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.
Medical education in India: is it still possible to reverse the downhill trend?
Background. Internship is a phase of training when a new graduate is expected to acquire skills under supervision, so that he/she may become capable of functioning independently. Often, new graduates go through this period without a clear aim. We conducted an orientation programme before fresh graduates started their 1-year internship to familiarize them with their clinical tasks and their role in the community. Methods. Interns were invited to participate in a one-and- a-half day programme conducted by faculty members and administrators that included interactive lectures, structured panel discussions, group discussions and role plays. The participants provided feedback using a structured questionnaire and during informal group discussions. They were also evaluated by a pre-test and post-test questionnaire. Results. Of the 41 interns who attended the programme on day 1 and the 28 who completed it on day 2, 19 completed the post-test questionnaire. The post-test score (median 14.5; range 10–18) represented a significant improvement over the pre-test score (median 13, range 3–16). All participants felt that the workshop was successful in achieving its objectives. Conclusion. A brief and structured orientation programme © The National Medical Journal of India 2010 All India Institute of Medical Sciences, New Delhi 110029 India ASHISH GOEL, RITA SOOD Department of Medicine R. VENKAT, A. KUMAR Intern B. V. ADKOLI K.L. Wig Centre for Medical Education and Technology Correspondence to RITA SOOD; ritasood@gmail.com
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018