Introductory lecture on entering MBBS

1. Welcome to KMCTH
Prof. Dr. Chanda Karki
MBBS, DGO, MD, FRCOG,FICS
Prof and Head
Department of Obstetrics and Gynaecology

2. Kathmandu medical college
• established in 1997.
• Leading doctors, businessmen and charity
organizations- 1st May 2000.
• The intention is to provide service which is
easily accessible, reasonably cheap and of
the highest standards.
• permanently affiliated to Kathmandu
University
• fully recognized by the Nepal Medical Council
and the Sri Lanka Medical Council.

3. Kathmandu medical college
• The working experience at KMCTH is recognized to
enable doctors to sit in the postgraduate entrance
examinations held by other universities.
• Many students, after MBBS qualification sit for
USMLE, PLAB or the licensing examination of the
Medical Council of India.
• Kathmandu Medical College has also been listed in
the WHO's World Directory of Medical Schools -
electronic format as from June 2002.
• Following full recognition by NMC, KMC is also listed
in the International Medical Education Directory
(IMED). KMC is an Associate Member of the Network
Towards Unity for Health (TUFH) that has its
headquarters at Glent in Belgium .

4. Department of Obstetrics and Gynecology
• Reproductive health
• Preventive
• Curative
• Anatomy
• Physiology
• Endocrinology
• Neonatology
• Anesthesiology

5. Department of Obstetrics and Gynecology
• 10 faculties
• 75 beds
• Good client load
• 225 deliveries per month
• 95 surgeries per month
• Average 60 indoor patients
• Modern technologies used
• Approximately 2800 patients are seen in OPD every
month
• 80% of case load in last 2 years
• Special clinics
• Community service
• Undergraduate/ postgraduate/ nursing teaching

6. Mission
• The primary objective -to provide quality medical
education within a modern academic environment to
produce qualified medical professionals who can
contribute to society by means of their knowledge,
attitude, skills and professionalism.
• A student centered curriculum that is community as well
as problem and need based is followed.
• KMC is continuously trying to develop itself into a centre
for excellence, setting new standards in medical
education and high quality medical care.
• First yr- Am I smart enough?
• 4th year-will I ever know enough?

7. What are learning styles?
• Learning styles are simply different
approaches or ways of learning

8. Visual Learners:
• These learners need to see the
teacher's body language and facial
expression to fully understand the
content of a lesson.
• They tend to prefer sitting at the
front of the classroom to avoid visual
obstructions (e.g. people's heads). learn through seeing...
• They may think in pictures and learn
best from visual displays including:
diagrams, illustrated text books,
overhead transparencies, videos,
flipcharts and hand-outs.
• During a lecture or classroom
discussion, visual learners often
prefer to take detailed notes to
absorb the information.

9. Auditory Learners
• They learn best through verbal
lectures, discussions, talking things
through and listening to what others
have to say.
• Auditory learners interpret the
underlying meanings of speech learn through listening
through listening to tone of voice,
pitch, speed and other nuances.
• Written information may have little
meaning until it is heard. These
learners often benefit from reading
text aloud and using a tape
recorder.

10. Tactile/Kinesthetic Learners:
• Tactile/Kinesthetic persons
learn best through a hands-
on approach, actively
exploring the physical world
around them.
learn through ,
moving, doing
and touching
• They may find it hard to sit
still for long periods and may
become distracted by their
need for activity and
exploration.

11. How we teach
• “The traditional way of teaching - to teach about the
diseases
• Try to use modern technologies
• “But what we’re recognizing in our education is that
we need to teach the students not about the
disease, but about how the patient presents with the
disease.
• For example, a patient who presents with shortness
of breath might have one of 100 different conditions,
so instead of trying to teach the student about a
hundred different conditions, we’re going to teach
them to start with the shortness of breath and get
down to one of the diagnoses.”

12. How we teach
• “Teachers aren’t needed as experts who
deliver information, because the
information is all around us,” says
Davidson.
• Instead, teachers are the people with
experience that students need to help them
interpret the information.
“That’s the paradigm shift.”

13. Challenges in medical education
• Firstly, practical training must be made more effective to
counter reduced working hours
• Research has shown that deliberate practice is a far better
method to acquire expertise than simple unstructured
practice.
• This involves supervision and detailed feedback, and
ample opportunity to improve performance gradually by
performing tasks repeatedly.
• The second challenge is to develop new methods of
assessment to reflect the focus on competencies (tasks
that a qualified medical professional should be able to
handle successfully).

14. Challenges in medical education
• Improving research standards in medical education is another
challenge, and high quality, relevant research requires more
interdisciplinary collaboration.
• The major challenge is overcoming negative attitudes to
assessment,.
• This will involve changing the culture of assessment into one
where assessment is informative, helps people to improve
their work, and where the goal is not to be better than the
others but to be better today than you were yesterday.
• Conclusion - a close collaboration between doctors and
educationalists is indispensable for good medical education
and development of better education,

15. Students dynamic
• Trying to please others
• Wanting to be clever
• Wanting to achieve as highly as others
• Trying to be perfectionist
• Envy and competitiveness
• Setting urself impossible targets
• Fearing disaster all the way
• Succeeding at the last moment (brilliantly)

16. Common challenges
• Leaving/adopting familiar things, people and
places
• Transition is associated with stress and
anxiety
• Challenge of new academic work
• Home sick?
• High initial expectation
• Work overload and low control over it
• Change in life style

17. Common challenges
• Cultural isolation
• Financial problems
• Setting down in a new peer group
• Feeling under pressure to do everything
right
• Transition to different level of studies
• Sustained pressure at every level
• Divergent tutor student expectation
• Making decision for future career

18. Tips to face challenges
• Talk to some one
• Others r also suffering
• Do extracurricular activities too
• Contact home and friends regularly
• Be realistic about what to expect from
student life and urself
• Balance between work and leisure
• Give urself time to adjust-u don’t have to
get everything right straight away
• Remember to get enough food and sleep

19. Tips to face challenges
• Use stress management techniques
• Good self care- diet, sleep, alcohol, caffiene,
nicotine
• Allow urself time out for releasing stress
• Good time management
• Review study skill
• Setting realistic goals and celebrate
achievement
• Create and use support network

20. “Medicine is not taught by a faculty but is
learned by one’s own efforts, and the
teaching is a question of stimulating
each student instead of spoon-feeding
him”
Willard Rappleye
The head of the commission on ME for the AAMC in 1932

21. Your life

22. Many Ds will make u successful!
• Discipline
• Dedication
• Determination
• Decency
• Dialogue
• Diligence
• Duty

23. Cross this turmoil

24. Land safely

25. Make your people and Nation proud and happy