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Volume 18, Issue 4 (2025)
JMED 2025, 18(4): 0-0 |
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Choudhary A, Kaushik H. National assessment and accreditation council (NAAC) for physiotherapy institutes: a review of processes and unique challenges. JMED 2025; 18 (4) : 15
URL: http://edujournal.zums.ac.ir/article-1-2500-en.html
URL: http://edujournal.zums.ac.ir/article-1-2500-en.html
1- Banarsidas Chandiwala Institute of Physiotherapy, Affiliated to Guru Gobind Singh Indraprastha University, Delhi, India
2- Banarsidas Chandiwala Institute of Physiotherapy, Affiliated to Guru Gobind Singh Indraprastha University, Delhi, India ,himanikaushik06@gmail.com
2- Banarsidas Chandiwala Institute of Physiotherapy, Affiliated to Guru Gobind Singh Indraprastha University, Delhi, India ,
Abstract: (4 Views)
Background & Objective: The growing demand for qualified physiotherapists has led to the rapid creation of physiotherapy colleges across India. This highlights the need for better educational standards through accreditation. The National Assessment and Accreditation Council (NAAC), under the University Grants Commission, plays a key role in checking educational institutions. It looks at teaching methods, governance, research output, facilities, and student engagement. This systematic review aims to address the role of the NAAC accreditation process made for physiotherapy colleges, find existing barriers, and outline NAAC's vision and checking criteria.
Materials & Methods: This systematic review was done by following a structured search strategy across PubMed, Google Scholar, and ResearchGate up to 2024. From an initial pool of 106 records, 11 studies met the inclusion criteria and were combined. The search was done using keywords such as NAAC, Physiotherapy, Medical Institutes, Accreditation, Education, Quality Assurance, enhanced by Boolean operators. Articles and reports addressing NAAC accreditation and its relevance to physiotherapy and allied health education were screened and combined to capture recurring themes, challenges, and opportunities. The most common challenges found were infrastructure, funding, and resources for faculty development.
Results: The review highlights accreditation as a critical factor of institutional credibility and graduate competency. Around the world, accreditation is seen as a benchmark for educational quality. In India, physiotherapy colleges often face barriers including shortages of qualified faculty, infrastructure limits, restricted funding, and not enough international work together. Also, gaps in research culture and limited awareness of NAAC's key indicators add to uneven preparedness among institutions.
Conclusion: This narrative review is among the first to focus specifically on NAAC accreditation in Indian physiotherapy education. Accreditation is positioned as a driver for enhancing institutional quality, aligning curricula with workforce demands, and improving graduate employability. Addressing systemic barriers through policy reforms, targeted capacity building, and strengthened institutional governance will be essential to effectively embed accreditation practices. Future studies based on data are recommended to check these findings and look into strategies for sustainable quality assurance across physiotherapy programs in India.
Materials & Methods: This systematic review was done by following a structured search strategy across PubMed, Google Scholar, and ResearchGate up to 2024. From an initial pool of 106 records, 11 studies met the inclusion criteria and were combined. The search was done using keywords such as NAAC, Physiotherapy, Medical Institutes, Accreditation, Education, Quality Assurance, enhanced by Boolean operators. Articles and reports addressing NAAC accreditation and its relevance to physiotherapy and allied health education were screened and combined to capture recurring themes, challenges, and opportunities. The most common challenges found were infrastructure, funding, and resources for faculty development.
Results: The review highlights accreditation as a critical factor of institutional credibility and graduate competency. Around the world, accreditation is seen as a benchmark for educational quality. In India, physiotherapy colleges often face barriers including shortages of qualified faculty, infrastructure limits, restricted funding, and not enough international work together. Also, gaps in research culture and limited awareness of NAAC's key indicators add to uneven preparedness among institutions.
Conclusion: This narrative review is among the first to focus specifically on NAAC accreditation in Indian physiotherapy education. Accreditation is positioned as a driver for enhancing institutional quality, aligning curricula with workforce demands, and improving graduate employability. Addressing systemic barriers through policy reforms, targeted capacity building, and strengthened institutional governance will be essential to effectively embed accreditation practices. Future studies based on data are recommended to check these findings and look into strategies for sustainable quality assurance across physiotherapy programs in India.
Article number: 15
Keywords: NAAC, physiotherapy, accreditation, higher education, quality assurance, key indicators, educational challenges
Article Type : Short Communication |
Subject:
Medical Education
Received: 2025/06/9 | Accepted: 2025/11/19 | Published: 2025/11/19
Received: 2025/06/9 | Accepted: 2025/11/19 | Published: 2025/11/19
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