Making of Better Doctors

1.
Many
wishes
to
become
Doctors
some
become
Doctors
and
very
few
become
successful
Doctors.
The
success
is
very
little
understood
word
in
any
profession
less
so
in
Medical
profession.
Many
gold
medallists
fail,
not
that
they
are
less
intelligent,
just
because
they
lack
creativity
and
fail
to
adopt
to
the
needs
of
the
society.
Medicine,
while
founded
in
science,
has
long
been
called
an
“art.”
Likewise,
the
delivery
of
medical
care
is
known
as
“practice,”
though
it
will
likely
never
be
made
perfect.
The
rigorous
training
and
skills
associated
with
providing
expert
medical
care
today
leaves
little
room
for
individualization,
but
by
fostering
creativity
among
its
students,
society
will
benefit
from
the
innovation
and
ground-­‐breaking
discoveries
realized
by
those
entrusted
to
provide
the
best
care
possible.
Clinical
knowledge
consists
of
interpretive
action
and
interaction-­‐factors
that
involve
communication,
opinions,
and
experiences.
Many
good
teachers
influence
the
students,
in
turn
makes
able
Physicians.
With
the
habits
of
studying
till
exhaustion,
being
in
the
top
10%,
feeling
like
any
exam
is
too
easy,
all
these
attitudes
transported
into
medical
college
create
an
enormous
potential
for
burnout
and
a
definitive
creativity
killer.
In
order
to
maintain
and
develop
creativity,
we
have
to
be
both
critical
and
curious.
Another
interesting
point
is
our
medical
colleges
have
rigorous
structure
in
the
curriculum.
Understandably
so,
they
have
to
pass
the
accreditation
in
order
to
grant
MBBS
and
MD,
and
a
structured
curriculum
is
a
definite
prerequisite
for
a
passing
the
examinations.
Medicine
is
an
art;
there
is
not
always
one
right
answer.
Not
every
patient
is
cast
from
the
same
mould
and
broad
idea
of
a
one-­‐size-­‐fits-­‐all
treatment
model
is
not
always
appropriate.
Innovation
and
creative

2. thinking
is
necessary
to
develop
new
methods
of
health
care
delivery,
discover
new
medicines
or
treatment
options,
or
prevent
the
emergence
of
new
diseases.
By
educating
our
students
and
encouraging
creativity,
who
are
future
health
care
practitioners,
to
be
more
receptive
to
creative
input
and
encouraging
innovative
thinking,
the
great
minds
entrusted
with
delivering
health
care
will
not
become
stifled
by
the
repetition
and
unoriginality,
that
is
today’s
health
care
system.
We
teachers
make
our
students
as
clerks
with
rigid
documentation
as
the
standardization
and
regulation
required
in
today’s
health
care
system
has
pushed
creativity
and
innovation
out
the
door,
leaving
room
for
endless
paperwork
and
documentation.
Many
of
us
as
teachers,
develop
lethargy
to
work
with
monotonous
practices
and
dogmatic
teaching
attitudes,
to
work
after
few
years
of
service
in
turn
we
make
uncreative
students.
The
visionaries
and
pioneers
in
medicine
have
always
looked
for
innovative
solutions
to
improve
the
practice
of
medicine.
Fortunately,
creativity
is
not
restricted
to
great
artists,
but
it
can
be
fostered
by
training,
encouragement,
and
practice
to
our
Medial
students.
If
we
look
at
our
students
everyone
has
some
potential
or
other
but
we
look
at
the
matters
in
a
dogmatic
way.
Creativity
is
a
biological
process,
and
people
can
be
trained
to
be
open
to
environmental
stimuli
than
can
provide
opportunities
for
imagination
and
ingenuity.
Everyone
has
the
power
to
be
creative;
while
not
everyone
will
paint
a
masterpiece
or
write
a
great
novel,
everyone
can
be
curious,
seek
change
and
take
risks;
however
they
can
rise
to
the
occasion
and
become
talented
Doctors
if
we
understand
their
potentials
of
creativity.
Many
western
medical
schools
are
catching
on
to
the
notion
of
medicine
as
a
creative
discipline
and
implementing
classes
and
changing
curriculums
to
cultivate
novelty
rather
than
penalise
students
with
our
monotonous
ideas,