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

Background: Biomedical sciences can be said to be a collective of multiple scientific subjects to obtain, organise, apply, analyse information for the betterment of public healthcare. The stream of biomedical sciences comprises not only one but also multiple subjects under its roof such as microbiology, epidemiology, statistics, engineering as well as anatomy, physiology, and biochemistry. The adherence to the subject is of prime importance to attune the learner and prepare him/her for learning the psychomotor domain pertaining to the said subject. The present study attempts to delineate the curricular inclusions for the said curriculum of Bachelor of Science in Biomedical Sciences under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) as against typing of curriculum based on problem centricity. Materials and Methods: Rapid review of the literature with reference to the curriculum of Bachelor of Science in Biomedical Sciences under faculty of Allied Health Sciences, Datta Meghe Institute Of Medical Sciences (Deemed to be University) in the academic year 2020–2021 for purpose of their “Typing” with principles of curriculum design' was done. Results: The total number of curricular inclusions was 305. Ideally taking the ratio of curricular inclusions as 6:3:1, there should be 184 subject-centered inclusions, 91 problem-centered inclusion, and 30 learner centered. Out of this, there were 143 inclusions which were observed to be subject centered, 133 inclusions were problem centered and 29 were centered upon the learner. Thus, the overall percentage of typing of the inclusions was 46.88% subject centricity, 43.60% problem centricity and 9.5% learner centricity. The observed deficit in subject-centered inclusions was 41, a surplus of 42 objectives was observed for problem-centered inclusions and a deficit of 1 was observed for learner centricity. Conclusion: The undergraduate course curriculum of Bachelor of Science in Biomedical Sciences under Faculty of Allied Health Sciences included in the present study for typing of included curricular inclusions has been typed based on their centricity upon the problem.