Changing Trends in Health Professions Education: The need to strike a right balance!
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:1] [Pages No:4 - 4]
DOI: 10.5005/jp-journals-10085-6101 | Open Access | How to cite |
SBV Model of Competency Based Learning and Training (Cobalt) for Post Graduate Education
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:5] [Pages No:5 - 9]
DOI: 10.5005/jp-journals-10085-6102 | Open Access | How to cite |
Setting Standards and Innovations
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:2] [Pages No:11 - 12]
DOI: 10.5005/jp-journals-10085-6103 | Open Access | How to cite |
Infiniti - Mind Mapping Learning Model
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:13 - 15]
Keywords: INFINITI - Mind Mapping Learning Model, additional curricular support, innovative
DOI: 10.5005/jp-journals-10085-6104 | Open Access | How to cite |
Abstract
IINFINITI - Mind Mapping Learning Model is designed with the objective of enhancing the learning skills of all students and especially students needing additional curricular support and as innovative method of teaching learning process. Creating learning experiences that facilitate reflection, knowledge building, problem solving, inquiry, and critical thinking is vital. Mind Mapping is an active learning process and innovative technique to facilitate student learning. Students focus on vision, show their creativity and contextual knowledge, and connect with central them. It is used for taking notes, completing home based assignments, for exam preparation, analyzing, and reflecting nursing practice. Mind maps can be executed in nursing curricula as an alternative learning experience.
Inter-Professional Education in Health Sciences
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:16 - 18]
DOI: 10.5005/jp-journals-10085-6105 | Open Access | How to cite |
Integration of Health Professions Concept, Vision, insight and Leadership
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:19 - 21]
DOI: 10.5005/jp-journals-10085-6106 | Open Access | How to cite |
Enrichment of MBBS Curriculum with Research Component: Road to Professional Achievements
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:22 - 24]
DOI: 10.5005/jp-journals-10085-6107 | Open Access | How to cite |
Attitude and Aptitude of the First Year Referred Batch of Medical Students
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:25 - 27]
DOI: 10.5005/jp-journals-10085-6108 | Open Access | How to cite |
Is Everything Objective Reliable?
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:1] [Pages No:28 - 28]
DOI: 10.5005/jp-journals-10085-6109 | Open Access | How to cite |
Integrating Yoga in Health Professional Education: The SBV Experience
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:5] [Pages No:29 - 33]
DOI: 10.5005/jp-journals-10085-6110 | Open Access | How to cite |
Bedside Medicine-Victor or Vanquished?
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:34 - 36]
DOI: 10.5005/jp-journals-10085-6111 | Open Access | How to cite |
Abstract
One should never forget that the most cost-effective tool in medicine is communication. The cutting-edge of patient-physician relationship is health-care which must be extremely compassionate. Nowadays many physicians refer their patients to all sorts of modern but extortionate investigation gadgets, which not everyone in this country can afford and this necessitates a compelling and immediate need to resurrect the olden general practitioners’ ways of providing panacea. Those doctors have been caring for several generations by being familiar with the entire family history and just by hearing the complaints and conducting basic physical examination and acting as their friend, philosopher and guide, facilitate recovery without or with minimal investigations. Hippocrates advocated to “cure rarely, comfort mostly, but console always” and this still holds good to these days of modern technological practice. The doctor must be an effective communicator to follow his principles.
Changing Trends in Health Professions Education
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:2] [Pages No:37 - 38]
DOI: 10.5005/jp-journals-10085-6112 | Open Access | How to cite |
Abstract
Today's health profession's education must change with respect to altered T/L methods, competency based learning & assessment. Health care delivery to change the focus from institution level to community level. From teacher centered to learner centered. Assessment to be shifted from knowledge acquisition to work based assessment.
How Big A Sample Do I Require?
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:39 - 41]
DOI: 10.5005/jp-journals-10085-6113 | Open Access | How to cite |
Abstract
The objective of this article is to create awareness on the importance of sample size which decides the validity and quality of the research outcome. It also provides ideas on what information is needed when consulting a statistician for sample size determination. Sample size calculation is scientific, should be reported with relevant formula and justification in every proposal/report of a research project.
Status of Radiology Teaching at Undergraduate Level
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:3] [Pages No:42 - 44]
DOI: 10.5005/jp-journals-10085-6114 | Open Access | How to cite |
[Year:2017] [Month:Jan-Jun] [Volume:6] [Number:1] [Pages:4] [Pages No:45 - 48]
DOI: 10.5005/jp-journals-10085-6115 | Open Access | How to cite |
Abstract
Labelling the students as problem learners or slow learners remains pejorative and has detrimental effects on both the students’ as well as the teacher's attitude. Even though labelling is bad, a term is needed for identifying the students to enable specific support strategies that exhibit positivity. Hence better terminology of addressing the students as Students Needing Additional Curricular Support and Students Needing Additional Psychological Support are introduced. The theories behind the labelling effect on students are explained. The frameworks for identifying the student with problem, the rationale for support and the support strategies are reviewed.
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