scholarly journals Innovations in Strengthening Medical Education in India

2016 ◽  
Vol 52 (02) ◽  
pp. 124-130
Author(s):  
Rajoo Singh Chhina
Keyword(s):  
Medical Education ◽  
Healthcare Providers ◽  
Assessment System ◽  
Teaching Methodology ◽  
Present System ◽  
Practical Skills ◽  
Space Technology ◽  
Examination System ◽  
Problem Solving Skills ◽  
Education In India

ABSTRACTThere is a disconnect between the objectives of medical education in the country and the actual training being imparted. The present system of discipline based MBBS Curriculum has many inherent disadvantages eg. Compartmentalized teaching, poor development of problem solving skills, failure to generate interest in students and acquisition of dissociated knowledge are few of them. The SPICES model of medical education ie. (Student centered, Problem based, Integrated, Community oriented, Elective enabling and Systematic exposure) may be better suited to our country. Assessment system and examination system need a very drastic change based on the needs of the Community and the stakeholders in the healthcare section. Internship programme needs to be totally revamped. The acquisition of practical skills using newer medical education technology like DOPS (Directly Observed Practical Skills), one minute preceptor and other newer methods needs to be incorporated. In our study on “DOPS” interns we found the usefulness of this methodology (FAIMER study - Chhina RS).The use of technology has revolutionized the world eg. in Space technology, Computer Sciences, Social marketing Strategies. There is an urgent need to incorporate the “MOOC” model and the Social media eg. Facebook, Twitter, We chat, Whatsapp for better coverage and more useful teaching modules. In our study, we found “Facebook” teaching to be an important component of improving the teaching methodology and acquisition of knowledge by students (FAIMER study- Sharma Anu & Chhina RS). The “Feedback” technique for improvement in the needs of student knowledge base, their aspirations, what they thought is appropriate in teaching skills and methodology was studied and powerful conclusions have been drawn in our institution. (FAIMER study-Singh Daljit). The postgraduate training seats needs to be modified as the disease burden load in the country requires. A study done by us showed a total disconnect between the need and the available resources in the State of Punjab. The requirements of the Community, Medical students, Healthcare providers and patients need to be advanced in an objectively scientific, need oriented manner in relation to medical education in India.

Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study

2021 ◽  
Vol 8 (1) ◽  
pp. 30-33
Author(s):  
Sujit Kumar Sarker ◽  
Geethanjali Bhas ◽  
Priyanka Moitra ◽  
Ratna Paul ◽  
Md. Abdullah Yusuf ◽  
...  
Keyword(s):  
Medical Education ◽  
Cross Sectional Study ◽  
Course Delivery ◽  
Teaching Methodology ◽  
Sectional Study ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Medical College ◽  
Constructive Feedback ◽  
Medical Graduates

Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject. Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology. Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology. Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction. Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates. Journal of Current and Advance Medical Research, January 2021;8(1):30-33

Medical Education in India

BMJ ◽  
1969 ◽  
Vol 1 (5636) ◽  
pp. 119-120
Author(s):  
E. G. Housden
Keyword(s):  
Medical Education ◽  
Education In India

Growth of private medical education in India

2006 ◽  
Vol 40 (10) ◽  
pp. 1009-1011 ◽  
Author(s):  
Ajay Mahal ◽  
Manoj Mohanan
Keyword(s):  
Medical Education ◽  
Education In India

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

scholarly journals Undergraduate Education in Psychiatry in India

2020 ◽  
Vol 3 (1) ◽  
pp. 9-16
Author(s):  
Roy Abraham Kallivayalil ◽  
Arun Enara
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Help Seeking ◽  
Medical Training ◽  
Common Mental Disorders ◽  
Well Being ◽  
Mental Illnesses ◽  
Treatment Gap ◽  
The World ◽  
Education In India

AbstractMedical education curricula, from around the world, have often neglected psychiatry as a subject of importance in undergraduate medical training.In India, the scenario has not been different from the rest of the world. The National Mental Health Survey done in India, recently, estimates a treatment gap of around 80–85% for various mental illnesses. This provides a strong case to strengthen the undergraduate psychiatry curricula since it would help tackle the treatment gap of common mental disorders in the community.Further, a strong educational foundation with meaningful inclusion of mental health and well-being, will also make the trainee aware of their own mental well-being and better help seeking behaviour in the medical student. In this article, we look to review the evolution of undergraduate medical education in India.

scholarly journals A Survey Based Feedback Analysis of the Current Medical Teaching Methodology and Trends in Medical Research Practice in a South Indian Medical Institute

2018 ◽  
Vol 6 (1) ◽  
pp. 6-17
Author(s):  
Supreeth Nekkanti ◽  
Sagarika Manjunath ◽  
Arun Mahtani ◽  
Archana Meka ◽  
Tanushree Rao
Keyword(s):  
Medical Education ◽  
Healthcare System ◽  
Education System ◽  
Evidence Based Medicine ◽  
Skills Training ◽  
Current Medical ◽  
Medical Institute ◽  
Teaching Methodology ◽  
Evidence Based ◽  
Based Medicine

Background: The spine of a good healthcare system is the medical education received by its doctors. As medicine is evolving, the same can be inferred regarding the delivery of medical education. This study was conducted among 541 students in a prestigious medical college in India. The aim of the study was to find out lapses in our current medical education system and steps to improve it.  Methods: A total of 541 medical students were included in this study. The only inclusion criteria being that they should be in their 2nd year MBBS or above. A questionnaire of 20 questions was given to each student and they were asked to mark the answers they felt was most appropriate. The questionnaire dealt with issues faced in our current education system regarding teaching methodology, clinical postings, research, evidence based medicine and steps to improve the healthcare system. Data was collected, analysed and statistically evaluated using Microsoft Excel and SPS version 21.0.  Results: Majority of the students felt that classroom strength should not be more than a hundred students. They felt that more innovative teaching methods and discussions should be included. Students laid emphasis on research, clinical skills training and evidence based medicine. They felt that the healthcare system also needs tweaking in terms of funding and practicing evidence based medicine to be on par with healthcare systems across the world.  Conclusion: The results in this study, resonates with the results of various other studies regarding delivery of medical education. It also takes into account the holistic approach of improving medical education and healthcare rather than focusing on one single aspect.

scholarly journals Men and sexual and reproductive healthcare in the Nordic countries: a scoping review

2021 ◽  
Author(s):  
Mazen Baroudi ◽  
Jon Petter Stoor ◽  
Hanna Blåhed ◽  
Kerstin Edin ◽  
Anna-Karin Hurtig
Keyword(s):  
Medical Education ◽  
Healthcare Providers ◽  
Nordic Countries ◽  
Health Policies ◽  
Sexually Transmitted ◽  
Pregnancy And Childbirth ◽  
Knowledge And Attitudes ◽  
Factors Influencing ◽  
Reproductive Healthcare ◽  
The Impact

AbstractContextMen generally seek healthcare less often than women and, other than traditional gender norms, less is known about the explanation. The aim was to identify knowledge gaps and factors influencing men regarding sexual and reproductive healthcare (SRHC) in the Nordic countries.MethodsWe searched PubMed and SveMed+ for peer-reviewed articles published between 2010 and 2020. The analyses identified factors influencing men’s experiences of and access to SRHC.ResultsThe majority of the 68 articles included focused on pregnancy, birth, infertility, and sexually transmitted infections including HIV. During pregnancy and childbirth, men were treated as accompanying partners rather than individuals with their own needs. The knowledge and attitudes of healthcare providers were crucial for their ability to provide SRHC and for the experiences of men. Organizational obstacles, such as women-centred SRHC and no assigned profession, hindered men’s access to SRHC. Lastly, the literature rarely discussed the impact of health policies on men’s access to SRHC.ConclusionsThe identified knowledge gap indicates the necessity of the improved health and medical education of healthcare providers, as well as of health system interventions.

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