Medical education in India

Time to make some changes

T. Jayakrishnan, M. Honhar, G. P. Jolly, J. Abraham, T. Jayakrishnan

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

India is in need of well-trained doctors. We highlight and analyse some of the problems affecting medical education in India and their possible solutions. The medical education system can be reviewed under four heads: selection of students, medical training, evaluation, and the development and accreditation of faculty. In India, students enter medical colleges without receiving sufficient orientation about the profession. If students were given some exposure to various professions in the final years of school, it would help address this issue. Medical students are selected on the basis of pre-medical tests consisting of multiple-choice questions, the validity of which is being questioned increasingly. There is no coordination between the scheduling of lectures on various diseases and their management and the clinical exposure of the students. Active involvement in treatment is limited to the final year, called internship, which is hampered by preparation for postgraduate entrance examinations. Efforts should be made to provide hands-on experience at an earlier time in the course. A systematic and reliable programme for evaluation is a must. There is a need for a shift in the focus of evaluation, which should assess the application of knowledge rather than the ability to recall facts. The replacement of the traditional long-/short-case examinations with more valid and reliable instruments for the assessment of clinical skills should be considered. 'Vision 2015', a document developed by the Medical Council of India, contains many notable recommendations for the improvement of the current system. If these are implemented effectively, the impact of improvement in Indian medical education will be felt globally.

Original languageEnglish
Pages (from-to)164-167
Number of pages4
JournalNational Medical Journal of India
Volume25
Issue number3
Publication statusPublished - 01-05-2012
Externally publishedYes

Fingerprint

Medical Education
India
Medical Students
School Admission Criteria
Students
Aptitude
Clinical Competence
Accreditation
Program Evaluation
Internship and Residency
Disease Management
Head
Therapeutics

All Science Journal Classification (ASJC) codes

  • Medicine(all)

Cite this

Jayakrishnan, T., Honhar, M., Jolly, G. P., Abraham, J., & Jayakrishnan, T. (2012). Medical education in India: Time to make some changes. National Medical Journal of India, 25(3), 164-167.
Jayakrishnan, T. ; Honhar, M. ; Jolly, G. P. ; Abraham, J. ; Jayakrishnan, T. / Medical education in India : Time to make some changes. In: National Medical Journal of India. 2012 ; Vol. 25, No. 3. pp. 164-167.
@article{be06f1c5dd2643bdb320e03bd0030ef6,
title = "Medical education in India: Time to make some changes",
abstract = "India is in need of well-trained doctors. We highlight and analyse some of the problems affecting medical education in India and their possible solutions. The medical education system can be reviewed under four heads: selection of students, medical training, evaluation, and the development and accreditation of faculty. In India, students enter medical colleges without receiving sufficient orientation about the profession. If students were given some exposure to various professions in the final years of school, it would help address this issue. Medical students are selected on the basis of pre-medical tests consisting of multiple-choice questions, the validity of which is being questioned increasingly. There is no coordination between the scheduling of lectures on various diseases and their management and the clinical exposure of the students. Active involvement in treatment is limited to the final year, called internship, which is hampered by preparation for postgraduate entrance examinations. Efforts should be made to provide hands-on experience at an earlier time in the course. A systematic and reliable programme for evaluation is a must. There is a need for a shift in the focus of evaluation, which should assess the application of knowledge rather than the ability to recall facts. The replacement of the traditional long-/short-case examinations with more valid and reliable instruments for the assessment of clinical skills should be considered. 'Vision 2015', a document developed by the Medical Council of India, contains many notable recommendations for the improvement of the current system. If these are implemented effectively, the impact of improvement in Indian medical education will be felt globally.",
author = "T. Jayakrishnan and M. Honhar and Jolly, {G. P.} and J. Abraham and T. Jayakrishnan",
year = "2012",
month = "5",
day = "1",
language = "English",
volume = "25",
pages = "164--167",
journal = "National Medical Journal of India",
issn = "0970-258X",
publisher = "All India Institute of Medical Sciences",
number = "3",

}

Jayakrishnan, T, Honhar, M, Jolly, GP, Abraham, J & Jayakrishnan, T 2012, 'Medical education in India: Time to make some changes', National Medical Journal of India, vol. 25, no. 3, pp. 164-167.

Medical education in India : Time to make some changes. / Jayakrishnan, T.; Honhar, M.; Jolly, G. P.; Abraham, J.; Jayakrishnan, T.

In: National Medical Journal of India, Vol. 25, No. 3, 01.05.2012, p. 164-167.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Medical education in India

T2 - Time to make some changes

AU - Jayakrishnan, T.

AU - Honhar, M.

AU - Jolly, G. P.

AU - Abraham, J.

AU - Jayakrishnan, T.

PY - 2012/5/1

Y1 - 2012/5/1

N2 - India is in need of well-trained doctors. We highlight and analyse some of the problems affecting medical education in India and their possible solutions. The medical education system can be reviewed under four heads: selection of students, medical training, evaluation, and the development and accreditation of faculty. In India, students enter medical colleges without receiving sufficient orientation about the profession. If students were given some exposure to various professions in the final years of school, it would help address this issue. Medical students are selected on the basis of pre-medical tests consisting of multiple-choice questions, the validity of which is being questioned increasingly. There is no coordination between the scheduling of lectures on various diseases and their management and the clinical exposure of the students. Active involvement in treatment is limited to the final year, called internship, which is hampered by preparation for postgraduate entrance examinations. Efforts should be made to provide hands-on experience at an earlier time in the course. A systematic and reliable programme for evaluation is a must. There is a need for a shift in the focus of evaluation, which should assess the application of knowledge rather than the ability to recall facts. The replacement of the traditional long-/short-case examinations with more valid and reliable instruments for the assessment of clinical skills should be considered. 'Vision 2015', a document developed by the Medical Council of India, contains many notable recommendations for the improvement of the current system. If these are implemented effectively, the impact of improvement in Indian medical education will be felt globally.

AB - India is in need of well-trained doctors. We highlight and analyse some of the problems affecting medical education in India and their possible solutions. The medical education system can be reviewed under four heads: selection of students, medical training, evaluation, and the development and accreditation of faculty. In India, students enter medical colleges without receiving sufficient orientation about the profession. If students were given some exposure to various professions in the final years of school, it would help address this issue. Medical students are selected on the basis of pre-medical tests consisting of multiple-choice questions, the validity of which is being questioned increasingly. There is no coordination between the scheduling of lectures on various diseases and their management and the clinical exposure of the students. Active involvement in treatment is limited to the final year, called internship, which is hampered by preparation for postgraduate entrance examinations. Efforts should be made to provide hands-on experience at an earlier time in the course. A systematic and reliable programme for evaluation is a must. There is a need for a shift in the focus of evaluation, which should assess the application of knowledge rather than the ability to recall facts. The replacement of the traditional long-/short-case examinations with more valid and reliable instruments for the assessment of clinical skills should be considered. 'Vision 2015', a document developed by the Medical Council of India, contains many notable recommendations for the improvement of the current system. If these are implemented effectively, the impact of improvement in Indian medical education will be felt globally.

UR - http://www.scopus.com/inward/record.url?scp=84864432353&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84864432353&partnerID=8YFLogxK

M3 - Article

VL - 25

SP - 164

EP - 167

JO - National Medical Journal of India

JF - National Medical Journal of India

SN - 0970-258X

IS - 3

ER -

Jayakrishnan T, Honhar M, Jolly GP, Abraham J, Jayakrishnan T. Medical education in India: Time to make some changes. National Medical Journal of India. 2012 May 1;25(3):164-167.