Medicine Introduction Center

Posts Tagged ‘Secret’

SECRET STUDY TEACHING IN INDIA FOR MEDICAL AND DENTAL

Authur: Manju Bajracharya (Graduate)

Department of Orthodontics

College of Stomatology, Chongqing Medical University

Chongqing , China.

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

brief introduction history of education in India:

ancent days, education was imported orally by the wise and Schlör and the information is transmitted from generation to the temples and community centers generation.The was the source of the school, then

Gurukul of the education system has been developed which is referred to as the traditional Hindu residential schools of learning in 18 century masters house.In, the rule of the British education system has been developed in all schools church, people in most parts of the country. The current system of education was introduced and founded by the British in the 20th century, on the recommendation of maucaulay (western style and content).

The current education system in India consist mainly of primary, secondary, higher secondary education, higher education is made up of 8 years teaching education.primary, each secondary and upper consists of two years of education and higher education starts from 12 satandard. Graduation in India may take 3 to 5 years of postgraduate courses are usually 2-3 graduate period of one year and then followed by several educational research institute is also available in India.

Medical studies in dentistry

in India:

The Dental Council of India (DCI) was made in 1949. It is a statutory body of government with six groups: central government, state government, universities, dental schools and the Faculty of Medicine, the Medical Council of India and private doctors of dentistry. The funds for the DCI is organized by the Department of Health and Family Welfare, Government of India and other resources. The main objectives of the DCI in India (Ponmelil VA, 2007):

– Maintenance of uniform standards of dental education at all levels of education

– To maintain the standard program for education of dentists

. – To maintain standards of examination and other requirements for graduation problems

health related to teeth, gums and other soft and hard tissues of the oral cavity treated by dental science. Some specialized areas of dentistry are (Ponmelil VA, 2007):

– Orthodontics

– Periodontics

– Operative Dentistry and Endodontics

– Prosthesis

– Oral and Maxillofacial Surgery

– Pediatric Dentistry

-. Oral Pathology

qualifying criteria:

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

employment opportunities and career opportunities for candidates with BDS, or a higher level of quality in dental school are brilliant. Many dental departments in hospitals, dental nursing homes, dental clinics, etc. provide a excellent place for dentists. Dentists can work in the department of education in dental schools or research and consulting functions of pharmaceutical companies producing oral care products and pharmaceuticals.

teaching pedagogy (method):

At the SDE, the courses are taught as lectures and demonstrations. The third year, students start to attend dental clinics in general medicine and general surgery, in addition to attending lectures, demonstrations, and guide them in the role of general practice dentist. The BDS course is taught in a combination of basic sciences and clinical dental practice and laboratory techniques. Of course being a BDS curriculum consists of three main components (place of study, 2009): – Problems related to medicine and dentistry

– Second component parallel to the first and deals with specific aspects of oral tissues and of dental and oral anatomy Oral Pathology

– the third component is based on the first two, concerns the clinical and technical aspects of dentistry

Study Themes:

First Year

Second Year

1. General, including human anatomy and Embryology Histology
2. General human physiology and biochemistry of nutrition and Dietics
3. Dental Anatomy, Oral Histology and Embryology
4. Dental Materials
5. Preclinical Prosthodontics and Crown & Bridge

1. General Pathology and Microbiology
2. General and Dental Pharmacology and Therapeutics
3. Dental Materials
4. Dentistry pré-cliniques
5. Preclinical and crown and bridge prosthodontics
6. Oral pathology and oral microbiology

Third Year

Year IV

1. General medicine
2.
3 General Surgery. Oral Pathology and Microbiology
4. Conservative dentistry and endodontics
5. Oral and Maxillofacial
6. Oral medicine and radiology
7. Orthodontics and Dentofacial Orthopedics
8. Pediatric Dentistry and preventive
9. Periodontics
10. Dentures and crowns and bridges

1. Orthodontics and Dentofacial Orthopedics
2. Oral medicine and radiology
3. Pediatric Dentistry and preventive
4. Periodontics
5. Oral and Maxillofacial
6. Dentures and crowns and bridges
7. Conservative dentistry and endodontics
8. Dental Public Health

season:

1. Oral and Maxillofacial
2. Dentures and crowns and bridges
3. Conservative dentistry and endodontics
4. Dental Public Health

Source:

educational methods are recommended:. seminars, symposia and workshops, literature review and automated tutorials / self learning packages

AIIMS, a unique and dynamic methods of experiential learning and teaching are used to teach, share and preserve knowledge and skills. This concept of integrated learning methodology includes lectures, case studies, simulation exercises, trade unions, focus groups and specific projects to help develop conceptual skills, analytical and choice-making students. The main thought of ??this method is that students are actively involved in the process of operational choice-making of different types of activities in high school and prepare them to become independent and confident about managing real life in hospitals and health centers. In the same student performance is monitored with direct observation and comments are always on their performance (All India Institute of Medical Sciences, 2010).

Praver Institute of Medical Sciences (PIMS) (deemed University) introduced problem-based learning (PBL) in India in the undergraduate program in medicine. The PBL curriculum was developed and implemented under the leadership of the University of Linköping, Sweden. PIMS also starts teaching methods and other community oriented medical education (COME), integrated teaching, micro teaching and learning in the PBL project. Each student is assigned five families from the villages to explore along the way. Students are involved in various social activities for families of the people (Prava Institute of Medical Sciences, 2010).

different teaching methodologies used in the study of medicine in India are as follows (Singh, Singh, Gautam, 2009):

Problem-based learning

v (PBL)

v case simulated learning

v patient-centered learning

v Early clinical exposure (ECE)

v several training sessions

Vark v

v animation teacher based (ABL)

A study on the different types of teaching methods: ABL, Board of Education, PowerPoint slides, showed students prefer to use the ABL method for teaching , where a drawing or complex procedures to bring on board. Most students do not like PowerPoint slides used in teaching, as they considered a public school teacher in place of the teacher in the teaching methods. Teach the ancient, with the board and chalk, where he stayed from direct interaction with the teacher at the bus stop preferably with a suggestion to use the technique in certain situations ABL is appropriate.

limits in medical school

But the teaching technique that is used to teach there are still some problems with the medical students who spent his degree in control against the health needs of society (R. Sood, Adkoli BV, 2000). Medical students are given a excellent knowledge of medical science in universities, but students do not have the clinical skills and problem solving techniques that are at the heart of clinical competence. Medical schools in India follow a traditional curriculum with a large body of knowledge on the basic sciences and clinical subjects .