Original Resources

TEACHING SECRET IN INDIA FOR DENTAL AND MEDICAL STUDIES

Authur: Manju Bajracharya (post graduate student)

Department of orthodontics

College of stomatology,Chongqing medical university

Chongqing, china.

Corresponding author: Professor Dr.Dai Hong Wei (Assistant Dean) and Dr. Ren.

 

Brief introduction and history of education in India:

In ancent days, the education was imported orally by sages and the schlors and the information was passed from generation to generation.The temples and community centres was he source of school, later gurukul system of education was developed which is referred as the traditional hindu residential schools of learning in teachers house.In 18th century, the british education rule of system was developed in every schools of temple, village in most region of country. The present system of education was introduced and founded by british in 20th century,by recommendation of maucaulay(western style and content).

The present education system of india mainly comprise of primary education, secondary education, senior secondary education, higher education.primary education consists of 8yrs of education,each secondary and senior secondary education consists of 2 yrs of education and higher education starts from 12th  satandard. Graduation in india can take 3 to 5 years and post graduate courses are generally of 2 to 3yrs of duration and after postgraduation follow various research educational institute also available in india.

 

 

Medical studies In Dentistry in India:

The dental Council of India (DCI) was established in 1949. It is a statutory body of the government with 6 constituencies: Central Government, the State Government, the Universities, the Dental Colleges, and the Medical Colleges, the Medical council of India and the Private Practitioners of Dentistry. The fund for DCI is arranged by Ministry of Health and Family Welfare, Government of India and other resources. The main objectives of the DCI of India are as follows (Ponmelil V.A., 2007):

-          Maintenance of uniform standards of Dental Education at all levels of education

-          To maintain the standard curricula for the dentists education

-          To maintain standards of examination and other requirements for securing degree.

Health problems related to the teeth, gums, and other hard and soft tissues of the oral cavity are dealt by the Dental Science. Some of the specialized areas of dentistry are as follows (Ponmelil V.A., 2007):

-          Orthodontics

-          Periodontics

-          Operative dentistry or Endodontics

-          Prosthodontics

-          Oral and Maxillofacial Surgery

-          Pediatric Dentistry

-          Oral Pathology.

Eligible criteria:

In India, candidates (students) who want to study Bachelor of Dental Science (BDS) course must have passed 10+2 with Physics, Chemistry and Biology (PCM) with at least 50%. Entrance exam is conducted by the CBSE for both the MBBS and the Bachelor of Dental Sciences (BDS) in whole India and students must pass that entrance exam in order to qualify for the admission.

The job opportunity and career options for candidates with BDS or higher level degree in dental studies are excellent. Lots of dental department in dental hospitals, nursing homes, dental clinics etc provide good place for dentists. Dentists can work in teaching department in dental colleges or as research and advisory functions of pharmaceutical companies that produce oral care products and medicines.

Teaching Pedagogy (method):

In the BDS level, courses are taught in the form of lectures and demonstrations. From the third year, students start to attend dental clinics in General Medicine and General Surgery in addition to attending lectures, demonstrations and orienting them in the roles of dentists in general practice. The BDS course is taught in a combination of Basic Sciences, Clinical Dentistry and Practical or Laboratory Skills. BDS course being an undergraduate course consist of three main components (Study Places, 2009):

-          Subjects common to medicine and dentistry

-          Second component runs parallel to the first and deals with the special aspects of oral and dental tissues, Oral Anatomy and Oral Pathology

-          Third component is based on the first two, deals with clinical and technical aspects of dentistry

Subjects of Study:

First Year

Second Year

1. General Human Anatomy including Embryology    and Histology
2. General Human Physiology and Biochemistry, Nutrition and Dietics
3. Dental Anatomy, Embryology and Oral Histology
4. Dental Materials
5. Pre-clinical Prosthodontics and Crown & Bridge

1. General Pathology and Microbiology
2. General and Dental Pharmacology and Therapeutics
3. Dental Materials
4. Pre-clinical Conservative Dentistry
5. Pre-clinical Prosthodontics and Crown & Bridge
6. Oral Pathology and Oral Microbiology

Third Year

Fourth Year

1. General Medicine
2. General Surgery
3. Oral Pathology and Oral Microbiology
4. Conservative Dentistry and Endodontics
5. Oral and Maxillofacial Surgery
6. Oral Medicine and Radiology
7. Orthodontics and Dentofacial Orthopedics
8. Pediatric & Preventive Dentistry
9. Periodontology
10. Prosthodontics and Crown & Bridge

1. Orthodontics and Dentofacial Orthopedics
2. Oral Medicine and Radiology
3. Pediatric & Preventive Dentistry
4. Periodontology
5. Oral & Maxillofacial Surgery
6. Prosthodontics and Crown & Bridge
7. Conservative Dentistry and Endodontics
8. Public Health Dentistry

Final Year:

1. Oral & Maxillofacial Surgery
2. Prosthodontics and Crown & Bridge
3. Conservative Dentistry and Endodontics
4. Public Health Dentistry

 

Source: http://www.studyplaces.com/institute/Manipal+College+of+Dental+Sciences+(Manipal+University)/381623/Bachelor+of+Dental+Surger

The educational methods recommended are: seminars, symposia’s, and workshops, review of literature and auto tutorials/self learning packages.

In AIIMS, combination of unique and dynamic experimental and didactic learning methods are used to teach, share, preserve knowledge and skills. This concept of integrated learning methodology consists of Lectures, case analysis, simulation exercises, syndicates, group discussions and practical project work which help to develop conceptual, analytical and decision-making skills of the students. The main idea of this methodology is to encourage students in participating actively in the operational decision making processes of different kinds of activities going on in the institute and to prepare them to become independent and confident in handling real life management of hospitals and healthcare facilities. In the same the performance of students are monitored with direct observations and feedbacks are provided about their performances (All India Institute of Medical Sciences, 2010).

Pravara Institute of Medical Sciences (PIMS) (Deemed University) introduced Problem-Based Learning (PBL) in India in undergraduate medical program. The PBL curriculum was developed and implemented with the guidance of Linkoping University, Sweden. PIMS is also starting other teaching methods like Community Oriented Medical Education (COME), integrated teaching, micro teaching, and project based learning, into the PBL. Each student is allocated five families of the villages to study during the entire course. Students get involved in other different social activities of village families (Pravara Institute of Medical Sciences, 2010).

Different teaching methodologies used in medical studies in India are as follows (Singh, Singh, Gautam, 2009):

v     Problem-based learning (PBL)

v     Case-simulated learning

v     Patient-centered learning

v     Early clinical exposure (ECE)

v     Multiple format sessions

v     VARK

v     Animation-based lecturer (ABL)

A study about the different types of teaching modalities: ABL, Board Teaching, PowerPoint, Transparencies, showed that students preferred use of ABL method for teaching when some drawing or procedures complicated to draw on board. Most of students did not like PowerPoint and Transparencies used in teaching as they felt teacher as audience rather than teacher in these methods of teaching. The old style teaching, using board and chalk, where the direct interaction with teacher on the stop is still preferred one with suggestion of using ABL technique in certain situations where it is appropriate.

Limitations within Medical colleges

But whatever teaching technique is used to teach there are still some problems with the medical students who passed their degree in tackling health care needs of the society (Sood R., Adkoli BV, 2000). Medical students are given sound knowledge of medical science in the universities but students lack clinical skills and problem solving techniques that are the core of clinical competence. The medical colleges in India is following traditional curriculum staffed with a large body of knowledge concerning to basic science and clinical disciplines. But areas like medical ethics, behavioral science, communication skills, and managerial skills in the curriculum do not receive importance which they should indeed get. Medical colleges in India are adopting a following pattern of curriculum:

v     One year of basic sciences

v     One and half year of pre-clinical sciences and

v     Two years devoted entirely to clinical subjects.

But most of colleges do not give that much emphasize to the basic sciences. They have stressed on the acquisition of knowledge more not focusing too much in the development of clinical skills and problem solving techniques that are required for the better health care needs of the society.

Other teaching methods blended into the PBL used for undergraduate and postgraduate levels are as follows:

-          Community oriented Medical Education (COME)

-          Integrated teaching

-          Micro teaching

-          Project based learning

Community oriented Medical Education

This type of method focuses in creating a partnership between communities and faculty of students to help, strengthen each other and increase confidence and capabilities. In this program or method five families from selected villages are allocated for each student during their entire course. Students and community involved in different activities like heath project/surveys.

Learning through attending “out-reach” programmes

In this method students are provided opportunity to learn socio-clinical aspects of the patients by attaching a group of students from each faculty to regular “out-reach” programs in far-flung areas organized with local community and public health staffs. Students are involved in health education and social communication activities also during the camps.

Project based studies and surveys

Students are allocated to projects where they do studies and surveys like investigation of the hepatitis epidemic, gastro enteritis epidemic and various project involving public health staff.

Learning at Peripheral Health Centers

Students participate in the peripheral health centers like PHCs and other primary care clinics to communicate training and skills while examining the patients. The focus of this training is to make students familiar with different aspects related to environment, social, cultural, and economic factors that influence the health of the community.

Extended home care and learning Program

Students in the supervision of their teachers visit chronically ill patients at their home to provide extended home care and study the cases. Here students get opportunity to learn subject in home settings.

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