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In this series of teaching/training, the practicals like the washing of concrete, filling of petrol pump, principles of automatic/manual blood control are based on the guidelines of the MCI. Other practicals are reframed to draw closer to bedside and clinical medical practice. The pedagogy is based on the principles of active learning with the use of generic – serious – problem solving and decision making. As the reader is well aware, failure to improve on the traditional teaching methodology has forced the authors to network to revise the manual on the basis of feedback on the current situation.
Overall, the series of teaching/training exercises have been well received all over the country. The usual euphoria of a new method has not yet been seen in this series of teaching/training exercises.
The purpose of graduate medical education is to prepare a graduate to become a practicing physician who has acquired the specific knowledge and skills needed to conduct a professional practice of medicine that has been approved by society and regulated by the licensure law.
In graduate medical education, the perspective for education is against the traditional teaching position/pedagogy, which was expected to be strictly oriented towards theoretical and experimental methods.
Here the teaching is to prepare the graduate for the work in the clinical sphere, not only didactic training but interactive clinical experiences are encouraged in the educational curriculum and also the non-teaching aspects of the curriculum are reoriented towards the work in the clinical setting.
The role of the graduate must be the same in teaching medical students and in clinical practice as the doctor in the workplace, to prepare them for the clinical practice of medicine. This precept is culminated in the Graduate Medical Education Act, which recognized the competence and authority of the schools of graduate medical education in the training of the graduate. d2c66b5586
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