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Surviving as a Medical Teacher?

*Dr.T.V.Rao MD
Medical education has seen major changes over the past two decades. Integrated teaching, problem- based learning, community-based learning, core curricula with electives or options and more systematic curriculum planning have been advocated. Last two decades has seen golden era for employment for Medical teachers in India, with rapid and unprecedented growth of Medical Colleges. We have seen the hunt for Medical teachers; Many times their presence made the only contribution to start and run the colleges, rest is a story. There were several criticisms, enquires about how the colleges will run, however the Darwins theory is emerging in Medical education. Even though demand for non-performing teachers continues, Medical students are aware of their challenges ahead for them. They truly demand a supportive education; with technological innovations going on, as knowledge is global without boundaries or Nationalities many senior teachers face great challenges from their own students and junior colleagues. The Merit oriented students will be self-propelled and many in Private medical institutions depend on greater role of teachers. If a teacher is conscious to his job, he has to be knowledged and also well communicated otherwise he will lose the link with his own students. A good teacher always wants to be a good teacher, as good Teaching has its own rewards, as it is said a good teacher is always remembered for his contribution. While recognition for outstanding teaching is commendable, faculty who are motivated only by formal honours and an eligible qualification will not achieve teaching excellence. Faculty need to work as hard at teaching as they do at research or clinical practice. In the past teaching is a respected

profession but today is no longer so, with many new generation of students? While it is necessary for a teacher to be highly knowledgeable in his or her discipline, it is perhaps more important to show enthusiasm and interest in teaching the discipline. The problem remain different today as our students have well communicated information and they remain ignorant of the many basic facts, if you search through the Internet we have less information how and why more of what you can do to solve a problem this continues to be inherent danger in the Information technology. Now everyone expects valuation of students knowledge and skills are done in reliable, valid, and fair ways. Many studies even in developed countries find difficult to improve the quality of teaching as few faculty members in academic medical centres are formally prepared for their roles as teachers. In India like some developing countries face the problem of resistance in using computers and World Wide Web resources, which will certainly makes many of our teachers out dated in the coming years? The faculty members in academic medical centres are formally prepared for their roles as teachers and various regulating authorities bring in e-learning resources to the benefit of Medical education but at snails speed. The integration of e-learning into existing medical curricula should be the result of a well-devised plan that begins with a needs assessment and concludes with the decision to use e-learning. Although some institutions have tried to use e-learning as a standalone solution to updating or expanding their curricula, many believe it is best to begin with an integrated strategy that considers the benefits and burdens of blended learning before revising the curriculum. In undergraduate medical education, e-learning offers learners materials for self-instruction and collaborative learning. The complexity and breadth of medical education content, together with the scarcity of experts and resources in e-learning, make the creation

of centres of excellence in e-learning a reasonable proposition. Developments in e-learning and technologies are creating the groundwork for a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with each other (collaborative learning), and transforming the role of the teacher (from disseminator) to facilitator. If the teachers are not well equipped with trends in e-education students will have their own ways of learning and will certainly teachers will lose creditability in teaching methods. Several digital repositories of e-learning materials exist, some with peer reviewed, where instructors or developers can submit materials for widespread use or retrieve them for creating new materials. Faculty skills in creating e-learning may differ from those needed for traditional teaching; faculty rewards for scholarly activity must recognize this difference and should be commensurate with effort. With technological advancement, the future offers the promise of high-fidelity, high-speed simulations and personalized instruction using both adaptive and collaborative learning. The integration of e-learning into undergraduate, postgraduate, and continuing medical education will promote a shift toward adult learning in medical education, wherein educators no longer serve solely as distributors of content, but become facilitators of learning and assessors of competency. However the teachers should adapt to computers voluntarily at personal level. The greater difficulties are Institutional and Management levels as adopting elearning and its technology requires large investments in faculty, time, money, and space that need to be justified to administrators and leadership. As with other educational materials, there are two major approaches to the evaluation of e-learning: process and outcomes. Thanks to the growth of educational technologies and the Internet, the number of e-learning resources available to educators has dramatically increased. It is a wake call for all Medical teachers to

upgrade skills in teaching and technology as the employment potential is decreasing with starting of several post graduate Medical Institutions in the country, the supplies may exceed the demand. *Dr.T.V.Rao MD Professor and Head Department of Microbiology Travancore Medical College, Kollam Kerala India Email doctortvrao@mail.com

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