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.
Future Challenges in Medical Education in the Indian Subcontinent
India and the Indian subcontinent is the most populated geographical area of the world (1.2 billion in India). Also medical needs of this subcontinent are the biggest in form of trained manpower and resources. Human resources for health are all individuals engaged in promotion and protection or improvement of health (WHO 2007). Indian subcontinent specially Indian has the largest number of medical colleges (350 in Indian) and we treat a significant number of medical tourism (second after Thailand), this is a reflection of the high level of medical expertize we posses, yet the paradox is that majority of our citizens have limited access to quality health care. Why such a situation has arisen in India, we try to analyze by relooking at the clinical settings where doctors avail training. This review aims to look at the challenges of medical education and role of professional organizations like FOGSI, ICOG, ICMU, IFUMB and IMA in training and educating the practising gynecologists in the field of Obs/Gyn ultrasound.
Maternal genital Chlamydia trachomatis infection and the risk of preterm labor
Objective: To determine the association between maternal genital Chlamydia trachomatis infection in pregnancy and the risk of preterm labor. The hypothesis tested was that a greater proportion of women experiencing preterm labor would have Chlamydia trachomatis than controls who were not experiencing preterm labor. Methods: A case‐control study in Yaoundé (Cameroon), involving 126 women of gestational age between 28 and 34 weeks, using serology and cervical swab cultures. Data analysis involved simple comparative descriptive statistics as well as univariate and multivariate analysis. Results: The odds of experiencing preterm labor and having genital chlamydial infection were 72.59 (exact 95% C.I. 0.99–7.14); O.R.MH (Mantel‐Haenszel) 2.80 (approximate 95% C.I. 1.13–6.97) using serological tests. The proportion of women with positive cervical swab cultures was statistically significantly different between cases and controls (Fisher's exact test, P = 0.02). Conclusion: Routine screening and treatment of pregnant women with Chlamydia trachomatis (along with their partners) may be beneficial in reducing the incidence of preterm labor and delivery and hence the perinatal mortality rate.