INTRODUCING MEDICAL EDUCATION IN A TEACHING HOSPITAL IN PAKISTAN-CHALLENGING THE STATUS QUO
Abstract
Once, I offered, a practicing senior physician
working in a tertiary care hospital to join a master
program in Medical Education as part of continuing
professional development. His prompt answer was; ‘I
have been through this process for the last 30 years’. I
told him that it would help him in improving his teaching
skills, and he answered; ‘I am teaching undergraduate
students and supervising postgraduate students for the
last 15 years. What is wrong with my teaching?’ Then
I told him that it would improve his assessment skills.
He replied that he has been an approved examiner of
College of Physicians and Surgeons (CPSP) for the
last 10 years. I told him that it will make him a good
professional and he will be able to become a good role
model for students; and he answered in a sarcastic way;
‘am I not a professional? I have the highest number
of postgraduate trainees under my supervision in this
hospital. I have treated thousands of patients over the
years’. I was out of any other idea to convince him at
this point.
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