Change in Health education apparatus in India

Task Force Report on setting up NCHR in Health

To overcome the acute shortage and uneven distribution of human resources in public health delivery system, the Ministry of Health & Family Welfare aims at overhauling the current regulatory framework. Toward this end, it is proposed to set up a National Council for Human Resources in Health as an overarching regulatory body to achieve the objective of enhancing the supply of skilled personnel in the health sector.

http://www.mohfw.nic.in/nchrc-health.htm

Here is the draft report for initiating Positive changes in our medical education system. 

Some of the ideas mentioned are revolutionary scrapping multiple levels of control and having a standardised post graduation level exam) whereas some are half-assed (like the umpteen administrative functions concentrated in a select few).
 

The general public is invited to go through the report of the Task Force and the draft bill and sent their comments / observations on the suggested provisions by the 15th October, 2009.

http://www.mohfw.nic.in/nchrc-health.htm

The Draft Report and The Draft Bill– .

Kindly mail your views to make a difference

-Distance education in Medical and paramedical sciences

Image by interplast via Flickr

In a developing country such as India, where an optimal level of health service is a dream to many, there are far too few health workers in training and the number of training institutions is far too few. To understand the gravity of the situation, ther r r re are more than 365,000 doctors, 264,000 nurses and 350,000 allied health professionals which includes Multipurpose Health Workers, Village Health Guide, etc. Whereas, proper training facilities exist only at a few institutions like National Institute of Health and Family Welfare (NIHFW), State Health and Family Welfare Training Centers. With a limited number of available training institutions, it is nearly impossible to train large numbers of medical officers and paramedical workers. Nearly 47 Health and Family Training Centers (HFWTC’s) and seven Central Training Institutes (CTIS) provide health and family welfare training to all categories of health functionaries in the country. These long-duration training programs attract a limited number of clients, and hence most of the institutions also organize in-house short-term training programs which has less than the desired impact on their functionaries.

Distance education is a relatively new concept which not only has the ability to train a large number of health care workers in a short time in a cost effective way but can also attend to skills of health care without diluting the quality.Distance teaching-learning often involves a multi-media approach to design, develop and implement independent learning programs through self-instructional materials, both in print and electronic media forms. Distance study allows self pacing for convenience and also facilitates learners having control over their learning. The various media used for distance education delivery include among others, print materials, audio and video programs, radio and television programs, tutoring and counseling, field visits, laboratory practicals, extended contact programs, and teleconferencing.

The following issues need to be addressed and considered for successful application of distance education programs for health professions:

1. Since health sciences deal with life and death and are therefore are more skill-oriented (rather than more knowledge-based), it is felt that providing basic beginning or early training in the field of health may not be feasible through distance learning. Being an innovative and flexible system, and having the ability to respond to emerging training and educational needs, distance education is more appropriate for inservice training of health personnel.

2. The academic programs have been confined to a limited area of health education and training. In order to meet the diversified and emerging needs of health workers, the programs and courses have to go beyond medical graduates to include a wide variety of need-based functional areas ranging from simple awareness programs to more complicated skill-oriented courses on epidemiology and health economics.

3. Application of sophisticated communication technology has to be done cautiously, keeping in view clients needs, cost, media behavior and infrastructure and facilities at the receiving end. In the developing countries including India, audio and television programs seem to be more feasible and promising. Furthermore, multi-media packages need to include a large amount of hands-on and field experience.

4. An issue to be deliberated is the provision of student support services for health workers and professionals. While compulsory counseling and extended contact increase the effectiveness of programs, these on the other hand pose problems to both providers as well as the receivers of health education. More practical-oriented courses need to have compulsory built-in face-to-face components; and work centers or practice centers at grassroots level with required instructional provisions would be more feasible than regular study centers.

In conclusion, it is worth noting that distance education has tremendous potential for providing education and training programs to different categories of medical and paramedical personnel as a means of helping achieve the goals of HFA. In addition to the national agencies such as the Ministry of Human Resources Development, the Ministry of Health & Family Welfare and Indira Gandhi National Open University, international agencies such as WHO and UNICEF need to play increasingly prominent roles in facilitating the achievement of national and institutional targets. Proper use of ISRO provided satellite communication facilities can make distance education courses an important aspect of ongoing medical education.

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-Manhattan Research Survey Finds That Physicians Overwhelmingly Support Commercially-Funded CME

NEW YORK, NY – January 27, 2009 – A study by healthcare market research firm Manhattan Research found that only 9% of U.S. physicians oppose commercial support for continuing medical education (CME) funding. The results of this study are relevant to the ongoing discussion in the medical community about the role of commercial funding of CME. Healthcare market research firm Manhattan Research conducted a survey to gauge physician opinion on commercially-funded CME and the proposed ban. The online study was fielded in the third quarter of 2008 among a nationally representative sample of U.S. physicians, including primary care and specialist audiences.

In an effort to better understand the positions of those who actually use continuing medical education, Manhattan Research surveyed physicians on their opinions with regard to their use and the potential bias of industry-funded programs. The Manhattan Research study reports that only 8% of physicians who participated in CME believe that it is biased. In fact, if commercial support is halted, nearly half of the physicians surveyed would decrease their use of CME.

According to the study, almost all physicians utilize CME programs to maintain and grow their medical knowledge and to keep up-to-date on the latest advances in their specialty with the ultimate goal of improving patient care. Pharmaceutical companies are a funding source for CME programs, which has prompted some critics to question their influence over CME course content. In response, the Accreditation Council for Continuing Medical Education (ACCME), the organization that accredits CME Providers, has augmented its standards and guidelines to ensure the independence of commercially supported CME activities. The American Medical Association’s Council on Ethical and Judicial Affairs (CEJA) is also expected to issue a new report on commercially-supported CME later this year.

“While there’s been debate around the value of industry-supported CME, as our study reveals, it’s important to listen to the voice of the majority of physicians,” said Mark Bard, Manhattan Research President. “Rather than pulling the plug on a vital source of CME funding, the primary beneficiaries of CME – physicians and patients – would be best served by continued improvements to course availability, offerings, and content through increased collaboration among medical and academic organizations, the pharmaceutical industry, CME providers, and accreditation bodies.”

Interact Medical Animation for education

High quality CMEs will have to be commercially funded. Its up to the physicians to glean the essence and overlook the hard sell.

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– No green beards in path labs @ John Hopkins University

The pathology department at my medical college was very strict with us Resident doctors. All our activities were constantly noted by our seniors, and being reprimanded frequently for “unprofessional conduct” was the norm. Our seniors made sure we were always properly dressed and behaved.

But what i read on John Hopkins university, Dept. of Pathology website takes the cake. They have a detailed list of “acceptable” and “unacceptable” conduct. Sample a few,

1) Acceptable– Knee length culottes and dress shorts; Unacceptable– Mini skirts, blue jeans, baseball caps.

2) Acceptable– Fingernails that are of “professional length”, whatever that means; Unacceptable– Applying cosmetics in the laboratory.

3) Acceptable– Short/ Tied back hair of natural color ; Unacceptable– Purple and Green beards and mustaches!!

4) Acceptable– Socks/ Hose/ Tights ; Unacceptable– Printed underwear showing through outer garments.

5) Acceptable– Jewelery in moderation ; Unacceptable– Badges promoting causes/products/slogans NOT endorsed by the Institution/department.

Its definitely a good read. Click here to access the pdf file of acceptable appearance standards at John Hopkins University.

E-learning in Medical education

The use of elearning in medical education: a review of the current situation — Choules 83 (978): 212 — Postgraduate Medical Journal

Computers are increasingly used in medical education. Electronic learning (elearning) is moving from textbooks in electronic format (that are increasingly enhanced by the use of multimedia adjuncts) to a truly interactive medium that can be delivered to meet the educational needs of students and postgraduate learners. Computer technology can present reliable, reusable content in a format that is convenient to the learner. It can be used to transcend geographical boundaries and time zones. It is a valuable tool to add to the medical teacher’s toolkit, but like all tools it must be used appropriately. This article endeavours to review the current “state of the art2 in use of elearning and its role in medical education alongside non-electronic methods—a combination that is currently referred to as “blended” learning.

Read the full article on BMJ health intelligence.

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