Category Archives: Homeopathic Education

Everything about Homoeopathy education and training

Teaching and Assessing Communication Skills in Medical Undergraduate Training

JYOTI NATH MODI, ANSHU, JUGESH CHHATWAL, PIYUSH GUPTA AND TEJINDER SINGH

Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes.

Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula.

The “Vision 2015” document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum.

Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers.

This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

Keywords: Communication, Interpersonal skills, Non-verbal communication, Medical education.

Download link : https://files.secureserver.net/0sBmYvSdDOqOxY

Comprehensive applied pharmacy in MD Homoeopathic Pharmacy curriculum needed

Dr R Valavan, BHMS, MD (Hom), MBA
Head – Scientific & Medical Affairs,
Schwabe India.
drvalavan@drvalavan.in

Homoeopathic post graduate course MD (Hom) was started in 1989 with 3 basic homoeopathic subjects viz. Materia Medica, Organon and Repertory. Later, 4 speciality subjects like Homoeopathic Pharmacy, Practice of Medicine, Paediatrics and Psychiatry were added in 2002. No other country has got post graduate homoeopathy courses with such speciality subjects. There have been amendments in the syllabus of these post-graduate subjects in the last 15 years. Notifications have been published on more specialties including Community Medicine, Pathology, Anatomy, Forensic Medicine, Physiology and Obstetrics & Gynaecology. With time, scope of improvement is felt. Same is true for MD Homoeopathic Pharmacy. To cope up at par with the conventional pharmaceutical industry, homoeopathic pharmacy post-graduates must have knowledge of current pharmaceutical trends and techniques. This article tries to give some inputs for inclusion in the homoeopathic pharmacy syllabus in future. A homoeopathic post-graduate should not only be knowledgeable in homoeopathic pharmacy, but also should aware of the current trends in applied pharmacy.

GMP in homoeopathy
Good Manufacturing Practices (GMP) was notified in homoeopathy around a decade ago and was enforced after two years of notification. GMP calls for amongst other things general requirement for location & surroundings, building, rooms, water, disposal of waste, adherence of factories act, medical services, safety measures, container management & arrangement for personal cleanliness of workers.  Standard operating practices (SOPs) for cleaning and sanitation, personal hygiene of the workers, general and specific upkeep of the plant, equipment, premises and every activity associated with manufacture of drugs including procurement, quarantine, testing and warehousing of materials have been prescribed by law. Apart from the location & surroundings and others mentioned in the 3rd paragraph, the industry has to adhere the guidelines such as separate dedicated areas for each ancillary activity like receipt, cleaning, warehousing and issue of raw materials, packaging materials, containers and closures, finished goods, etc.

Measures are being taken to prevent entry / presence, etc. of insects, rodents, birds, lizards and other animals into the raw material handling areas.  Every material gets proper identification by control numbers, inventory tags and labels displaying status of the quality being used. Industry now provides proper SOPs for preventing mix-up of materials at every stage of handling with separate arrangements for handling and warehousing of materials of different origins.  Materials with odour are kept in tightly closed containers well-protected from other materials. Fresh materials and odourous materials (herbs, flowers, etc.) are stored in separate dedicated areas for their optimum effectiveness. There should always be positive pressure in the production area and negative pressure in the corridors. As per the requirement of the law, the industry has to provide a well-equipped laboratory for quality control / quality assurance of raw materials and finished products and for carrying out in-process controls. In case combinations, which are permitted by Drug Rules as “Formulations”, it requires to be in adherence with the GMP guidelines of potency and Government of India’s guidelines on ethical combination. A homoeopathic pharmacy post-graduate should be well-versed with these aspects.

Modern pharmaceutical techniques
As demand for homoeopathic medicines keeps increasing over the years, the industry has to equip itself to meet the manufacturing demand and supply. Conventional pharmaceutical industry has developed techniques to reduce time and increase efficiency. For example, in the preparation of tablets, granules are dried using conventional tray-driers. It consumes lot of time. Fluid-bed dryers are increasingly used which consumes a fraction of the time taken by conventional tray-driers.

Product development
Product development has taken new dimensions these days. A need for products usually originate based on the market trends. After formula has been finalized considering the respective guidelines, a preliminary feasibility study is done. Once it is found feasible, different compositions are developed for stability. Stability can be accelerated or normal. The most stable product is taken for clinical evaluation. After passing the clinical evaluation, the product is ready for launch. All these processes are with defined timelines. A PERT diagram/chart is first formulated and is strictly followed. Any delay in any stage will further push the launch date.

Formulations of liquid orals like drops and syrups
Many homoeopathic liquid products are either drops or syrups. Syrup is sweet aqueous preparation which is viscous in nature. Though flavoured syrups are available in the market, it is not permitted in homoeopathy. They are suitable mostly for tonics, as cough medications, etc. Though they are of sugar base, dextrose and artificial sweeter based syrups are also available in the market. In liquid orals, solubility and stability of the low potency drugs added in the formulation should be taken into consideration. Many drugs of mineral kingdom are not suitable in low potency. At the same time, current GMP guidelines do not allow the formulations to contain above 3x except toxic substances. Some mother tinctures which are prone to produce sediments have to be carefully looked into.

Use of different additives used in formulations
Now homoeopathic pharmacy has grown-up with supplementary products like health tonics, tissue salts, condition specific products in low potencies, joint pain/massage oils, ear oils, hair oils, beautification products, etc. When a product is developed, knowledge of these additives is required. It helps to finalize additive suitable for the particular product. Some of the commonly used additives are given below:

Globule preparation
Globules have to be comply the specification given in Homoeopathic Pharmacopoeia of India (HPI). Good globule manufacturing practices ensure that they are not at all touched by hand at any stage of production. Homogeneity – variation of size has to be very minimal. Better absorption as directed in the HPI has to be ensured. Test solvent reaches even the centre of the globules during quality control and quality assurance tests. Entire process is done under highly hygienic condition. Only pharma grade sugar is used. Raw materials are thoroughly checked and ensured for highest quality.       Controlled Temperature Treatment Technique (CTTT) ensures highest softness of globules. Colour of the globule should be pure natural white. No chemical treatment is done to refine the sugar at any stage.No external material is added to artificially make the globules brighter. The finished product should ensure that there is no microbiological contamination by appropriate microbial tests.

Antiadhesives

Colloidal silica Metallic stearates
Corn starch Sodium lauryle sulfate
DL-Leucine Talc
Magnesium stearate  

Absorbents

Bentonite Magnesiumsilicate
Kaolin Silica
Magnesiumcarbonate Starch
Magnesiumoxide Tricalciumphosphate

Antioxidants/preservatives

Acetone Lecithin
Alphatocopherol Maleicacid
Ascorbicacid Monoisopropylcitrate
Ascorbylepalmitate Nor-dihydroguaiareticacid
Benzoin Phenylalphanapthylamine
Beta-naphthol Propylgallate
Butylatedhydroxytoluene Pyrogallol
Butylatedhydroxyanisole Pyrocatechol
Citricacid Sodiumbisulfite
Cysteinehydrochloride Sodiumformaldehydesulfoxylate
Dilaurylthiodipropionate Sodiummetabisulfite
Distearylthiodipropionate Sodiumsulfite
Ethylgallate Sodiumthiosulfate
Gallicacid Thioglycerol
Glycerin Thiosorbitol
Guaiacresin Thiourea
Hydroquinone Thioglycollicacid
Isoascorbicacid Trihydroxybutyrophenone

Binders

Acacia Ethyl cellulose
Alginates Gelatin
CMC Glucose
Hydroxypropyle cellulose Sucrose
Magnesium aluminium silicate Starch
Methyl cellulose Tragacanth
Polyvinylpyrrolidone Vinyl acetate copolymers
Sorbitol  

Coating materials

Aminoalkyl acrylate copolymers Lipid cellulose mixtures
Cellulose acetate phthalate Organic acids like benzoic, salicylic naphthoic, fumaric, uric, glutamic asparatic, etc.
Cellulose acetate Polyethylene glycols
Epoxy resins Polyvinylacetates
Ethyl cellulose PVP/PVP modified shellac
Ethyl cellulose wax mixtures Shellac
Gelatin Sodium CMC
Half esters of maleic anhydride copolymers Sodium ethyl cellulose sulfacte
Hydroxypropyl methyl cellulose Styrene-maleic acid copolymers
Hydroxyl ethylmethyl cellulose Sugar
Hydroxypropyl cellulose Terpolymers

Emulsifying agents

Benzalkonium chloride Polyoxyethylene monolaurate
Cetrimide Polyoxyethylene alkylphenol
Dioctylsodium sulfosuccinate Polyoxyethylene sorbitan monolaurate
Lecithin Polyoxyethylene sorbitan monooleate
PEG 400 monostearate Polyoxyethylene sorbitan monopalmitate
Polyoxyethylene laurylether Potassium oleate
Polyethylene monostearate Sodium oleate
Propylene glycol monostearate Sodium lauryl sulphate
Propylene glycol monolaurate  

Disintegrants

Agar Invertases
Alginic acid Karaya gum
Alginates Locust bean gum
Amylases Microcrystalline cellulose
Bentonite Methylcelluloses
Carageenases Explotab
Cellulases Primojel
Carboxy-methylcellulose (CMC) Pectin
Effervescent combinations (organic acids like citric, tartaric in combination with sodium bicarbonate) Proteases (when gelatin or zein is binder)
Guar gum Tragacanth
Hemicellulases Veegum HV

Common problems encountered in the product formulation
While developing a product, many a times different problems are encountered which have to be fixed. They include solubility issues, sterility of the products, viscosity and tonicity, etc. A multidisciplinary team has to be formed to look into the product development process. People from different backgrounds like homoeopathy, pharmaceuticals, quality control, chemistry, phyto-pharmaceuticals, etc. should participate and give inputs. Almost every problem has a solution, though it may take some time to reach the desired result.

Medico-marketing
This area has gained much importance in recent years. The concept of publicity has transformed into concept of marketing. It is no longer a choice, but a necessity. These days the organizational goals are majorly dependent on the marketing strategy. Responsibility of a post-graduate homoeopath (pharmacy) will be to screen medico-marketing materials to standardize the contents. There should be a scientific and literature support to any claim. The ethical aspect has also to be looked into. Law of the land has to be followed.

Acknowledgement
Dr. P. N. Varma, for extending his expertise and experience on the subject.

*Based on the article published in Homoeopathy for All, Vol. 18, No 6, June 2016, by the author

Need of Objective Structured Clinical Examination in Homoeopathy education

OSCE,  which stands for Objective Structured Clinical examination, was developed as an evaluation tool, in Dundee, Scotland in the early 1970’s by Dr. Harden and colleagues. This was probably an attempt to overcome some of the problems faced in the conventional practical examination in a clinical setting. The OSCE is now used in over 50 countries world-wide.

The most commonly appreciated advantages of OSCE/OSPE is that it provides an opportunity to test a student’s ability to integrate knowledge, clinical skills, as well as communication with the patient which is a must for any student aspiring to become a successful clinician. This method removes the subjectivity responsible for bias on the part of examiner simultaneously providing opportunity to provide constructive feedback to students for improvement.

As the name suggests, it is a method of evaluating student’s clinical competence in a planned, structure with well defined objectives,   which may be a small component of a larger clinical competence eg history taking , examining the pulse or even interpretation of a laboratory investigation.

Some useful links

https://sites.google.com/site/medicaleducationunit/osce

http://www.oscehome.com/

http://www.osceskills.com/

http://en.wikiversity.org/wiki/Category:OSCE

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books

Books written by Indian authors on medical teaching and training

books (2)A list of Books written by Indian Authors in Medical Education

  • Verma K, D’Monte B, Adkoli BV, Nayar U, (eds). Inquiry Driven Strategies for innovation in Medical Education. New Delhi: AIIMS, 1991.
  • Verma K, Nayar U, Adkoli BV (eds). Inquiry Driven Strategies for innovation in Medical Education: Curricular Reforms. New Delhi: AIIMS, 1995.

[These two books are mainly the collective contribution by the Indian Consortium of Medical Colleges (AIIMS, New Delhi, JIPMER Pondicherry, CMC Vellore and IMS-BHU, Varanasi, in collaboration with the Dept of Medical Education, University of Illinois, Chicago, USA)  under a WHO Project “Inquiry-driven Strategies for innovations in Medical Education”  (1989 – 1995). Hard copy is  available for display only at CMET, AIIMS. For pdf request contact Dr KK Deepak, Prof in-charge, KL Wig CMET, AIIMS, kkdeepak@gmail.com or Mr Yogesh Kumar yogesh.anju@gmail.com ]

  • Khosla PK, Angra SK, Talwar D. (eds.) Community Ophthalmology – An Indian Perspective, New Delhi: Current Scientific Literature, 1992
  • Khosla PK, Garg SP, Talwar D. (eds.) Assessment Strategies in Ophthalmology. New Delhi : Ideal Impression, 1993
  • Sethuraman K.R, Objective Structured Clinical Examination, Jaypee Brothers, New Delhi, 1993
  • Sharma SD, Kacker SK, Adkoli BV   In: Sajid AW, Mc Guire CH et al (eds).  International Handbook of Medical Education. Westport, Connecticut. London: Greenwood Press, 1994, pp207-230. [Though this is a book chapter, this is a position paper, useful for in tracing  early development of  medical education in India. ]
  • Rita Sood et al (eds). Assessment in Medical Education –Trends and Tools, L.Wig Centre for Medical Education and Technology, All India Institute of Medical Sciences, New Delhi, 1995. [This is very good primer to understand basic concepts in assessment.  pdf version available: Contact person Dr Rita Sood ritasood@gmail.com ]
  • Srinivasa D.K., Ananthakrishnan N, Sethuraman K.R, Santosh Kumar. (eds.) Medical Education: Principles & Practice, (Revised Edition), National Teacher Training Centre, Jawaharlal Institute of Medical Education and Research, (JIPMER), Pondicherry, First edition 1995. Revised edition is available.
  • Ananthakrishnan N, Sethuraman K.R, Santosh Kumar. (eds.) Medical Education: Principles & Practice , Volume II –Trainers’ Manual, National Teacher Training Centre, Jawaharlal Institute of Medical Education and Research, (JIPMER), Pondicherry, 1997 [Sr No. 8 and 9 are excellent compendium of content of the NTTC Courses conducted by  NTTC, JIPMER Pondicherry]
  • Sethuraman K.R. (ed) Developing Clinical Skills – Proceedings of a Workshop. JIPMER, Pondicherry, 1995 [ A useful collection of clinical skills categorized systematically]
  • Bali R.K. (ed) Faculty Resource Development for Dental Education in Health Sciences, Asian Pacific Dental Federation: Commission on Dental Education, 1997 [This is useful book for dental profession educators]
  • Sethuraman K.R. Trick or Treat. The Society of EQUIP, Pondicherry, 2000 [Interesting reading on medical ethics]
  • Sood R. (ed) Postgraduate Training – Key Issues, Indian College of Physicians, Academic Wing of Association of Physicians of India, New Delhi, 2002 [Recommended for PG Teachers]
  • Shekar K.S., Srinivas D.K. (eds.) What is not taught in Medical Colleges! Rajiv Gandhi University of Health Sciences, Bangalore.2011 Contact person: rguhsjps@gmail.com [A must read book for all those interested in a holistic approach to medical education]
  • Singh T., Anshu (eds.) Principles of Assessment in Medical Education 2012 New Delhi Jaypee Brothers Medical Publishers (P) Ltd. [Excellent resource for assessment in medical education]
  • Singh T., Gupta P., Singh D.(eds.) Principles of Medical Education, Fourth edition IAP National Publication House, Gwalior, JAYPEE Brothers, 2013 [Excellent primer in medical education, reads well]
  • Bhuiyan P.S.,Rege N.N., Supe A.N. (eds) The Art of teaching medical students. 2nd 2002. Medical Education Technology Cell, Seth G.S. Medical College & K.E. M. Hospital, Parel, Mumbai. [Latest edition of this book is expected soon. Contact person: Dr Pritha Bhuiyan, drprithabhuiyan@yahoo.com ]

Source : meu india

books8

List of text and reference books on medical education and technology

books8Good collection of text and reference books on medical education and technology – a must for teachers in all systems of medicine. 

GENERAL

A Practical Guide for Medical Teachers (Paperback) 452 pages
John Dent MMEd MD FHEA FRCSEd (Author), Ronald Harden OBE MD  FRCP(Glas) FRCPC FRCSEd (Author)
Publisher: Churchill Livingstone; 3 edition (July 20, 2009)
ISBN-10: 0702031232, ISBN-13: 978-0702031236

A Handbook for Medical Teachers (4th Revised Edition) (Hardcover) 240 pages
David I. Newble (Author)  Robert Cannon (Author)
Publisher: Springer; 4th edition (October 1, 2001)
ISBN-10: 0792370929, ISBN-13: 978-0792370925

ABC of Learning and Teaching in Medicine (ABC Series) (Paperback) 64 pages
Peter Cantillon (Editor), Linda Hutchinson (Editor), Diana Wood (Editor) “Publisher: BMJ Books; 1 edition (August 8, 2003)
ISBN-10: 0727916785,ISBN-13: 978-0727916785

The Medical Interview: The Three-Function Approach (Paperback) 295 pages
Steven A. Cole MD MA (Author), Julian Bird MA FRCP FRCPsych (Author)
Publisher: Mosby; 2 edition (May 5, 2000)
ISBN-10: 0815119925, ISBN-13: 978-0815119920

International Handbook of Research in Medical Education (2 Vol. Set) Hardcover1136 pages
Geoffrey R. Norman (Editor), Cees P.M. van der Vleuten (Editor), D.I.   Newble (Editor)
Kluwer Academic Publishers (Hardcover)
ISBN-10: 1402004664, ISBN-13: 978-1402004667

TEACHING – LEARNING

Medical Education and Training:From theory to delivery Paperback 350 pgs
Yvonne Carter (Editor), Neil Jackson (Editor)
Publisher: Oxford University Press, USA; 1 edition (December 15, 2008)
ISBN-10: 0199234213, ISBN-13: 978-0199234219

Teaching Large Classes: Tools and Strategies (Survival Skills for Scholars) (v. 19) (Paperback)
Dr. Elisa Carbone (Author) Paperback: 115 pages
Publisher: Sage Publications, Inc (May 27, 1998)
ISBN-10: 0761909753, ISBN-13: 978-0761909750

Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults (Paperback) 263 pages
Jane Vella (Author)
Publisher: Jossey-Bass; 1st edition (June 15, 2002)
ISBN-10: 0787959677,ISBN-13: 978-0787959678

Team-Based Learning: Small Group Learning’s Next Big Step: New Directions for Teaching and Learning, No. 116 (J-B TL Single Issue Teaching and Learning) (Paperback) 128 pages
Larry K. Michaelsen (Editor), Michael Sweet (Editor), Dean X. Parmelee (Editor): Jossey-Bass (January 14, 2009)
ISBN-10: 0470462124
ISBN-13: 978-0470462126

Bringing Problem-Based Learning to Higher Education: Theory and Practice: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning) (Paperback) 108 pages
Publisher: Jossey-Bass; 1 edition (December 3, 1996)
ISBN-10: 0787999342,ISBN-13: 978-0787999346

How to Teach Continuing Medical Education (Paperback) 144 pages
Mike Davis (Author),  Kirsty Forrest (Author)
BMJ Books; 1 edition (June 10, 2008)
ISBN-10: 1405153989, ISBN-13: 978-1405153980

Community-Based Teaching: A Guide to Developing Education Programs for Medical Students and Residents in the Practitioner’s Office (Paperback) 284 pgs
Susan L. Deutsch (Editor), John Noble (Editor)
Publisher: American College of Physicians; 1 edition (January 15, 1997
ISBN-10: 0943126592, ISBN-13: 978-0943126593

Essential Guide to Educational Supervision in Postgraduate Medical Education (Paperback)184 pages
Nicola Cooper (Editor), Kirsty Forrest (Editor) BMJ Books; 1 edition (May 4, 2009)
ISBN-10: 1405170719, ISBN-13: 978-1405170710

Teaching during Rounds: A Handbook for Attending Physicians and Residents (Paperback) 144 pages
Donn Weinholtz (Author), Janine C. Edwards (Author)
Publisher: The Johns Hopkins University Press; 1 edition (April 1, 1992)
ISBN-10: 0801843510, ISBN-13: 978-0801843518

Residents’ Teaching Skills (Hardcover) 254 pages
Janine Edward PhD (Editor), Joan Friedland MD MPH (Editor), Robert Bing-You MD MEd FACP (Editor)
Publisher: Springer Publishing Company; 1 edition (January 15, 2002)
ISBN-10: 0826114369, ISBN-13: 978-0826114365

Teaching and Learning in Medical and Surgical Education: Lessons Learned for the 21st Century (Hardcover) Hardcover: 368 pages
Linda H. Distlehorst (Editor), Gary L. Dunnington (Editor), J. Roland Folse(Editor)
Lawrence Erlbaum; 1 edition (April 1, 2000)
ISBN-10: 0805835423, ISBN-13: 978-0805835427

LEARNING

How People Learn: Brain, Mind, Experience, and School: Expanded Edition (Paperback)  374 pages
Publisher : Committee on Developments in the Science of Learning with additional  material from the Committee on Learning Research and Educational Practice (Author), National Research Council  (Author)
Publisher: National Academies Press; 2 edition (September 15, 2000)
ISBN-10: 0309070368, ISBN-13: 978-0309070362

Clinical Reasoning in the Health Professions (Paperback) 520 pages
Joy Higgs BSc GradDipPty MPHEd AM PhD (Editor), Mark A Jones      BSc(Psych) PT MAppSc (Editor), Stephen Loftus BDS MSc PhD (Editor), Nicole Christensen MAppSc PT (Editor)
Butterworth-Heinemann; 3 edition (February 14, 2008)
ISBN-10: 0750688858, ISBN-13: 978-0750688857

Critical Thinking and Clinical Reasoning in the Health Sciences: An International Multidisciplinary Teaching Anthology Perfect Paperback: 285 pages
Noreen C. Facione & Peter A. Facione (Editors)
Publisher: The California Academic Press / Insight Assessment; 1st edition (March 10, 2008)
ISBN-10: 1891557602, ISBN-13: 978-1891557606

Critical Thinking in Clinical Practice: Improving the Quality of Judgments and Decisions, Second Edition (Hardcover) 648 pages
Eileen Gambrill (Author)Publisher: Wiley; 2 edition (February 10, 2006)
ISBN-10: 0471471186
ISBN-13: 978-0471471189

The Power of Critical Theory: Liberating Adult Learning and Teaching (Hardcover) 432 pages
Stephen D. Brookfield (Author)
Publisher: Jossey-Bass; 1 edition (November 5, 2004)
ISBN-10: 0787956015, ISBN-13: 978-0787956011

Intuition and Metacognition in Medical Education: Keys to Developing Expertise (Springer Series on Medical Education) (Hardcover) 176 pages
Mark Quirk EdD (Author)
Springer Publishing Company; 1 edition (August 1, 2006)
ISBN-10: 0826102131, ISBN-13: 978-0826102133

John Dewey, On Education: Selected Writings (Paperback)
John Dewey (Author), Reginald D. Archambault (Editor, Introduction)
Publisher: University Of Chicago Press; Phoenix Ed edition (Dec. 15, 1974)
ISBN-10: 0226143902, ISBN-13: 978-0226143903 

CURRICULUM 

Curriculum Development for Medical Education: A Six-Step Approach (Paperback) 192 pages
David E. Kern MD MPH (Author), Patricia A. Thomas MD (Author), Donna       M.       Howard RN DrPH (Author), Eric B. Bass MD MPH (Author)    Publisher: The  Johns Hopkins University Press; 1 edition (August 17, 1998)            

Curriculum Development in Nursing (Paperback) 242 pages
Leana Uys (Author)       Publisher: Routledge; 1 edition (July 13, 2005)
ISBN-10: 0415346304, ISBN-13: 978-0415346306

ASSESSMENT 

Measurement and Assessment in Teaching (9th Edition) (Hardcover) 576 pages
Robert L. Linn .(Author) M. David Miller(Author)
Publisher: Prentice Hall; 9 edition (July 29, 2004)
ISBN-10: 0131137727, ISBN-13: 978-0131137721

Assessment of Student Achievement (9th Edition) (Paperback) 240 pages
Norman E. Gronlund (Author), C. Keith Waugh (Author)
Publisher: Allyn & Bacon; 9 edition (March 14, 2008)
ISBN-10: 0205597289, ISBN-13: 978-0205597284

Assessment in Health Professions Education (Paperback) 336 pages
Steven M. Downing (Author), Rachel Yudkowsky (Author) Publisher: Routledge; 1st  edition (April 21, 2009)
ISBN-10: 0805861289, ISBN-13: 978-0805861280

Assessment in Medical Education and Training: A Practical Guide (Paperback) 175 pages
Neil Jackson (Editor), Alex Jamieson (Editor), Anwar Khan (Editor)
Radcliffe Publishing; 1st  edition (July 31, 2007)
ISBN-10: 1846190460, ISBN-13: 978-1846190469

Introduction To Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote Student Learning (Paperback) 112 pages  Dannelle D. Stevens  (Author),  Antonia J. Levi (Author)Publisher: Stylus Publishing (November 2004)
ISBN-10: 1579221157, ISBN-13: 978-1579221157

Developing and Validating Multiple-Choice Test Items (Hardcover)
Thomas M. Haladyna Hardcover: 320 pages
Publisher: Lawrence Erlbaum; 3 edition (April 21, 2004)
ISBN-10: 0805846611, ISBN-13: 978-0805846614

Handbook of Test Development (Paperback) 792 pages
Steven M. Downing (Editor), Thomas M. Haladyna (Editor)
Publisher: Lawrence Erlbaum Associates (January 18, 2006)
ISBN-10: 0805852654, ISBN-13: 978-0805852653

Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests (Paperback) 368 pages
Dr. Gregory J. Cizek (Editor), Michael B. Bunch (Editor)
Publisher: Sage Publications, Inc (November 22, 2006)
ISBN-10: 1412916836, ISBN-13: 978-1412916837

Generalizability Theory: A Primer (Measurement Methods for the Social Science) (Paperback) 152 pages
Professor Richard J. Shavelson (Author), Noreen M. Webb (Author)
Publisher: Sage Publications, Inc; 1 edition (July 23, 1991)
ISBN-10: 0803937458, ISBN-13: 978-0803937451

MISCELLANEOUS

Measuring Medical Professionalism (Hardcover) 336 pages
David Thomas Stern (Author)Publisher: Oxford University Press, USA; 1 edition (November 17, 2005)
ISBN-10: 0195172264, ISBN-13: 978-0195172263

How Did That Happen?: Holding People Accountable for Results the Positive, Principled Way
Roger Connors  (Author), Tom Smith (Author)

Achieving Excellence in Medical Education180 pages
Richard B. Gunderman  (Author)
Publisher: Springer; 1 edition (October 24, 2007)
ISBN-10: 1846288134, ISBN-13: 978-1846288135

Environmental Medicine: Integrating a Missing Element into Medical Education (Hardcover): 992 pages
Committee on Curriculum Development in Environmental Medicine (Author), Institute of Medicine (Author), Andrew M. Pope (Editor), David Rall(Editor)
Publisher: National Academies Press (April 28, 1995)
ISBN-10: 0309051401, ISBN-13: 978-0309051408

Educating for Professionalism: Creating a Culture of Humanism in Medical Education (Paperback) 236 pages
Delese Wear (Editor), Janet Bickel (Editor)
ISBN-10: 1587296977, ISBN-13: 978-1587296970

Better: A Surgeon’s Notes on Performance (Paperback)
by Atul Gawande
Paperback: 288 pages
Publisher: Picador; 1st edition (January 22, 2008)
ISBN-10: 0312427654, ISBN-13: 978-0312427658

STATISTICS, RESEARCH AND EVALUATION

Dictionary of Statistics & Methodology: A Nontechnical Guide for the Social Sciences (Paperback) 376 pages
Dr. W. Paul Vogt (Author)
Publisher: Sage Publications, Inc; 3rd edition (April 27, 2005)
ISBN-10: 0761988556, ISBN-13: 978-0761988557

Research on Educational Innovations (Hardcover) 265 pages
Arthur Ellis (Author)
Publisher: Eye On Education; 4 edition (June 17,          2005)
ISBN-10: 1930556969, ISBN-13: 978-1930556966

Creativity and Research Education in the Clinical Sciences: Effect of Graduate Medical Education on the Divergent Thinking and Problem Finding Abilities of Resident Physicians (Paperback) 60 pages
Jennifer K. Holtz (Author)
Publisher: VDM Verlag Dr. Müller (January 30, 2009)
ISBN-10: 3639117409, ISBN-13: 978-3639117400

Innovation Processes in Medical Schools (Hardcover)
Margaret N. Bussigel  (Author) , Barbara M. Barzansky (Author), Gary G. Grenholm (Author)
Publisher: Praeger Publishers (March 22, 1988)
ISBN-10: 027592369X, ISBN-13: 978-0275923693

How to Use SPSS: A Step-By-Step Guide to Analysis and Interpretation (Paperback) 136 pages
Brian C. Cronk (Author)
Pyrczak Pub; 5 edition (April 2008)
ISBN-10: 1884585795, ISBN-13: 978-1884585791

Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Paperback) 296 pages
John W. Creswell (Author)
Sage Publications, Inc; 3rd edition (July 15, 2008)
ISBN-10: 1412965578, ISBN-13: 978-1412965576

Statistics: A Spectator Sport (Written communication annual) (Paperback)
Richard M. Jaeger (Author) Paperback: 416 pages
Publisher: Sage Publications, Inc; 2nd edition (May 1, 1990)
ISBN-10: 0803934211, ISBN-13: 978-0803934214

Evaluation: A Systematic Approach (Hardcover) 480 pages
Dr. Peter H. Rossi (Author), Mark W. Lipsey (Author), Dr. Howard E.
Freeman (Author)
Publisher: Sage Publications, Inc; 7th edition (October 14, 2003)
ISBN-10: 0761908943, ISBN-13: 978-0761908944

Utilization-Focused Evaluation (Paperback) 688 pages
Michael Quinn Patton (Author)
Publisher: Sage Publications, Inc; 4th edition (June 18, 2008)
ISBN-10: 141295861X, ISBN-13: 978-1412958615

Evaluating Training Programs: The Four Levels (3rd Edition) (Hardcover) 379 pages
Donald L Kirkpatrick Ph.D. (Author), James D Kirkpatrick (Author)
Publisher: Berrett-Koehler Publishers; 3rd edition (January 1, 2006)
ISBN-10: 1576753484, ISBN-13: 978-1576753484

Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs (Paperback) 153 pages
Donald L Kirkpatrick Ph.D. (Author), James D Kirkpatrick (Author)
Publisher: Berrett-Koehler Publishers; illustrated edition edition (October 1, 2007)
ISBN-10: 1576754545, ISBN-13: 978-1576754542

How to Measure Training Results : A Practical Guide to Tracking the Six Key Indicators (Hardcover) 300 pages
Jack Phillips (Author), Ron Stone (Author)
Publisher: McGraw-Hill; 1 edition (February 27, 2002)
ISBN-10: 0071387927, ISBN-13: 978-0071387927 

LEADERSHIP AND MANAGEMENT

Head of Department: Principles in Practice (Management and Leadership in Education) (Paperback) 134 pages
Anne Gold (Author)  Continuum International Publishing (May 1, 1998)
ISBN-10: 0304701610, ISBN-13: 978-0304701612

Management for Healthcare Professionals (Paperback) 905 pages
Dr.H G Chandorkar (Author)
Paras Medical Publisher,
ISBN : 978-81-8191-245-9

MANAGERS WHO LEAD : A Handbook for Improving Health Services
(Paperback) 295 pages
Management Sciences for Health
Publisher: Management Sciences for Health (January 2005)
ISBN-10: 0913723959, ISBN-13: 978-0913723951

Source : meu india

sahani

Approach to Homoeopathic Education Technology – Book review

sahaniBook Review : Dr Mansoor Ali

Authors : Dr Ramjee Singh & Dr MK Sahani

Foreword by  Dr KM Dhawale

Published by Research Institute of Sahni Drug Transmission and Homoeopathy
Shivpuri, Ptana.800023
Email: risdth@gmail.com

The quality of homeopathic education is decreasing day by day. Professionally honest educators, who are genuinely interested in teaching, are decreasing day by day. Teachers are more interested in private practice and fabricated seminars which increase their income and popularity rather than regular classroom or clinical teaching. The love respect relationship between students and teachers are also at the minimum. There are many factors to blame.

The teacher thinks that, he is a paid employee and therefore his duty is only to teach in the prescribed period without knowing the pulse of the student. Thus students lose interest in the particular subject that is being taught

This book suggest various methods and techniques to improve the quality of education in Homoeopathic medical colleges through innovative methods of teaching and learning process.

Teachers directly coming into the profession after BHMS or MD (Hom) without  acquiring teaching skills, since we do not have courses like BEd or MEd. We may have good clinical skill but less teaching skill. Remember it is a skill that can be mastered only through practice.

Technology now open up new opportunities, making education more attractive, effective and result oriented.

Main Chapters are

  • Education in Homoeopathy – issues and challenges
  • Essential skills and abilities required for the study of homoeopathy
  • Skill required to be developed in Homoeopathy students
  • Teaching in materialism and dynamism
  • Teaching learning environment
  • The Medical teacher
  • Need for faculty development in homoeopathic medical education in India
  • Micro teaching
  • The learning process
  • Simulation and its role in medical education
  • Developing attitude for bedside skill
  • Teaching thinking skills
  • Communication skill
  • Problem based learning –PBL
  • Integrated teaching
  • Information technology in medical education
  • Lesson planning
  • Presentation skill
  • Interactive lectures
  • Other methods in teaching and learning
  • Internship in homoeopathic education

Medical education is somewhat different from general education. This book will definitely help the new generation teachers to a great extent. Font size may be increased in the next edition, and the logo in each pages create some difficultly in reading smoothly.

Price: 250/-

Pages : 131

Dr Mansoor Ali with students

Need of orientation classes for first BHMS students

Dr Mansoor Ali with students

Dr Mansoor Ali with students

Dr Mansoor Ali

What during and after BHMS” – a two hour interactive session for the first BHMS students of Govt. Homoeopathy Medical College Calicut.

“A good teacher can inspire hope, ignite the imagination, and instill a love of learning” Brad Henry

GHMC Calicut conduct these type of orientation classes regularly for the UG & PG students – because – in order to succeed in homoeopathy, students must know what they are doing, like what they are doing and believe in what you are doing.

Moreover it is the desire of every student that their teacher will give some meaningful learning experience that will help them to fight the challenges in life.

I have a request to all homoeopathy college authorities – please conduct these type of orientation classes to every first BHMS batches, so they may get an idea about the scope of limitations of BHMS.

Teaching in a professional college is not merely what is in the textbook. But a practical application of various aspects of clinical practice and homoeopathic philosophy. Guidance and counselling that is an un avoidable thing in this era.

Main points to include

  1. Effective preparation – The learning and teaching methods in a medical course is somewhat different form that of higher secondary education
  2. Basic concept of Homoeopathy and something interesting about the legend Dr Samuel Hahaneman
  3. Time management
  4. A brief comparison of BHMS,BAMS and MBBS – including syllabus, duration, career and private practice
  5. Opportunities India and concerned state
  6. Opportunities abroad
  7. Global status of homoeopathy
  8. Indian scenario homoeopathy
  9. Higher education in homoeopathy
  10. Health related courses after BHMS
  11. How to become a successful homoeopath
  12. Stalwarts opinion on homoeopathy

What not taught in BHMS

  • How to learn from your patients
  • How to set up a clinic
  • Scope and limitations of BHMS
  • How to advertise for getting more patients
  • Integration of clinical and non-clinical subjects for a better prescription
  • A study of various medical systems in India
  • Case taking in different clinical situations- IPD,OPD,Rural, Tribal, pediatric, psychiatric,geriatric etc.
  • Various accessory managements like IV, Catheter,Ryles tube, nebulisation etc
  • What after BHMS – Career and prospects
  • Homoeopathy across the globe

Dr Mansoor Ali
Associate Professor
Govt Homoeopathy Medical College. Calicut

who

WHO Guidelines for Continuing Medical Education for doctors

whoRegional Guidelines for Continuing Medical Education (CME)/ Continuing Professional Development (CPD) Activities

These guidelines specify minimum standards for CME/CPD activities for registered medical doctors including those who practise public health

(A) Scope and coverage

(B) Fundamental requirements of a national CME/CPD system

(I) Regulatory mandate

(II) Organizational structure

(III) Conduct and accreditation processes

(C) Public announcement

(D) Accruable Benefits of CME/CPD.

Download link

books (2)

Proverbs in homoeopathy

books2Proverbs in homoeopathy

  1. Devils ( baryta ) rush in where angels fear to tread .
  2. Anyone will make mistake , none but a fool ( baryta ) will continue in it .
  3. Some born great ( plat ) , others achieve greatness ( aur ) and some ( lyco ) have greatness thrust upon them .
  4. A job worth doing , is a job worth doing well ( aur ) .
  5. Empty vessels make the most noise ( verat ) .
  6. An honourable death is better than a dishonoured life ( aur ) .
  7. Great talkers are little doers ( lach ., sulph ) .
  8. A great talker is a great liar ( op ) .
  9. An idle brain is the devil’s workshop (iod ) .
  10. Everything is within the reach of him who makes incessant efforts to get it ( metals ) .
  11. A penny saved is a penny gained or earned ( ars ., bry ., calc-fl ., nux-v ) .
  12. A rolling stone gathers no mass ( fl-ac ., tub ) .
  13. Better late than never ( stram ., carbons ., cann-in ) .
  14. Cheerfulness is the medicine for the mind ( croc ) .
  15. Giving and forgiving ( magnesia ) .
  16. Fear is a dark room , in which negatives are developed ( gels ., stram ) .
  17. In sickness we fear for our lives ; in health we fear for our money ( ars ., calc ., lyc ) .
  18. Still water , runs deep ( ign ., aur ., nat-m ., verat ) .
  19. Jack of all trades and master of none ( lach ) .
  20. Pride and grace , dwell never in one place ( plat ., verat ) .
  21. Honesty is the best policy ( staph ) .
  22. Strike while the iron is hot ( lach ) .
  23. Great haste makes great waste ( apis ., mosch ., nat-m ., ) .
  24. Age is a matter of feeling ; not of years ( fl-ac ) .
  25. A bird in hand is worth two in the bush ( calc ) .
  26. The easiest way to dignity is humility ( carc ., staph ) .
  27. He who forgives , ends the quarrel ( magnesia ) .
  28. You will never be a leader , unless you first learn to follow ( aloe ., choc ) .??

Courtesy: as received WhatsApp

e-Exam

Win one lakh with Lippe Homoepathy solve the case contest

ExamCONTEST- SOLVES THE CASE

For LIPPE AWARD.

WIN Rs. 1, 00,000.

And two consolation prizes, each of Rs. 25,000

By BAMRA AROGYA TRUST

1428 – Sector – 4, Urban Estate, GURGAON – 122001.

ELIGIBILITY

  1. Anybody who claims to be a homoeopath.
  2. Age should not be more than 35 years on 10thJanuary 2016.

PROCEDURE

  1. Registrations shall be done online or by mail at sachiv@bamrahomeopathy.com with the Name, address, contact number, emails Id till the 10th January 2016.
  2. Registration Fee of Rs. 200/-may be sent either through cheque /DD / or through online account payment to Bamra Arogya Trust, SBI A/c No: 32167993954, IFSC Code:
  3. The venue, date and details of the contest shall be intimated to the candidates latest by 31st January 2016.

GENERAL GUIDELINES FOR THE CONTEST

  1. The contest shall comprise of a subjective written test paper:
  2. Duration- 3 hours.
  3. Total marks- 100
  4. Contest Paper shall comprise of 10 short questions and 1 or 2 cured cases by the Masters like Kent, Burnett, Lippe, Andre Saine, Vithoulkas and others.
  5. Candidates shall be asked to find out,- Prognosis, Remedy,- Justification for selected remedy- Any other points, related to the case.
  6. Candidates are allowed to take their Repertory and Materia Medica in the contest hall.
  7. No electronic devices like mobiles, laptops etc. shall be allowed in contest hall.
  8. The winner of the award shall be declared by a BOARD, consisting of Experts, as constituted by Bamra Arogya Trust.
  9. Winner will be accolade on the Annual Ceremony of BAMRA AROGYA TRUST to be held in March 2016.

DATE OF EXAMINATION IS 07 FEBRUARY 2016.

Contact9818946363, 9891418265.

Registrations shall be done online
https://docs.google.com/forms/d/1NIqmTaE-UUXnXM7su4dx7Fk2LBN-C_CpZugnIfQRc-0/viewform

teachers10

Join with Academy of Health Professions Education India

teachers10A non-governmental organization, the Academy of Health Professions Educators will include educators from all health professions in the country. It will work with a focus to develop the field of health professions education to enhance educator competencies towards improving health professions education and thereby health care in India.

Aim
As a national organization, AHPE aims to improve the quality and relevance of HP education at all levels – undergraduate, postgraduate and continuing professional development in line with WFME / SEARAME

Objectives

  1. To promote and encourage development and advancement of Health Professions Education
  2. To encourage and promote educational research activities pertaining to Health Professions Education
  3. To arrange regular scientific meetings, symposia and seminars
  4. To conduct regional meetings and form state branches to promote Health Professions Education
  5. To work together for mutual benefit with organizations promoting Health Professions Education both in India and internationally
  6. To promote publication of articles relating to Health Professions Education in various national and International journals
  7. To publish, periodicals, journals and other material pertaining to Health Professions Education
  8. To promote training of teachers, Health Professions students (both undergraduate and post graduate), research fellows and allied Health Professionals in various aspects of Health Professions Education
  9. To bring together under one corporate body all qualified Health Professions personnel and scientists practicing or interested in Health Professions Education
  10. Any other program approved by the Academy for advancement of Health Professions Education

Office Bearers
President
Dr Avinash Nivritti Supe
Dean, Seth GS Medical College & KEM Hospital, Parel, Mumbai 400012

Immediate Past President (IAHPE)
Dr.Rita Sood
Professor of Medicine, All India Institute of Medical Sciences, New Delhi

Members will receive the following benefits

    • Personal communication of AHPE Bulletins
    • Reduced registration fees for AHPE activities
    • 20% discount for AHPE publications
    • Keep up to date with current developments in field of healthcare professions education. 

Please download and complete the attached form and submit. Life Membership fee is Rs.4000/- . The payment can be made by Demand Draft in favour of “Academy of Health Professions Educators” payable at Mumbai or by wire transfer as per the following details:

Name of the Account: Academy of Health Professions Educators
Name of Bank : State Bank of India, Mumbai

Account No. : 35096522164
IFSC Code: SBIN0001884
MICR Code : 400002064

Please note that intimation should be sent by email to either the Secretary (payalkbansal@gmail.com) or the Treasurer (nimarege@gmail.com) after making a wire transfer. Please provide your mobile number in the mail.

Demand Drafts may be sent to any of the following addresses

Secretariat Address
Dr.Payal Bansal
Professor & Head, Institute of Medical Education Technology and Teachers Training,
Maharashtra University of Health Sciences’ Regional Centre, 3rd Floor, Civil Hospital Building, Aundh, Pune 411027

APPLICATION FORM FOR AHPE MEMBERSHIP
Mailing address (Please type or print legibly) 

First Name:

Last Name:

Title:

Current Professional Position:

Date of birth:

Department:

Institution:

Street address:

City:

State / Province:

Area Code:

Country:

Telephone No:                                                                      Mobile Number :

Fax:

Email:

  • Membership is granted upon application and payment of Life membership.
  • Membership is non-transferable.
  • Life Membership fee is 4000/-
exam

BMJ guide to newly qualified doctors

examThe BMJ have given a very useful guide that they have produced for newly qualified doctors.

The guide offers very handy and practical tips and guidance to assist you as you settle into your new role and all the challenges and responsibilities that go with it. There are bite sized advice sections written by junior doctors to help you into your new job.

You will have to register freely with the BMJ website, but once you have done so you can download the guide free of charge.

Link : http://doc2doc.bmj.com/assets/secure/youwillsurvive.pdf

case taking2

How to publish your thesis? Making the transition from thesis to published paper

case taking2Making the transition from thesis to published paper: A supervisor’s note to her student

Navjeevan Singh
Department of Pathology, University College of Medical Sciences, New Delhi, India

There are good reasons why you should publish a paper of your thesis. Science progresses in small steps; a journey of a thousand miles begins with a single step. You have put in several months of painstaking work with your thesis and taken that first small step. Sharing your work with the larger scientific community is essential to the progress of science. Your thesis may be read only by a handful of people besides you and your supervisor; or it may languish in the oblivion of the shelves of your institutional library. If institutional policy and resources permit, it may lie unread in an online repository. On the other hand, a paper published in a PubMed indexed, peer-reviewed journal has far greater potential to be seen as credible work which can be subjected to critical review and be cited by other researchers.

Publishing your work in indexed, peer-reviewed journals is considered the acme of academic achievement; a pinnacle you scale successfully every time your research is so published. When your first paper is published, your status is elevated to that of a “peer.” By reading the literature and building your research on the work of others you stood on the shoulders of giants; by publishing your work you become a giant yourself.

The best opportunity to write your paper is immediately after submission of the thesis. At this time, your mind will be brimming with ideas and if you get it right, you could carry a reprint of your published paper to the MD examination! If you fail to capitalize during this brief window period, the next chance may not come until after you have taken the examination. By then your precious work will have turned stale and you may have to redo large portions of it to account for the additions to the literature while you dallied.

Never underestimate the value of your work. If you have been meticulous and thorough with your research, the discerning reader will see it. There will be flaws, as indeed there are in most published work. [1] By publishing you generously allow other researchers to discover those flaws and enable them to design better studies; that is what progress in science is all about. It is unethical not to publish your research because by doing so you deprive the scientific community and those who benefit from its efforts, of the fruit of your labor. [2]

Read the full article
http://www.ijdvl.com/text.asp?2015/81/5/447/163694

video

Video tutorials on accessory management for medical professionals

videoSome simple videos on various accessory management – which every medical students and practitioners must know and understand.

Incorporate these accessory managements along with prescription, which offer better and speedy result. Accessory managements are not the monopoly of any medical systems.

IV fluid administration

How to introduce a Ryle’s tube/Nasal Gastric Tube

How to introduce a catheter

How to introduce catheter in a Female

How to introduce catheter in a Male

Simple Abdominal Exercise

Ab Workout, 5 Minute Abs – Full Length Workout to Burn Belly Fat & Get a Flat Stomach Fast!

Neck Exercise for Cervical Spondylosis

Carpal Tunnel Syndrome Exercises

Exercises for Low Back pain lumbar spondylosis by Dr Mahesh Maheshwari

Three Tennis Elbow Exercises

Cardiopulmonary Resuscitation (CPR) Training Video

First Indian language CPR and AED Training video

 

If you have anything special, please forward the links to homoeobook@gmail.com

 

Doctors8

CCH inspection and salary of Homoeopathy College teachers

Doctors8Dr Mansoor Ali

Central Council of Homoeopathy  is sensitive to know how many chairs, how many curtains, how many laboratory equipment should be there in homoeopathy medical college,but CCH is not bothered how much honorarium faculty is receiving.

CCH mentioned everything about Homoeopathy colleges in MSR Regulations, but nothing about salary and wages of teachers and paramedics.

Among other contemporary governing bodies in country like UGC, AICTE,.only CCH has no recommendations regarding salaries of faculty.Let us request CCH to include in its norms minimum salary structure for each faculty position with arrival of 7th pay commission.

Conducting  inspection ever year…giving amnesty every year by the Ministry!.  It’s a sheer waste of time and energy. Also the amount of paper used or rather wasted is a waste of natural resources.

Private lobby dictates the policy and amendments. Have a look on the rationale behind the reduction of faculty requirement. They claim shortage of faculty, in reality there is nothing like that. Not a good sign for advancement in homoeopathy medical education.

Is it possible to teach all the 12 subjects with minimum two faculties in each department?

Many teachers have worked in a private homoeopathy medical college with no infrastructure or patient load or full real faculty.They have more PG courses than Government colleges with real time faculties!.

What happened to the centralized electronic database of all homoeopathy medical college teachers which has been talked about for some years now. That would go a long way towards localizing teachers, and determining who are  the “hopping” teachers at the root of all this massive effort. There should be a database of teachers who is serving in which place and for how long with time to time vigilance from both sides teachers/ colleges and CCH to confirm that and then everything will fall in line.

We must pressurise the CCH to bring parity in terms of salaries of teaching  fraternity (private and state medical colleges) which should be at par with the central or state government scales with regular upgrades as per the revisions in DA. CCH must insist on Form 16 or TDS.

Private colleges are serving the country by providing large numbers of doctors that exceed those from the government colleges. Most of the faculty is  sincere, hardworking, accountable; black sheep are present in every sphere of life and professions. The government t and the CCH has a responsibility towards our welfare and needs also besides regulating us like our masters.

Also, a point system comprising of years of experience, publications as first, second and corresponding authors, teaching laurels, chapters in books, presentations, organising CMEs, attending training courses and workshops, etc should be the criteria of assessing the faculty purely for a higher pay rather than as promotion criteria.

The basic problem of homoeopaths is that they are ready to join such institute/clinic even at such low salary. Management clearly says if you are not willing at this salary we have lot of other homoeopathic doctors in line to work with such cheap salary. Private medical colleges pay 2000-6000 to Post graduates still  many are ready to work with that salary.

We should make its voice heard and demand parity in the salaries. This way the faculty would be stable. The colleges which need faculty may quote a higher pay.

doctors (3)

What after BHMS – scope and limitations of Homoeopathy courses

doctors (3)This versatile presentation covers the scope and limitations of BHMS course,career and placement, higher education and health related courses after five years of Bachelor of Homoeopathic Medicine and Surgery.

Welcome to the world of Homeopathy  – the second largest system of medicine in the world – WHO

It is the desire of every student that their teacher will give them some meaningful learning experience that will help them to face the challenges of life.

Major topics covered

  • Effective preparation
  • Importance of Highway mind-set
  • Time management
  • Global status of Homoeopathy
  • Indian scenario of Homoeopathy
  • Opportunities in Kerala
  • Opportunities India
  • Opportunities abroad
  • Homœopathy help in National Economy
  • SWOT analysis
  • Kerala Model of Homoeopathy
  • Higher education after BHMS
  • Health related courses after BHMS
  • How to become a Successful homoeopath

Dear Teachers
Please take this topic with the first BHMS students

In order to succeed, they must know what they are going to do, like what they are doing and believe in what they are doing.

Download link

Dr Mansoor Ali
Associate Professor
Govt Homoeopathic Medical College. Calicut

Your feedback and suggestions are appreciated

ghf

Proceedings of GHF’s World Homoeopathy Summit 2015

ghfBook Review by Dr Mansoor Ali

This book is a collection of proceeding of World Homoeopathy Summit 2015 held at Mumbai – from inspirational welcome speech to vote of thanks- that covers the papers presented by various scientists and researchers from across the globe in two days.

This is definitely an invaluable supplement that creates confidence among homoeopaths by unlocking the scientific potential of the great system homoeopathy.

The Global Homeopathy Foundation (GHF) organised the World Homeopathy Summit (WHS) at Birla Matoshree Sabhaghar, Mumbai, 400020, India on 11-12 April, 2015. The three major organizations/institutions under the Ministry of AYUSH, namely Central Council for Research in Homeopathy, Central Council of Homeopathy and Homeopathic Pharmacopoeia Laboratory were the institutional collaborators. The three major professional bodies namely, Homeopathic Medical Association of India, Indian Homeopathic Medical Association and the Indian Chapter of Liga Medicora Homeopathica Internationalis supported the event. 

Homeopathy has gained increasing popularity in India in the recent past and there is a resurgence of interest in many developed countries. Global attention is emerging among the scientists from the pure and applied sciences to look into certain intricate concepts of Homeopathy that remain as myths to the conventional science.

The nano science, quantum physics, biotechnology, genomics and the like are coming up with  better and newer  explanation on Homoeopathy.

WHS made a path breaking expedition  bringing in the best of the brains from the scientific world before an inquisitive learners.

The Scientific Sessions World Homeopathy Summit  (Mumbai)
After the inauguration ceremony followed the scientific sessions.  Dr Rajesh Shah moderated the scientific sessions that were arranged around three themes, namely:

(i)  Nature of homeopathic medicine

(ii) Evidences of its action

(iii) Mechanism of its action

Twenty-six scientists including molecular biologists, engineers, physicists, immunologists, pharmacologists, chemists, nanotechnologists, zoologists, homeopaths and conventional doctors from some of the premium universities presented their papers on latest research related to homeopathy concepts. About 800 delegates from across the country, mainly practitioners, teaching faculties, postgraduate students, PhD scholars and scientists attended the summit.

Prof. Jayesh Bellare, HOD, Chemical Engineering, Indian Institute of Technology, Mumbai, presented  his paper on Nanotechnology of Homeopathic medicines  and  demonstrated that the homeopathic medicines in high dilutions retain the nano-particles of the source material.

Prof. Rajendran, Principal, Vinayaka Mission Homeopathic Medical College, Salem  who worked at the Centre for Nano Science and Engineering, presented his  study revealing the hidden secrets of homeopathic potencies using High Resolution Transmission Electron Microscope (HRTEM) and Energy Dispersive Spectroscopy (EDS) on Aurum Metalicum 6C – CM potencies and FESM & EDS studies of Carbo Vegitabilis 6 C – CM potencies.

Dr Arun Jamkar, an onco-surgeon and vice chancellor of Maharashtra University of Health Sciences, Nasik,  made special comments on the future of nanotechnology and homeopathy.

Prof. G D Jindal an electrical engineer and Dr Akalpita Paranjape both former scientists at Bhabha Atomic Research Centre demonstrated measurability of the effects of homeopathic dilutions on autonomous nervous system in humans with an electrical device.

Prof. P. K. Joshi, physicist at Tata Institute of Fundamental Research and Dr Praful Barvalia, a renowned homeopath from Mumbai, demonstrated Enhanced Supercontinuum Generation in water in the presence of ultra-dilute solutions using laser beams; in samples containing high dilutions of homeopathic medicines.

Prof. N C Sukul, an eminent zoologist and scientist from West Bengal, in his presentation on Variation in Free and Bound Water Molecules in Different Homeopathic Potencies, demonstrated the difference in the spectra between different potencies of the same medicine (Sulphur 30C, 200C, 1M) using Fourier Transform Infrared Spectroscopy. 

Above studies opened new understanding about homeopathic medicines as nano materials. 

Dr Gaurisankar Sa, Senior Professor of Molecular Medicine, Bose Institute, Kolkata demonstrated regression of cancer tumours in rats with homeopathic medicines. He simultaneously investigated the detail molecular mechanism underlying drug-induced tumour regression. This study was conducted in collaboration with the Central Council for Research in Homeopathy, Government of India.

Prof. Praveen Kumar, Head of the Department, Practice of Medicine, JSPS Govt. Homeopathic Medical college, Hyderabad and Dr S. Prathama, demonstrated the inhibition of Reverse Transcriptase enzyme by high dilution of  snake venom (Crotalus Horridus), which could potentially lead to inhibition of multiplication of HIV, Hepatitis B and Ebola virus, through a paper on their in-vitro study conducted at Indian Institute of Chemical Technology, Hyderabad.

In a conjoint study carried out by Dr Rajesh Shah, a renowned homeopath and researcher from Mumbai and Dr Sadhana Sathaye, Associate Professor, Pharmacology, Institute of Chemical Technology, Mumbai demonstrated the efficacy of homeopathic dilutions as anti-inflammatory medicine, at par with Diclofenac, in animal model.

Dr Upama Bagai, an immunologist and zoologist from Punjab University demonstrated evidence of anti-malarial activity on blood samples of rats infected with malaria, after administering China Officinalis and Chelidonium Majus, in 30c potencies.

Dr Rajesh Shah presented results of a clinical trial with a newly prepared homeopathic HIV Nosode that reduced the viral load of HIV patients and increased the CD4 count. The study also highlighted the development of latest technology and standardization of nosodes.

Prof. Tapas Kundu, Motiwala Homeopathic Medical College, Nasik who worked along with Dr K. Ghosh, Director, National Institute of Immunohaematology & Director, Indian Council of Medical Research, presented paper on 294 cases of acute bleeding in haemophilia patients and demonstrated the efficacy of homeopathy in haemophilia.  

These papers demonstrated the effects of high homeopathic dilutions in different clinical conditions. 

Prof. Abhay Chowdhary, HOD, Department of Microbiology, Grants Govt Medical College and Director, Haffkine Institute along with Dr Rajesh Shah presented a paper on a new nosode sourced from various strains of Mycobacterium Tuberculosis, including the MDR (multi-drug resistant tuberculosis) variety, using a standardized method and following all safety parameters.

In a triple-blind, randomized, placebo-controlled clinical trial, Prof. Carla Holandino,  Pharmacy, Federal University of Rio de Janeiro, UFRJ, Brazil demonstrated the preventive role of homeopathic medicine prepared from the virus of influenza.

Prof. Leoni Bonamin, Professor, Veterinary Pathology, Paulista University, Brazil presented her work on Leishmaniasis using Zincum Metallicum and Antimonium crudum, in in-vitro and in-vivo models.

Prof. A. R. Khuda-Bukhsh, University of Kalyani, West Bengal, proposed a gene-regulatory hypothesis to explain molecular mechanism of action of potentized homeopathic drugs in all living organisms. He also showed reduction of genotoxic effects of arsenic trioxide, mercurious chloride and stannum salt, using Arsenicum Album, Mercurius Solubilis and Stannum Metallicum in 30C potencies, respectively. In another study, he documented anti-radiation effects of high dilution, whereby in healthy mice exposed to radiation, chromosome aberration and sperm head anomalies decreased in those that received Arnica Montana and Hypericum 30C, as compared to the control group. In other studies, he documented that potentized homeopathic drugs diluted above Avogadro’s limit showed anti-viral effects on E. coli. He found that E. coli could distinguish ultra-high diluted homeopathic drugs and respond differentially with respect to their gene expression. He observed that one of the mechanisms through which the homeopathic dilutions act could be by triggering epigenetic modifications affecting one/or the other step(s) of gene expressions.

Prof. Paolo Bellavite,a  medical doctor working as researcher at Department of Pathology and Diagnosis, University of Verona, Italy, showed that high dilutions beyond Avogadro’s number have reproducible effects different from placebo. He also created an evidence of Similia principle in an experiment where homeopathic dilutions counteract toxicity of Arsenic and Phosphorus. Also, he confirmed some symptoms from diluted medicines in animal models. He talked about the demonstration of the effects of high dilutions of histamine and adrenaline on human basophils by inhibition of activation markers, Silica speeding up the wound-healing on mouse ears, protection against arsenic toxicity in wheat, etc. He discussed that high dilutions act through membrane cell receptors as shown by studies with inhibitors such as cimetidine, propranolol and strychnine. He also said that homeopathic drugs have a panoply of effects on gene expression that are revealed at the best by molecular biology high-through put techniques. 

The works of Dr Paulo and Dr Khuda-Bukhsh addressed the mechanism of action of homeopathic medicine.

Dr Elio Rossi, Director, Campo di Marte Hospital, Lucca (Italy), shared his clinical studies demonstrating efficacy of homeopathy for paediatric atopic dermatitis, asthma and allergic rhinitis.

Dana Ullman, one of the America’s leading advocates of homeopathy, founder of Homeopathic Education services, an author presented his paper on Perennial allergic Rhinitis- Randomised Clinical trial  showing statistically significant results with homeopathic medicines.

Dr R. K. Manchanda, Director General, Central Council for Research in Homoeopathy gave an overview of research in Homeopathy and said that CCRH has been instrumental in cutting edge research publications on Cancer, Japanese Encephalitis, Diabetes, Urolithiasis, Memory function and detection of nano- particles in high dilutions.

Prof. Leoni  Villano Bonavin, in another paper  gave an extensive overview of research in the fields of nosodes, veterinary medicine, cell-line studies and more.

Dr Lex Rutton from Netherlands, Member of the Research Committees of the European  Committee on Homeopathy discussed a perspective of research in the area of homeopathy prognosis.

Prof. Papiya Nandy, former Director, Jagadish Bose National Science Talent Search (JBNSTS), Kolkata, presented a paper on Novel application of homeopathic nano-medicine in technology.

Dr J. P. Varshney, a veterinary surgeon, shared his clinical experiences with homeopathy in many pathological conditions in animals.

Dr V. Prakash, a distinguished scientist, Council of Scientific and Industrial Research and Chairman, Research Council of Central Institute of Fisheries Technology, Cochin, demonstrated the scope on integration of homeopathy and nutrition and brought out a new concept of ‘homeoceuticals’.

All these papers are available in this book

For Copies
Dr Jayesh Sanghavi, Nature Clinic, 20/1, Wallace Garden, 1st Street, Nugambakkam, Chennai. 60006. India

Pages: 150

Price : Not mentioned

Email: GlobalHomeopathyFoundation@gmail.com

www.GlobalHomeopathyFoundation.com

class room2

Homeopathic Diploma Program 2015-2016 in Canada

class room2These are exciting times for Homeopathy in Ontario. Now  that Homeopathy has entered the realm of regulated health professions, practitioners can look forward to an increased demand for their services. Recognition by Ministry of Health of this wonderful healing modality, along with vastly improved insurance coverage, will result in more people exercising their freedom of choice in healthcare and choosing homeopathy.

CCHM offers a three-year professional training program in classical Hahnemannian homeopathy with classes beginning in September and January of each year.  For the program beginning in September, classes are held two weekends per month from September to June, from 9:00 a.m. to 5:00 p.m. at Northrop Frye Hall, 73 Queens Park Crescent East, in the University of Toronto.  This scenic location is conveniently located near the Museum Subway Station.

In addition, students are required to attend the College’s Internship Clinic as well as participate in the Clinical Externship program.  Clinical proficiency is emphasized in our program and training at the College is fully supervised by qualified and registered homeopaths with extensive clinical experience.

This is an intensive, specialized program in homeopathic medicine.  Our priority is to make available to the student whatever knowledge, insight or experience is necessary to become a competent homeopathic practitioner in successful professional practice.

In order to ensure an exceptional standard of training we have adopted not only the competencies as outlined by the new regulatory college, College of Homeopaths of Ontario, but also the core homeopathic curriculum guidelines of the Accreditation Commission for Homeopathic Education in North America and the International Council for Classical Homeopathy. Our curriculum reflects an international standard in classical homeopathy, and graduates are well-prepared to practice within the health care systems of many countries of the world. ICCH curriculum guidelines have been adopted by most of the major homeopathic colleges worldwide.

Web : http://www.collegeofhomeopaths.on.ca/

homeo3

Isn’t it time we update our homoeopathy?

homeo3Dr PT Ponmani, BHMS, MSc (Medical Anatomy)

It has been over couple of centuries since Dr. Hahnemann found the system of homoeopathy. Many pioneers have written many books related to his works and also individual works on this system. We have multitude of books based on homoeopathy written by many esteemed authors other than the stalwarts.

The main soul of homoeopathy is its principle, and related philosophies. Hahnemann had written Organon in the year 1810 and subsequently his Materia Medica Pura and other materia medica(s) by respective authors were written in different period of time.

If we consider the lifestyle, culture, economic situations, modernisation, development, environmental changes, especially pollution and the resulting genetic variations and mutations, etc., there are so many things that affect the individual very diversely, not only humans but the entire ecosystem.

So the question arises as to whether there is a possibility of existence of pure constitution as those existed in Hahnemannian era. Most of today’s are mixed constitution and doubt arises that the same laws and theories would still be applicable in this modern era.

This doesn’t  mean doubting the efficiency and value of this system as it is the most effective and reliable system of medicine widely followed throughout the world. But what we really need is updating our syllabus regularly in par with the modern medicine. As for example if we take materia medica, there are causes like `abuse of mercury’ and ‘loss of vital fluids’ in so many drugs. In the same manner there is usage of old medical terminologies that have acquired new names. Such things when updated and modified could bring out easier understanding for today’s students and other readers. More over it helps the students to correlate the symptoms with other subjects such as practice of medicine, surgery, etc.

For example if we take Allen’s key notes, we can find terms such as plethora, lienteria, sapraemia, chlorosis, apoplexy, phthisis, etc. They have acquired and have been replaced by new names in the updated versions of many medical books. In olden days, according to older psychology, there were basically four temperaments as per which, they categorized the human beings namely sanguine, choleric, melancholic and phlegmatic. But such a classification has become insignificant and ineffective in modern times.

It is not necessary to change the entire literature, but just some modifications would be fine. For example in place of old terms we can include the new terminologies in brackets. And the pattern can also be modified to some extent. Since it is not a simple task as this is followed widely and require more research and more man power, government organisations can undertake them as projects and give authenticated results.

Despite all odds, homoeopathy has survived so many challenges and maintained its authenticity till date. It is a great victory for the people who have endured all the criticisms and faced such adversities. We should be grateful  to their efforts, for without them we would not be having such a great art of healing.

As much as we have succeeded and sustained the changing trends of medical treatment, we should also  be able to compete with the modern medicine. What we lack is or what is thought to be lacking in us (by commoners and other medical system) is the knowledge of modern treatment methods, diagnostic techniques, surgical  procedures, parenteral  administration, and the basic pharmacology. As much as we defend our system, we do have our own insecurities. If we must succeed as a physician in the present netizen era, we  must keep on updating our knowledge on current trends in medicine. Now a days before consulting a doctor, the  patients consult the internet, check  out the symptoms, treatment choices, etc. Everything is now available for everyone in a single  swipe. It is important to have a good knowledge of our system and it is always better to have a basic  knowledge of other medical systems.

Change should be brought in the education system for an efficient outcome. Along with theoretical knowledge, such basic things should be included in the curriculum. If we are educated  and equipped with such technology and techniques, there won’t be a need for hiring people of other system for homoeopathic projects. Except for pharmacology and surgical procedures, we have almost same syllabus in our bachelor degree. Steps can be taken by governing bodies to make this degree eligible for M.D in non clinical subjects like anatomy, physiology, etc. Otherwise a basic medical degree (such as Bachelor of Medicine) common to all, with allopathy and other AYUSH as optional subject or specialization may be established.

Hahnemann had good knowledge of different medical techniques, that prevailed in his era. That was why he was able to know the adverse effects of medicines and procedures such as mercurial preparations and blood letting, leeching, etc. Hence he efficiently catered homoeopathic medicine to counteract such ill effects. But that was centuries ago. Now a days we face so many drug induced diseases, but we are ignorant of the action of such medicines. It is not our fault as our system has some limitations and we have to abide by certain rules which are to be followed.

To overcome all these problems, we need a comprehensive medical education, where the systems coexist and complement each other to provide an efficient treatment aimed at true cure. For this to happen it may take years or decades.

But until then, instead of just blindly following the legacy that was left behind by our pioneers we need to update, improve, develop our system by introducing modern techniques in education and take up as many researches in various fields of homoeopathy.

Teachers2

Special issue on educational innovations carried out in India by Int J App Basic Med Res

Teachers2Special issue on educational innovations carried out in India by Int J App Basic Med Res

International Journal of Applied and Basic Medical Research (Int J App Basic Med Res)
2015 | August | Volume 5 | Issue (Supplement)

EDITORIAL

Project-based faculty development: Indian perspectives [pg. 1]
Tejinder Singh
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ORIGINAL ARTICLES

Assessment of the acceptance and effectiveness of peer-assisted learning in pediatrics [pg. 3]
Shally Awasthi, Krishna Kumar Yadav
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Implementation of an education development project in pathology to improve student competency-lessons learnt [pg. 7]
Gita Negi, Meena Harsh, Vijendra D Chauhan, Vinita Kalra, Pradeep Agarwal, Anuradha Kusum
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Implementation of cardiopulmonary resuscitation workshop in first MBBS [pg. 11]
Shaista M Saiyad, Mubassir Saiyad, Charu J Pandya
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Involving postgraduate’s students in undergraduate small group teaching promotes active learning in both [pg. 14]
Ruchi Kalra, Jyoti Nath Modi, Rashmi Vyas
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Small group discussion: Students perspectives [pg. 18]
Nachal Annamalai, Rajajeyakumar Manivel, Rajendran Palanisamy
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Case-based learning in pharmacology: Moving from teaching to learning [pg. 21]
Mukeshkumar B Vora, Chinmay J Shah
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Integrated teaching program using case-based learning [pg. 24]
Pankaj Bhardwaj, Nikha Bhardwaj, Farzana Mahdi, JP Srivastava, Uma Gupta
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Effectiveness of skeleton handouts during ophthalmology theory lectures for undergraduate medical students [pg. 29]
Venkatesan Prabhu, Soumendra Sahoo, Htoo Htoo Kyaw Soe
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The usefulness of Mini Clinical Evaluation Exercise as a learning tool in different pediatric clinical settings [pg. 32]
Atul Goel, Tejinder Singh
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Comparison of two formats for student evaluation of teacher effectiveness [pg. 35]
Vinita Kalra, Gita Negi, Vijendra D Chauhan
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To design and implement a prescription writing teaching module for second professional medical students [pg. 38]
Parveen Kumar Sharma, Dinesh Kumar Kansal, Rekha Bansal, Aradhna Sharma
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Teaching communications skills to medical students: Introducing the fine art of medical practice [pg. 41]
Anjali Choudhary, Vineeta Gupta
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Introduction of problem-based learning in undergraduate dentistry program in Nepal [pg. 45]
Jyotsna Rimal, Bishnu Hari Paudel, Ashish Shrestha
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Evaluation of orientation program for fresh MBBS entrants: Faculty and students’ perspectives [pg. 50]
Rajiv Mahajan, Kapil Gupta
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Educational interventions to improve knowledge and skills of interns towards prevention and control of hospital-associated infections [pg. 54]
Sandeep Dogra, Ruchita Mahajan, Beena Jad, Bella Mahajan
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Students awareness of learning styles and their perceptions to a mixed method approach for learning [pg. 58]
Anumeha Bhagat, Rashmi Vyas, Tejinder Singh
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Formative assessment in postgraduate medical education – Perceptions of students and teachers [pg. 66]
Seema Sharma, Vipin Sharma, Milap Sharma, Bhanu Awasthi, Sanjeev Chaudhary
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Assessment for learning with Objectively Structured Practical Examination in Biochemistry [pg. 71]
Shivani Jaswal, Jugesh Chattwal, Jasbinder Kaur, Seema Gupta, Tejinder Singh
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Blueprinting in assessment: A tool to increase the validity of undergraduate written examinations in pathology [pg. 76]
Sunita Y Patil, Manasi Gosavi, Hema B Bannur, Ashwini Ratnakar
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nih

National Institute of Homeopathy Kolkata in sick bay

nihKOLKATA: While Modi government is focused on promoting Ayush, the country’s only national homeopathy college and hospital-National Institute of Homeopathy at Kolkata is left in the lurch. Although the institute still draws students from countries like Sri Lanka, Russia and Nepal, continuous students’ protest against authorities and lack of infrastructural facilities have put the institute’s reputation at stake.

The building is in shambles with plasters coming off from several places and a non-functional lift for last three years forcing patients to walk up the stairs, instruments are lying unused and surgery room remains locked in absence of any surgeon. There is a labour room but it has not been used for years. Stretchers and wheelchairs are rarely seen at the hospital premise and a single ambulance shuttles to places for reasons unknown.

Months back the demand of a better hospital and academic ambience had prompted students to go on a relay hunger strike for 134 days. Walls of the main building leading up to principal’s chamber on the second floor are filled with graffiti demanding removal of Samir K Nanda-principal of the institution. Students allege that despite being one of the largest Homeopathy hospital in Asia, no national-level seminar or workshop has been organized so far. Departments allegedly do not have adequate faculty and students do not have any provision for house staff ship at the hospital.

But the authorities have put the onus on the students and more than 20 complaints were lodged with the police against students when the director felt ‘threatened’. “In which institution do you see such a canard against a principal? I am trying to work for the betterment of the institution despite that,” said Nanda.

Although the bulk of students and faculty TOI spoke to refused to put their faith in Nanda, the principal has answers to allegations against the management. “We are coming up with a new eight storey building. It was supposed to be complete by May but that has been delayed and likely to be complete by December this year. We are also adding 150 more beds to 100 bed facility at present,” he said.

Students withdrew their hunger strike after BJP leader Rupa Ganguly stepped in and promised to take up the issue with the ministry. “It all started with attendance issue which stopped students from sitting in exam. Later other issues like facilities for academics and hospital were added to it,” Ganguly said. “Central teams have visited the institution. But have they visited the hostel or the hospital building?” she added.

While the faculty has also alleged that lack of infrastructure like test facilities and non-availability of medicines have pushed patients away, authorities pass the buck on the doctors. “What can we do if the doctors do not admit patients. New dispensary has been complete and anatomy department is under renovation,” Nanda said. But that does not solve the problem of the operation theatre without a surgeon, or a non-functional labour room. “The attending surgeon has retired and we are planning to take surgeons on a contractual basis,” he said.

Around 1,500 patients are attended at the out-patient department every day and a bulk of them are from the lower economic background. “For many of them doing tests outside or purchasing medicines is not possible. The problem of medicines or tests are nothing new and similar problems continued since 2013,” said Akshilesh Das, intern at the hospital. Data from the annual report of the institute is a tell-tale sign for the hospital’s performance. Number of patients in in-patient department has dropped from 1,012 in 2009-10 to 802 in 2012-13 and 611 in 2014-15. Monthly average of bed occupancy at the IPD is abysmally low at 30.7 per cent.

http://timesofindia.indiatimes.com/city/kolkata/Kolkata-homoeopathy-hospital-in-sick-bay/articleshow/48322978.cms

patient

Why are Doctors Rude?

patientDr. Aniruddha Malpani 

I gave a talk recently at the BMJ Master class for Doctors on telling them what they can do to delight their patients.

It was actually just a ” back to basics ” talk – stuff about the importance of having a good bedside manner; of being kind to your patients; of being empathetic; and of respecting patients and spending time with them , in order to increase trust.

Everything I said was very simple but not always easy to do in practice.  Improving bedside manner for doctors is a bit like talking about celibacy for teenagers – it’s a concept which is easy to understand, but hard to put in practice.

Most doctors suffer from the delusion that they themselves have an extremely good bedside manner , unlike most of their colleagues. It’s easy to understand why.  All of us have high self esteem, and we all think we do a good job in our professional life. After all, doesn’t the fact that our patients come back to us mean that they are happy with us ? Doesn’t this prove we have a good bedside manner?

The problem is the iceberg phenomenon – we only continue to interact with the patients who are happy with us. The unhappy ones – the ones who think we are rude or that we didn’t talk to them properly, will leave and go to some other doctor , and we’ll never hear again from them.

I asked the audience of over 100 doctors a  simple question. How many of you know a doctor who’s rude to other patients ? how many of you have seen a doctor who’s being rude to his patients ? Everyone in the audience put up their hand, and this confirms the fact that this is an extremely common problem.

The next question I asked is – How many of you have been rude to a patient yourself ? This time, no one raised their hand !

If you think that other doctors are rude to patients, it’s extremely likely that you yourself are rude to patients as well, without even being aware of it.

I think that this is an important problem and it’s something which doctors need to remind themselves every once in a while about . They need to be self-aware, so they can think about what they are doing wrong , and what they can do in order to fix the problem.

All the clinic staff members play an extremely important role in taking care of your patients. Doctors need to act as role models and show their staff how to take good care of their patients . If they are polite and respectful, their staff will copy their behaviour !

Read full article: http://www.docplexus.in/

studentss

Proposal for 22 new Homoeopathy Medical Colleges in India

studentssAYUSH Minister Shripad Naik said in a written reply in Parliament  that a total of 22 proposals have been received during 2015 from various institutions (private as well as government) in the various states/UTs for the opening of new Homoeopathy medical colleges and 63 proposals for Ayurveda

India for a structured central regulatory regime for AYUSH drugs

The government is considering setting up a structured central regulatory regime for AYUSH drugs, Lok Sabha was informed today.

“Government has considered setting up of a structured central regulatory regime for AYUSH drugs,” AYUSH Minister Shripad Naik said in a written reply in Parliament.

He said that the current proposal is to have a vertical structure for AYUSH in the Central Drugs Standard Control Organisation (CDSCO).

The minister added that, presently, the Drugs and Cosmetics Act, 1940, and rules thereunder have exclusive provisions for AYUSH drugs, which are enforced by the state governments.

For regulating the practice of Ayurveda, Siddha, Unani and Homoeopathy (AYUSH) medicine, the government has established the Central Council of Indian Medicine and Central Council of Homoeopathy under the provisions of Indian Medicine Centr ..

Read more at: http://economictimes.indiatimes.com/