Development of medical teacher: A prospective for challenges in India 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 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.

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 lictle opportunity for interested faculty members in medical college to obtain teaching experience other than by self-education, often by trial-and-error technique. The first session of the 1' day of workshop consisted of an assessment of the faculty meml ers' qualitative knowlecige anti skills, which revealed that the participants had poor knowledge of qu alitative eciucational methods and m‹ st ‹ f the participants had a positivistic approach toward educational meth‹ dology. There is a reciprocal relationship 1 etween new curricula (View the image of this page) Figure 1: Continuous process cycle for effective learning Journal of Educational and Psychological Researches / Vol 2 / Issue 3 T July September 2016 and faculty develop ment. As we examined the teaching-learning process anti re-examineci some of our own experiences as stu dents, as teachers in med ical college, anti as participants in this course, we recognized the highly inciiviciualistic nature of the learning process. H‹ wever, many International Journal of Educational and Psychological Researches T Vol 2 T Issue 3 T July September 2016 of the medical teachers tried to link the application of such educational methods to their own areas of interest as part ‹ f their ciaily. Faculty development in medical education in India: The need of the day.