Prof. Dr. Chanda KarkiMBBS, DGO, MD, FRCOG,FICS

Prof and Head

Department of Obstetrics and Gynaecology

Welcome to KMCTH

Kathmandu medical college

• established in 1997.

• Leading doctors, businessmen and charity organizations- 1st May 2000.

• The intention is to provide service which is easily accessible, reasonably cheap and of the highest standards.

• permanently affiliated to Kathmandu University

• fully recognized by the Nepal Medical Council and the Sri Lanka Medical Council.

Kathmandu medical college• The working experience at KMCTH is recognized to enable

doctors to sit in the postgraduate entrance examinations held by other universities.

• Many students, after MBBS qualification sit for USMLE, PLAB or the licensing examination of the Medical Council of India.

• Kathmandu Medical College has also been listed in the WHO's World Directory of Medical Schools - electronic format as from June 2002.

• Following full recognition by NMC, KMC is also listed in the International Medical Education Directory (IMED). KMC is an Associate Member of the Network Towards Unity for Health (TUFH) that has its headquarters at Glent in Belgium . 

Department of Obstetrics and Gynecology

• Reproductive health• Preventive • Curative• Anatomy• Physiology• Endocrinology• Neonatology• Anesthesiology

Department of Obstetrics and Gynecology

• 10 faculties• 75 beds• Good client load• 225 deliveries per month• 95 surgeries per month• Average 60 indoor patients• Modern technologies used• Approximately 2800 patients are seen in OPD every month• 80% of case load in last 2 years• Special clinics• Community service• Undergraduate/ postgraduate/ nursing teaching

Mission

• The primary objective -to provide quality medical education within a modern academic environment to produce qualified medical professionals who can contribute to society by means of their knowledge, attitude, skills and professionalism.

• A student centered curriculum that is community as well as problem and need based is followed.

• KMC is continuously trying to develop itself into a centre for excellence, setting new standards in medical education and high quality medical care.

• First yr- Am I smart enough?• 4th year-will I ever know enough?

7

What are learning styles?

• Learning styles are simply different approaches or ways of learning

8

Visual Learners:

• These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson.

• They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads).

• They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. 

• During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

learn through seeing...

9

Auditory Learners

• They learn best through verbal lectures, discussions, talking things through and listening to what others have to say.

• Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances.

• Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

learn through listening...

10

Tactile/Kinesthetic Learners:• Tactile/Kinesthetic persons

learn best through a hands-on approach, actively exploring the physical world around them.

• They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

learn through , moving, doing and touching...

How we teach• “The traditional way of teaching - to teach about the

diseases

• Try to use modern technologies

• “But what we’re recognizing in our education is that we need to teach the students not about the disease, but about how the patient presents with the disease.

• For example, a patient who presents with shortness of breath might have one of 100 different conditions, so instead of trying to teach the student about a hundred different conditions, we’re going to teach them to start with the shortness of breath and get down to one of the diagnoses.”

How we teach

• “Teachers aren’t needed as experts who deliver information, because the information is all around us,” says Davidson.

• Instead, teachers are the people with experience that students need to help them interpret the information.

“That’s the paradigm shift.”

Challenges in medical education• Firstly, practical training must be made more effective to

counter reduced working hours

• Research has shown that deliberate practice is a far better method to acquire expertise than simple unstructured practice.

• This involves supervision and detailed feedback, and ample opportunity to improve performance gradually by performing tasks repeatedly.

• The second challenge is to develop new methods of assessment to reflect the focus on competencies (tasks that a qualified medical professional should be able to handle successfully).

Challenges in medical education

• Improving research standards in medical education is another challenge, and high quality, relevant research requires more interdisciplinary collaboration.

• The major challenge is overcoming negative attitudes to assessment,.

• This will involve changing the culture of assessment into one where assessment is informative, helps people to improve their work, and where the goal is not to be better than the others but to be better today than you were yesterday.

• Conclusion - a close collaboration between doctors and educationalists is indispensable for good medical education and development of better education,

Students dynamic

• Trying to please others• Wanting to be clever• Wanting to achieve as highly as others• Trying to be perfectionist• Envy and competitiveness• Setting urself impossible targets• Fearing disaster all the way• Succeeding at the last moment (brilliantly)

Common challenges

• Leaving/adopting familiar things, people and places

• Transition is associated with stress and anxiety

• Challenge of new academic work• Home sick?• High initial expectation• Work overload and low control over it• Change in life style

Common challenges• Cultural isolation• Financial problems• Setting down in a new peer group• Feeling under pressure to do everything

right• Transition to different level of studies• Sustained pressure at every level• Divergent tutor student expectation• Making decision for future career

Tips to face challenges• Talk to some one• Others r also suffering• Do extracurricular activities too• Contact home and friends regularly• Be realistic about what to expect from

student life and urself• Balance between work and leisure• Give urself time to adjust-u don’t have to

get everything right straight away• Remember to get enough food and sleep

Tips to face challenges

• Use stress management techniques• Good self care- diet, sleep, alcohol, caffiene,

nicotine• Allow urself time out for releasing stress• Good time management• Review study skill• Setting realistic goals and celebrate

achievement• Create and use support network

20

“Medicine is not taught by a faculty but is learned by one’s own efforts, and the teaching is a question of stimulating

each student instead of spoon-feeding him”

Willard RappleyeThe head of the commission on ME for the AAMC in 1932

Your life

Many Ds will make u successful!

• Discipline• Dedication• Determination• Decency• Dialogue• Diligence• Duty

Cross this turmoil

Land safely

Make your people and Nation proud and happy

Thank you all

Wish u all the best