Open and Distance Learning for Continuing Medical education : August 2010

THE MONTHLY MAGAZINE ON HEALTHCARE ICTS, MEDICAL TECHNOLOGIES & APPLICATIONS

Pg. 42 PROF M S VALIATHAN National Research Professor, Government of India

VOLUME 5 / ISSUE 8 / AUGUST 2010 INR 75 / USD 10 / ISSN 0973-8959 WWW.EHEALTHONLINE.ORG

CREATING HEALTH PROFESSIONALS THROUGH DISTANCE EDUCATION Pg. 28

HEALTH ISSUES A GROUND REALITY Pg. 31

MEDICAL EDUCATION IN THE MELTING POT Pg. 42

DR RAJASHEKHARAN PILLAI Vice Chancellor, Indira Gandhi National Open University

A SPECIAL ISSUE BROUGHT Indira Gandhi National IN ASSOCIATION Open University WITH IGNOU www.ignou.ac.in

OPEN AND DISTANCE LEARNING FOR CONTINUING MEDICAL EDUCATION Pg. 8

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VOLUME 5 | ISSUE 8 | AUGUST 2010 | ISSN 0973-8959 WWW.EHEALTHONLINE.ORG

SPOTLIGHT

Pg. 08 COVER STORY AND DISTANCE 08OPEN LEARNING FOR

ZOOM IN HEALTH 28 CREATING PROFESSIONALS THROUGH DISTANCE EDUCATION

CONTINUING MEDICAL EDUCATION

Prof. AK Agarwal & Prof. TK Jena School of Health Sciences, IGNOU

IN CONVERSATION

20 “TECHNOLOGY-ENABLED PROGRAMMES ARE

CRUCIAL FOR CONTINUING MEDICAL EDUCATION” Prof VN Rajasekharan Pillai Vice Chancellor, IGNOU

PERSPECTIVE THE GAP IN 24 BRIDGING MEDICAL EDUCATION Prof A K Agarwal Professor, School of Health Sceinces,IGNOU

DEVELOPMENT DIMENSION

HEALTH ISSUES A GROUND REALITY Dr. Rachna Agarwal, Assistant Professor IGNOU

IN FOCUS

33 CLOSE TO HEART

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PG DIPLOMA IN 36 “THE ACUPUNCTURE AT IGNOU, IS THE FIRST MEDICAL COURSE OFFERED ONLINE” Dr. Raman Kapur Chairman Institute of Acupuncture and Natural Medicines

EVENT REPORT EDUCATION 40 MEDICAL NEEDS ATTENTION 15th Prof G Ram Reddy Memorial Lecture,IGNOU

EXPERT CORNER EDUCATION 42 MEDICAL IN THE MELTING POT Prof M S Valiathan Padma Vibhushan, National Research Professor, Government of India

EVENT PREVIEW

48 eHEALTH INDIA 2010

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EDITORIAL

VOLUME 5 | ISSUE 8 | AUGUST 2010 WWW.EHEALTHONLINE.ORG

Clock time for more healthcare professionals in India With the advancements in information and communication technologies (ICT), the evolution of open and distance learning has actually been accelerated across the globe. In the education system open and distance learning implements the usage of technologies at its best to offer courses and medical education is nowhere exception in that revolution. Indira Gandhi National Open University (IGNOU) has made several initiatives to develop and offer the best courses for medical, paramedical and nursing professionals.

PRESIDENT: Dr. M P Narayanan EDITOR-IN-CHIEF: Dr. Ravi Gupta MANAGING EDITOR: Shubhendu Parth VP - STRATEGY: Pravin Prashant PRODUCT MANAGER: Dipanjan Banerjee (Mob: +91-9968251626) Email: dipanjan@elets.in EDITORIAL TEAM: Dr. Prachi Shirur, Dr. Rajeshree Dutta Kumar, Shipra Sharma, Divya Chawla, Sheena Joseph, Yukti Pahwa, Sangita Ghosh De, Subir Dey, Pratap Vikram Singh, Gayatri Maheshwary SALES & MARKETING TEAM: Arpan Dasgupta (Mobile: +91-9818644022), Bharat Kumar Jaiswal (+91-9971047550), Debabrata Ray, Anaam Sharma, Fahimul Haque, Ankur Agarwal, Priya Saxena, Vishal Kumar, Gaurav (sales@elets.in) SUBSCRIPTION & CIRCULATION: Astha Mittra (Mobile: +91-9810077258, subscription@elets.in), Manoj Kumar, Gunjan Singh GRAPHIC DESIGN TEAM: Bishwajeet Kumar Singh, Om Prakash Thakur, Shyam Kishore WEB DEVELOPMENT TEAM: Zia Salahuddin, Amit Pal, Sandhya Giri, Anil Kumar IT TEAM: Mukesh Sharma, Devendra Singh EVENTS: Vicky Kalra EDITORIAL CORRESPONDENCE: eHEALTH, G-4 Sector 39, NOIDA 201301, India, tel: +91-120-2502180-85, fax: +91-120-2500060, email: info@ehealthonline.org eHEALTH does not neccesarily subscribe to the views expressed in this publication. All views expressed in the magazine are those of the contributors.

The IGNOU School of Health Sciences (SOHS), was established in 1991 with an objective to augment education avenues for medical, nursing and paramedical personnel through distance education mode. The various functions of the School involve planning, developing and launching of Degree, Diploma and Certificate level programmes for health professionals. The School follows a diversified approach with a three tier system involving medical colleges (programme study centres), district hospitals (skill development centres), and work places of enrolled doctors to provide training, while implementing medical programmes. In this special issue, eHEALTH attempts to provide an overview of IGNOUâ&#x20AC;&#x2122;s initiatives in this space. The cover story has a compiled version of the courses, eligibility and selection procedures of various programmes at IGNOU. The article on the PG Diploma in Clinical Cardiology details about the necessity of training of cardiologists across India, while the interview of Prof Raman Kapur speaks about the PG Diploma in Acupuncture at IGNOU. Besides, the paper on policy perspective by Prof MS Valiathan that was delivered during 15th G Ram Reddy Memorial Lecture at IGNOU talks largely about the need of reformations in medical education in India. Also, the interview of Prof AK Agarwal gives a glimpse about the courses at IGNOU SOHS. The Zoom In section points about the importance of distance mode of education in health sector as a recent phenomenon. I am sure that this issue would be a valuable source for institutionalising the training programmes for the healthcare professionals that is the need of the hour in India.

Themagazine is not responsible or accountable for any loss incurred, directly or indirectly as a result of the information provided. eHEALTH is published by Elets Technomedia Pvt. Ltd in technical collaboration with Centre for Science, Development and Media Studies (CSDMS) Owner, Publisher, Printer - Ravi Gupta, Printed at R P Printers, G-68, Sector-6, Noida, UP, INDIA and published from 710 Vasto Mahagun Manor, F-30, Sector - 50, Noida, UP, Editor: Dr. Ravi Gupta

Prof VN Rajasekharan Pillai Vice Chancellor Indira Gandhi National Open University (IGNOU) Guest Editor, eHEALTH

August 2010 < www.ehealthonline.org <

COVER STORY

OPEN AND DISTANCE LEARNING FOR CONTINUING MEDICAL EDUCATION Advancements in information and communication technologies (ICT) have accelerated the evolution of distance education system across the globe and open and distance learning implements all these technologies to offer courses that can satisfy the varied demands of medical education. Indira Gandhi National Open University, the most reputed Open University in India has made several initiatives to develop and offer the best courses for medical, paramedical and nursing professionals. eHEALTH attempts to provide an overview of IGNOUâ&#x20AC;&#x2122;s initiatives in this space.

eveloping countries, all over the world, are preparing their societies and governments for the information and communication technology (ICT) revolution. Policy makers, business executives, NGO activists, acaedemicians and ordinary citizens are prioritising ICT implementation to keep pace with the global trend. Application of new technologies also has an important implication on how people learn and apply knowledge throughout their lives. In recent years, there has been a growing interest in the use of computers and internet to enhance the efficacy and effectiveness of education at all levels. Implementing ICT in education has a huge potential of enhancing the education and training system to equip learners with the skills they need. ICT in education can use an alternative instructional delivery system such as radio, educational TV and audio-visual communication or computers and computer-based systems for instructional delivery and management. Advancements in information and communication technologies (ICT) have accelerated the evolution of distance education system across the globe. ICTs have immense potential for enhancing the teaching learning process by providing immense opportunities at all levels of the education system. The proper use of ICTs can expand access to education and help raise educational quality by

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making the teaching-learning process more engaging and active. Technologies such as radio and television, as well as newer digital technologies including the internet have tremendous scope in terms of opening up a completely digitised form of education. The Open University system, implements all these technologies to offer courses that can satisfy diverse demands of education. Further this system has the potential to provide a variety of specialised training programmes to a large group of learners. The Commonwealth of Learning defines open and distance learning as â&#x20AC;&#x153;a way of providing learning opportunities, characterised by the separation of teacher

and learner in time or place, or both time and place; learning that is certified in some way by an institution or agency; the use of variety of media including print and electronic; two-way communications that allows learners and tutors to interact; the possibility of occasional face-to-face meetings; and a specialised division of labour in the production and delivery of courses.â&#x20AC;?

Open Universities in India Regulated by the Distance Education Council of India (DCE), the Open University system was initiated in 1982 to augment opportunities for higher education and to make education a lifelong process. The open university and distance learning system helps in upgrading skills at regular intervals and developing new competencies. Various higher education institutions in India are now offering learning opportunities through open and distance learning by satisfying the diverse demands of the system and providing the much requisite availability and flexibility. DCE has also taken several steps towards developing the open university network in India. Indira Gandhi National Open University (IGNOU), the national open universityâ&#x20AC;&#x2122;s courses are used extensively by several state open universities across the country. Efforts have been made towards development of common standards for products as well as processes in the open and distance learning system. Steps have also been initiated to frame norms and standards for the design, development and delivery of programmes in specific fields and to ensure their quality. As per current indications, the open university learning system is highly cost-effective, which is a great advantage for a developing nation like India. Although, programmes offered by the open universities differ from those offered through the traditional education system, yet these universities ensure that the programmes developed by them are relevant to the economic and employment needs. The various

Major ICT and Education Policy Initiatives in India Year

Initiative

2002

The Indian Government launched a project called Vidya Vahini to provide IT and IT-enabled education in 60,000 schools in three years at a cost of Rs. 6000 crore. The Government proposed to equip each school with a computer with internet, intranet, television, webconferencing and e-learning.

2002-2007

The Tenth Plan emphasised on greater use of ICT for education process.

2004

Indian Space Research Organisation, Union Ministry of Human Resource Development, state departments of Education and IGNOU launched Edusat, Indiaâ&#x20AC;&#x2122;s first dedicated education satellite. Edusat allows receiving direct to home quality broadcasts of educational programmes using any television set and a low-cost receiver.

2006

The Government of India, Ministry of HRD, Department of Secondary and Higher Education issue an order for constitution of an Integrated Action Plan to implement broadband connectivity in all secondary schools.

2007

Based on recommendations made by different state open universities and distance education institutions (DEIs), the IGNOU board of management approved the National Open and Distance Learners Library and Information Network (NODLINET) initiative. The expert committee set up by the ministry for human resource development endorsed the initiative, to be implemented in a phased manner within a period of five years.

courses are designed in such a way that the students can choose modules that are relevant to their needs. The universities also develop high quality multi-media open learning curriculum that meets the academic, technical and vocational needs of diverse student groups. Established linkages and collaborations with the industry and eminent national and international organisations, make these courses highly sought after.

IGNOU: A Pioneer in Open and Distance Learning Education in India Indira Gandhi National Open University (IGNOU) was among the first Open Universities, established in

India in 1985, with an aim to effectively harness modern education technologies in providing access to educational opportunities. IGNOU combines the use of print, recorded audio and video broadcast radio and television, and audio-conferencing technologies to offer a variety of courses through open and distance learning. In the 25th year of its existence, IGNOU has established itself as one of the best open and distance learning universities, worldwide. The University focuses on continuous skill upgradation, capacity building, retraining and the importance of life-long learning. IT utilises ICTs appropriately to improve efficiency and effectiveness of education in India at a systematic level.

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COVER STORY

Open Universities in India Indira Gandhi National Open University Dr. B.R. Ambedkar Open University Karnataka State Open University

AUDIO VIDEO FACE TO FACE INTERACTION WITH COUNSELLORS

BROADCAST OF AUDIO PROGRAMME BY AIR

Nalanda Open University Netaji Subhas Open University MULTIMEDIA

Kota Open University Vardhman Mahaveer Open University UP Rajarshi Tandon Open University Madhya Pradesh Bhoj Open University

RADIO COUNSELLING

Tamil Nadu Open University

Pt. Sunderlal Sharma OpenUniversity, Chhattisgarh Uttaranchal Open University KK Handique State University

ICT in Medical Education India currently faces a critical shortage of health sciences manpower including doctors, nurses, midwives and scientists with an inappropriate gap in skills in service coverage. To meet the global average, India needs 1.23 doctors, 2.56 nurses and 1.65 scientists per 1000 population in the next 15 years. For this, there is a need to create at least 600 medical colleges, 1500 nursing colleges and 900 engineering colleges. India is currently home to 18 percent of the world’s student population. However, there are more than 6 lakh practicing doctors and one million nurses and health professionals, who have little or no access to professional training. In such a scenario, leveraging on ICT and creating open and distance learning opportunities can be the only tool that can bridge the health sciences education infrastructure gap. Moreover, with the introduction of cutting edge technologies such as 3G wireless and Web 2.0, there is tremendous scope for development in this arena.

TELECAST OF VIDEO PROGRAMME BY DOORDARSHAN TELECONFERENCING

Yashwant Rao Chavan Open University Dr. Babasaheb Ambedkar Open University, Ahmedabad

SELF INSTRUCTIONAL COURSE MATERIAL

Programme Package of Various Courses offered at IGNOU School of Health Sciences

Implementation of ICT in health education can not only increase human knowledge capital, but it can also provide health manpower with the opportunity for continuing medical education. ICT can hence create new jobs and entrepreneurial opportunities for the existing health manpower. This would definitely require greater investments in ICTs towards health education. However, it is interesting to note that, though, approximately Rs. 12,000 crore will be needed as investment for hardware and software for ICT development over the next few years, every 100 students enrolling for a medical course in a college would create 10-12 jobs in the ICT sector.

Open and Distance Learning in Medical Education at IGNOU With the implementation of ICTs, open and distance learning can be a potential system for offering medical education to practicing health manpower. The School of Health Sciences under IGNOU was set up in 1991, with an objective to augment educational avenues for medical, nursing and paramedical manpower through distance education. The School has collaborated with several

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organisations such as WHO, UNICEF, Ministry of Health and Family Welfare, Dental Council of India, and more, for developing and offering competencebased programmes in various disciplines of health sciences. The School has brought in several innovations in its course structure and the way education is offered for delivering best quality education in the medical sector. The main objectives of the School are: • Planning, developing and launching degree, diploma and certificate level programmes for health professionals • Offering health related awareness courses for general public • Conducting research on health related issues The School of Health Sciences offers a plethora of courses in the field of health sciences that are unique and innovative and offer tremendous advantages to the learners.

Courses at IGNOU School of Health Sciences Ph.D. Programme in Nursing

The Ph.D. Programme in Nursing was started with an aim to enable

COVER STORY IGNOU HEAD QUARTER

L E A

RSD

SOHS Regional Centre

R N E R

Administrative and Academic Control

RD PIC

Programme Study Centre

Academic Counsellor Clinical Supervisor

Academic, Administrative and Technical Coordination Counselling Assignment Handling, Evaluation Practical Counselling and evaluation of Practical Activities

Work Centre

Field and Clinical Experiences

Work Place

Self Study, Self Practice/Activities

Implementation Plan of Programmes

nursing personnel to develop advanced research skills and augment research activities for improving quality of care. The programme helps nurses provide evidence-based nursing care to patients in various clinical settings Objectives • To help nursing professionals develop advanced research skills and provide evidence based care Eligibility • Nursing professionals who have completed M.Phil with 55% marks from recognised University (50% marks in case of SC and ST) • Nursing professionals with M.Sc. Nursing degree with 55% marks and 5 years experience Duration • Minimum: 18 months • Maximum: 4 years

has only about 150 positions for DM and DNB courses in Cardiology every year, there is a huge gap between availability of cardiology expertise and load of cardiac morbidity in rural as well as urban areas. Moreover, most of the cardiologists are based in urban areas, thereby depriving the rural areas of cardiology expertise. The Post Graduate Diploma in Clinical Cardiology provides MBBS doctors with an opportunity of studying clinical cardiology and practicing in semi-urban areas. Objectives • To establish a core programme dedicated to train larger numbers of medical graduates in clinical cardiology to deal effectively with the early recognition, management and prevention of common cardiovascular diseases (non invasive cardiology) and associated diseases particularly Diabetes Mellitus.

Post Graduate Diploma in Clinical Cardiology

Considering the fact that India

Eligibility • MBBS (MCI recognised)

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Duration • Minimum: 2 years • Maximum: 4 years BSc (H) in Optometry and Ophthalmic Techniques

Developed in collaboration with the Federation of Ophthalmic Research and Education Centres (FOREC), which promotes ophthalmic services, education and research and establishes group activities, the BSc (H) programme in Optometry and Ophthalmic techniques aims to provide higher education to ophthalmic assistants. Considering the paucity of skilled professionals in ophthalmology, IGNOU started this programme to meet the required manpower demands in this field. The required expertise for developing this programme was provided by ophthalmic experts and scientists from related disciplines. Objectives • To prepare students to assist eye specialists as optometrists, orthoptists, theatre assistants and refractionists

•

• •

•

To enable students to get self employed as opticians, optometrists and refractionists To enable students to estimate error of refraction and prescribe glasses To enable students to maintain ophthalmic appliances and instruments To enable students to assess ocular motility disorder and prescribe adequate treatment

Eligibility Criteria • 10+2 candidates background.

with

science

Duration • 4-6 years Certificate in Newborn and Infant Care

Aimed to provide nursing professionals with adequate training on new born and infant care, the programme emphasises on maternal care, neonatal care and integrated management of neonatal and childhood illness. The programme helps the nursing professionals in identifying impact of maternal health on neonatal outcome and make appropriate nursing interventions to prevent mortality and morbidity due to common newborn and childhood problems. Objectives • To enhance and update the knowledge, skills and practices of nursing personnel in care of newborn and infants • To enable nursing personnel to provide effective nursing care to normal, at risk and sick newborn and infants Eligibility Criteria Nursing professionals (RNRM) with diploma in general nursing and midwifery (GNM) or B.Sc. Nursing of above. Duration • Minimum: 6 months • Maximum: 2 years

The Post Graduate Diploma in Maternal and Child Health programme is a one year comprehensive package comprising of reproductive health, child health and public health components of maternal and child health (MCH). The School of Health Sciences, IGNOU has taken a pioneer step in designing a curriculum by integrating the above essential components of and providing a PG Diploma to not only help the doctors in updating their knowledge and skill, but also improving the MCH care in the country. The programme has undergone a major revision taking into account the need and practical utility of the skills incorporated in the curriculum. It has also incorporated all the important policy decisions of the Government of India in the field of MCH Care. Objectives • To improve the knowledge and skills in MCH for medical officers • To upgrade clinical competence of medical personnel for providing quality MCH care Eligibility MBBS doctors (should have completed compulsory internship before January 1st of the respective academic session) Duration • Minimum: 1 year • Maximum: 3 years Certificate in Maternal and Child Health

Launched in 2007, the Certificate

in Maternal and Child Health Care programme is aimed at upgrading knowledge and skills of healthcare workforce in maternal and child health. Objectives • To update the knowledge and skills of healthcare providers in reproductive and child health • To enable the healthcare providers to render effective health care to mother and child Eligibility • Nursing professionals (RNRM) with Diploma in General Nursing and Midwifery (GNM) or above • Auxiliary nurse midwife, female health workers, health supervisors, lady health visitors, public health nurses Duration • Minimum: 6 months • Maximum: 2 years Post Basic B.Sc Nursing Programme

The three year Post Basic B.Sc Nursing Programme for in service nurses was launched by IGNOU in 1994. There are 36 programme study centres which conduct Post Basic B.SC nursing programme or B.Sc Nursing programme. These colleges of nursing are recognised by Indian Nursing Council. Objectives • To provide an opportunity to diploma holder in-service nurses to upgrade their knowledge and skills in order to respond to the changing health needs of the society

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COVER STORY

•

Diploma in Nursing Administration is a one-year programme developed for nurses working in hospitals or the community. The programme helps in upgrading the knowledge and skills of the inservice nurses in the administrative competence. •

• •

To motivate nurses to improve clinical competence to provide quality care To develop teaching, administrative and research skills To promote personal and professional growth for better and promotional opportunities

Eligibility Criteria 10+2 with three years Diploma in General Nursing and Midwifery (GNM) with minimum of two years experience in the profession (male nurses or nurses who have not done midwifery in the GNM programme should have a certificate in any of the nursing courses of 6-9 months duration prescribed by the Indian Nursing Council in lieu of midwifery) OR 10th class or its equivalent with three years Diploma in General Nursing and

Midwifery (GNM) with minimum of five years experience in the profession (male nurses or nurses who have not done midwifery in the GNM Programme should have a certificate in any of the nursing courses of 6-9 months duration prescribed by the Indian Nursing Council in lieu of midwifery) Duration • Minimum: 3 years • Maximum: 5 years Diploma in Nursing Administration

Diploma in Nursing Administration is a one-year programme developed for nurses working in hospitals or the community. The programme helps in upgrading the knowledge and skills of the in-service nurses in the administrative competence. Objectives • To strengthen knowledge of administration concepts and their

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application in improving nursing services To develop an understanding of recent trends in healthcare system and nursing To participate co-operatively with individuals and groups for improvements of nursing service To develop skills in maintaining administrative competence with effective supervision to provide quality care

Eligibility B.Sc. (Nursing) or three/three and half years General Nursing and Midwifery (GNM) with minimum of two years experience in the profession (male nurses or those nurses who have not done midwifery during their GNM training need to submit a certificate of any nursing course of 6-9 months duration prescribed by Indian Nursing Council which they have completed in lieu of Midwifery) Duration • Minimum: 1 year • Maximum: 3 years Certificate in Competency Enhancement for Auxiliary Nurse Midwife/Female Health Worker (ANM/FHW)

Funded by the Government of India, Ministry of Health and Family Welfare, Department of Family Welfare, the Certificate course in Competency Enhancement for ANM/FHW aims at updating the knowledge and skills of the ANMs/FHWs at the grass root level. Considering the lack of adequate number of training programmes for training these health functionaries, IGNOU with its Open University and Distance Learning model offers great opportunity for meeting the challenges to train ANMs/ FHWs. Objectives • To enhance the knowledge and skills of practicing ANMs/FHWs in reproductive and child health,

COVER STORY

•

communication and sociocultural areas including integrated management of neonatal and childhood illness To enable ANMs/FHWs to develop positive attitude towards the community in providing healthcare through community participation

Eligibility Criteria In service ANMs/FHWs who have qualified ANM/FHW training course (Revised) with minimum of two years of work experience OR Those who have qualified ANM/FHW training course (old) with a minimum of three years of work experience Duration • Minimum: 1 year • Maximum: 3 years Post Graduate Diploma in Geriatric Medicine

Designed specifically for MBBS doctors, the Post Graduate Diploma in Geriatric Medicine aims to not only equip the in-service doctors with knowledge and skills in the field of geriatric medicine, but also enable them to deal with the special problems faced by the elderly. Objectives • To upgrade the knowledge and skills for providing comprehensive healthcare to elderly • To inculcate the inter-disciplinary approach for diagnosing and management of geriatric health problems • To improve the clinical, social and communication skills by providing hands on training in medical colleges and district hospitals Eligibility • MBBS doctors Duration • Minimum: 1 year • Maximum: 3 years

Certificate in Healthcare Waste Management in South-East Asia

•

Countries

The Certificate in Healthcare Waste Management in South-East Asia Countries programme has been developed to create basic awareness about healthcare waste management practices and equip the learners with enough skills for effectively managing healthcare waste and safeguard themselves and the community against adverse health impact of healthcare waste. Objectives • To sensitise the learners about healthcare waste and its impact on health and environment • To acquaint the learner group to existing legislation, knowledge and practices regarding healthcare waste management practices in South-East Asia region countries • To impart knowledge on the systems and technologies in healthcare waste management and its practical aspects Eligibility Doctors, nurses, other professional workers with minimum of 10+2 qualification Duration • Minimum: 6 months • Maximum: 2 years Certificate in Home Based Care Providers (CHBCP)

The CHBCP programme for homebased care providers has been developed to prepare a workforce in the country with the skills required to look after elderly and people suffering from chronic progressive illnesses. Objectives • To prepare a workforce in the country with the skills required to look after elderly and people suffering from chronic progressive illnesses • To provide care to people at home

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•

after discharge from tertiary care To help the family members and patients to cope with the stress of care of their long term ailing relatives To provide quality of life for the patient and the family members

Eligibility • 10th pass candidates Duration • Minimum: 6 months • Maximum: 2 years Certificate in Diabetes Care for Community Workers (CDCW)

The CDCW programme has been developed to build a community level workforce to work in diabetic clinics, health centers at community level and in diabetic clinics in hospitals. Developed for health workers interested to work in diabetic clinics, the programme will help upgrade the knowledge about diabetes mellitus, its management and complications, prevention and so on. It will also help the workers to learn various skills for assessment and care of the diabetic patient and their family members. Objectives • To impart knowledge about the epidemiology of diabetes • To provide an understanding of causes leading to diabetes • To give a detailed knowledge of the effect of diabetes on various organs of the body • To provide knowledge and skills about management of the diseases in relation to diet, foot care, eye care, etc • To equip learners with interpersonal communication skills, which will facilitate the psychological well being of patients Eligibility • 10+2 (preferably with science) Duration • Minimum: 6 months

•

Maximum: 2 years

institution, holding administrative responsibilities

Post Graduate Diploma in Hospital and Health Management (PGDHHM)

The PGDHHM programme aims at improving the managerial skills of hospital staff for the effective and efficient performance of the hospitals. Launched in January 2001, the total number of programme study centres activated at present are 23. Objectives • To acquire theoretical knowledge and develop practical skills to apply scientific approach to management of people, materials, finance, communication and for organising work and managing resources • To learn modern management techniques like inventory canal, control, economic order quantity (EOQ), operational research, organisational development, management information systems, and so on • To plan in advance how to face the problems of hospital management, learn methods of problems solving and decision making • To assess the clinical and nonclinical needs of patient care, and understand the administrative and technical requirements of physicians and paramedical personnel Eligibility • Medical/dental graduates from an institute recognised by the Medical Council of India (MCI) or Dental Council • Graduates in Indian system of medicine, homeopathy, nursing and pharmacy, recognised by the respective council with three years hospital experience • Graduates holding MBA Degree or PG Diploma in Financial, Material or Personal Management with five years of hospital experience • Preference will be given to applicants working in a hospital/healthcare

FACULTY AT SCHOOL OF HEALTH SCIENCES, IGNOU

Duration • Minimum: 1 year • Maximum: 3 years

Prof (Mrs) Bimla Kapoor

Post Graduate Certificate in Rural

HEALTH SCIENCES FACULTY

Director

Surgery

The Post Graduate Certificate in Rural Surgery programme is a one year comprehensive surgical package comprising of general surgery, speciality surgery, orthopaedics, obstetrics and gynaecology and ENT. Brief essential components of radiology, anaesthesia and practical tips on setting up a private nursing home have also been covered in the curriculum. The concept of rural surgery will not only provide the surgical care at an affordable cost but also fulfill the objective of caring surgery to the doorsteps of the community. Objectives To provide continuing medical education to practicing surgeons to enrich them with appropriate skills to meet the surgical need and demand of people from rural and semi-urban health setup Eligibility Diploma/Post Graduate degree in General Surgery/Orthopaedics/Obstetrics and Gynaecology Duration • Minimum: 1 year • Maximum: 3 years Certificate in Health and Environment

The Certificate in Health and Environment programme is aimed at increasing awareness about environment and health and attempts to impart enough skills needed for the conservation of the environment. The knowledge and skills acquired through this programme would safeguard against the health impact of adverse environment.

Prof AK Agarwal, Professor Prof SB Arora, Professor Prof TK Jena, Professor Dr Ruchika Kuba, Reader Dr Biplab Jamatia, Lecturer

NURSING FACULTY Prof (Mrs) Bimla Kapoor, Professor Prof (Mrs) Pity Koul, Professor Ms Neerja Sood, Lecturer Mrs Reeta Devi, Lecturer Mrs Laxmi, Lecturer

Objectives • To comprehend the principles of environment, health and their relationship • To understand and diagnose the problems generated as a result of environmental degradation • To acquire competency to apply the knowledge, understanding and skills related to health and environment for personal and social health and well-being as related to environment Eligibility • 10+ 2 candidates Duration • Minimum: 6 months • Maximum: 2 years PG Diploma in Acupuncture

The PG Diploma in Acupuncture programme aims at teaching medical graduates the unique acupuncture technique, which is well recognised the world over and well recognised owing to lower cost of treatment and no side effects. The programme is unique as it is the first medical programme to be

August 2010 < www.ehealthonline.org <

COVER STORY offered online. Objectives To help graduates from different systems of medicine learn a new modality of therapy and utilise it for patient’s benefit in treating acute and chronic diseases Eligibility Medical graduates (Allopathy, Homeopathy, Ayurveda, Unani, Siddha, Yoga and Naturopathy) Duration Minimum: 1 year Maximum: 3 years Post Graduate Certificate of Endodontics

Developed in collaboration with the Dental Council of India, Post Graduate Certificate of Endodontics is a one year programme aimed at equipping dentists with enhanced knowledge and skills in the field of conservative dentistry. Objectives • To enhance knowledge and skills in the field of conservative dentistry • To improve assessments, diagnosis and management skills so as to carry out specialised interventions in conservative dentistry Eligibility • BDS Dentists Duration • Minimum: 1 year • Maximum: 3 years

•

the field of oral implantology To improve assessment, diagnosis and management skills needed for dental implants

Eligibility • BDS Dentists Duration • Minimum: 1 year • Maximum: 3 years

Implantology

The Post Graduate Certificate in Oral Implantology programme aims at equipping practicing dentists with enhanced knowledge and skills in the field of Oral Implantology. Objectives • To enhance knowledge and skills in

•

Owing to the crucial role of public health practitioners in all aspects of district and public health management, IGNOU School of Health Sciences launched the post graduate diploma programme in District Health Management.

Eligibility • Graduate with two or more years of experience in public health • Medical doctors, district health programme managers, interested members of civil society, staff of NGOs working in public health and students of public health programmes

Objectives • To acquire theoretical knowledge and develop practical skills to apply

Duration • Minimum: 1 year • Maximum: 3 years.

Post Graduate Diploma in District Health Management

Post Graduate Certificate in Oral

•

scientific approach to management of district health services To learn modern management techniques required for making district health plans To assess HR needs and develop understanding of technical and administrative requirements of different personnel

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IN CONVERSATION

PROF VN RAJASEKHARAN PILLAI Vice Chancellor Indira Gandhi National Open University (IGNOU)

“TECHNOLOGY-ENABLED PROGRAMMES ARE CRUCIAL FOR CONTINUING MEDICAL EDUCATION” 20

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Established in 1991, the IGNOU School of Health Sciences has pioneered in developing competency-based programmes in various disciplines of health sciences. In conversation with eHEALTH, Prof VN Rajasekharan Pillai, Vice Chancellor, IGNOU provides an overview of the School and the courses it offers and shares his views on the role of technology in various phases of medical education.

HOW DID THE GENESIS OF THE IGNOU SCHOOL OF HEALTH SCIENCES TAKE PLACE? WHAT WERE IGNOUâ&#x20AC;&#x2122;S OBJECTIVES AND VISION BEHIND STARTING THIS SCHOOL? The School of Health Sciences was established in 1991 with an objective to augment education avenues for medical, nursing and paramedical personnel through distance education mode. The various functions of the School involve planning, developing and launching of Degree, Diploma and Certificate level programmes for health professionals. The School aimed at enhancing health related awareness by generating such courses for the general public and conducting research on health issues. The vision was to provide health awareness modules and also specialised training for continuing medical education for people working in the field. Further, The School looked at making use of resources available, outside the university system such as hospitals to provide training to students. The School follows a diversified approach with a three tier system involving medical colleges (programme study centres), district hospitals (skill development centres), and work places of enrolled doctors to provide training, while implementing medical programmes. Similarly, in the field of nursing, nursing colleges, hospitals, community health centres and work places of enrolled nurses provide hands-on training.

WHAT ARE THE MAJOR COURSES OFFERED BY THE SCHOOL? HOW ARE THEY UNIQUE AND BENEFICIAL FOR THE STUDENTS, PARTICULARLY IN THE CURRENT SCENARIO? The School offers various courses including post graduate programmes in medicine, graduate programmes in nursing and several paramedical programmes for people working in various hospitals and medical education institutions. The annual intake of

students and structure of various courses are based on the facilities available in the various institutions. We have full-fledged programmes like clinical cardiology being conducted in specialised hospitals. Students of these programmes study outside the working hours, which can be termed as work-integrated or practise-integrated learning. After successful completion of the programme, the students are awarded a diploma. In addition, we have identified specific programmes like health awareness, public health and paramedical programmes in collaboration with certain public and private laboratories. We also conduct certain courses on dentistry and provide opportunities for practising dentists to have post graduate training in specific areas of dental education through Dental Council of India approved institutions. For all programmes, the University makes use of high quality selfinstructional material for theoretical aspects and conducts classes for covering the theory part, while the practical aspects are conducted in well-equipped medical institutions. In addition to the written material, we are also making use of multimedia material. We know that in many of the modern medical practices, multimedia technologies are very effectively utilised and computerassisted medical practices are very common in diagnosis and finding out the optimum way of conducting various medical interventions. A common feature of all activities conducted under the School of Health Sciences is improving the quality of services and capacity building of people. The school has also undertaken various research projects. For creating health awareness, we have created several modules on AIDS awareness, diabetes awareness, and so on. The management of hospitals has emerged as a major area, and we are planning a programme in hospital management, as well. Of

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IN CONVERSATION course, building of hospitals also comes under hospital management such as establishing, maintaining and the overall management of hospitals. We are also looking at starting courses on clinical research and telemedicine. HOW ARE THE VARIOUS COURSES STRUCTURED TO INCLUDE BOTH THEORETICAL AND PRACTICAL ASPECTS? The practical and theoretical aspects in our courses are completely balanced as per the requirements of a course. The only difference is in the study time, as our students are also working professionals. The advantage of our courses is that we provide specialised training to those who are working in this area this definitely has more conceptualised applications. HOW ARE THE PROGRAMMES OFFERED BY THE SCHOOL OF HEALTH SCIENCES ALIGNED WITH GOVERNMENT OF INDIA’S GOALS? More than 70 percent of our programmes are sponsored by the Central Government and various state governments. For instance, we have effective collaborations with the Department of AYUSH, MoHFW. We are also participating in Delhi Government’s school health programme. WHERE AND HOW HAVE YOU IMPLEMENTED TECHNOLOGY IN THE COURSES AND HOW HAS IT BENEFITTED THE TEACHINGLEARNING PROCESS OF THE COURSES? Technology, particularly the multimedia technologies play a great role in enhancing the quality of services offered in healthcare. A healthcare professional must be aware of the new technologies, which will add quality to the services he offers and facilitate other activities in the medical sector. A technology augmented medical education service can enhance the quality of delivery and improve data documentation both in

A common feature of all activities conducted under the School of Health Sciences is improving the quality of services and capacity building of people. More than 70 percent of our programmes are sponsored by the Central Government and various state governments.

the printed as well as electronic format. Since its very difficult for practising doctors and physicians to go for full time programmes, therefore for continuing medical education and enhancing the quality of services, technology-enabled education programmes are very important. WHAT ARE THE CURRENT COLLABORATIONS FOR THE COURSES THAT IGNOU OFFERS UNDER THE SCHOOL OF HEALTH SCIENCES AND WHAT KIND OF COLLABORATIONS ARE YOU LOOKING FOR IN THE FUTURE? The School of Health Sciences is collaborating with various national and international organisations such as World Health Organisation (WHO), United Nations International Children’s Emergency Fund (UNICEF), Ministry of Health & Family Welfare (MoHFW), National Board of Examinations (NBE), Dental Council of India (DCI), ACTS Ministries, Association of Rural Surgeons of India, Academy of Hospital Administration (AHA), Indian Council of Medical Research, and so on. WHAT IS YOUR VISION FOR THE SCHOOL OF HEALTH SCIENCES AND PLANS FOR FUTURE EXPANSION MATCHING TO THE GLOBAL TREND? WHICH ARE THE NEW COURSES THAT YOU WANT TO INTRODUCE IN FUTURE? WHAT IS YOUR MESSAGE FOR THE INDIAN

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ACADEMIA AND STUDENTS FOR PROFESSIONAL TRAINING? Health is one of the most important aspects for a developing nation like India. There is a huge gap here between the required and available number of healthcare professionals and therefore, there is a need to think of innovative ways of providing trained personnel in this area. The commercial education system takes care of training the first degree medical doctors and nurses. After acquiring the first degree these doctors and nurses want to further get trained. Effective collaborations between technology oriented institutions and conventional educational institutions can provide excellent opportunities in this regard. Technology augmentation is a characteristic of IGNOU, which is combined with state-of-the-art facilities of a conventional hospital in the courses offered by us. As of today, technology has penetrated into almost all medical interventions. Technologies such as telemedicine allow doctors sitting at far off place to watch a surgery/procedure or provide counselling. Such technological capabilities should be utilised for getting further experience and share medical expertise. Medical informatics is another area, which the school is focussing on owing to the immense opportunities it offers. A technological/ICT storage enhanced by medical informatics can enhance quality and refine the existing curriculum and methods.

PERSPECTIVE

PROF A K AGARWAL

Professor, School of Health Sciences, IGNOU

It is very crucial to bridge the gap in the context of medical education, where many of the emerging and demanding courses are not present in the conventional courses currently.

In a conversation with Divya Chawla and Sangita Ghosh De of eHEALTH, Prof A K Agarwal of Indira Gandhi National Open University (IGNOU) shares his insights about the need of the modernisation of medical courses in India. > www.ehealthonline.org > August 2010

BRIDGING THE GAP IN MEDICAL EDUCATION WHAT IS YOUR PERSPECTIVE ON THE STATE OF MEDICAL EDUCATION IN INDIA VIS-A-VIS THE GLOBAL SCENARIO? Medical education in India is at the crossroads now. There have been very little research and innovation in socialising medical education in our country. Therefore, when the MBBS graduates pass out of the medical colleges they are not having enough interaction with the community and as such very less connected to the social structure. When posted to serve the community, they are far away from the ground realities. This creates a huge gap between the education of a doctor and his perfection in service towards his patients, as the aspiration of a medical graduate grows higher after he becomes a graduate in medicine. Besides, he is being educated in the age old British model existing in India in medical education which is yet to get an updation since the independence of the country. As per the expectation, the medical graduates are also supposed to understand the civic-social problems in the country, while working closely with the communities that vary widely in different states in India. When we say this, we mean that even if there are excellent teachers, brilliant students and lots of opportunities in India in medical education, there has been very little done to make it appropriate for the present situation and for the future scenario as well. Here we need an up-to-date technology supported course and atleast one year orientation programme, included in the MBBS course, in socialising with the commu-

nity, where the trainee doctor can go to the rural area and stay with the community in understanding the problems and its solutions related to healthcare. This would also solve the problem of scarcity of healthcare professionals in rural and semi-urban areas in our country. We take this cue from our neighbouring countries as it is very much happening in other Asian countries as well as in the US and UK. WHAT IS THE IMPORTANCE OF OPEN UNIVERSITY AND DISTANCE LEARNING SYSTEM IN MEDICAL EDUCATION? HOW CAN IT BRING ABOUT A TRANSFORMATION IN MEDICAL COURSES IN THE COUNTRY? It is very crucial in the context of medical education as we know that many emerging and demanding courses are not present in the conventional courses currently. The School of Health Sciences in IGNOU was initiated in the year of 1992. Before that nobody even thought of offering special learning programmes as short term courses to the doctors. Now the introduction of the new module courses in IGNOU is a very recent development during the last one and a half decade. Open university and distance learning system is the need of the hour now because through conventional courses we will not be able to reach out to the grass root levels. As our analysis says that conventional medical education does not have integrated short term courses in terms of RCH, diabetes for elderly,

essential surgeries, counsellings for adolescent healthcare problems etc. But these courses are very much required, if included right after the graduation, in our healthcare support system. But through open and distance learning system short term certificate or diploma courses in integrated medicine and surgical needs can be developed, while reaching out to more and more aspirants to meet the needs of our society. Besides, the format of the courses would allow us to open a vast network of study centres in hospitals and medical colleges and train a large number of manpower in much shorter time. WHAT CAN BE THE OPTIMAL STRUCTURE OF A REGULATORY BODY FOR BRINGING ABOUT PROPER QUALITY AND REGULATIONS IN THE MEDICAL EDUCATION SYSTEM IN INDIA? As per the newspaper reports which says that the recent body of MCI (Medical Council of India) got dismantled, a new governing body of six members, who are eminent personalities in the field of medicine and medical education, has been constituted to take over the current functionalities of MCI as per the direction of the government. The body is also entitled to bring about the radical changes in the curriculum, modifying the course structure of the medical education in India, and overall addressing the issues related to the modernisation of the course to make it more community and student friendly.

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PERSPECTIVE

Open and distance learning has a vital role to play as it is more reachable and effective in much lesser time to a wider network of aspirants in the community. PLEASE HIGHLIGHT THE JOURNEY AND ACHIEVEMENTS OF SCHOOL OF HEALTH SCIENCES (SOHS), IGNOU EVER SINCE ITS INCEPTION. Since the inception of the institution in 1992, the school has a BSc in Nursing programme approved by the National Council of Nursing, which is very successful and in demand right from its beginning. Courses in health sciences started much later in 1996 with the PGDMCH certificate courses and then moved onwards to subsequently develop the PG Diploma in Health and Hospital Management and then one year PG Diploma programme in Rural Surgery. This was an integrated course designed towards incorporating all the essential life and limb saving surgeries in rural hospitals in collaboration with Association of Rural Surgeons in India. But it did not run successfully as the programme was introduced after MS in General Surgery, MD in Obstetrics and Gynaecology (Obs & Gynea), MS in Orthopaedics or MS in ENT Surgery at PG level. Now we have realised that it should have been developed after MBBS so that the fresh graduates can become multi skilled surgeons and go back to rural areas, where at least 70% population lives and they urge for the life and limb saving surgery. After the almost failure of the first programme now we are planning to relaunch the programme after the MBBS course to make it success-

ful. We have also introduced a six months programme in Biomedical waste management in association with WHO for South East Asian countries. HOW DOES SOHS AIM TO ACHIEVE THE GAP BETWEEN THE AVAILABILITY VERSUS REQUIREMENT OF ADEQUATELY SKILLED MANPOWER IN THE HEALTH SECTOR? We are trying to address the needs of the people through the integrated short term special courses at the earliest. We are now looking forward for more and more enrollment in these programmes so that we can train maximum professional in minimum time period. Our next step is to open maximum study centres in medical colleges and hospitals and train as much people as we can. It is not just for the rural areas but also for the semi urban areas besides the slum and shanty areas of capital towns and metros even. WHAT ARE THE NEW COURSES YOU ARE PLANNING TO INTRODUCE UNDER THE SCHOOL? We are trying to develop more innovative programmes that could meet the need of the hour. We are going to start a PG Diploma in HIV Medicine, PG Diploma in Diabetes, one year PG Programme in Dialysis Medicine, and Lifestyle Diseases. The Dialysis Medicine

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programme is really essential as the rate of the occurrence of the disease is increasing day by day. It is found that 200 persons per one lakh of population are affected annually in chronic renal infection and therefore, the failure of the organ. In the rural and suburban areas there is a dearth of enough kidney specialist that results in lack of proper diagnosis and treatment of the disease in time. We are now planing to increase the number of seats in the PG Diploma in Clinical Cardiology, while adding new study centres to the existing list as well. Besides, we are looking into developing courses more in Ayurveda and Acupuncture. Opportunities also lie in the areas of paramedical courses to train more and more skilled technical persons in medical domain. The demanding courses are BSc and MSc in Opthalmic Technology, BSc (Hons) in Medical Laboratory Technology, BSC (Hons) in Imaging Radiology besides having courses in managing medical records, acupuncture and many such related to health and hospital management. We also want to develop a web portal and create a network to mutually share information and contents about the developments and experiences of the medical professionals across India and also can update them on the developments at the other ends. HOW DO YOU PERCEIVE THE FUTURE OF MEDICAL EDUCATION IN INDIA, ESPECIALLY IN THE OPEN AND DISTANCE LEARNING FORMAT? If updated and modified with the reformation and the changes for the best, medical education in India has a very bright future ahead. In the process of advancement and modernisation, the format of open and distance learning has a vital role to play as it is more reachable and effective in much lesser time to a wider network of aspirants in the community. It will also enhance the opportunity in bridging the gap between the dire needs at the moment in the society and the medical domain in terms of higher numbers of healthcare professionals.

ZOOM IN

CREATING HEALTH PROFESSIONALS THROUGH DISTANCE EDUCATION

PROF. AK AGARWAL Professor, School of Health Sciences IGNOU

istance mode of education in health sector is a recent phenomenon. Worldwide people have tried to adapt the distance education philosophy to meet their need within the framework of their available resources. Developed nations like USA, Canada, Australia and UK started using this technology primarily for continuing education in health field and for paramedical training. Developing countries started using this tool primarily to bridge the existing gap in their health manpower need. Globally, Indira Gandhi National Open University (IGNOU) was first to use this technology in the core clinical field of medical education. IGNOU was created as a single mode university for providing education through distance mode. IGNOU started

PROF. TK JENA Professor, School of Health Sciences IGNOU

programmes in nutrition through the school of Continuing Education. Later on, the School of Health Sciences (SOHS) was created in 1991 for launching academic programmes for various categories of health functionaries. SOHS launched a post basic B.Sc. Nursing programme in July 1994 for in service diploma-holder nurses having 3-5 years of professional experience. Thus, a need based training programme in India was started for nursing personnel on a scientific basis through collaborative efforts by Indian Nursing Council (INC) and Planning Commission. The second programme that the School developed with assistance from Ministry of Health and Family Welfare, GoI was a Post-Graduate Diploma in Maternal & Child Health (PGDMCH) for medical graduates that

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was launched in 1997. Since then several health programmes have been developed by IGNOU to meet the need of different target groups. Slowly various state open universities started offering the health programmes developed by IGNOU using the same programme package. Over last few years many universities have started health or health related programmes through distance education mode.

Unique Features of the School of Health Sciences, IGNOU Unlike the practice in distance education institutions, IGNOU has the medical and nursing professionals to design, develop, implement, monitor and evaluate the respective health programmes. This has ensured a better

design and implementation strategy of health training through distance education mode, thus alienating the usual fear of quality compromise in practical components. Almost all the health programmes have more than 50% credits in practical component. Besides the termend theory papers, all the programmes have term-end practical examination that involves external examiners. The medical faculty has pioneered in starting innovative medical programmes in the field of both medicine and surgery. With a departure from the conventional system, various combination of courses are developed as per the felt need of the developing countries. The hands-ontraining is being provided by a threetier system taking into consideration the diversity of availability of health infrastructure in the country. A quality monitoring mechanism has also been evolved to ensure the minimum requisite inputs at all levels.

Innovations Skill training is an integral part of professional programmes specially those related to health. Though simulation technique, animal experimentation etc. provide an idea on skills but they are not helpful to deal in a real life situation unless the training system has an inbuilt component to give exposure in life situation. Hence, a three-tier handson-training model has been introduced by IGNOU, which not only provide flexibility in pace and place of learning but also ensures that after completion of the training process, a student can actually practice the skills with confidence in his own work environment. In addition, this three-tier system has integrated the pedagogy of skill learning and has ensured that the benefit of both group learning and one-to-one learning is given to the students.

The Model The model describes the implementation of practical component in three steps at three levels. First, the tertiary level

A three-tier hands-on-training model has been introduced by IGNOU, which not only provides flexibility, but also ensures that a student can practice the skills with confidence.

infrastructure (medical college) where the academicians could be involved as counselors to impart the second step of learning process. Second, the involvement of secondary level of health infrastructure (district hospital), where the subject specialists could help the students in repeatedly performing the skills and thus guide them in practicing the skills that are taught in tertiary level. Thirdly, the primary level health setup, where the student is performing his job. This could also be a clinic/health set up run by the student himself where the student tries to practice the learned skills without any supervision. In IGNOU parlance, these three levels are called as prorgramme study centre (PSC), skill development centre (SDC) and work place (WP) respectively. For administrative purpose, the programme study centers are linked up with the regional centres (RCs) which are a part of the IGNOU establishments.

Implementation Model The strategy for surgical training has been similar to the above mentioned one followed for PGDMCH and PGDGM programme. As surgical skills involve more risks, it needs closer and step by step supervision. Hence, the pedagogy has been divided into seven steps: text reading, observing operative procedures, assisting in operation, performing with assistance, performing under guidance, performing independently with referral support, and performing independently. The objective has been to develop a mechanism to ensure acquisition of the above seven steps through distance education. This would not only envisage offering of any complicated hands-on-training through

distant open learning system but also ensure a quality product that a distance education system dreams about.

Implementation of Practical Component in Programmes The skills that the students need to learn under each course are listed in their programme guide. The skill training is divided into three parts i.e. training at PSC, training at SDC and training at work place. The students have to maintain record for each case as mentioned in their practical manual. For all the three places, the time division against each skill is also mentioned in the practical manual.

Teleconference In the teleconferencing sessions, subject experts are invited to deal on various subject areas as marked for that session. While dealing with the theory component, principles/concepts dealt in different units are highlighted and the questions asked by the students are replied with the help of examples so that they could link them to practical activities. In the practical component, important clinical examination procedures are dealt with and attempts are made to deal with rare patients and where possible, show them live or get video clips. Discussions are also generated with the help of models or with the video clips of five to ten minutes on certain procedures. Attempts are also be made to make model case presentation, case discussion and simulate clinical rounds/ seminars. Most of the presentations follow the format of panel discussion or lecture demonstrations. Attempts are made to link the practical spells

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ZOOM IN with the teleconference dates wherever feasible. This increases the participation of students. Some of the teleconference sessions are also recorded so that students missing important sessions could go through these cassettes.

Monitoring To ensure proper implementation of the programme monitoring is done at three levels. Feedback from the peripheral setups (skill development centres) are collected by the regional consultant who in turn send bi-monthly reports to programme coordinator. Feedback at state level is taken in the Regional Health Sciences Advisory Committee (RHSAC) meeting held one to twice a year. At the school level, feedback is collected directly from the students and counselors through proforma that are incorporated in the programme guide. Time to time feedback is also collected in structured proformae from the Programme In-charge, Regional consultant, Regional centres. In addition, feedback is also collected in every 4-5 years while revising and updating the programmes. The regional health sciences advisory committee (RHSAC) is formed in every state which has the members from state health departments, Medical college having the PSC, Regional centre of IGNOU and the School of Health Sciences. As all the persons involved in the programme implementation meet together, the hurdles in implementation process are identified and the remedial measures are taken. This committee thus helps to streamline the implementation of practical component at all levels. The Regional Consultant is usually a retired medical person having a personal rapport at state level. This helps to promote the health programmes in states and win the confidence of professional colleagues as well the state Governments. Health being a state subject the regional consultantâ&#x20AC;&#x2122;s personal efforts makes significant impact on popularizing the programmes. The regional consultant by supervision to SDCs in the state ensures proper hands on training at peripheral level.

Selected list of Universities providing at least one health related programme through Distance education Name of University

Name of the Programme

Vardhman Mahaveer Kota Open

Nutrition and Health Education, Food

University

and Nutrition

Yashwantrao Chavan

Swasthya mitra, Dai prashikshan,

Maharashtra Open University

Massage, Anganwadi, Yoga, Medical Laboratory Technology, Opthalmic Technical Assistant

Madhya Pradesh Bhoj (Open)

Dietetics and therapeutic Nutrition,

University

Maternal and Child Health, Hospital and Health Management, Physiotherapy and Nutrition, Post Basic B.Sc. Nursing.

Dr.Babasaheb Ambedkar Open

Child Care

University Karnataka State Open University

Nutrition and Health Education

Annamalai University

Tobacco control, adolescent health

( under regular stream)

care, maternity and neonatal care, acupuncture, public health, medical cosmetology, ultrasonography, Diabetology, Family medicine, Accident and emergency care, echocardiography, Electrocardiography

Manipal Academy of Higher

Medical Laboratory Technology,

Education

Medical Imaging Technology, Health Information adminstration

University of Kerala

Adolescent and Paediatrics

Alagappa University

Child Care and Education

Bundelkhand University

Medical Laboratory Technology

Bhartiar University, Coimbatoor

Applied Psychology, Bioinformatics, Hospital and Health care Management

SNDT University, Mumbai

Nutrition

Utkal University

Dietetics and Nutrition

Fakir Mohan University

HIV and AIDs

SP Mahila Padmavati University,

Medical Psychology, Family and Health

Tirupati

Counselling

University of Madras Institute of

Medicinal Plants

Distance Education

Conclusion Medical Faculty and Medical Schools all over the world still do not like the distance mode of education for education and training of medical students. But with the availability of video conferencing, telemedicine, online counseling, three dimensional viewing of videos and e-models the basic training in medical education through distance education

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mode may not be that far. It is time that the professionals all over the world take advantage of the communication technology to meet the health manpower training need of different countries, thus waging a war against the morbidity and mortality situations to usher into an era of healthy livingâ&#x20AC;&#x201D;the first step for growth and prosperity of human kind.

DEVELOPMENT DIMENSION

HEALTH ISSUES A GROUND REALITY TECHNOLOGICAL ADVANCEMENTS, ICT AND UPCOMING STATE-OF-THE-ART INSTITUTIONS IN URBAN AREAS HAVE REVOLUTIONISED THE DELIVERY OF DR. RACHNA AGARWAL Assistant Professor Indira Gandhi National Open University

HEALTHCARE FACILITIES. THERE IS A NEED TO TARGET THE LARGER CHUNK OF RURAL POPULATION, WHICH IS STILL STRUGGLING FOR BASIC HEALTHCARE FACILITIES.

n a country like India with vast socio-cultural and economic diversity, health has been a much debated issue. The rural-urban imbalance has given rise to distinctly different healthcare requirements. While most of the urban population suffers from life style disorders besides other health problems, the focus of the healthcare industry is more in the urban areas. The technological advancements, ICT and upcoming state-of-the-art institutions in urban areas have revolutionised the delivery of healthcare facilities. What is required to be targeted is the larger chunk of rural population, which is still struggling for some very basic healthcare facilities. With the present constraints prevailing in most of the rural areas, it is going to be a very challenging task. Nevertheless, an initiative in terms of community awareness, healthcare education and periodic mobile clinic service by some of our leading healthcare

institutions would come as a divine shower for the much parched areas. A research study that was basically undertaken to study the impact of air pollution on pulmonary function revealed some astounding facts about the status of women’s health in a small village located about 50 kms from Delhi. A large chunk of women complained of joint pains and gynaecological problems. Pulmonary function tests conducted on 74 rural subjects (age group 25-55 yrs) revealed mild to severely impaired small airways function (FEF25-75) amongst all subjects. Also, a mild to moderately impaired overall lung function (FVC & FEV1) was observed amongst the 26 rural subjects in the age group of 36-55 yrs. Use of bio-fuels for cooking purpose and poorly ventilated, closely clustered houses can be held responsible for the impaired lung function status of the residents. In India it is estimated that about 62% of households use firewood and

agricultural waste, 15% use animal waste, 3% use coal or coke while the rest 20% depend on LPG (GOI, 1992). It is also estimated that combustion for about 30 minutes produces about 18,300μg/m3 of suspended particulate matter (SPM) from animal dung cakes, 15,800μg/m3 of SPM from wood and 5,500μg/m3 of SPM from charcoal combustion (Gordon & Murray, 2003). With the National Ambient Air Quality Standards (NAAQS) being 140μg/m3 for SPM in the residential areas, one can imagine the havoc that can be caused to the exposed lungs. The Respirable fraction of SPM (RSPM with size <2.5μm) is capable of entering deep into the smaller airways and getting deposited there resulting in decreased small airways functioning. In an attempt to study the effect of air pollution on respiratory diseases, it was observed that two pollutants viz., SPM and RSPM had a significant positive correlation (r=0.474; p≤0.01 and r=0.353;

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DEVELOPMENT DIMENSION p≤0.05 resp.) with chronic obstructive pulmonary disease (COPD) cases. The study findings revealed that the risk of having COPD was directly associated with the levels of the particulate pollutants and was further enhanced in winter months (i.e., low temperature conditions) as they often get trapped in the lower layers of the atmosphere resulting in higher concentrations. When questioned about the frequency of availing healthcare facilities by these rural residents, only a handful had visited for not more than once or twice even though they were aware of the persisting health problems. The most neglected were the women. Almost all houses in the village ‘Kidoli’ (Haryana) did not have any toilet facility and there was a network of open drains to do away with the domestic waste water creating unhealthy surroundings. In such a state, awareness with regard to health and hygiene invites immediate attention of all concerned. As is well known that ‘Prevention is better than Cure’, it is highly recommended that initiatives must be made to promote the use of renewable energy technology. There is a huge potential of putting up biogas plants, solar cookers/panels and other alternative energy devices in the rural areas. Use of cleaner fuels and alternative energy devices would contribute a great deal in minimising the adverse health effects, especially the respiratory problems. Thus, preventive initiatives coupled with the health and hygiene education and periodic medical check-up camps organised by some of our leading healthcare institutions, would definitely aid in effectively tackling the present situation. An innovative approach to begin with can be adopting a village and providing the required healthcare facilities to its residents. Success of such initiatives would depend on the collaborative efforts of both the public and private sectors together. Indira Gandhi National Open University has made an attempt to impart healthcare education and training to

ü ü

10+2 passouts. It has launched a program on Certificate in Hospital Administrative Assistantship (CHAA) in collaboration with Apollo Hospitals. This six months full time program being conducted at Apollo Hospitals aims at providing employment opportunity to individuals as ward secretary, medical assistant, front office staff or as patient care executive. It comprises of two courses: I. Personality and Skills Development and II. Hospital Support Services. While the first course educates one in hygiene

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aspects, communication skills, customer service standards, conflict resolution and computer skills, the second course trains one in hospital structure and functioning, medical terminologies, out-patient and in-patient care, medical record keeping and health insurance. A trained medical assistant would surely be an asset to the society. IGNOU has also launched a six months certificate program on ‘Health and Environment’ which addresses most of the health issues related to air and other pollutants.

IN FOCUS

CLOSE TO HEART The PG Diploma in Clinical Cardiology at the School of Health Sciences, Indira Gandhi National Open University (IGNOU) has a broader vision of serving the Nation. Sangita Ghosh De, of eHEALTH reports.

n India the training experience in clinical cardiology to the development of the specialist in cardiovascular medicine is both fundamental and essential to meet the growing need of the health problems. Training in cardiology must take into account the role that the cardiovascular specialist is likely to play in the health care delivery system of the future. As a consequence of the aging of the population, the demand for cardiovascular care will increase. Cardiovascular specialists will have to serve as expert consultants and procedural specialists, and the training must reflect this expanded role, says research. But in India, there is only about 150

positions for training Cardiologists (DM and DNB in Cardiology). Also in India, each year, around 15 lakh people die due to coronary heart diseases. While in 1960, the prevalence of heart diseases among urban Indians was 1%, in 1995 it had increased to 9.6%. The figure today stands at a prevalence rate of 12.5%, according to the figures provided by the Ministry of Health and Family Welfare. It is mentioned in several times that in India the huge and tedious training most of the specialised Cardiologists get employed or get the opportunity of practising in metros or in capital towns or in tier II cities. This actually deprives a huge population from getting benefits of cardiology expertise in the rural area and the semi-urban towns. A country

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IN FOCUS

List of Programme Study Centres (PSCs) Delhi • Escorts Heart Institute And Research Centre • Max Heart and Vascular Institute • National Heart Institute • Batra Hospital & Medical • Research Centre • Fortis_Escort Hospital & Research Centre • Metro Group of Hospitals and Heart Institute • Fortis Hospital • Delhi Heart and Lung Institute • Shri Balaji Action Medical Institute Jharkhand •

Abdur Razaque Ansari Memorial • Weavers Hospital (Ranchi)

Karnataka • Bhagwan Mahaveer Jain Heart Centre • M.S. Ramaiah Medical College and Teaching Hospital • ST. John’s Medical College Hospital • A.J. Hospital and Research Centre • Vikram Hospital and Heart Care • Narayan Hrudayalaya

PROF A K AGARWAL

Institute of Cardiac Sciences

Professor, School of Health Sciences, IGNOU

Kerala

Normally specialisation in Cardiology

• Kerala Institute of Medical Sciences • Pushpagiri Heart Institute West Bengal

requires three years MD after five

• Rabindranath Tagore International Institute of Cardiac Sciences • B.M. Birla

years MBBS and then three years DM

Heart Research Centre • Apollo Gleneagles Hospitals & Education Trust

in cardiology. We had initiated a two

Andhra Pradesh

years PG Diploma Programme in Clinical

• Care Foundation • Andhra Mahila Sabha Durgabai Deshmukh Hospital and

Cardiology. We also tried to cater to

Research Centre • Apollo Hospitals • Krishna Institute of Medical Sciences Ltd

the rural hospitals, which need trained

Tamil Nadu

resident cardiologists, currently. During

• International Center for Cardio Thoracic and Vascular Diseases

the course the student also gets a stipend

• G Kuppuswamy Naidu Memorial Hospital (Coimbatore)

of INR 15,000 to 20,000 per month. In the

Maharstra

selection process, additional 10 marks

• Asian Heart Institute • Jupiter Hospital (Mumbai)

are rewarded for those students who

Assam

come from rural or semi-urban towns,

• Assam Medical College • Guwahati Medical College and Hospital (Guwahati)

and an another 10 bonus points are given

Madhya Pradesh

to the students working in government

• Bombay Hospital • Bhopal Memorial Hospital & Reserach Centre (Bhopal)

hospitals we give another 10 marks

Punjab

to them as bonus points. Therefore, a

• Satguru Pratap Singh Apollo Hospital (Mohali) • Fortis Hospital

student from metro and working in a

Orissa

government hospital wins an additional

• Aditya Care Hospital (Bhubaneswar)

20 reward points, so the student to go

Gujarat

back to rural towns and government

•

hospitals after their training, where they

Rajasthan

are really in demand.

•

with over a billion population requires at least few thousands cardiologists to be produced every year to address the growing needs of the heart patients. If a doctor is trained as a Cardiologist after doing his MD in Medicine he obviously prefers to live in major city rather than migrating to smaller towns whereas if an MBBS doctor is given a course in Clinical Cardiology his chances of going to smaller towns ans semi-urban areas

U N Mehta Institute of Cardiology & Research Centre (Ahmedabad) Fortis Escort Hospital (Jaipur) and many more.

are bright. In this situation the IGNOU Clinical Cardiology Diploma, which is now being successfully disseminated in 44 cardiac centres (as per April 2010) across the country, aims at bridging the massive treatment gap the country has right now, especially in rural areas. “The clinical diploma programme has tied up with reputed institutions. We had received demand from various state governments

> www.ehealthonline.org > August 2010

for such programmes. We understood that we had to make optimal use of the existing resources in the private sector as well,” commented Prof V N Rajasekharan Pillai. IGNOU launched the PG Diploma in clinical cardiology in 2005 and operates out of prestigious institutions like the National Heart Institute, Escorts, Max and Fortis Hospitals (in Delhi) and several other institutions across the country. As per the expectations, IGNOU’s PG

July 2010 < www.ehealthonline.org <

the world. Ever since the launch of the campaign, thousands of individuals from all walks of life are taking a pledge to on www.billionheartsbeating.com, indicating their desire about making smarter choices for their heart health.

THE COURSE DETAIL Course: Post Graduate Diploma in Clinical Cardiology Eligibility: MBBS Duration: Two Years Fee: INR 39,600 per year Seats: Maximum 10 per centre

SANGITA REDDY, Executive Director Apollo Hospitals Group

WHICH ARE THE COURSES IN INDIA THAT ARE IN HIGH DEMAND IN THIS SECTOR? The highest demand is for the two cardiology courses of DM and DNB, recognised as equivalent by the MCI. However, the number of positions available is small. According to the MCI website, a total of 176 DM and 215 DNB seats are approved across the country.

Selection Process: Interview (Subject to Change)

THE PROGRAMME BREAK-UP Ward+OPD: Six Months ECG/Stress Testing: Three Months Ecocardiography: Three Months Special Observation: One Month ICU/CCU: Two Months Paediatric Cardiology (Ward+OPD): Three Months

WHAT IS THE NEED OF A SPECIFIC COURSE ON CLINICAL CARDIOLOGY IN INDIA? According to the WHO, cardiovascular disease is the leading cause of death in India. In this year 2010, 60% of the world’s heart disease is expected to occur in India. About 60,000 cardiac surgeries are performed every year when the need is for more than 2 million surgeries every year, and about 70,000 stent procedures are carried out every year, while the need is for more than 4 million! We certainly need more specialists for clinical and preventive cardiology. YOUR COMMENTS ON THE SCENARIO, PLEASE. According to the National Commission, Govt of India, projected figure for all heart disease is 641 million, and for CAD alone, it is 615 million. Manpower training is an immediate necessity. Accelerating the training of a second line of specialists in this field is now a matter of urgency. Apollo has recently embarked on a crusade - the Billion Hearts Beating campaign against heart disease - in partnership with the Times of India. It aims to reverse India’s infamy of being known as the ‘Heart Disease Capital‘of

ARE THE PRESENT COURSES ENOUGH TO MEET THE REQUIREMENTS? The present courses do not even begin to meet the requirements of the country. Starting and consolidating needbased courses such as in non-invasive cardiology, with emphasis on prevention through detection and management of high risk and intermediate risk individuals, is urgently required. IS APOLLO OFFERING ANY TRAINING PROGRAMME? Our DNB in Cardiology was set up in 2005 with intake of 2 students. The IGNOU (PGDCCC), clinical cardiology diploma course of two year duration, was started in 2007, with an intake of 10 students every year. WHAT CAN BE DONE FURTHER? At Apollo, the number of seats can be increased with due recognition by the MCI. It is this unmet need that needs to be addressed through appropriate courses and training. The emphasis for the IGNOU course should therefore be on developing practical skills for risk assessment which can then be extended to community level centres and for fostering prevention strategies.

Community Posting: Six Months

Diploma in clinical cardiology provides intensive training in cardiac care to doctors serving India’s rural hinterland. They return to remote villages to save thousands of lives put in danger for want of speciality treatment. For this two-year programme, students must have secured good marks in their MBBS programmes and convince a panel of distinguished cardiologists and professors during the selection interview. The core objective of the course is to train larger numbers of medical graduates in clinical cardiology to deal effectively with the early recognistion, management and prevention of common cardiovascular disease (no-Invasive cardiology) and associated diseases, particularly diabetes mellitus. As part of the training, the students work as full-time doctors, on rotation, at various wings like Echocardiography or Paediatric Cardiology, etc. They are given extensive training by the best professors using state-of-the-heart equipment. The fee structure for the two-year programme is INR 39,600 per year. The programme starts from the month of July every year and the admission process initiates from the month of April-May with advertisements in mass media.

August 2010 < www.ehealthonline.org <

SPOTLIGHT

DR. RAMAN KAPUR

Chairman Institute of Acupuncture and Natural Medicines

“THE PG DIPLOMA IN ACUPUNCTURE AT IGNOU, IS THE FIRST MEDICAL COURSE OFFERED ONLINE” Indira Gandhi National Open University (IGNOU) has taken a pioneering step by developing the first online PG Diploma course in Acupuncture. Aimed at popularising this traditional form of medicine among doctors, who can further utilise it in curing several diseases, the course is open for all medical graduates in the traditional forms of medicine. Divya Chawla from eHEALTH caught up with Dr. Raman Kapur, Chairperson & Co-ordinator of Acupuncture, IGNOU, to get an overview of the Acupuncture technique and insights into the online course on Acupuncture being offered at IGNOU. Dr. Kapur is one of the most renowned experts in the field of Acupuncture, who has also been awarded the prestigious Padma Shri in the field of medical Acupuncture for his tremendous work.

> www.ehealthonline.org > August 2010

WHAT IS ACUPUNCTURE AND WHAT ARE ITS POTENTIAL BENEFITS? Acupuncture is a traditional form of oriental medicine, which originated in China and is being practiced by therapists all over the world now. Acupuncture treatment consists of inserting very fine needles at specific points on the skin, which are located near nerve endings. This has two effects – firstly, it stimulates specific nerves, which transmit electrical impulses via the spinal cord and brain, to the diseased area. Secondly, it stimulates release of chemical substances like endorphins and encephalins from the brain centres to form the body’s own mechanism for treatment and pain relief. HOW IS IT USEFUL IN TREATING VARIOUS DISORDERS? The efficacy of acupuncture has been scientifically proved. After a lot of research in China, America, Canada, Germany, etc, following effects of acupuncture have been found in treating various disorders: > Analgesia and Anaesthesia: When acupuncture is done, morphine like substances (Endorphins) are released which bind on opiate receptors of brain cells and bring pain relief. > Homeostasis: Encephalins and serotonin balance body functions, maintain heart rate and blood pressure. > Motor recovery: Hastens recovery from paralysis. > Psychological effects: Sedation, calming, tranquilising effect treats stress-related diseases. > Immune enhancing effects: Increases immunity of the body PLEASE PROVIDE AN OVERVIEW OF THE ACUPUNCTURE COURSE AT IGNOU? HOW IS IT UNIQUE AND BENEFICIAL FOR THE STUDENTS? IGNOU offers a post graduate diploma in Acupuncture. It shall help graduates of different systems of medicine to learn a new modality of therapy and utilise it

for patients’ benefit in treating acute and chronic diseases. This is the first medical programme, which is offered online. The programme is offered in English. Eligibility The programme is available to Medical graduates (Allopathy, Homeopathy, Ayurveda, Unani, Siddha, Yoga and Naturopathy). Duration The programme can be completed in a minimum period of 1 year and a maximum period of 3 years. Special Features of the Programme The special feature of the programme

is its excellent study material developed not only by specialists and experienced Acupuncturists (Dr. Raman Kapur and Dr. Sunita Kapur), but also specialists in computer, communication and media technologies. This is the first medical programme which is being offered online. This is an initiative of IGNOU to develop in-house learning and content management system for imparting online education. It is a complete virtual learning environment covering all activities from registration to certification. The following features are available in PG Diploma in Acupuncture online programme: > Registration: Registration forms

List of diseases given by WHO, where acupuncture can be used as a treatment modality Area affected

Diseases

Head and neck

Migraine headaches, cervical spondylosis, facial paralysis, facial pains

Muscles and joints

Muscular pains, rheumatoid and osteo-arthritis, low backache, slipped disc with sciatica, frozen shoulder, tennis elbow, knee pains

Digestion

Irritable bowel syndrome, gastritis and constipation

Respiratory system

Sinusitis, common cold, blocked nose, chronic bronchitis, and bronchial asthma

Cardiovascular system

Angina pain and high blood pressure

Genito urinary system

Bed wetting in children, frequent urination, enlarged prostate

Gynaecological system

Irregular menses, leucorrhoea, infertility, etc.

Sexual disorders

Impotence, Azoospermia, low sperm count

Eyes

Optic atrophy and blurred vision

Ear, nose and throat

Sinusitis, earache, tonsilitis, laryngitis and nerve deafness

Skin

Acne, chronic eczema, psoriasis, skin rashes and falling hair

Nervous system

Paralysis, polio, epilepsy, and coma

Psychiatric disorders

Insomnia, mania, depression, anxiety, schizophrenia, behaviour disorders and autism

Addictions

Smoking, alcohol and other addictions

Diabetes and over weight Diabetes and over weight Laser Acupuncture

Black circles under the eye, wrinkles and for tightening the facial muscles

Preventive Acupuncture

Family history of Diabetes, Hypertension, Asthma

August 2010 < www.ehealthonline.org <

SPOTLIGHT The design of the PGDACP programme in terms of credit distribution of the courses Course Code

Name of the course

Theory course-1

Basic theories of Acupuncture

Theory

Theory course-2

TCM Diagnosis

Theory

Theory course-3

Acupuncture Meridians

Theory

Theory course-4

Basics of Acupuncture Treatment Theory

Theory course-5

Treatment of common diseases with Acupuncture

Theory

Theory course-6

Ear and Scalp Acupuncture

Theory

Practical course-1

Basic Acupuncture Practical

Practical

Practical course-2 Acupuncture point location

Practical

Practical course-3 Practical of Basic Acupuncture Tratment

Practical

Practical course-4 Clinical Acupuncture practical

Practical

Total Credits

have been specially designed for online registration with the facility of uploading scanned certificates, other required documents and photograph. Facility for online payment is available through the payment gateway of AXIS Bank. Integrated multimedia courseware: Once registered, learners are given a password to have access to personalised learning space (My Page). This includes self instructional material. Online counseling and mentoring: Web cast based counseling integrated with text based chatting facility is used for counseling purposes. 24x7 learner support: Asynchronous and synchronous modes of interaction are used to provide just in time support to learners (content specific queries can be sent to sunita@ icanm.com). Continuous evaluation: This programme adopts continuous evaluation system through assignments, practical work, web conferencing and term-end examination. Contact sessions: There are 4 contact sessions in each academic year.

Nature of No. of credits the course

Duration of each contact session is 10 days. The contact sessions are held at the Programme Study Centres. Normally one contact session is held in each quarter of the year, the dates of which are finalised by the Programmein-Charge in consultation with the students. E-tutor based practical: Online instructions and e-tutorials for hands on practice of Acupuncture needling methods and Moxibustion are used for the practical sessions. Multimedia manuals for self learning are provided online. Group based online seminar: Blogs, chat rooms, discussion forums and web conferencing facility are used for group based seminars. Term-end Examinations: The theory term-end examination are conducted by IGNOU at the identified examination centres. Practical examination is conducted at identified PSCs. Last date for registration is 31st December, 2010.

Advantages of Learning Acupuncture for Medical Professionals > Use it as a first line of treatment for

> www.ehealthonline.org > August 2010

the patients, who are willing, as it does not have any side effects. > Use it as second line of treatment for the patients, who are not responding to routine medical treatment. > Use it as an adjuvant therapy along with medicines, physiotherapy, homeopathy, etc. > Useful for all specialists including family physicians, ENT specialists, Orthopaedicians, Dermatologists, Opthalmologists, Dentist, Gynaecologists, Cardiologist, Neurologists, Anaesthetist, Gastroentrologists, Paediatricians and Psychiatrists. HOW IS THE COURSE STRUCTURED TO INCLUDE BOTH THEORETICAL AND PRACTICAL ASPECTS? Credit System This progrmme is of 32 credits. The programme will have six theory and four practical components. Programme Structure The PG Diploma in Acupuncture programme consists of 10 courses. The 32 credit programme, comprises 6 theory courses and 4 practical courses. The courses are designed on the basis of learning hours required by an average student. As mentioned, one credit represents 32 hours of learning. WHAT IS YOUR VISION FOR THE FUTURE PROGRESSION OF THIS COURSE? Our main aim is to popularise this effective modality of treatment amongst all medical doctors so that, it becomes available to patients of all acute and chronic diseases. Our main endeavour is to increase the strengths of students as much as possible. For this, we are delivering promotional lectures at all medical colleges. We would also like to set up study centres for this course in every city of India, so that student learning becomes easier.

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EVENT REPORT

MEDICAL EDUCATION NEEDS ATTENTION IGNOU memorises the annual death anniversary of its Founder ViceChancellor, the legendary late Prof G Ram Reddy, by the annual memorial lectures instituted in 1996 following the sudden death of Prof Reddy on July 2, 1995, reports Sangita Ghosh De of eHEALTH.

here is an urgent need to constitute an autonomous body set up by an Act of Parliament with the twin objectives of promoting and regulating medical education at all levels, was the key point of observation by Prof MS Valiathan, a reputed cardiac surgeon and winner of the Padma Vibhushan, while he was speaking on the topic, ‘Medical Education in the melting Pot’ at the 15th Prof G Ram Reddy Memorial Lecture at the Indira Gandhi National Open University(IGNOU) on July 2, 2010. The Lecture was presided over the Indira Gandhi National Open University Vice Chancelor Professor VN Rajasekharan Pillai. It was telecast live on Gyan Darshan and the live webcast was also made available on the IGNOU website. IGNOU’s Prof G Ram Reddy Memorial Lecture series was instituted in 1996 in the memory of Prof G Ram Reddy, IGNOU’s founder Vice Chancellor. The former speakers have been Dr RA Mashelkar, Dr G Madhava Nair, Prof Yashpal and other eminent personalities. The 14th memorial lecture of Prof G Ram Reddy in 2009 was delivered by Shri Kiran Karnik, former President, NASSCOM. Prof G Ram Reddy was the founder Vice-Chancellor of Indira

> www.ehealthonline.org > August 2010

Gandhi National Open University from the year of 1985 to 1989 and was a distinguished scholar of Political Science and Public Administration. Educated at London School of Economics, Prof Reddy was convinced of the importance of universal access to higher education in achieving economic development. Besides IGNOU, he established, shaped and nurtured many institutions of higher learning, including two Open Universities, the National Assessment and Accreditation Council in India, and the Commonwealth of Learning, Vacouver, Canada. He also held many important positions in the academic world, as the Vice- Chancellor of Osmania University for two terms, the founder Vice-Chancellor of Andhra Pradesh Open University and Indira Gandhi National Open University, Vice-President of the Commonwealth of Learning (COL) and Chairman of the University Grants Commission. At the time of his death he was the Chairman of Indian Council of Social Science Research. The COL-International Council of Distance Education (ICDE) Award for Excellence conferred on him is an eloquent testimony to the international recognition of his vision and contributions. The programme began with a welcome note on behalf of

the IGNOU fraternity, welcomed Smt G Pramila Ram Reddy, wife of late Prof G Ram Reddy and Prof MS Valiathan, Prof V N Rajasekharan Pillai, Vice Chancellor, IGNOU and the present distinguished guests to the memorial lecture evening. The evening was marked with the lighting of lamp by G Pramila Ram Reddy, Prof Valiathan, Prof V N Rajasekharan Pillai, and Prof Sinclair respectively. “At the Government level, discussions are in progress to set up a National Body by an Act of Parliament, which would preside over the promotive and regulatory aspects of medical education,” said Prof Valiathan, at the 15th Prof G Ram Reddy Memorial Lecture at the Indira Gandhi National Open University(IGNOU). He was speaking on the topic, ‘Medical Education in the melting Pot’. According to him, National Commission on Medical Education (NCME) should be an autonomous body set up by an Act of Parliament with the twin objectives of promoting and regulating medical education at all levels. Its power should be similar to those of the National Commission on Higher Education as proposed in a Bill being considered by the Parliament and should be headed by an eminent medical educationist whose contributions as an academician, investigator, and administrator who possess a national recognition. NCME should have 8-10 active members who represent biological sciences, pre/para/ and clinical sciences of medicine, public health, sociology and technology, put up Prof Valiathan in his lecture. He further stressed that for making the best possible nominations, the Government should ask for panels of experts in these disciplines from the National Academies of Science, Medicine, Engineering and ICSSR, who should be taken into confidence on the importance of NCME, its role in shaping medical education, and in due course, standards of health care and quality of medical research in India. Further to that, Prof Valiathan enumerated the reasons for

EDUCATED AT LONDON SCHOOL OF ECONOMICS, PROF G RAM REDDY WAS A DISTINGUISHED SCHOLAR OF POLITICAL SCIENCE AND PUBLIC ADMINISTRATION. PROF REDDY WAS CONVINCED OF THE IMPORTANCE OF UNIVERSAL ACCESS TO HIGHER EDUCATION. the neglect of Medical education and the poor quality of medical education in the country, “ MCI, which was as much a promotive as a regulatory body, failed to bring about any important innovation in medical education which was beset with a host of problems in India”. Speaking on the major challenges for medical education, Prof Valiathan said that the progressive isolation or insularisation which is happening in Medicine, has many drastic consequences. Even a physician whose education is so narrowly specialised that he is unable to discuss a medical problem with a chemist, physicist, biologist, engineer, or even a historian in an intelligible manner can hardly hope to be creative or innovative. Those who frame the curriculum and training programmes of medical students should make them aware that medicine is a part of man’s civilisational heritage and no more than a segment of the domain of knowledge which a University represents, opined Prof Valiathan.

The eminent Professor further elucidated on the subject of the neglect of public health in medical education and health care delivery and its consequences. He stressed on the urgent need for medical students to be taught degree of familiarity with these topics which represent the advancing frontiers of medicine, like genetic engineering and technology of electronics, computer science, materials science, and other engineering sciences. According to him, the toughest challenge for a medical educationist is how much science, how much technology, how much economics and sociology, and how much ethics should be written into undergraduate education without weakening the clinical skills and attitude of a physician in training. Prof Valiathan made it absolutely clear that any policy on these issues must be dynamic and responsive to change because the only constant characteristic of science and technology is continuously going through rapid change.

August 2010 < www.ehealthonline.org <

EXPERT CORNER

MEDICAL EDUCATION IN THE MELTING POT PROF M S VALIATHAN, A REPUTED CARDIAC SURGEON, AND A PIONEER TO ESTABLISH THE CONCEPT OF MERGING MEDICAL EDUCATION AND

PROF M S VALIATHAN PADMA VIBHUSHAN, NATIONAL RESEARCH PROFESSOR, GOVERNMENT OF INDIA

TECHNOLOGY, SHARES HIS VIEWS AND PROPOSES RECOMMENDATIONS ON THE CURRENT STRUCTURE OF MEDICAL EDUCATION IN INDIA.

The present system of medical education dates back to the establishment of the medical colleges in the later part of 19th century. To meet the current challenges, discussions are in progress to set up a National Body by an Act of Parliament, with the twin objectives of promoting and regulating medical education at all levels.

he past of medical education in India fades into the mists of antiquity. Buddhist literature has numerous references to the famous school in Taxila, where Jivaka – Buddha’s illustrious physician – received his training for seven years. As a teenager in Rajagriha, he learnt of his doubtful parentage and decided to study the art of medicine in Taxila “after considering the character of eighteen sciences and sixty four arts” as he wished to be “called a physician, and be respected, and attain to eminence”. While the Universities of Taxila and Nalanda offered training in all branches of knowledge including Ayurveda, then Gurukula system flourished side by side all over India to impart training in traditional medicine. The many discussions which characterise Caraka Samhita, where less than ten students took part in vigorous debates, with Acharya Atreya presiding, give us a window on the teaching of medicine in the Gurukula system of ancient India.

Medical Education from the West: Medical Council of India The present system of medical education dates back to the establishment of the medical colleges in Kolkata, Mumbai and Chennai in the later part of 19th century by the Government of India. Their syllabi and training were modeled on those of the Universities of London and Edinburgh, and Indian degrees were automatically accepted for registration by the General Medical Council (GMC) of Britain. The Medical Council of India came into existence in 1934 to uphold uniform standards for medical colleges in all provinces and accord recognition to medical qualifications from institutions in India and abroad.

> www.ehealthonline.org > August 2010

The Challenges in Medical Education A major challenge for medical education is what confronts in India is that in several top universities in the US, aspirants for medical admission are encouraged to spend a year in humanities, archeology, anthropology etc., before embarking on their hard years in the Medical School so that they join the medical course with “a liberal intellectual base”. As our students join the MBBS course after 10+2 and lack the liberal intellectual base of the average American student. Every effort should therefore be made to ensure that the physician trainee knows that he is part of a big picture. Besides, in medical education in India. The challenges ahead are many, but they are different at the undergraduate and postgraduate levels. The various reports of distinguished Committees say that, medical education at the undergraduate level failed to produce community physicians or their equivalents. There is no evidence that the initiatives of the Government or those of Medical Colleges such as the ROME programme (Rural Orientation of Medical Education) had the slightest effect on the status and practice of public health which remained one of the lowest priorities of medical students. The authorities fail to provide decent living conditions or security to youngmedical appointees in rural areas. It is also doubtful whether the excellent report of the joint Committee of ICMR and ICSSR on strengthening the social aspects of medicine had even been seriously considered by the MCI. While the neglect of public health in medical education and health care delivery set us back in comparison with several other countries in the developing world such as Sri Lanka and Bangladesh, we should be making another grievous mistake today if we shape our agenda for medical education as if time had stood still from the time of various Reports which were written thirty years ago. During the last three decades, medicine has been convulsed

During the last three decades, medical science and medicine have been convulsed by two kinds of revolution – biological and technological . by two kinds of revolution – biological and technological. The unraveling of the Human Genome has given an enormous push to genetic engineering, which impinges on diagnostics, therapeutics, and vaccine development with the result that Departments of Molecular Medicine are being established in developed countries and even in India. The General Medical Council (GMC) of Britain, which was the model for setting up the Medical Council of India, is responsible for the maintenance of standards of medical education leading to the MB, ChB (MBBS) degree. In its long history, GMC neither sought nor claimed jurisdiction over postgraduate training in specialties, which was regulated by the Royal Colleges. The Royal Colleges were autonomous bodies set up hundreds of years ago by professional guilds, which enjoyed enormous prestige at the Postgraduate level which made sure that their tests for proficiency met high standards

and attracted trainees from all over the world. Post graduate training in the US in all specialties is organised and regulated by Speciality Boards which are autonomous bodies set up by respective professional groups. The Governments in UK and US play no role whatsoever in postgraduate medical education, which enjoys high prestige all over the world. India chose neither the British nor the American model in postgraduate medical education, and placed both undergraduate and postgraduate education under MCI which was subject to Government control.

Remedial Strategies To meet the current challenges now at the Government level, discussions are in progress to set up a National Body by an Act of Parliament, which would preside over the promotive and regulatory aspects of medical education. For convenience, we shall call the proposed

August 2010 < www.ehealthonline.org <

EXPERT CORNER body National Commission on Medical Education (NCME) in this paper. The NCME should be an autonomous body set up by Act of Parliament with the twin objectives of promoting and regulating medical education at all levels. Its powers should be similar to those of the National Commission on Higher Education as proposed in a Bill being considered by the Parliament. Headed by an eminent medical educationist whose contributions as an academician, investigator, and

(A2) levels and for postgraduate training in clinical specialities (A3). Committee for Promotion of Undergraduate Studies (A1)

This Committee of seven to nine members should have medical teachers, medical scientists, practicing physicians, scientists, sociologists, and public health experts whose responsibility would be to develop and update the curriculum for MBBS. The Committee should set

Post graduate training in the US in all specialties is organised and regulated by Speciality Boards which are autonomous bodies set up by respective professional groups. administrator enjoy national recognition, NCME should have 8-10 active members who represent biological sciences, pre/para/ and clinical sciences of medicine,public health, sociology and technology. For making the best possible nominations, the Government should ask for panels of experts in these disciplines from the National Academies of Science, Medicine, Engineering and ICSSR, who should be taken into confidence on the importance of NCME, its role in shaping medical education, and in due course, standards of health care and quality of medical research in India. The members of NCME should have a term of five years. NCME should have its performance evaluated by an Independent Committee appointed by the Parliament every ten years. As mentioned earlier, NCME’s two objectives relate to the promotion and regulation of medical education, which should be accomplished through two committees, which would be independent of each other. (Figure 1)

Committee for Promotion of Medical Education (A) This Committee should have three subcommittees to deal with education at undergraduate (A1) and postgraduate

up a Think Tank who should have a core group and guest members representing all topics of interest. The Think Tank should play the role of a consultant to the Committee on a regular basis and produce draft curricula and updates for the consideration of the Committee who may decide to publish it on their website to seek the opinion of stake holders before seeking the approval of NCME for the proposed curriculum. It is important to ensure that some space – not less than 20% of the curriculum – is left blank for theUniversities/Medical Colleges to fill with innovative schemes and courses.The Committee should assist the Universities – especially smaller Universities or their consortia — in this task. Committee for Promotion of Postgraduate Studies (A2)

The present system has prescribed postgraduate qualifications MD/MS for pre, para clinical and clinical subjects and DM/MCh for super specialities. Therefore, a programme of incentives should be introduced to encourage talented students to opt for MD/PhD in pre and para clinical subjects so that at least 50% of teachers in these subjects in the next 15 years will be holders of the

> www.ehealthonline.org > August 2010

joint degree. This would energise high quality research in Medical Colleges. Similarly, MD/Ph.D should be carefully planned in other subjects such as public health, in collaboration with sociology and so on. This Committee of seven to nine members should consist of medical teachers, scientists doing research in these disciplines and,academicians. It is vital that this Committee frames its guidelines/ rules etc., in close consultation with the Universities who may already be offering PhD in some of these or allied subjects. Committee for Postgraduate Training in Clinical Subjects (A3)

Given the large number of specialities, their growth in numbers, high obsolescence and constant induction of new technologies, and rapid growth of the speciality hospitals especially in the private sector, it would seem appropriate that A3 sponsors the time tested Speciality Boards system of the US which are autonomous bodies set up by the respective professional associations. Each Board should set up Task Forces to develop contents and procedures of training, requirements of training institutions, certification requirements and procedures etc. These responsibilities are handled by experienced professionals who volunteer to serve on the Task force and Boards and ensure that Board Certification remains the gold standard for training in specialities. Committee A3 should have seven to nine members representing clinical disciplines and superspecialities, with provision to co-opt other specialists when necessary. They should be drawn from the public and private sector, and should have large clinical experience and high degree of peer recognition, which would be no less important than research papers. The Committee should take the initiative for setting up the Boards, ensuring their autonomy, and legitimacy in terms of the equivalence of Board certification with the degrees awarded by Universities in these subjects. Committee

NCME’s two objectives relate to the promotion and regulation of medical education, which should be accomplished through two committees, which would be independent of each other.

A3 should enlist the help of professional associations, National Academy of Medical Sciences, Universities, major hospital chains in the private sector etc., for creating a data base of appropriate experts in each speciality and set the ball rolling for creating Speciality Boards, which would then operate on their own and establish their rules and procedures. The considerable experience of NBE should also be accessed by Committee A3 in setting up Speciality Boards.

Committee for Regulation in Medical Education (B) This committee set up by NCME with seven to nine members should be responsible for carrying out the regulatory functions of the Council. Its other responsibilities should include maintenance of a National Register of registered physicians, liaison with State Medical Councils, determination of the registrability of foreign medical qualifications, and disciplinary action against physicians for infamous conduct. Committee B should consist of senior medical teachers, Deans, experts in the legal and financial aspects of higher education, experts with specialised knowledge in quality assessment/accreditations process, Vice-Chancellors etc. This Committee’s responsibilities should include recommending approval/rejection of new medical college projects to NCME,

and accreditation of Medical Colleges. Committee B should prescribe standard requirements in terms of physical assets for Medical Colleges, and of knowledge, skills, and attitudes in UG education according to the standards suggested by Committee A1. It should also develop a model protocol for testing compliance with the standards, and call for tenders from accreditation agencies in India and abroad to accredit Medical Colleges according to the model protocol. The protocols need not be identical in details, but they should broadly conform to the model protocol. Committee B should recommend the selected agencies to NCME for registration for a period of five years, and monitor the performance of accreditation agencies on a regular basis for quality,efficiency, and professional integrity.

Licensure to Practise Given the existing situation in India where standards of medical education vary among the States and some states even plan to introduce novel schemes for physician’s training which are opposed by others, the time has arrived for the State Councils and NCME (Committee B) to consider introducing a Licensure examinations for all MBBS degree holders to obtain a licence to practise. No candidate who has gone through the MBBS course properly would have

any difficulty in passing the licensure examination which should be conducted by State Councils for each State and by the NCME (Committee B) for the entire country. Licensure by one state need not be automatically accepted by another state. The State Councils should also be authorised to run CME programmes on-line and otherwise, and conduct re-licensure examinations as mandated by Parliamentary legislation. Currently the organisation of CME programmes for re-licensure is left to IMA, universities and others; and this vagueness is a sure recipe for wide-spread misuse of this provision and commercialisation in the years ahead.

Conclusion Charles Dickens drew a vivid picture of a period in European history when “it was the best of times, it was the worst of times; it was the age of wisdom, it was the age of foolishness; it was the spring of hope, it was the winter of despair; we had everything before us, we had nothing before us”. What he described was like the present period in the history of medical education in India. The question is whether we can make a decisive break with a sorry past and take the sunlit highway to excellence in a physician’s training in India.(The lecture was delivered at IGNOU during 15th Prof G Ram Reddy Memorial Lecture).

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NEWS REVIEW

Action plan for training and re-training of teachers: IGNOU Indira Gandhi National Open University (IGNOU) has set up five Institutes of Competency Advancement of Teachers(ICAT) in the five geographic region of the country. Technology enhanced distance learning and the flexible open university practices are the approaches being adopted in these institutes. Such approaches are extensively and successfully used all over the world, both in the developed and highly-populated developing countries. “In order to ensure active participation of all Universities in a process of training, retraining and continuous capacity-building of teachers, the Higher Education Department of the Ministry of Human Resource Development has constituted

a Core Committee of Vice-Chancellors to evolve effective and unconventional strategies for scaling up teacher training with high quality,” commented Prof VN Rajasekharan Pillai, Vice Chancellor, IGNOU. Delivery of programmes, wholly or partially, through the flexible, distance learning mode, can alleviate shortages by eliminating or reducing the time and expenses invested in conventional college-based courses and also by making teacher trainees available earlier for service in the classrooms he stated. “In the context of the Right to Education Act, an action plan is being formulated jointly by the National Council of Teacher Education (NCTE), IGNOU and State Education

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Departments to achieve targets,” Prof Pillai added further. Innovative approaches in the distance learning mode such as high quality, self instructional multimedia and online materials and well-designed leaner support systems for practicals and project work can really reduce the deficit in training and retaining capacity of our country.

EVENT PREVIEW

4—6 AUGUST, 2010

HYDERABAD INTERNATIONAL CONVENTION CENTRE HYDERABAD, INDIA Advancement in modern information and communication technologies (ICTs) are revolutionising healthcare systems, by transforming health administration, service delivery and care management. Rapid market maturity, heightened consumer expectations, increasing cost pressures and emerging medicolegal/regulatory requirements are driving the need for ICT solutions that could bring substantive value -add through improved efficiency and enhanced business performance. Availability of intelligent healthcare information systems, high

performance communication networks, advanced analytical tools and powerful computing gadgets are promising to achieve all of these and even more. ‘eHEALTH India 2010’ – the most definitive Indian event on healthcare ICTs, technologies and applications will once again bring together the entire community of health IT professionals, practitioners, end-users and decisionmakers to engage over three power-packed days of active conferencing and networking, along with a vibrant exhibition to showcase some of the latest technologies that are on offer.

PROGRAMME DETAILS Day I

ensuring its optimum use in organisations and creating an agile work environment around such technologies is still a challenge across many a places. The panel discussion titled ‘Reform Transform, Perform – charting technology blueprint for the future of Indian healthcare’ will bring an eminent group of healthcare experts from government, academia, regulatory agencies, research organisations, industry and civil society to discuss such pressing issues of the current healthcare system of the country and attempt to arrive at a consensual solution through exchange of experiences, ideas and best practices from various sectors.

Transforming Public Healthcare through Technology The eHEALTH India 2010 conference will begin with a session on Transforming Public Health with Technology. This session aims to bring together experts from the public health domain, who will deliberate on the implementation of technology in this sector. Over the years, various programmes in the public health domain have witnessed an increased implementation of technology, that has benefitted the entire spectrum of stakeholders. The session will bring out some of the best examples of the use of technology in public health programmes.

Day II

Reform, Transform, Perform – Charting Blueprint of the Future of Healthcare in India Technology is providing endless opportunity to transform traditional ways of healthcare delivery. While availability is no longer an impediment, finding the right mix of technology,

IT in Modern Healthcare Organisations – Best Practices & Solutions There has been a sea change in healthcare organisations, over the past few years. Modernisation in terms of latest infrastructure, cutting-edge technologies and advanced procedures, has

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completely transformed the way healthcare organisations function, these days. This session will focus on discussing the best practices and solutions for IT implementation in the modern healthcare organisations by bringing together some of the most eminent people from this sector. Achieving Clinical Excellence and Business Efficiency in Healthcare Organisations – Possibilities through IT IT, as an enabler, has tremendous potential for improving clinical processes and business efficiency by making processes more efficient. The session on Achieving Clinical Excellence and Business Efficiency in Healthcare Organisations – Possibilities through IT will focus on how IT can play a crucial role in improving all processes in an organisation. Healthcare deliverers as well as IT solution providers will participate in this session and put forward ideas for the future. ‘Health Secretary Conclave’ – Transforming Public Health through Technology With the increasing focus on technology for enhancing healthcare services, eHEALTH India 2010 will host a special session titled ‘Health Secretary Conclave - transforming public health through technology’. A first-of-its kind initiative in India, the Conclave wishes to bring a panel of top bureaucrats from central and state health departments, on a common platform, to discuss and deliberate on technology integration in public health programs. Keeping in consideration the ensuing need for stakeholders to understand the intricacies and interplay of various technical, financial and administrative aspects of public health domain, the main focus of the Conclave will rest upon strategies, roadmaps, policy initiatives and best practices of ICT implementation in public health programmes and critically evaluate the cost and benefits entailing in the process. ‘Hospital CIO Conclave’ – Mainstreaming IT in Indian Hospitals Hospitals are becoming complex in their functional and operational nature. Nonetheless, they are under persistent pressure to achieve efficiency and excellence at escalating levels and keep them at the cutting-edge of business. In such a situation, technology becomes a crucial determinant and a decisive differentiator of an organisation’s ability to attain superiority across all avenues and keep up with the dynamism required for a modern healthcare organisation. The session aims to brainstorm all of these and many other such issues that are challenging modern hospitals. The panel will consist of a group of highly acclaimed people from senior IT leadership of some top Indian hospitals, and engage them to discuss, debate and deliberate on diverse aspects ranging from – technology evaluation, vendor selection, solution deployment, implementation, scale-up, longterm IT strategy, staff training and capacity building, best practices and interoperability to name a few. tals are increasingl

Day III Reforming Health Insurance through Technology Countries across the globe are now prioritising health insurance to ensure health for all citizens. The Central Government and various State Governments in India have started various health insurance programmes for the under privileged. Technology plays a huge role in health insurance programmes by enabling smooth functioning of all processes. The session on Reforming Health Insurance through Technology will bring together health insurance providers, TPAs, technology providers and regulators on a common platform to discuss the role of technology in reforming health insurance. Technology Enabled Remote Healthcare – Bringing Accessibility and Affordability for Masses The session on Technology Enabled Remote Healthcare – Bringing Accessibility and Affordability for Masses will focus on the role of technology for ensuring delivery of affordable healthcare services to the rural and remote population. In spite of several initiatives in this regards, a huge gap still exists between availability of healthcare services in the urban and rural areas. Technology can act as an important tool for bridging this gap and ensuring health for all. Online and Mobile Healthcare – Exploring Technologies, Services and Business Models The world has been witnessing several changes in healthcare over the past few decades with rapid advances and fast paced innovations happening in all areas ranging in all aspects of care and delivery. Two major technological developments that are transforming healthcare delivery are online and mobile healthcare. With the rapidly growing number of internet and mobile users, healthcare delivery through online and mobile means has huge potential. The session on Online and Mobile Healthcare – Exploring Technologies, Services and Business Models will focus on the role of these tools in healthcare delivery and how they can be leveraged upon as successful business models.

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NEWS REVIEW

Union Health Ministry approves rural medicine course Union Health Minister Shri Ghulam Nabi Azad has approved the Bachelor for Rural Medicine Course (BRMC), giving all states the choice to adopt it. Minor changes are being made in the proposed course and the proposal has been sent to the Medical Council of India (MCI). As media reports, though the course was proposed earlier this year, it faced objections from the medical fraternity, which feared that the course would create disparity between rural and urban doctors. It was then reworked with the ministry limiting the course to ‘general medication’. The MCI’s executive committee had also proposed to extend the course tenure from three-and-ahalf years to four years. The three-year bachelor of rural medicine and surgery course has been proposed to cope with shortage of doctors in rural areas. Officials said the course will be conducted at district level medical schools in notified rural areas. The schools will be set up by the central government and will take 20 to 25 students each. These students will be given basic medical training for three years and will get a license to work in rural areas with a population of less than 5,000. There will not be any specialisation for these doctors.

The doctors trained under this course may be allowed only to work in sub-centres of primary health centres following objections from the Indian Medical Association (IMA) as the course has been widely criticised by the IMA. The health ministry official clarified that neither the course will affect the quality of health care in the country nor will it dilute the medical profession in any manner. The course will enable the doctors to provide basic health care in the areas where people are bound to depend only midwives or auxiliary nurses.

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