How to strenghthen medical education


Published on

Medical Education and its path now and how to strengthen it

Published in: Education, Health & Medicine
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

How to strenghthen medical education

  1. 1. How to strengthen the Medical Education & Research to meet the needs of today’s health care system?.: Review Article Author: Dr.P.Sreenivasulu Reddy, MD., The dual obligation of any medical professional is to teach their students and totreat their patients. As per the MCI guidelines every Medical College should have a wellequipped and functional Medical Educational Unit (MEU) for effective, high-qualityteaching and learning experiences. Even with inclusion of effective teaching-learningmethods in the medical education, today’s students are having average willingness tolearn in spite of high intellectual abilities. At the same time majority of the students arenon-committed and lacking reverence towards their teachers and superiors. Performancein extracurricular activities is poor and problem solving abilities are very poor. Eventhough ability to adapt to technology is very good, acceptancy to change is very poor.Communication with parents and patients is very poor. So to encourage and improve thelearning skills among the learners our teaching curriculum must be changed. In spite ofvast available knowledge from various sources of educational systems, the teaching inmedical colleges is mostly static with very little emphasis on practical knowledge andproblem-based learning. Regular training programmes to be conducted to all teaching staff and has to bemonitored. There is an effective and compulsory training programme for school teachersto teach and train their students. Unfortunately there is no such compulsory course tobecome a medical teacher. Mentoring system fosters the active learning environmentwhere learners are allowed to address their priorities and learning needs. This mentoringsystem would be useful for professional development and incline a learner towards
  2. 2. research activities. Appropriate guidance at each and very early stage can fast-track thefuture research qualities. Undergraduates should be encouraged to learn bettercommunication skills and changes in their attitudes. Our education system is basedsolely on scoring of marks irrespective of their attitudes, communication skills and ontheir research activities. Selection of students for medical college is through a qualifyingexamination to evaluate their knowledge. Many have argued that intelligent quotient(IQ) may do academically brilliant but socially and interpersonally not appropriate to [4]meet the demands of patients. This has to be changed grossly. Interpersonal andcommunication skills of medical students and professionals are important in relievinganxiety and establishing trusting relationships among the students, professionals andpatients including their attendants.[6] Near peer role modeling is an alternate method of paradigm which is morepossible and accessible also further easy to replicate. [2] To enable this, educationalmethods should encourage the junior students to have better mingling with seniorstudents at college level soon after their entry into the medical college. All barriers haveto be curtailed. Free and controlled interaction among them should be encouraged.Formal meetings between senior and junior batches have to be arranged by theinstitutional authorities under the supervision of a team of faculty members. Overenthusiastic rules of any kind should not be rubbed over the fresh students in medicalprofession. All subjects in medical profession are equally valuable and necessary for patientcare. Being teachers our outlook has to be changed in this respect and the same attitudeshould be encouraged among the learners. All specialties in medicine are expanding but
  3. 3. the process of incorporating it in teaching-learning curricula is almost nil in our system,resulting in an ever – solved gap among the specialties. These trends are adverselyaffecting the patient care in the health-care systems. Integration and correlation ofsubjects will help in more meaningful learning. Active participation by the learner mustbe encouraged. Learning by the learner should be accompanied by feedback to becomemore competent for the demanding needs. All the great teachers of an institution shouldbe experienced by all the sections of students. A good teacher should be accessible to across section of a students in a medical school.[9] Research takes a lot of time and energy. Most of the institutes insists for researchwithout understanding the existing departmental ground realities. Actually it is team workby well experienced people in the field concern. Lack of sufficient staff includingtechnical and non-technical staff and many number of courses for each department willrestrict the research caliber of the researcher. Any type of research is not accounted for inthe credits. This may be the reason why published research output from South – Asia isnot up to the mark.[1] Students’ journals help to improve the undergraduate training by providinginnovative educational experiences for publication process.[3] Very few journals of suchkind are available like The Journal of Young Investigators, Mc. Gill Journal of Medicineand Indian Journal of Postgraduate Medicine. Recently Indian Journal of MedicalResearch has introduced a students’ section. Pedagogy is one among our PG trainingcurriculum. Unfortunately considerable number of medical teachers as well as learnersare not at all aware of its process. Some are least interested in micro-teaching and its
  4. 4. contents. Strict implementation of micro-teaching in undergraduate teaching helps in theconceptual learning by learners. Teacher should facilitate concept attainment rather than memorization of inertfacts. Medical education must change to meet the changing health care needs of thepopulation and the changing demands of patients. Medical colleges must work hard toimprove not only the academic brilliancy but train the students in the interpersonaldimension of practicing medicine.[5] Training the students with proper medical academic curriculum to incorporate andemphasize student centered, problem-based and integrated medical education whichimprove their careers. This kind of educational system further improves knowledge,attitudes towards research and their skills in critical situations.[3] Emotional Intelligence (EI) has proved to be key attribute for success in thecorporate sectors has now gained momentum in the field of medical and generaleducation. It explains the able ness, skill to manage the emotions of one’s self. [7]Doctors with good Emotional intelligence Quotient (EQ) have proved to have effectivecommunication and interpersonal skills also receive less complaints from patients andplay a major role in reducing medical errors.[8] References:1. Sadana R, D Souza C, Hyder AA, Chowdhury AM. Importance of health Research in South Asia. BMJ 2004; 328:826-30.2. Singh S. Near peer role modeling: The fledgling scholars education paradigm. Anat Sci Educ. 2010; 3: 50-1.3. Aslam F, Shakir M, Qayyum MA . Why the medical students are crucial to future of
  5. 5. research in South Asia. PLoS Med 2005; 2:e322.4. Accreditation council for Graduate Medical Education. Programme director guide to the common program requirements. Accessed October 19, 2011.5. Z.Zayapragassirajan, santhosh kumar. Emotional Intelligence and Medical Professionalism. N.T.T.C bulletin 2011; 18 (2): 3-4.6. Freshman B. Rubins L. Emotional intelligence : A core competency for health care administrators. Hlth Care Mgr. 2002; 20(4): 1-9.7. Weng, H., chen, H, chen H, Lu, K, Hung.S. Doctors emotional intelligence and the patient doctor relationship. Medical Education. 2008; 42(7): 703-711.8. Mayer J, Salovey P. What is emotional intelligence? In : Salovey P. sluyter D,eds. Emotional Development and emotional Intelligence : Implications for educators. New York, NY : Basic Books, 2007: 3-31.9. V.V. Unnikrishnan. The Seekers and the Sought : a novel Teaching Learning concept. N.T.T.C bulletin 2011; 18 (2): 6-7.