Mackenzie, Sir Leslie, (1862–28 Feb. 1935), Hon. Medallist Brussels University, 1920; Medical Member of Scottish Board of Health, 1919–28; retired from Civil Service, 1928; Crown Nominee for Scotland on General Medical Council, 1922; Hon. Trustee, Kentucky Frontier Nursing Service, 1929; Medical Member of Local Government Board for Scotland, 1904–19; Member Highlands and Islands (Medical Service) Board, 1913–19, Member late Royal Commission on Housing (Scotland); President of Geographical Association, 1931–32; Vice-President of Roy. Scottish Geog. Society; Member of English Speaking Union

2019 ◽  
Vol 12 (1) ◽  
pp. 19-21
Author(s):  
Balmukind Bhala ◽  
Aruna Bhala ◽  
Neeraj Bhala

Doctors and nurses from the Indian subcontinent have been working in the UK healthcare sector for over a 100 years. Initially only open to Europeans, Indians were allowed to enter the Indian Medical Service (IMS) in 1855, although the requisite was that they had to sit exams based in London and had to be registered with the General Medical Council (GMC). At the time there were many schools training Indian doctors, but only as licentiates. In relation to medical education, through pressure applied by the IMS, indigenous courses for the training of Indian doctors were abolished and several medical colleges, modelled along western pedagogic styles, were established. The staff of all these colleges were appointed from the IMS and their methods of instruction were virtually indistinguishable from those practised in England and Scotland. Indian degrees were recognised in 1892 by the GMC and this recognition persisted until 1975, with a short interlude in the mid-1930s when there was a dispute between the GMC and the Government of India about the quality of Indian medical education. 1


2019 ◽  
Author(s):  
Sneha Barai

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.


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