Surviving as a Medical Teacher? *Dr.T.V.Rao MDMedical education has seen major changes over the past twodecades. Integrated teaching, problem- based learning, community-based learning, core curricula with electives or options andmoresystematic curriculum planning have been advocated. Last twodecades has seen golden era for employment for Medical teachers inIndia, with rapid and unprecedented growth of Medical Colleges. Wehave seen the hunt for Medical teachers;Many times their presencemade the only contribution to start and run the colleges, rest is astory. There were several criticisms, enquires about how the collegeswill run, however the Darwin’s theory is emerging in Medicaleducation. Even though demand for non-performing teacherscontinues, Medical students are aware of their challenges ahead forthem. They truly demand a supportive education;with technologicalinnovations going on, as knowledge is global without boundaries orNationalities many senior teachers face great challenges from theirown students and junior colleagues.The Merit oriented students willbe self-propelled and many inPrivate medical institutions dependongreater role of teachers. If a teacher is conscious to his job, he hasto be knowledged and also well communicated otherwise he will losethe link with his own students. A good teacher always wants to be agood teacher, asgood Teaching has its own rewards, as it is said agood teacher is always remembered for his contribution. Whilerecognition for outstanding teaching is commendable, faculty whoare motivated only by formal honours and an eligible qualificationwill not achieve teaching excellence. Faculty need to work as hard atteaching as they do at research or clinical practice. In the pastteaching is a respectedprofession but today is no longer so,with
many new generation of students?While it is necessary for a teacherto be highly knowledgeable in his or her discipline, it is perhaps moreimportant to show enthusiasm and interest in teaching the discipline.The problem remain different today as our students have wellcommunicated information and they remain ignorant of the manybasic facts, if you search through the Internet we have lessinformation how and why more of what you can do to solve aproblem this continues to be inherent danger in the Informationtechnology. Now everyone expects valuation of students’ knowledgeand skills are done in reliable, valid, and fair ways. Many studies evenin developed countries find difficult to improve the quality ofteaching as few faculty members in academic medical centres areformally prepared for their roles as teachers. In India like somedeveloping countries face the problem of resistance in usingcomputers and World Wide Web resources, which will certainlymakes many of our teachers out dated in the coming years? Thefaculty members in academic medical centres are formally preparedfor their roles as teachers and various regulating authorities bring ine-learning resources to the benefit of Medical education but at snailsspeed. The integration of e-learning into existing medical curriculashould be the result of a well-devised plan that begins with a needsassessment and concludes with the decision to use e-learning.Although some institutions have tried to usee-learning as a stand-alone solution to updating or expanding their curricula, many believeit is best to begin with an integrated strategy that considers thebenefits and burdens of blended learning before revising thecurriculum. In undergraduate medical education, e-learning offerslearners materials for self-instruction and collaborative learning. Thecomplexity and breadth of medical education content, together withthe scarcity of experts and resources in e-learning, make the creationof centres of excellence in e-learning a reasonable proposition.
Developments in e-learning and technologies are creating thegroundwork for a revolution in education, allowing learning to beindividualized (adaptive learning), enhancing learners interactionswith each other (collaborative learning), and transforming the role ofthe teacher (from disseminator) to facilitator. If the teachers are notwell equipped with trends in e-education students will have theirown ways of learning and will certainly teachers will lose creditabilityin teaching methods. Several digital repositories of e-learningmaterials exist, some with peer reviewed, where instructors ordevelopers can submit materials for widespread use or retrieve themfor creating new materials. Faculty skills in creating e-learning maydiffer from those needed for traditional teaching; faculty rewards forscholarly activity must recognize this difference and should becommensurate with effort. With technological advancement, thefuture offers the promise of high-fidelity, high-speed simulations andpersonalized instruction using both adaptive and collaborativelearning. The integration of e-learning into undergraduate, post-graduate, and continuing medical education will promote a shifttoward adult learning in medical education, wherein educators nolonger serve solely as distributors of content, but become facilitatorsof learning and assessors of competency. However the teachersshould adapt to computers voluntarily at personal level. The greaterdifficulties are Institutional and Management levels asadopting e-learning and its technology requires large investments in faculty,time, money, and space that need to be justified to administratorsand leadership. As with other educational materials, there are twomajor approaches to the evaluation of e-learning: process andoutcomes.Thanks to the growth of educational technologies and theInternet, the number of e-learning resources available to educatorshas dramatically increased. It is a wake call for all Medical teachers toupgrade skills in teaching and technology as the employment
potential is decreasing with starting of several post graduate MedicalInstitutions in the country, the supplies may exceed the demand.*Dr.T.V.Rao MDProfessor and HeadDepartment of MicrobiologyTravancore Medical College,Kollam Kerala IndiaEmail – email@example.com