Some years ago, we set up a programme called Plexus under the auspices of the BMC Alumni Association. We felt that the students of BMC, who are the cream of the state, must be exposed to ideas and concepts that are not a routine part of the curriculum. By doing so, their horizons broaden and they will be better equipped to face life as doctors. It would also increase their 'competitiveness' in this fiercely competitive world!! Well, that is the theory. This programme has been floundering - very few students attend these activities!! Most students feel that this programme is not relevant to their needs. Is this perception correct? Are we wrong in thinking that the students need something more than what is formally taught in the medical colleges?
It is worthwhile analysing this situation. In 2005, the Canadian Medical Association brought out a document called 'Canmeds' that spells out the role of a doctor in society. Apart from being a knowledgeable doctor who is professionally good, the doctor has several other roles; he is a collaborator, a scientist, a teacher, a leader, an administrator and a communicator!! I would recommend that all of us - teachers, students, doctors and other healthcare providers read this important document available at http://rcpsc.medical.org/canmeds/CanMEDS2005/CanMEDS2005_e.pdf. Are we training our students to take up all these roles?
Presently our students do not even know that society expects them to be all these. Their focus is on mugging up answers to some standard questions and regurgitating them in examinations to get good marks. this enables them to repeat the process and get into a postgraduate course, only to carry on the same rote learning. What after this? Are they equipped to discharge the responsibility that will be theirs as consultants? We have seen trainees after their post-graduation being woefully inadequate both in their knowledge and skill sets.
Can they blame the 'system' for this. Decidedly the system does influence training to a large extent. Our teaching and evaluation does not permit independent thinking and doing things 'out of the box'. I agree that 'conformity' and 'obedience' is rewarded and innovation is frowned upon. But what prevents students from 'conforming' on one side and thinking for themselves and learning additional knowledge and skills that is on offer outside the system? That too when this activity clearly gives them a competitive edge?
Have they ever thought of the training as a process that enables them to function efficiently in the job that they have chosen? So many good opportunities are allowed to go waste, only because students do not know what it takes to be a good doctor. Programmes like 'Plexus', designed to educate them about this are shunned!! Sadly, they will realise their shortcomings once they come out of college and into the 'real' world.
It is worthwhile analysing this situation. In 2005, the Canadian Medical Association brought out a document called 'Canmeds' that spells out the role of a doctor in society. Apart from being a knowledgeable doctor who is professionally good, the doctor has several other roles; he is a collaborator, a scientist, a teacher, a leader, an administrator and a communicator!! I would recommend that all of us - teachers, students, doctors and other healthcare providers read this important document available at http://rcpsc.medical.org/canmeds/CanMEDS2005/CanMEDS2005_e.pdf. Are we training our students to take up all these roles?
Presently our students do not even know that society expects them to be all these. Their focus is on mugging up answers to some standard questions and regurgitating them in examinations to get good marks. this enables them to repeat the process and get into a postgraduate course, only to carry on the same rote learning. What after this? Are they equipped to discharge the responsibility that will be theirs as consultants? We have seen trainees after their post-graduation being woefully inadequate both in their knowledge and skill sets.
Can they blame the 'system' for this. Decidedly the system does influence training to a large extent. Our teaching and evaluation does not permit independent thinking and doing things 'out of the box'. I agree that 'conformity' and 'obedience' is rewarded and innovation is frowned upon. But what prevents students from 'conforming' on one side and thinking for themselves and learning additional knowledge and skills that is on offer outside the system? That too when this activity clearly gives them a competitive edge?
Have they ever thought of the training as a process that enables them to function efficiently in the job that they have chosen? So many good opportunities are allowed to go waste, only because students do not know what it takes to be a good doctor. Programmes like 'Plexus', designed to educate them about this are shunned!! Sadly, they will realise their shortcomings once they come out of college and into the 'real' world.
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