Integration in Medical Education through Harden’s Ladder | Chapter 3 | Medicine and Medical Research: New Perspectives Vol. 11

The new curriculum of Medical Education prescribed by NMC in India differs from the older one, which was used for many years, by being more learner and patient-centric, outcome-based, aligned and integrated with an emphasis on skill development. Ethics, communication and affective domains shall be addressed explicitly here. Newer additions like foundation courses, early clinical exposure and self-directed learning are being made [1]. Emphasis is made on making the curriculum aligned and integrated to provide a holistic approach to the learners. The curriculum implementation support programme is making tremendous efforts to inculcate the new curriculum into day-to-day teaching. Hence, a thorough understanding of alignment and integration by these members is very essential.

 

Author (s) Details

Hamsaveena
Department of Biochemistry, Siddaganga Medical College and Research Institute, Tumkur, India.

 

Rashmi. M.V
Department of Pathology, Siddaganga Medical College and Research Institute, Tumkur, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mmrnp/v11/2563

 

CBME: Wrath of Promises and Perils | Chapter 12 | Advanced Concepts in Medicine and Medical Research Vol. 11

 The important Aim of CBME introduction for the Indian Healing Graduates is full of challenges and innovations in healing education, specifically fixating on competency-based healing education (CBME) in India. CBME aims to address insane health concerns among healing students by transforming established teaching methods, stressing practical application, embodied learning, and integration of issues. This research underscores challenges like inadequate skill training, sustaining undergraduate engagement in the pandemic, and hurdles to self-supervised learning. It survey diverse teaching orders, such as small group education and problem-based knowledge, highlighting both their influence and challenges, particularly in intricate issues like neuroanatomy, was deemed essential for a comprehensive understanding of plants. Additionally, the importance of appraisal methods, challenges in accessing instructional resources, and the need for skill training in innovative education techniques were discussed. Overall, the enactment delves into the complexities of modern healing education and the ongoing works to enhance its influence.

Author(s) Details:

Nirmala Anand,
Department of Physiology, KAHER’S, JNMC, Belagavi, India.

Dhruv Uday Goltekar,
KAHER’S, JNMC, Belagavi, India.

Rajesh Shenoy,
Department of Neurosurgery, KAHER’S, JNMC, Belagavi, India.

Please see the link here: https://stm.bookpi.org/ACMMR-V11/article/view/12960