چکیده:
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 of
research 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 interested
faculty 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 are
two 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 doctors
tend 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 general
and their specific application to medical education.
خلاصه ماشینی:
In spite of more than five decades of research 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 interested faculty members in medical college to obtain teaching experience other than by self‑education, often by trial‑and‑error technique.
With these purposes in mind, in 1999, Medical Council of India (MCI)[5] instructed to all medical colleges for establishing medical education unit for developing education plan and organizing medical teacher training workshop with the creation to train the specialists and the educational leaders.
For each medical teacher training course, a team of six experienced educators was responsible, at different levels of clinical and nonclinical teaching experience, which was part of the faculty development program of the MCI.
[7] As we studied and thought about objectives, it became apparent that these should be stated in terms of changes expected to occur in the student rather than in the specific type of assistance the teacher is to provide.
As we examined the teaching‑learning process and re‑examined some of our own experiences as students, as teachers in medical college, and as participants in this course, we recognized the highly individualistic nature of the learning process.
If some understanding of the science of education, of learning theory, curriculum design, implementation, and evaluation is felt to be necessary for a teacher in medicine.
Faculty development in medical education in India: The need of the day.