Year 2 Review

1. Year 2 Review Strength & Weakness 8 September 2007

2. - Early clinical input - Integration - Many 'soup of the day' items (SSM, Life Long Learning) - Fragmentary

3. Honey Moon Year - No big examination - No big hurdle - Excellent Panel Co-ordinators Salute to the Panel Co-ordinators

4. Horizontal Co-ordination between regions/systems - still not possible due to blocking of subjects

5. Minor Problems 1) Sequence of lectures 2) Passing Mark 3) Style of examination 4) Content of examination ADJUSTED !

6. Core - 70% of "complete knowledge" What if student knows only 70% of this ? Just enough to sit the supplementary

7. Tutorial 1) Didactic 2) Outline of book knowledge 3) Few interaction 4) Some teachers are better articulated than others Professors to "profess" - enhance scholarly (not only textbook) knowledge

8. - Students crowded to listen to particular teachers who are specially helpful in passing examinations - Tutorials becomes lectures

9. Good - helpful to pass examination Bad - do not get a wide knowledge with different approaches and experiences from different teachers which may be equally if not more helpful for their future career

10. Tutorial - Good way of interaction, explanation and citing practical examples Alternative Lectures & Tutorials - Lectures for basic solid information - Tutorials for examples on the usage of basic sciences in clinical setting (not necessarily cases). Otherwise, answers of questions raised by students. - Tutors' BROAD experience & knowledge become very useful Presently, most students may not like this sort of tutorials. Rather they would like a 'revision' for examination.

11. Problem Based Learning 1) Required knowledgeable teacher 2) At present, students download book knowledge and present 3) Many terms, DDS, management to be carefully explained and to tell students how they relate to the present study as cornerstones 4) Further, students can ask any questions on subject 5) Needs teacher with integrated knowledge to do summary and discuss point by point after presentation

12. Guillain Barré disease - polyneuropathy 1) DDS Multiple sclerosis / ALS Polymyositis Polio Myasthenia gravis Polyneuropathy of diabetic patient . . . 2) Why do one need to put patient on respirator? What are the indications? 3) What treatment and why? 4) Etiology - viral?

13. Selected Modules 1) Too much items 2) Too superficial with each item Tony’s committee would take care of these

14. General Difficulties in Year 1 & 2 Teaching Incoming Students 1) Full of themselves. World's best. 2) Still have 'spoon fed' mentality 3) Extremely examination oriented

15. - Medical profession is a disciplined profession dealing with life and death - Learn to respect others and appreciate - Learn to face difficulties and enhance self learning (stop spoon feeding) - More instruction on ethics in first and second year - Teachers' evaluation

16. Loosing steam ? 1) Clinicians overworked 2) University should appreciate that much time has been given to start a new curriculum

17. Students' Comments Plus (major inputs) - kind & helpful teaching staff - clear & informative Negative (minor inputs) - overlap - omission - difficult to integrate - too many lectures

18. Present Curriculum - not perfect but well done

19. Thank you for supporting me in the past years !