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SHORT COMMUNICATION
Year : 2022  |  Volume : 49  |  Issue : 1  |  Page : 84-85

Challenges encountered by teachers in medical education


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Correspondence Address:
Saurabh RamBihariLal Shrivastava
MD, FAIMER, PGDHHM, DHRM, FCS, ACME, Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jss.jss_153_21

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In general, it is expected from medical teachers that they should transform fresh learners into competent medical graduates upon completion of their training period. However, a lot goes into this, as the delivery of medical education is quite different and complicated in comparison to any other graduate courses available. Teachers play an instrumental role in helping the students acquire various noncognitive attributes essential for successful medical practice. A number of challenges have been identified from the teachers' perspective in medical training. In conclusion, the job profile of medical teachers is extremely demanding as they have to simultaneously perform on various domains. There is an immense need to support the medical teachers in their assigned roles so that their overall outcomes can be significantly enhanced.


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