Abstract
Doctors and healthcare providers are looked upon by
the society as highly respectable members of the society. Dealing with the lives of the patients is no small
task! This respect, however, has a price tag. With esteem comes responsibility. Medical profession is very
sensitive and one error, no matter how minor or trivial,
can bring disaster. To avoid serious repercussions, it
is imperative that medical graduates should have the
requisite knowledge, skills, and attitude to deal headon with the challenges that real life brings to them.
The methods by which our students are converted
from raw recruits into medical graduates need to be
revisited. In simple terms, medical education needs to
be constantly updated in response to our social needs
and requirements of the medical practice.
Myriad factors, some beyond the control of medical
colleges and universities, influence the process by
which a first year student evolves into a medical practitioner. The uncontrollable factors include student’s
family problems, intellectual acumen, interests, and
social activities. These cannot be altered, no matter
what an institution does. Two factors, that are in the
control of the medical colleges is the quality of teaching faculty and the curriculum. It is most unfortunate
that we tend to overlook the ability to teach when
choosing our teaching faculty. Staff development programs focusing on improving teaching skills, so vital in
medical education1 are at best, rudimentary. Its time,
medical institutions should alter the criteria and methods adopted for appointment of medical teachers by
their respective human resource departments and
selection committees.
Faisal Ghani Siddiqui, Noshad A. Shaikh. (2014) Challenges and Issues in Medical Education in Pakistan, Journal of Liaquat University of Medical and Health Sciences, Volume-13, Issue-3.
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