Problems and Challenges in Medical Education in India.
As India marches towards an exciting new future of growth and progress, medical education will play pivotal role in crafting a sustained development agenda. The idea of creating a healthy society is no longer a debatable luxury; its significance has been grasped by policy shapers worldwide. In a developing nation like India, medical services play a very important role in the well-being of their citizens and indirectly play a very important part in the economic and overall development of the nation. The medical education system is suffering from misdistribution, traditional curriculum, poor assessment, neglected research and lack of faculty development programmes. „Vision 2015‟ has potential for creating substantial change in Indian medical education. A stronger strategic approach will ensure a solid foundation for the improvement in the health status of India. Conventional-theoretical and experimental teaching blended with a system of teaching which is innovative, aiming to develop under-graduates and post-graduates as community-teachers, true-academician/researcher should be emphasized. This paper focuses on the various challenges of medical education in India.
Research and innovation as sources of renewed growth? EU policy responses to the crisis
Abstract An important element of the EU policy discourse during times of crisis has been a call to invest more in research and innovation as sources of future growth. To study the effects of crisis in this policy area, this article draws on an analysis of expert interviews, policy documents and relevant literature. It argues that the crisis has led to incremental and path-dependent changes in EU policy instruments and priorities. To respond to the crisis, EU research and innovation policy has focused on two main issues. Firstly, it has aimed to facilitate structural reforms and to increase the level, quality and efficiency of public and private investments in research and innovation at the national level. Secondly, the EU has increased its own research and innovation funding. These decisions have involved compromises between the European Commission, the European Parliament, the Council and stakeholder organisations.
Medical education in India: Time to encourage cross-talk between different streams
Currently, India recognizes five different healthcare systems, collectively known as AYUSH (Ayurveda, Yoga, Unani, Siddha, Homeopathy), along with the conventional biomedicine. These systems have their own institutionalized structure for monitoring medical education and practice. However, because of the ‘parallel’ kind of policy model that is followed in India, there is no formal provision for any cross-talk between the professionals belonging to these different streams. This situation has not only given rise to mutual misgivings among these professionals regarding the strengths and weaknesses of each other, but also has led to a poor appreciation of the historical and socio-cultural connections these streams share with the community at large. To tackle these issues and to promote adequate participation of biomedicine experts in AYUSH-related research projects, ‘introduction of an AYUSH module in the current curriculum of MBBS (Bachelor of Medicine and Bachelor of Surgery) program’ has been proposed in this communication along with a possible roadmap for its implementation. It is also suggested that the experts in biomedicine be engaged for training AYUSH graduates in their respective specialties so that quality AYUSH education may be ensured.