ABSTRACT
Road traffic accidents claim over a million lives every year in the world. As per World Health Organization (WHO) it is one of the leading cause of death. India, being a rapidly developing country with expanding economy has its own issues as regarding road traffic accidents due to rapid proliferation of motorization. Road traffic accidents causes enormous morbidity and mortality and at the same time, the toll on the economy of the country as a result of it is quite heavy. Road traffic accident is a result of an interaction among different factors which include the environ-ment, vehicle and the human being. Traditionally it is considered that road traffic accidents are accidents which are unpredictable, inevitable and not preventable. But road traffic accidents are indeed predictable and preventable in majority of the cases. This require the knowledge of factors contributing and leading to road traffic accidents. There are certain preventive measures which if adopted can lead to decrease in morbidity and mortality resulting from RTA. Hence, it is the responsibility of all to contribute in reducing road traffic accidents.
ABSTRACT
Introduction: India has the highest number of medical colleges in the world and subsequently the higher number of medical teachers. There is a dire need of adopting a systematic approach to faculty development to enhance quality education to meet health challenges for 21st Century. This manuscript provides a landscape of faculty development programs in India, identifying gaps and opportunities for reforms in faculty development
Methods: Conventionally, FDPs are organized by medical colleges and universities through Basic Courses and Advanced Courses focusing on pedagogy. Medical Council of India is facilitating FDPs through 18 selected regional centers to enable medical teachers to avail modern education technology for teaching from July 2009. Foundation for Advancement of International Medical Education and Research has three Regional Institutes in India
Results: Recommendations include the need for formulating a national strategy for faculty development to not only enhance the quantity of medical teachers but also the quality of medical education; providing support for Departments of Medical Education/Regional Centers in terms of finance and staffing and incorporation of teaching skills in postgraduate training
Conclusion: Distance learning courses focusing on educational leadership and pedagogy for medical teachers can be an option to reach a wider audience. FDPs can be an asset in recruiting and retaining teachers as they offer valued professional development opportunities