scholarly journals Competency based undergraduate curriculum for the Indian Medical Graduate, the new MCI curricular document: Positives and areas of concern

2018 ◽  
Vol 1 (1) ◽  
pp. 34-42 ◽  
Keyword(s):  
Undergraduate Curriculum ◽  
Medical Graduate ◽  
Indian Medical ◽  
Competency Based ◽  
Areas Of Concern

scholarly journals Establishing New Curriculum of Pathology and its Challenges at a New Medical College

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Supriya Sandeepa ◽  
Kanna Sandhyarani Mahadev ◽  
Bhargavi K Nagabhushan ◽  
Archana Shetty ◽  
Jessica Minal ◽  
...  
Keyword(s):  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Medical Graduate ◽  
State University ◽  
Revolutionary Change ◽  
Medical College ◽  
Indian Medical ◽  
New Curriculum ◽  
Competency Based ◽  
Set Up

Background: A competency-based curriculum is the key highlight of medical transformation in India, which provides an outcome-based framework requiring the integration of knowledge, skills, and values, unlike an old curriculum that did not provide a cohesive and comprehensive outlook. Objectives: We aimed to discuss and evaluate in detail the process and setup of a new competency-based medical curriculum in the Department of Pathology and enlist the assets and challenges while doing the same. Methods: The new curriculum was set up under the guidelines of competency-based undergraduate curriculum for the Indian Medical Graduate, state university guidelines, articles from the internet, and discussions with other universities all over the country. Conclusions: As compared to the previous curriculum, the new curriculum introduces many positive changes and requires a revolutionary change in the outlook of institutions, faculty, and students. Prior preparedness, flexibility to adopt new changes, consistency, and long-term commitment to transition from facilitators will go a long way in producing an excellent Indian medical graduate.

scholarly journals Is English language as a medium of instruction a hurdle for first year MBBS teaching learning? Perceptions of students and teachers

2017 ◽  
Vol 5 (9) ◽  
pp. 4195 ◽  
Author(s):  
Madhur M. Gupta ◽  
Mahesh Deshmukh ◽  
Suresh Chari
Keyword(s):  
English Language ◽  
Abrupt Change ◽  
National Language ◽  
Medical Graduate ◽  
First Year ◽  
Medium Of Instruction ◽  
Indian Medical ◽  
Perceptions Of Students ◽  
Teaching Learning ◽  
Medical Teachers

Background: Presently there is a linguistic dualism i.e. thinking in one language and studying in the other. Proficiency in English is the need of the hour. However, for some an abrupt change in the medium of language along with introduction of terminologies can become a potential barrier to academic success.Methods: A questionnaire based study was carried out in 150 students and 25 teachers of first MBBS.Results: Majority of the students and teachers considered that English as a medium of instruction is not a problem. They also opined that English should be retained as a medium of instruction since it is of global importance; use of regional /national language should be allowed since it will help in dealing with patients and thus better patient care.Conclusions: Since English is the language of global importance, medical teachers should work together to find out a practical approach in addressing some of the problem areas faced by few medical students to help them perform better as an Indian medical graduate.

From vision to implementation: Building a national undergraduate paediatric curriculum

2021 ◽  
Author(s):  
Susan L Bannister ◽  
Karen L Forbes ◽  
Diane M Moddemann ◽  
Melanie A Lewis
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
National Curriculum ◽  
Family Physicians ◽  
Undergraduate Curriculum ◽  
Teachers And Students ◽  
Intrinsic Roles ◽  
Clinical Environments ◽  
Health Advocate ◽  
Competency Based

Abstract Objective There are many challenges in ensuring medical students learn paediatrics. Medical educators must develop and maintain curricula that meet learners’ needs and accreditation requirements. Paediatricians and family physicians, practicing and teaching in busy clinical environments, require Canadian-relevant curricular guidance and resources to teach and assess learners. Students struggle with curricular cohesion, clear expectations, and resources. Recognizing these challenges and acknowledging the need to address them, the Paediatric Undergraduate Program Directors of Canada (PUPDOC) created canuc-paeds, a comprehensive competency-based undergraduate curriculum that teachers and students would actually use. Methods Curriculum development included the following: utilization of best practices in curriculum development, an environmental scan, development of guiding principles, Delphi surveys, in-person meetings, and quality improvement. All Canadian paediatric undergraduate educator leaders and other stakeholders were invited to participate. Results The curriculum, based on the RCPSC CanMEDS Framework, includes 29 clinical presentations, each with key conditions, foundational knowledge objectives, and learning resources. Essential paediatric-specific physical examination and procedural skills that graduating medical students are expected to perform are identified. Objectives specific to Intrinsic Roles of Collaborator, Communicator, Professional, Leader, Health Advocate and Scholar that can be assessed in the field of paediatrics at the undergraduate level are articulated. The national curriculum has been implemented widely at Canadian medical schools. Online, open-access clinical resources have been developed and are being used world-wide. Conclusion This curriculum provides overarching Canadian-specific curricular guidance and resources for students and for the paediatricians and family physicians who are responsible for teaching and assessing undergraduate learners.

scholarly journals Teaching professionalism and leadership skills to an Indian medical graduate

2019 ◽  
Vol 6 (2) ◽  
pp. 112
Author(s):  
SaurabhRamBihariLal Shrivastava ◽  
PrateekSaurabh Shrivastava
Keyword(s):  
Leadership Skills ◽  
Medical Graduate ◽  
Indian Medical

scholarly journals Perception of Students and Faculties towards Implementation of Concept Mapping in Pharmacology: A Cross-sectional Interventional Study

2021 ◽  
Author(s):  
Sarmila Nath ◽  
Swati Bhattacharyya ◽  
Pallavi Preetinanda
Keyword(s):  
Concept Mapping ◽  
Undergraduate Students ◽  
Concept Maps ◽  
Group Discussion ◽  
Undergraduate Curriculum ◽  
Tertiary Hospital ◽  
Medical Graduate ◽  
Medical Council ◽  
Interventional Study ◽  
Cross Sectional

Introduction: Medical Council of India (MCI) in the current competency based on the undergraduate curriculum for the Indian medical graduate has focussed on the development of critical thinking, reasoning and communicating abilities of the undergraduate students. This would enable them to apply their knowledge effectively and provide better patient care. In this context, concept mapping has proved to be a simple yet powerful tool. Aim: To assess the feasibility of implementing concept mapping module and perception of the students and faculty about use of concept mapping as complementary teaching aid in pharmacology using peer validated questionnaires and Focus Group Discussion (FGD). Materials and Methods: This cross-sectional interventional study was conducted in the Department of Pharmacology of a tertiary hospital in Eastern India. Study duration was six months, from September 2019 to February 2020. After obtaining permission from Institutional Ethics Committee (IEC), 64 consenting students of 2nd professional MBBS, Dean of student affairs, Medical Education Unit (MEU) Co-ordinator and 10 faculties of the Department of Pharmacology were sensitised about the concept mapping. A module for implementation and assessment rubric was decided. Participating students were randomly divided into eight groups (Group A, B, C, D, E, F, G, H), each group comprising eight students. Each group had to prepare one concept map on an allotted topic from General Pharmacology. They had to submit the maps within seven days. Students could use pen and paper or they could utilise computer software to prepare the maps. After submission, faculties other than the researcher assessed and gave feedback to the students. After one month, the second set of assignments was allotted on topics from autonomic nervous system. As before, submission had to be done in seven days. This set was also assessed and feedback given. At the end of second submission, perception of the students and faculties about implementation of the module was assessed through peer validated open as well as closed ended questionnaires. A FGD was also held among participating faculties. Open ended questions were analysed using verbatim and closed ended questions were analysed as percentage using Microsoft Excel. FGD was analysed using content analysis method. Results: Among the 64 participating students, 63 (98.43%) preferred concept mapping as complementary teaching tool in addition to traditional tutorial format and 62 (96.9%) students enjoyed making the concept maps. On analysis of students’ feedback, 56 (87.5%) students opined that this module could be included in Pharmacology curriculum. Out of 12 faculties, 7 (58.33%) graded feasibility of the module as 4 out of a maximum of 5. Conclusion: This study concludes that with proper selection of topics, concept mapping may be included as complementary teaching learning tool in Pharmacology curriculum for undergraduate students.

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