Faculty Development Program of KIIT.pptx

1. KALINGA INSTITUTE OF MEDICAL SCIENCES, KIIT
CAMPUS- 5 BHUBANESWAR

2. MEU welcomes U with

3. Faculty Development Programmes
PROF.(DR.) J K DASH
KALINGA INSTITUTE OF MEDICAL SCIENCES,
KIIT CAMPUS- 5 BHUBANESWAR

4. At the end we will learn
• What are the objectives of this training
programme
• What type of doctors are being produced at
moment
• What type of doctors are required for the
present society
• What are the features of a good teacher
• How to become a good teacher

5. What is that
• Faculty Development Programmes

6. Faculty Development Programmes
• Objective: To improve the quality of medical training
by training the teachers
• Aim:
• sensitize teachers about new concepts in teaching and
assessment methods
• develop knowledge and clinical skills required for
performing the role of competent and effective
teacher, administrator, researcher and mentor
• assist clinicians to acquire competency in
communication and behavioral skills
• update knowledge using modern information and
research methodology tools

7. In the present scenario
• what type of physicians are produced ?

9. Gaps in physician preparation
• Physicians are NOT currently prepared to:
Self-evaluate
• Assess the quality of their own practices
• Be social advocates
• Provide effective patient care
• Be “team players”
• Communicate effectively
• Convey uncertainty to patients

10. What type of physicians ?
• be competent in diagnosis and management
of common health problems of the individual
and the community, commensurate with
his/her position as a member of the health
team at the primary, secondary or tertiary
levels, using his/her clinical skills based on
history, physical examination and relevant
investigations.

11. • become exemplary citizen by
observation of medical ethics and
fulfilling social and professional
obligations, so as to respond to
national aspirations.

12. The Problem
• There is a critical need to improve the quality
of the physician training process in order to
improve patient safety and care.
• To improve patient safety and care, medical
education must be realigned with recent
changes in the health care system.

13. BUT HOW ?
By education to the
medical college teachers.

14. Who is a teacher?
• Who will
• Teach enough to stimulate
• Admire to encourage
• Criticize to improve
• Discipline to restrain
• Give freedom to blossom
• Hold the finger to walk
• Give the start to fly
• And finally yearn for defeat, if it has to come- be
it at the hands of the student.

15. Cont……..
Truth not only must inform but also must
inspire
if the inspiration dies
and
the information only accumulates
then the truth loses its infinity

16. Bad teacher
• The teacher who has come to the end of his
subject who has no living traffic with his
knowledge but merely repeats his lessons to
his students can only load their minds.
He cannot quicken them.

17. Education
• … education is “not the filling of a pail, but
the lighting of a fire.”
• A teacher can never truly teach
unless he is still learning himself
• A lamp can never light another lamp
unless it continues to burn its own lamp

18. Medical Education:
Lighting a Fire

19. Medical Education
• It is the art & science of preparing, producing
& nurturing future physicians, who will
function efficiently and effectively in society
and serve its health care needs.
• It is recognized globally that medical
education has to go beyond teaching and
learning of medicine. It must be made more
relevant, efficient and effective.

20. Objectives
• The educational experience should emphasize
health and community orientation instead of
only disease and hospital orientation or being-
concentrated - on-curative -aspects. As such
all the basic concepts of modern scientific
medical education are to be adequately dealt
with.

22. a New Approach to Medical Education
Frank Papa, DO, PhD
Associate Dean
Curricular Design and Faculty Development
KALINGA INSTITUTE OF MEDICAL SCIENCES, KIIT
CAMPUS- 5 BHUBANESWAR

24. Recommendations
• Change admission process
– Applicant qualities:
• Lifelong learning
• Team orientation
• Service orientation
– Course requirements:
• Humanities
• Social Sciences
• Economics
• Create alternatives to the current sequence of
the medical education continuum

25. Recommendations
New Curriculum
• Develop integrated curriculum
– Humanism, Ethics, Professionalism
– Basic and Clinical Sciences
• Develop core competencies
– Teamwork and Communication
– Information acquisition
– Self-assessment
– Professionalism
– Community service

26. Recommendations
• Introduce new methods of evaluation
appropriate to assess the core competencies
• Ensure that faculty are prepared to teach
• Ensure tangible values and rewards for
participation in education
• Support enhanced funding for medical
education research, planning and delivery
across the continuum