Development of medical teacher: A prospective for challenges in India

سال انتشار: 1395
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 317

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شناسه ملی سند علمی:

JR_EPR-2-3_002

تاریخ نمایه سازی: 2 آبان 1396

چکیده مقاله:

In India, medical education is challenged with the shortage of teachers. The teachers are not adequately prepared to handle tasks in response to the emergent needs. In spite of more than five decades ofresearch on the educational process and the accumulation of significant understanding of the nature of learning, curriculum design, and evaluation, there has been surprisingly little opportunity for interestedfaculty members in medical college to obtain teaching experience other than by self‑education, often by trial‑and‑error technique.[1] Studies addressing medical education have rarely used qualitative educational methods to contribute knowledge about the phenomenon under investigation. There aretwo possible reasons for this. First, in the past, the qualitative works were rejected due to the lack of objective evidence, considered to be unscientific and anecdotal [1] Second, medical educators have failed to communicate the methods, canons, and utilization of qualitative inquiry approaches to professional colleagues or undergraduate medical students.[1‑3] It seems that the latter point is most pertinent here. In India, there are few studies which are grounded in qualitative methods, and doctorstend to scrutinize quantitative research designs in order to glean empirical data, which is rooted in objective reality.[2,3] We wished to acquire knowledge about several aspects of education in generaland their specific application to medical education.

نویسندگان

Anil Kumar Agarwal

Department of Community Medicine, G. R. Medical College, Gwalior, Madhya Pradesh, India