Basic sciences in South Asia now and then: A personal perspective.

ABSTRACT

The late 1980s was a period of change and continuity. The preclinical subjects of Anatomy, Physiology and Biochemistry were taught during the first one and half years of the course. Dissection, histology, osteology, animal experiments, hematology practicals, biochemistry practicals were the different exercises. The internet and computers were still in the future during my student days and traditional anatomical specimens were used to study the subject. These days a number of simulations and computer programs are available. Multimedia has made the learning of the subject easier and online support websites are a great help to both students and teachers. Animal experiments and pharmacy practicals were carried out in pharmacology during my student days. Pathology and Microbiology practicals were microscope based. Community Medicine was not taught in the community. Nepal is a relatively new entrant to medical education. In Nepal, the basic science subjects are taught in an integrated, organ system-based manner during the first four semesters. Teaching and learning rational use of medicines is emphasized in pharmacology in our institution. Assessment has become more structured and is carried out using checklists. Adult learning strategies are more commonly used and the student-teacher relationship is becoming more democratic and egalitarian. Technology has invaded the classroom. The number of private medical schools has increased and the importance of the undergraduate medical degree (MBBS) has decreased. The next twenty years will definitely see more changes and promises to be an exciting time in medical education. The late 1980s were a period of change and continuity. India was firmly wedded to socialist principles but a young prime minister was just beginning to initiate change. Medical schools were still traditional places of learning. Massive buildings, overcrowded hospitals, milling crowds.