NepMed Repository :: Browsing by Author "Dixit, H"

Browsing by Author "Dixit, H"

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An Overview of Undergraduate and Postgraduate Medical Education in Nepal and Elsewhere
(Kathmandu University, 2004) Karki, DB; Dixit, H
Though Health Sciences education started in the country as far back as 1934, it was only in 1978 that the MBBS course was started. The first postgraduate (PG) course, which was started, was the MD in general practice, which was started in 1982. It is over the course of the last 22 years, and more specifically after 1993, that there has been a spurt in postgraduate (PG) education. The rapid increase of medical schools / colleges within the country during the last decade, has been the main reason for fulfilling the demand of doctors with postgraduate degrees required for different faculty positions at the newly established medical colleges. This article also looks at the role of foreign qualifications vis-à-vis the local degree for the development of PG programmes within the country. Key words: Postgraduate degree, diplomas, Nepal Medical Council.
Comparative study of community medicine practice in MBBS curriculum of health institutions of Nepal
(Kathmandu University, 2009) Marahatta, SB; Sinha, NP; Dixit, H
Abstract Background: A revolution in health care is occurring as a result of changes in the practice of medicine and in society. Medical education needs to adapt to society's changing attitudes. Presently medical education has been criticised for its orientation and insensitivity to people’s need. MBBS curriculum of medical institutions of Nepal has been focusing on community-based approaches and still it’s guided by same notion. The question put forward is has it been appropriate to nurture the present health need and aspiration of people. Objective: The objective of the present study is to review the existing Community Based Medical Education in Health Institutions of Nepal to strengthen the components of community care. Materials and methods: Qualitative study was done by reviewing the curriculum and existing community medicine courses in MBBS curriculum of Kathmandu University Medical School, Institute of Medicine/Tribhuvan University and BP Koirala Institute of Health Sciences. Result: The curriculum of all the health institutions have addressed significantly on community medicine practice. As per Institute of Medicine, the community medicine practice is achieved through community based learning experiences like community diagnosis, concurrent field with families of sick members and district health systems management field. In BP Koirala Institute of Health Sciences community medicine practice is undertaken through exposure to community diagnosis program, health care delivery system, family health exercise, applied epidemiology and educational research methodology, management skills for health services and Community Oriented Compulsory Residential Rotatory Internship Program (COCRRIP). In KUSMS, community medicine module is carried out as- community diagnosis program, community health intervention project, school health project, occupational health project, health delivery system functioning, family health care activities and Compulsory Residential Rotatory Internship Program in outreach clinics. In the practice the practical aspects are largely unstructured that waste too much time in non-educational activities and rely on learning and doing. Meanwhile, expectation of the community is increasing and the challenge of nurturing their demands has come in forefront. Community has perceived that the medical schools are concentrating on fulfilling the demand of their curriculum rather directing on their health care need. Conclusion: Health institutions need to be accountable to take the responsibility of strengthening the health status of the community of their catchments areas. The practice of community medicine need to be done in an innovative way and these schools should execute continual intervention activities and complement other institutions working in their areas. Key words: Community Medicine, curriculum, BPKIHS, IOM, KU
Comparative study of community medicine practice in MBBS curriculum of health institutions of Nepal
(Kathmandu University, 2009) Marahatta, SB; Sinha, NP; Dixit, H; Shrestha, IB; Pokharel, PK
Abstract Background: A revolution in health care is occurring as a result of changes in the practice of medicine and in society. Medical education, if it is to keep up with the times, needs to adapt to society's changing attitudes. Presently medical education has been criticised for its orientation and insensitivity to people’s need. The MBBS curriculum of medical institutions of Nepal has been focusing on community-based approaches and is still guided by the same notion. The question put forward is whether it has been appropriate to nurture the present health needs and aspiration of people. Objective: The objective of the present study is to review the existing community based medical education in health institutions of Nepal to strengthen the components of community care. Materials and methods: Qualitative study was done by reviewing the curricula and existing community medicine courses/activities in MBBS curriculum of Institute of Medicine (IoM)/Tribhuvan University, BP Koirala Institute of Health Sciences (BPKHIS) and Kathmandu University School of Medical Sciences (KUSMS). Findings and Discussion: The curriculum of all the health institutions have addressed significantly on community medicine practice. As per Institute of Medicine, the community medicine practice is achieved through community based learning experiences like community diagnosis, concurrent field with families of sick members and district health system management practice. In BP Koirala Institute of Health Sciences, community medicine practice is undertaken through exposure to community diagnosis program, health care delivery system, family health exercise, applied epidemiology and educational research methodology, management skills for health services and Community Oriented Compulsory Residential Rotatory Internship Program (COCRRIP). In KUSMS, community medicine module is carried out as- community diagnosis program, community health intervention project, school health project, occupational health project, health delivery system functioning, family health care activities and Compulsory Residential Rotatory Internship Program in outreach clinics. In the practice the practical aspects are largely unstructured that waste too much time in non-educational activities and rely on learning and doing. Meanwhile, expectation of the community is increasing and the challenge of nurturing their demands has come in forefront. Community has perceived that the medical schools are concentrating on fulfilling the demand of their curriculum rather directing on their health care need. Conclusion: Health institutions need to be accountable to take the responsibility of strengthening the health status of the community of their catchments areas. The practice of community medicine need to be done in an innovative way and these schools should execute continual intervention activities and complement other institutions working in their areas. Key words: Community medicine, curriculum, field practice
Development of medical education in Nepal
(Kathmandu University, 2009) Dixit, H
Abstract The first institution for training health workers started 75 years ago. Further development of teaching / learning institutions, mainly governmental started from the middle of the 20th Century. It was however with the setting up of the Institute of Medicine (IoM) under TU that training programmes for different grades of health manpower were started. The last two decades has seen an explosion of institutions involved in the training of health personnel. This is possibly because of the huge demand of human resources of health (HRH) not only in Nepal, but worldwide. Various grades of HRH are going out of the country and seeking their livelihood elsewhere. Key words: IoM, BPKIHS, PAHS, HRH,
Faculty opinion survey following attendance to teacher training workshops in Kathmandu Medical College
(Kathmandu University, 2004) Joshi, S; Pradhan, A; Dixit, H
Introduction: With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. Aim and Objectives: This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. Methodology: A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. Results: All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students’ classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. Discussion: The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses. Key Words: Teacher- training, Survey, KMC
MBBS student selection: search for proper criteria
(Kathmandu University, 2004) Maharjan, S; Dixit, H
It is accepted that selecting students for the MBBS course is fairly difficult and not totally effective. This article documents the process undertaken at Kathmandu Medical College (KMC) with reference to previous attempts and suggestions for the future. Keywords: Admission process, medical students, selection, KUMET, Interview, criteria
Medical camps and their usefulness
(Kathmandu University, 2005) Karki, DB; Dixit, H; Neopane, A
NA
Medical education and training in Nepal: SWOT analysis
(Kathmandu University, 2008) Dixit, H; Marahatta, SB
Abstract Objective: To analyse the impact of the medical colleges that have been set up within the last two decades by production of the doctors and the effect on the health of the people Materials and methods: SWOT (strength, weakness, opportunities and threats) analysis of medical education in Nepal has been done by reviewing medical manpower produced by the different institutions in the undergraduate and postgraduate (PG) categories, their registration with the Nepal Medical Council in terms of the existing health scenario of the country Results: Shows severe shortage of basic sciences teachers. In the clinical areas ophthalmic manpower and services provided are exemplary. There are shortages and shortcomings in all areas if standard health care is to be provided to the Nepalese. There is a long way to go to provide the expected educational and medical services to foreigners prepared to pay more to avail of this in Nepal. Key words: HRH, undergraduate, PG, basic sciences, clinical, medical tourism
Medical education: Historical perspective
(Kathmandu University, 2009) Dixit, H
NA
Nepal Medical Council: The past and the future
(Kathmandu University, 2009) Dixit, H
Abstract The Nepal Medical Council (NMC) has been technically in operation for forty six years though in reality it is much less. The initial years were spent in establishing it. It is only in the last fifteen years or so that there has been much interest in it’s functioning. The objective of the NMC is to protect the public and also to oversee the medical education being conducted within the country. A brief account of the NMC from its date of establishment till the present is given here. Key words: NMC, NMA, Medical Education, Medical Colleges.
Review of Admission of MBBS Students at KMC
(Kathmandu University, 2003) Dixit, H; Maharjan, S
This is an account regarding the intake of the 7 th batch of MBBS students at Kathmandu Medical College (KMC) for the academic session 2003-2004. A total of 257 admission forms had been issued to Nepali students. Of these, 252 admission forms were filled up and were submitted to KMC together with the completed questionnaire by the Nepali students. Seven students (approximately 2.7%) did not attend interview. After the interview, out of the 245 interviewed students, the names of only 50 were brought out in the 1 st list for admission. The paper presents the system for admission of MBBS students and has made recommendations for future action. Keywords: Admission process, medical students, KUMET.
Role of Nepal Medical Council in MBBS Curriculum
(Kathmandu University, 2003) Dixit, H
The development of the Bachelor of Medicine & Bachelor of Surgery (MBBS) course in Nepal is recounted. From the stage of having a single medical college to the stage of having ten is documented. The role that the Nepal Medical Council (NMC) has played in the development of medical education in Nepal has been adequately described. Comparison of the MBBS course that the three universities are running the MBBS is done and suggestions are made for possible future directions. Keywords: Medical education, integrated system, PBL
Students’ perception regarding medical education in Nepal
(Kathmandu University, 2008) Marahatta, SB; Dixit, H
Abstract Background: Medical schools and medical education look different as we advance into the 21st century. Nepal has seen a dramatic increase in the number of medical schools/colleges in the last decade. Most schools practice traditional teaching method while others are implementing problem based learning (PBL). It is important to explore the current advances and practices in medical education to meet the needs of the health services of the country. Objective: The objective of the present study is to explore the students’ perception regarding present status of medical education in Nepal and provide recommendations to address future needs. Materials and methods: The study design of the present research was descriptive and exploratory type. Structured Questionnaire was used to assess the students’ perception relating to different aspects of medical education. A total of 24 students studying in the final year of MBBS from six medical colleges were selected randomly. Results: The traditional teaching/learning methodologies have been prevailing in the medical schools of the country. PBL suits many objectives of self directed learning (SDL) because students learn to reason and deduce facts and figures rather than rote learning. For the success of PBL and SDL students require learning resources and as per our findings although 71% of the students were satisfied with library facilities 54% were dissatisfied with computer resources. Community based approaches have been focused in the curriculum of all the medical schools of Nepal. About public health and community medicine teaching 86% of the students reported to be appropriate, of which 18% actually thought it was excessive. About the teaching of evidence based medicine (EBM), 50% students felt it was adequate and other half thought it was inadequate. Majority of the students i.e. 62% of the students also felt that the care of ambulatory patients was as well covered as the care of hospitalized patients. The areas of clinical practice which the students felt were inadequate included: nutrition (71%), geriatrics (70%), end of life care (71%), palliative care (67%), long term health care (70%), continuity of care (70%), ethical decision making (56%) and patient follow up (50%). In spite of completing their training, 25% felt they were not confident that they had acquired the clinical skills required to begin the residency program. As much as 60% felt they did not receive information about specialities and alternative medical careers. About 75% of the students had the feeling that medical profession will not be financially rewarding; 80% felt it would not be as respectable; 99% felt it would be more scientifically challenging. Conclusion: The medical education of Nepal is still guided by the notion of the traditional approaches. The teaching methods should come up as per the advancement in contemporary medical education. The training needs to be more structured and focused in practical reality than only feeding students with theoretical knowledge. Key words: PBL, SDL, EBM
Upgrading of scientific writing
(Kathmandu University, 2004) Dixit, H
NA

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