to a medical or nursing college. This flexibility is even more pronounced with online self-study training. The advantages of online learning are beginning to be recognised in India. During the last decade, the digital education platform has seen a perceptible growth in India. Several public and private organizations and entities have started providing digital training for capacity building of healthcare professionals especially in terms of NCDs. Different types of courses are offered in the form of online or blended learning. However, it is important to note, that the use of digital education and training in rural areas comes with its own set of challenges in relation to lacking connectivity and insufficient technical infrastructure. Furthermore, the significant linguistic and cultural diversity of India, also influences how well digital education interventions can scale. Nonetheless, with the NEP 2020 focusing on digital and equitable education among health care professionals and the post-pandemic time period, the courses offered digitally have increased severalfold. Introducing such courses in The National Programme for Prevention & Control of Non-Communicable Diseases (NP-NCD) could help India address shortages and skewed distributions of its health workforce. Also, with the introduction of MOOCs and EdTech investments in the last decade, many leading universities and schools of public health are hosting NCD courses, which are available for learners in the Indian subcontinent and worldwide. These are primarily aimed at medical doctors, with just very few targeting nurses. Many of the courses that are open to nursing are open to almost all sections of health care workers.

Examples of digital training in India mainly focus on diabetes education and are provided by the government through public institutions as well as private organizations. Some examples of online training on diabetes through government institutions include through National Institute of Public Health Training and Research (NIPHTR) and Christian Medical College (CMC) Vellore [ 48 , 49 ]. In addition to these, various organizations have partnered to provide quality training courses on diabetes. One such example is an online certification course in diabetes by British Medical Journal & Fortis C-DOC, endorsed by The Royal College of Physicians (RCP), London [ 50 ]. Another example is an online training on diabetes targeted at primary care physicians offered by Public Health Foundation of India (PHFI). PHFI has developed the capacity of more than 15,000 primary care physicians with its various diabetes-related capacity-building programs since 2010 in collaboration with academic partners like Dr. Mohan’s Diabetes Education Academy (DMDEA) [ 51 ]. There are numerous examples of online courses on diabetes education that have been started in recent times [ 52 , 53 ]. However, these trainings through online learning have rarely been evaluated and there is a lack of literature examining the effectiveness of such programs.

However, India faces some challenges to online learning as well. The adherence to course curriculum and retention rates will vary according to different health professionals of different geographical regions. Technological issues like internet connectivity, limited computer skills, and out-of-date software or hardware can have direct effects on the participation of health professionals. Also, there might be reluctance in the case of senior professionals to learn from their junior colleagues in instructor-based online learning [ 35 ].

Strengths and limitations

This review is a diverse contribution from a team of Indian and non-Indian authors.

Our review includes a wide range of study designs and methodologies.

The review synthesizes evidence on an emerging topic in Lower Income Countries and provides evidence for further research.

We did not systematically employ dual independent screening and data extraction.

We did not conduct a formal assessment of the quality of the included literature. However, this is typical of scoping reviews [ 19 ], and also, the value of the insights we gained from the included studies was not necessarily bound to the quality of their findings.

To focus on current forms of digital teaching and learning we chose to limit our search to research published since 2017. Including older publications, or those in the grey literature, may have yielded further evidence that could have had relevance to our objectives.

Digital education related to NCDs has proven to be beneficial for both in- and pre-service health professionals. Digital education may also offer an effective way to bypass geographical barriers that can be utilized for capacity building of the existing health workforce especially in relation to NCDs. Despite these positive attributes, and an increased openness to learning and collaborating online, digital education faces many challenges for its successful implementation in the Indian context. Owing to the multi-lingual and diverse health professional ecosystem in India, there is a need for strong evidence and guidelines based on prior research in the Indian context. Rigorous research in the form of evaluation, quasi-experimental studies or RCTs needs to be done in order to address the challenges and uncover potentials for online learning in India.

Declarations.

Data availability

All data generated or analysed during this study are included in this published article [and its supplementary information files].

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This work was supported by the Novo Nordisk Foundation (NNF22SH0078207).

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Karan, A., Hussain, S., Jensen, L.X. et al. Non-communicable diseases, digital education and considerations for the Indian context – a scoping review. BMC Public Health 24 , 1280 (2024). https://doi.org/10.1186/s12889-024-18765-7

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