|Year : 2016 | Volume
| Issue : 3 | Page : 109-111
Skills and practices for the postgraduate trainees of community medicine, public health, and hospital administration courses in India: Learn to demonstrate and imbibe
Sandeep Sachdeva1, Tilak R Sachdev2
1 Department of Community Medicine, North DMC Medical College and Hindu Rao Hospital, New Delhi, India
2 Department of Community Medicine, VMMC and Safdarjung Hospital (Formerly), New Delhi, India
|Date of Web Publication||14-Sep-2016|
Department of Community Medicine, North DMC Medical College and Hindu Rao Hospital, New Delhi - 110 007
Source of Support: None, Conflict of Interest: None
|How to cite this article:|
Sachdeva S, Sachdev TR. Skills and practices for the postgraduate trainees of community medicine, public health, and hospital administration courses in India: Learn to demonstrate and imbibe. J Sci Soc 2016;43:109-11
|How to cite this URL:|
Sachdeva S, Sachdev TR. Skills and practices for the postgraduate trainees of community medicine, public health, and hospital administration courses in India: Learn to demonstrate and imbibe. J Sci Soc [serial online] 2016 [cited 2019 Nov 14];43:109-11. Available from: http://www.jscisociety.com/text.asp?2016/43/3/109/190378
Training ideally should enable people to perform their present duties effectively and at the same time, prepare them to shoulder greater responsibilities in future. The ultimate objective of personnel training is improvement in the performance, thereby facilitating achievement of organizational goals. The development and growth potential of an individual are directly correlated with the depth of knowledge, positive attitude, and diverse skills she/he possesses and demonstrates. Depending upon the subject, medical personnel is exposed to acquaint clinical/surgical/allied and administrative skill during training period. Administrative skill could be grouped into technical skill, human skill, and conceptual skill. The skill in one domain does influence the acquisition and assessment of skills in other domains. For the last couple of decades, emphasis has increased from acquiring knowledge of a subject for demonstration of various kinds of skills.
Skill in relation to professional training is further classified into (1) skill acquisition, (2) skill competency, and (3) skill proficiency.  Skill acquisition: The trainee knows the steps and their sequence "to perform" the required skill or activity but "need assistance." Skill competency: The trainee knows the steps and their sequence and "can perform" the required skill or activity. Skill proficiency: The trainee knows the steps and their sequence and "efficiently perform" the required skill or activity. Given that in English language, "competency" can be used interchangeably with "competence;" however, in medical education and assessment, the term "competency" should strictly be used for the "skill itself" while competence is the ability to perform that skill and the attribute of the performer. , For instance, the skill of nasogastric tube insertion is the "competency" while the person who is able to perform this has the "competence" to do this activity. Hence, an assessment tool designed to test the ability to insert the nasogastric tube is a competency-based assessment tool, which assesses the competence of the person performing it.
The teaching and training program in India revolves around mix of theory, practical, and community/clinical/field/administrative exposure with observance, assistance, feedback; conduct of activity under supervision, guidance, and independently over time while making presentations/seminar/journal club, group learning, and maintenance of records of daily activity in log book. The performance of an individual depends on multitude of factors, and structured learning of definitive duration is followed by evaluation (formative and summative) of candidate before award of degree. In addition to traditional evaluation methods, newer and innovative methods are being advised, formulated, tested, or prescribed.
During postgraduate training period, authors were always perplexed with "what" are the set of visible and quantifiable skills and practices to be acquired for professional advancement. It is no surprise that reasonable learning now has occurred in later years of life after diverse teaching, training, and administrative experience, extensive travel, and graying of hairs. [Table 1] depicts list of minimum essential skills and practices for postgraduate students in the subject of community medicine, public health, and hospital administration after obtaining MBBS degree. For the sake of convenience, these are grouped under self-explanatory subheadings. These components are though inbuilt in teaching curriculum and encompass the broader vision of regulatory bodies such as Medical Council of India and National Board of Examination yet are delivered in a fragmented, scattered, unrecognizable, and often in a nonquantifiable manner. There have been definitive developments both in quantity and quality in undergraduate and postgraduate training in India over the last couple of years based on global best practices, yet critical gaps still exist.
|Table 1: Selected skills and practices applicable for community medicine, public health, and hospital administration trainees in India|
Click here to view
In adult setting, learning is largely self-directed and lifelong while it may not be humanely possible to acquire entire skill set and practices even using checklist; however, it is necessary to be exposed to majority of them depending upon type of individual personality, time-constraint, available resources, setting, and circumstances. Having said that still the larger and pertinent statement would be to network and remain connected with people and experts having desired skills. In the current era of cut throat competition, technological advancement, and challenging circumstances, innovative solutions would remain at the core of decision matrix and a disciplined individual would sail through all weather conditions. Needless to say, this would in turn steadily improve the confidence, popularity graph, and financial health of the individual and effectively assist them in workplace locally or internationally in a multicultural setting.
| References|| |
Gupta JP, Sood AK. Contemporary Public Health Policy, Planning, Management. New Delhi: CBS Publishers; 2005.
Hager P, Gonczi A. What is competence? Med Teach 1996;18:15-8.
Khan K, Ramachandran S. Conceptual framework for performance assessment: competency, competence and performance in the context of assessments in healthcare - Deciphering the terminology. Med Teach 2012;34:920-8.