On 2015 May 14, Prof.Dr.Jogenananda Pramanik commented:

Invited author: Dr.Mayo Wint Zaw University College of Saputra UCSA, Kuantan, Pahan, Malaysia

In recent years medical education is changing at a rapid space. Next generation medical teachers need rigorous training in teaching medical students. Extensive inputs from IT sector seem to be urgently required to update our teaching materials. Current students expect more dynamic and advanced approach incorporating recent multimedia technology in developing teaching materials. Monotonous lectures with 2D power point slide presentations are now out of date. Automated computerized anatomy table, animated physiology packages and many other ultramodern technological support from IT sector have shown great impact on medical teaching and training programmes. Use of iPAD and cell phone for taking pictures or video records and also downloading student consult books in laptops introduced paperless academic and research set up. Health informatics, medical transcription etc., are coming up with remarkable progress in this field of medical education. We may look forward to our computer savvy Y-generation for adding up unique values to our teaching materials and help to update.

On 2014 Jul 16, Prof.Dr.Jogenananda Pramanik commented:

"We need to train our teaching work force in academic medicine"

More than a decade passed away, since the campaign for urgent resuscitation of academic medicine was initiated worldwide. We raised our voice to train our teaching work force for a better futuristic academia in medicine (1). Lot has been said and planned for improving and modernizing academic medicine. A number of strategic modifications have been instituted aiming to develop a vision and a set of recommendations for reforming academic medicine in 21st century (2). We expected a rigorous change in this century eliminating the monotonous teaching schedule that emphasizes on parroting of old theories, facts and figures of basic sciences without any relevance to our professional needs. After long struggles and arguments in several medical education conferences, we realized the brutal fact that academic medicine's understanding will always lag behind the doing of good clinical practice (3). Presently in our University, we included small group discussion sessions; problem based learning sessions, meet the expert sessions, self-study sessions etc., in addition to regular lecture classes in our integrated medical curriculum with an ambition to develop well groomed medical graduates. We sincerely aspire that academic medicine must position itself as one aspect of the global health workforce crisis, but recognise that there are broader issues than merely improving career paths(2).

References:

1. Jogenananda Pramanik, BMJ. Academic medicine: who is it for? We need teachers to train teachers Feb 12, 2005; 330(7487): 361–362. doi: 10.1136/bmj.330.7487.361-c
2. Clark J, Tugwell P. Who cares about academic medicine? BMJ 2004;329: 751-2. (2 October.) doi: 10.1136/bmj.329.7469.751
3. William House, and David Peters: Academic medicine: who is it for? Five rescue remedies for academic medicine. BMJ. Feb 12, 2005; 330 (7487): 631. doi: 10.1136/bmj.330.7487.361-a

On 2014 Jul 16, Prof.Dr.Jogenananda Pramanik commented:

"We need to train our teaching work force in academic medicine"

More than a decade passed away, since the campaign for urgent resuscitation of academic medicine was initiated worldwide. We raised our voice to train our teaching work force for a better futuristic academia in medicine (1). Lot has been said and planned for improving and modernizing academic medicine. A number of strategic modifications have been instituted aiming to develop a vision and a set of recommendations for reforming academic medicine in 21st century (2). We expected a rigorous change in this century eliminating the monotonous teaching schedule that emphasizes on parroting of old theories, facts and figures of basic sciences without any relevance to our professional needs. After long struggles and arguments in several medical education conferences, we realized the brutal fact that academic medicine's understanding will always lag behind the doing of good clinical practice (3). Presently in our University, we included small group discussion sessions; problem based learning sessions, meet the expert sessions, self-study sessions etc., in addition to regular lecture classes in our integrated medical curriculum with an ambition to develop well groomed medical graduates. We sincerely aspire that academic medicine must position itself as one aspect of the global health workforce crisis, but recognise that there are broader issues than merely improving career paths(2).

References:

1. Jogenananda Pramanik, BMJ. Academic medicine: who is it for? We need teachers to train teachers Feb 12, 2005; 330(7487): 361–362. doi: 10.1136/bmj.330.7487.361-c
2. Clark J, Tugwell P. Who cares about academic medicine? BMJ 2004;329: 751-2. (2 October.) doi: 10.1136/bmj.329.7469.751
3. William House, and David Peters: Academic medicine: who is it for? Five rescue remedies for academic medicine. BMJ. Feb 12, 2005; 330 (7487): 631. doi: 10.1136/bmj.330.7487.361-a

On 2015 May 14, Prof.Dr.Jogenananda Pramanik commented:

Invited author: Dr.Mayo Wint Zaw University College of Saputra UCSA, Kuantan, Pahan, Malaysia

In recent years medical education is changing at a rapid space. Next generation medical teachers need rigorous training in teaching medical students. Extensive inputs from IT sector seem to be urgently required to update our teaching materials. Current students expect more dynamic and advanced approach incorporating recent multimedia technology in developing teaching materials. Monotonous lectures with 2D power point slide presentations are now out of date. Automated computerized anatomy table, animated physiology packages and many other ultramodern technological support from IT sector have shown great impact on medical teaching and training programmes. Use of iPAD and cell phone for taking pictures or video records and also downloading student consult books in laptops introduced paperless academic and research set up. Health informatics, medical transcription etc., are coming up with remarkable progress in this field of medical education. We may look forward to our computer savvy Y-generation for adding up unique values to our teaching materials and help to update.