How practical are the "teaching reforms" without "curricular reforms"?

How practical are the “teaching reforms” without “curricular reforms”?

Journal of Ayurveda & Integrative Medicine | July 2010 | Vol 1 | Issue 3 and indicate that once the maize DNA has been "laundered" through E. coli, the recombinant phage grow equally well on Q358, Q364 and K803. Since plant DNA's are known to be more extensively modified than other DNA's, it appears a reasonable conjecture that the difference in plating efficiency is attributable to differences...

How Effective Are Institutional Reforms?

Teaching reforms required for Ayurveda

This article concerns the 20th century saga of Ayurvedic Education up to the current situation, based on a general appreciation of knowledge in Ayurveda. In this light, it considers how to improve quality of teaching and teachers. This is most important, because in education, teachers are the custodians of tradition and knowledge. As those most responsible for maintaining or restoring quality, ...

Curricular Reforms in Undergraduate Medical Education: An Indispensable Need

DEAR EDITOR, The member countries of the World Health Organization recognize the health for all as a national goal and contemplate that medical education will produce competent physicians toward meeting this goal. However, the medical education and health‐care in most of the developing nations are facing the serious challenges both in content and in competencies. The burden of diseases across t...

Reforms

Extrapolating to our specialty, and having been examiner for both M.Ch and the DNB exit exams, at various places, I find that there is a huge difference in the standard and the conduct of these exams. I believe that the MCI is also trying to standardize exit exams, but we as a specialty and as the apex body of that specialty, should put together a standardized exit exam, to be passed by all can...