ABSTRACT
The curriculumin academic medicine is defined by writing effective Learning objectives (LO). LO iselaborated based on perceptions of unbiased written aspects,of course, the rationale in statements is explained and tested through the completion of educational activity. These are the foundations for defining the outcomes in building up strong educational policieswhich are instructionalaligned through predefined effective curriculum courseswith added mapped outcomes. This letter provides the ongoing aspect of the development of Homoeopathic education in India regulated by the National Commission for Homoeopathy for the subject course of Advance Teaching of Fundamentals of Homoeopathy (ATFH). The essential components for the ATFHsubject course with LO and outcome assessment is been discussed and would provide a new arena of academic research in building up rationale in the programed [Doctor of Homoeopathy(MD,(Hom).
Subject(s)
Competency-Based Education , Curriculum , Homeopathy/educationABSTRACT
Background: The magnitude of mental disorders is a growing public health concern. According to World Health Organization (WHO) reports, one out of five children suffer from a disabling mental illness. Majority of mental illnesses start during the adolescent period. Management of mental illnesses start from recognizing the needy adolescent and providing appropriate therapy and support. Most of the children and adolescents are students who spend almost half of their active time in schools under observation of their teachers. Teachers interact with students daily and can spot the changes in their behavior before they develop full-blown symptoms. Hence, teachers can be a major resource of importance in providing basic mental health services. The teacher’s ability to identify the early signs of mental illness in adolescent students can be considered as the most critical and neglected area. Majority of the studies are conducted in the community or adolescent students and much less attention has been paid to the mental health literacy of educators, who are important role models and youth influencers in addressing mental health literacy. The scenario in India in this regard is highly disappointing with few studies done among teachers.
ABSTRACT
The magnitude of mental disorders is a growing public health concern. An increasing amount of research globally has attempted to understand the reasons for poor help-seeking for different mental health disorders. A segment of work has focused on ‘mental health literacy’ (MHL) defined as knowledge and beliefs about mental disorders which aid their recognition, management & prevention. Studies on mental health literacy, people’s knowledge of, and attitude towards mental illness, and beliefs about mental health treatment were obtained through a review of literature in PubMed databases using the medical subject headings (MeSH) terms and unpublished, grey literature during the year 1995 to 2018. Nearly 50 of the eligible articles were included for the final report. Findings revealed that the general public have relatively poor recognition of the symptoms of mental health disorders and appear to emphasise self-help over standard medical treatments. Negative attitudes toward mental illness that hinders individuals from seeking professional treatment, and help-seeking are the common themes that emerge from the findings. Findings also revealed that treatment seeking, attitudes and beliefs toward mental illness are related to mental health literacy. Several different factors that influence have been identified, including gender, culture, age, educational qualifications, and personality. MHL in general remains at a relatively low level. There is an urgent need to improve awareness of mental illness and mental health literacy among the general public. Future research for improving MHL are required.
ABSTRACT
The Government of India initiated a cash incentive scheme—Janani Suraksha Yojana (JSY)—to promote institutional deliveries with an aim to reduce maternal mortality ratio (MMR). An observational study was conducted in a tertiary-care hospital of Madhya Pradesh, India, before and after implementation of JSY, with a sample of women presenting for institutional delivery. The objectives of this study were to: (i) determine the total number of institutional deliveries before and after implementation of JSY, (ii) determine the MMR, and (iii) compare factors associated with maternal mortality and morbidity. The data were analyzed for two years before implementation of JSY (2003-2005) and compared with two years following implementation of JSY (2005-2007). Overall, institutional deliveries increased by 42.6% after implementation, including those among rural, illiterate and primary-literate persons of lower socioeconomic strata. The main causes of maternal mortality were eclampsia, pre-eclampsia and severe anaemia both before and after implementation of JSY. Anaemia was the most common morbidity factor observed in this study. Among those who had institutional deliveries, there were significant increases in cases of eclampsia, pre-eclampsia, polyhydramnios, oligohydramnios, antepartum haemorrhage (APH), postpartum haemorrhage (PPH), and malaria after implementation of JSY. The scheme appeared to increase institutional delivery by at-risk mothers, which has the potential to reduce maternal morbidity and mortality, improve child survival, and ensure equity in maternal healthcare in India. The lessons from this study and other available sources should be utilized to improve the performance and implementation of JSY scheme in India.