scholarly journals History of Problem Based Learning in Nepal and Experiences at Kathmandu Medical College

2012 ◽  
Vol 1 (1) ◽  
pp. 37-44 ◽  
Author(s):  
B Pradhan ◽  
E Ranjit ◽  
MR Ghimire ◽  
Y Dixit
Keyword(s):  
Medical Education ◽  
Problem Based Learning ◽  
Medical Institution ◽  
Institute Of Medicine ◽  
Traditional Methods ◽  
Hybrid Form ◽  
Traditional Form ◽  
Medical College ◽  
History Of ◽  
Medical Colleges

Problem Based Learning has been practised in Nepal for 30 years with some additional inputs every ten years as another medical institution of Nepal adopted it. The institution to introduce it in Nepal was the Institute of Medicine but its practise there is more as familiarisation about a method of learning medicine and making a diagnosis. As from 2012 the utilisation of Problem Based Learning in the MBBS medical education field is expected to increase as the two deemed and two full universities in Nepal are using this method to varying degrees. There are firm advocates for utilising PBL in the medical colleges of Nepal. There are many who would like to stick to the traditional methods saying that PBL is not in extensive use. The fact is that the traditional form of medical education and the PBL method have their positive and negative points and is the source of much debate. We in Nepal have not gone the full stretch with PBL. What we are practising here is mostly the hybrid form. DOI: http://dx.doi.org/10.3126/jkmc.v1i1.7255 Journal of Kathmandu Medical College, Vol. 1, No. 1, Issue 1, Jul.-Sep., 2012 pp.37-44

scholarly journals Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Peggy Jubien
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Continuing Medical Education ◽  
Problem Based Learning ◽  
Professional Associations ◽  
The Future ◽  
History Of ◽  
Special Circumstances ◽  
Approach Problem

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.

History of the Department of Surgery at Albany Medical Center

2013 ◽  
Vol 79 (3) ◽  
pp. 221-231 ◽  
Author(s):  
David J. Conti ◽  
Neil Lempert ◽  
Steven C. Stain
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Center ◽  
The United States ◽  
Medical College ◽  
Albany Medical College ◽  
Integral Role ◽  
History Of ◽  
Flexner Report ◽  
Teaching Programs

Surgeons have always played an integral role in the history of the Albany Medical Center and Albany Medical College. In addition to supporting vital patient care and teaching programs, the Department of Surgery has played an important administrative role providing the college with five deans. The origins of the Department of Surgery reach back to 1910 when the American Medical Association-sponsored Flexner report proposed dramatic changes in the structure and format of medical education in the United States. In response to the recommendations of the report, the medical center restructured its faculty and curriculum to meet the demands of a rapidly advancing profession. One result of this reorganization was the formation of the Department of Surgery in 1912. Dr. Arthur Elting was named the first Chair of the Department in 1915. This report will review the history of the Department, focusing on the eight surgeons who have served as Chair.

scholarly journals A Study of Coronary Heart Disease in Postmenopausal Women and Identification of Major Modifiable Determinant Risks for its Prevention

2013 ◽  
Vol 1 (2) ◽  
pp. 56-62
Author(s):  
P Pradhan ◽  
AV Upadhya
Keyword(s):  
Coronary Heart Disease ◽  
Heart Disease ◽  
Postmenopausal Women ◽  
Institute Of Medicine ◽  
Medical College ◽  
Wave Inversion ◽  
Standard Lead ◽  
History Of ◽  
Acute Mi ◽  
St Elevation

ABSTRACT This is a retrospective study of postmenopausal women admitted with myocardial infarction (MI) in five hospitals (Nepal Medical College, Bir Hospital, Institute of Medicine, Norvic International Hospital, Medicare Hospital) having coronary care unit (CCU) in Kathmandu, Nepal, in 1 year period, from 1st Jan 2001 to 31st Dec 2001. Out of 210 cases admitted in CCU,147 (70%) were suffering from acute MI. Two of the three following criteria were used for the diagnosis of MI: characteristic substernal pain of recent origin more than 30 minutes, elevated cardiac enzymes (creatinine kinase, lactate dehydrogenase, aspirate transaminase), ECG: evidence of infarction (pathological Q waves, ST elevation more than 1 mm in standard lead 1/Avl and/or ST elevation more than 2 mm in precordial leads V1-6 followed by T wave inversion. The major identifiable modifiable risks identified are hypertension in 111 (53.8%), smoking 73 (35.0%), diabetes mellitus in 47 (23.03%), hyperlipidemia in 17 (8.1%), previous coronary heart disease (CHD) in 32 (15.2%) and family history of CHD was present in 2% of the cases. Twenty-two patients (10%) died during treatment and six patients (3%) were readmitted with repeat Ml within 6 months of the 1st Ml and all recovered well. How to cite this article Pradhan P, Upadhya AV. A Study of Coronary Heart Disease in Postmenopausal Women and Identification of Major Modifiable Determinant Risks for its Prevention. J South Asian Feder Menopause Soc 2013;1(2): 56-62.

Development of Medical Education in Kathmandu Medical College

2018 ◽  
Vol 6 (3) ◽  
pp. 116-122
Author(s):  
Binita Pradhan ◽  
Jenash Acharya ◽  
Eurek Ranjit ◽  
Meera Bista ◽  
Sanjaya Mani Dixit ◽  
...  
Keyword(s):  
Medical Education ◽  
Teacher Training ◽  
Medical Council ◽  
Education Department ◽  
Medical College ◽  
Medical Education Department ◽  
Medical Colleges

Background: When the Nepal Medical Council Act was enacted in 1964 it was accepted that it would be responsible for the regulation of Medical Education in Nepal. Subsequently followed the establishments of medical colleges of which Kathmandu Medical College is one.Present Status: Kathmandu Medical College started the MBBS program back in 1997 and has since then developed over the years. The development of medical education at Kathmandu Medical College ensued subsequently with the formation of Medical Education Unit Teacher Training Cell on June 2001. First batch of teacher’s training was held on February 2003 and since then the Medical Education Department has remained active. It was in the year 2014 that Medical Education Department was strengthened further and different committees and sub-committees were formed to develop the standard of medical education to new heights.Conclusion: The medical education has developed over the years as has been recorded in this paper. There are shortcomings to be corrected. For medical education to develop further, specific steps need to be carried out in future years to meet the challenges of international accreditation.

scholarly journals Integration of Problem Based Learning at Kathmandu Medical College

2014 ◽  
Vol 2 (3) ◽  
pp. 162-166
Author(s):  
Pratik Yonjan Lama ◽  
Pramesh Koirala ◽  
Binita Bhattarai ◽  
Gopal Suwal ◽  
Sunkeshari Deshar
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Successful Implementation ◽  
Institute Of Medicine ◽  
Self Directed Learning ◽  
Student Centered ◽  
Medical College ◽  
Traditional Lectures ◽  
Teaching Problem

Problem based learning as an alternative method of teaching had its initiation in Nepal at the Institute of Medicine, Maharajgunj in 1978. From 2011, problem based learning has been introduced into the curriculum of all the medical colleges under Kathmandu University. However, successful implementation into the curriculum is still in the process of development. The objective of the article is to have a profound view on the students’ perspective towards the integration of Problem Based Learning in MBBS curriculum and the possible action plans for the effective implementation. A questionnaire survey was done in which a total of 114 out of 150 students of Kathmandu Medical College, MBBS second year participated. The results obtained suggested that problem based learning helps students remember and understand better than traditional lectures, increases integrative ability, self directed learning, sharpens analytic skills and develops group skills. Students believe that the role of facilitator in problem based learning in Kathmandu Medical College has been to motivate students, evaluate them and make a real effort in understanding their difficulties. However there are not enough sessions to cover the system blocks, aims and objectives in the course curriculum are not clear, topics covered in the sessions of problem based learning should be covered in the lecture hours also and meeting among the facilitators with an inclusion of a student representative has to be made. However, in the view of current scenario of student centered teaching, problem based learning has made a positive impact in students’ learning experience. DOI: http://dx.doi.org/10.3126/jkmc.v2i3.9969Journal of Kathmandu Medical College Vol. 2, No. 3, Issue 5, Jul.-Sep., 2013Page: 162-166Uploaded date : 3/4/2014

scholarly journals Problem Based Learning in Medical Education

2014 ◽  
Vol 10 (4) ◽  
pp. 78-82 ◽  
Author(s):  
DI Mansur ◽  
SR Kayastha ◽  
R Makaju ◽  
M Dongol
Keyword(s):  
Medical Education ◽  
United Kingdom ◽  
Medical School ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Harvard University ◽  
Learning Method ◽  
The United Kingdom ◽  
Great Support ◽  
Medical Colleges

Problem based learning, originally introduced in the Medical School at Mc- Master University in Canada in the late 1960s, and is now being used as a learning method in many medical schools in the United Kingdom and worldwide. Problem based learning have been adapted in many medical colleges of Nepal be used either as the mainstay of an entire curriculum or for the delivery of individual courses. Institution of Medicine, Tribhuvan University in 1980, BP Koirala Institute of Health Sciences at Dharan in 1999, KUSMS with the great support of faculties from Harvard University in 2001, Patan Academy of Health Sciences (PAHS), and lately all the affiliated medical colleges of Kathmandu University have adapted Problem based learning DOI: http://dx.doi.org/10.3126/kumj.v10i4.11002 Kathmandu Univ Med J 2012;10(4):78-82

scholarly journals Combination of didactic lecture with problem-based learning sessions in physiology teaching in a developing medical college in Nepal.

2000 ◽  
Vol 24 (1) ◽  
pp. 8-12 ◽  
Author(s):  
S Ghosh ◽  
V Dawka
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Student Centered ◽  
Medical College ◽  
Didactic Lecture ◽  
Interdisciplinary Interaction ◽  
Clinical Conditions ◽  
The University

Physiology teaching as an essential part of medical education faces tremendous criticism regarding curriculum design, methods of implementation, and application of knowledge in clinical practice. In the traditional method of medical education, physiology is taught in the first year and involves little interdisciplinary interaction. The Manipal College of Medical Sciences, Pokhara, Nepal (affiliated with the Kathmandu Univ.) started in 1994 and adopted an integrated curriculum drawn along the lines of the student-centered, problem-based, integrated, community-based, elective-oriented, and systematic (SPICES) medical curriculum. Here, physiology is taught for the first 2 yr of the 4.5-yr Bachelor of Medicine, Bachelor of Surgery course. Methodology adopted is as follows. For a particular topic, objectives are clearly defined and priority content areas are identified. An overview is given in a didactic lecture class to the entire batch of 100 students. Tutorial classes are conducted thereafter with smaller groups of students (25/batch) divided further into five subgroups of five students each. In these sessions, a problem is presented to the students as a focus for learning or as an example of what has just been taught. Each problem was accompanied with relevant questions to streamline the students' thought processes. A tutor is present throughout the session not as an instructor but as a facilitator of the learning process. A questionnaire sought students' opinion on the usefulness of this approach, relevance of the combination of problem-based learning (PBL) sessions and didactic lectures in understanding a particular topic and relating clinical conditions to basic mechanisms, and improvement of performance on the university final examination. The majority of the students opined that the combination of didactic lectures and PBL sessions was definitely beneficial regarding all the above-mentioned aspects of learning. The university results corroborated their opinion. Thus it may be considered that a judicious mixture of didactic lectures and PBL sessions is beneficial as a teaching module of physiology in medical schools.

Dr John Tytler (1787–1837), Superintendent of the Native Medical Institution, Calcutta

2019 ◽  
pp. 096777201987713
Author(s):  
Michael John Whitfield
Keyword(s):  
Medical Education ◽  
19Th Century ◽  
Medical Service ◽  
Medical Institution ◽  
Medical Institute ◽  
Medical College ◽  
Indian Medical ◽  
Education In India ◽  
Indian Medicine ◽  
The 19Th Century

Dr John Tytler was a surgeon in the Indian Medical Service in Bengal who played a key role in the development of medical education in India at the beginning of the 19th century. He was a convinced orientalist, having taught himself Arabic, Sanskrit, Hindi, Persian and Bengali languages and translated many Western publications into vernacular languages. His career included work with Indian sepoy regiments, as a civilian surgeon and as superintendent of the Native Medical Institute. The end of his career in India was intensely frustrating for him as the Institute was replaced with the Calcutta Medical College where teaching was in English and he was excluded from a role in it. It is easy to ignore the important role men such as Tytler had in the development of Indian medicine.

scholarly journals PBL Implementation of Kathmandu University Curriculum – Is It Quo Vadis?

2013 ◽  
Vol 52 (192) ◽  
Author(s):  
Hemang Dixit ◽  
Sujan Vaidya ◽  
Binita Pradhan
Keyword(s):  
Hybrid Form ◽  
University Curriculum ◽  
The World ◽  
History Of ◽  
Quo Vadis ◽  
Medical Colleges

The history of the implementation of PBL which started in 1978 is long and there have been many ups and downs in the process of getting it to work. Of course there are many reasons for this, starting with the fact that basically it is a method of learning of medicine that is being tried out in various parts of the world. What is envisaged by KU is a hybrid form of the process to be implemented for the MBBS course that KUSMS conducts at its campus at Chaukot, Kavre and at its seven affiliated medical colleges. Various points regarding this are discussed in this article. The information provided in the MBBS curriculum of KU was analysed and comments made there on. The syllabi of IoM, BPKIHS and PAHS were also referred to, to note the existing differences.  Keywords: BPKIHS; ICM; IIME; IoM; KU; NMC; PAHS; SDL; WFME.    

Sign in / Sign up

Export Citation Format

Share Document