We need to train our teachers in medical education
In recent years academic medicine has been evolving exponentially all over the world, keeping space with recent advances in the field of medical sciences.
Age old open surgical procedures are changing to laparoscopic surgery, microsurgery, robotic surgery etc.
Traditional antibiotic agents are facing microbial resistance demanding introduction of newer antimicrobial agents.
Highly effective anticancer chemotherapeutics, immune-therapeutics agents have been introduced to extend life expectancy in incurable cancer cases.
Super-specialization is a recent trend in the field of clinical practice. On the other hand, traditional manual laboratory investigations are mostly replaced by automated molecular techniques like ELISA, Auto-analyzer, PCR, rtPCR etc.
Meanwhile, several medical literature, research articles, text books, medical journals, online resources, etc., are expanding every day, creating a never ending source of latest information in the field of medical sciences.
Most medical students carry an iPhone or iPad and use internet based network collaboration through real time chat, bulletin board, Facebook, Instagram, video clip, etc. to keep in constant touch between networks and their study participants for continuous updates.
Currently EBSCO-HOST (https://www.ebsco.com/products/research-databases) is providing tertiary education and research support for students and researchers involved in higher studies.
In recent years, leaders from primary care, specialty focused and disease specific research networks worldwide continue to combine forces to advance clinical research infrastructure (March 2011/www.aapnews.org/research update pp-19).
Internet based online academic programs from Medical Universities all over the world have erased geographical barriers and now enrol large number of students from remote underprivileged countries to educate and train in different disciplines in the field of medical sciences.
Lecturers in different disciplines of medical sciences need to be trained in study technology to teach various medical subjects, integrating and introducing clinical application of basic medical science subject matters from the early years of medical programs.
Horizontal integration among basic medical science subjects and vertical integration with clinical science subjects from the very early years of the medical program seem to be a herculean job to accomplish (2).
There is high demand for intensified training for medical lecturers to implement a problem based learning program in medical curriculum.
Despite tremendous advancement in all spheres of sciences in the present day world, deteriorating teaching standards in academic medicine have raised deep concerns all over the world (1).
It is difficult to get good lecturers who can perform on a par with our expectations since there are hardly any in-house academic medicine training programs available to upgrade traditional teaching and training programs in medical schools.
We need to develop medical teachers’ training programs to enlighten existing medical lecturers and equip them with advanced teaching and training skills.
Ananya Pramanik lecturer, Evertz Solomon associate professor, Orette Williams Associate Professor, Azzard C Comrie Associate Professor, Tanu Pramanik Professor & Principal, Lincoln College, Mandeville, Manchester, JM,WI.
1. Pramanik J. Academic medicine-who is it for? We need teachers to train the teachers: BMJ 2005; 330. Doi:https://doi.org/10.1136/bmj.330.7487.361-c.
Competing interests: No competing interests