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In This Article
  Introduction
   Initiatives of F...
   Lacunae of Facul...
   Benefits of Facu...
   Systems Approach...
  Conclusion
   References
   Article Tables

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 Table of Contents    
LETTER TO THE EDITOR
Year : 2022  |  Volume : 54  |  Issue : 4  |  Page : 292-294
 

Systems approach to strengthen faculty development program in India to address Competency-Based Medical Education: A roadmap


1 ICMR-Centre for Ageing and Mental Health, Indian Council of Medical Research, Salt Lake, Kolkata, West Bengal, India
2 Department of Preventive and Social Medicine, All India Institute of Hygiene and Public Health, Kolkata, West Bengal, India

Date of Submission23-Apr-2022
Date of Decision15-Jun-2022
Date of Acceptance06-Aug-2022
Date of Web Publication04-Oct-2022

Correspondence Address:
Prof. Indranil Saha
ICMR-Centre for Ageing and Mental Health, Indian Council of Medical Research, Salt Lake, Kolkata - 700 091, West Bengal
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijp.ijp_287_22

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How to cite this article:
Saha I, Paul B. Systems approach to strengthen faculty development program in India to address Competency-Based Medical Education: A roadmap. Indian J Pharmacol 2022;54:292-4

How to cite this URL:
Saha I, Paul B. Systems approach to strengthen faculty development program in India to address Competency-Based Medical Education: A roadmap. Indian J Pharmacol [serial online] 2022 [cited 2022 Dec 3];54:292-4. Available from: https://www.ijp-online.com/text.asp?2022/54/4/292/357827





  Introduction Top


National Medical Commission (NMC) has started new Competency-Based Medical Education since 2019 academic year in all medical institutions throughout our country. Although it is a continuation of the existing system, many new types of innovations have been planned and implemented. Our country is fortunate to have the highest number of medical colleges and teachers in the world.[1] At present, we are having 606 medical colleges, 92,065 undergraduate seats in a year, and 96,649 faculties in our country.[2] The unprecedented growth of medical institutions in India in the past few decades has led to a shortage of teachers in different disciplines and created a quality challenge for medical education.[3]

School teachers got an opportunity to undergo training so as to be eligible for appointment and promotion in schools.[3] All India Council for Technical Education also provided the platform to train teachers in fields of technical education. There was no such requirement for the appointment or promotion of teachers in medical colleges in India till the latest order of NMC. From January 2022, revised Basic Course Workshop (rBCW) certificate has become mandatory for promotion. Erstwhile, the Medical Council of India (MCI) only emphasized postgraduate degree, teaching experience, and research experience for the appointment and promotion of medical teachers in the Minimum Qualifications for Teachers in Medical Institutions Regulations, 1998. Later on, the MCI mandated to train and sensitize teachers about new concepts in teaching and assessment methods to improve the quality of medical education.[3]


  Initiatives of Faculty Development Top


There was no uniform program throughout our country to train our medical teachers on a regular basis till around a decade earlier. In India, very few institutes such as JIPMER (Pondicherry); PGIMER (Chandigarh); Institute of Medical Sciences (Varanasi); and MAMC (New Delhi) used to conduct training course on Medical Education for the medical teachers.[3],[4] Gradually, the MCI took this initiative to conduct Basic Teachers Training Course (2009); Advanced Course in Medical Education (ACME) (2014); rBCW (2015); Attitude, Ethics, and Communication Module (2015); and Curriculum Implementation Support Program (2019) from selected institutes.[5] Over the years, Foundation for Advancement of International Medical Education and Research (FAIMER) fellowship has also been started, and so, many medical teachers have been immensely benefitted from these kinds of training programs on Medical Education. Later on, as suggested by the MCI, Medical Education Unit (MEU) from the respective colleges has started functioning and facilitating these kinds of training workshops and seminars for the medical faculties.[5]


  Lacunae of Faculty Development Program Top


There are some lacunae for Faculty Development Program in our country such as small proportion of teachers being not come up as enthusiastic faculty members, lack of involvement in teaching–learning (T-L) activities in the department, lack of refreshment/reorientation course again, lack of recognition/reward from the college/department regarding teaching activities, and noninvolvement of T-L activities in MEU. Thus, if these issues can be addressed, then there would be immense benefit in the entire medical education system that is liable to produce positive impact over the period of time.


  Benefits of Faculty Development Program Top


Teaching skills will be improved with oriented and motivated faculty members, new teaching learning methods can be incorporated for more interactive teaching, and Specific Learning Objectives in respective departments will be easier to formulate. Assessment techniques will be more accurate. Question paper can be better framed by keeping all components in required proportions, such as must know (60%), better to know (30%), and nice to know (10%). Moreover, uses of different action verbs in different types of questions will also be better understood. Faculty will also get the opportunity for hands-on research experience in ACME.

Then, the vision of producing Indian Medical Graduate (IMG) will be fulfilled through supervision and guidance from the trained faculty members. In addition, faculty members will be able to play the role of mentor, administrator, as well as researcher.


  Systems Approach in Developing Faculty Development Program Top


In this manuscript, the various ways for growth of faculty development program has been depicted as systems approach [Table 1]. The components and the strategies of input, process, output, and feedback have been identified and detailed.
Table 1: Systems approach in developing faculty development program in our country

Click here to view



  Conclusion Top


In spite of the presence of lacunae in faculty development program, opportunities are there to expand the initiatives to meet creation of dedicated, knowledgeable faculties. These will ultimately uplift our entire medical education system. Thus, the myth that a good clinician or doctor might not be a good medical teacher will be broken. MEU will have to play a significant role in this capacity building process, and simultaneously, all the related sectors as mentioned above will have to come forward in joining hands. This is not one man's show, rather is a collection output from all the related components.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Mitra J, Saha I. Attitude and communication module in medical curriculum: Rationality and challenges. Indian J Public Health 2016;60:95-8.  Back to cited text no. 1
[PUBMED]  [Full text]  
2.
National Medical Commission. Available from: https://www.nmc.org.in. [Last accessed on 2022 May 6].  Back to cited text no. 2
    
3.
Zodpey S, Sharma A, Zahiruddin QS, Gaidhane A, Shrikhande S. Faculty development programs for medical teachers in India. J Adv Med Educ Prof 2016;4:97-101.  Back to cited text no. 3
    
4.
Supe A, Burdick WP. Challenges and issues in medical education in India. Acad Med 2006;81:1076-80.  Back to cited text no. 4
    
5.
National F aculty Development Program. National Medical Commission. Available from: https://www.nmc.org.in/information-desk/national-faculty-development-programme- new/. [Last accessed on 2022 Jan 08].  Back to cited text no. 5
    



 
 
    Tables

  [Table 1]



 

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