Medical Institutions In India Research Articles

Performance Analysis and Ranking of Corporate Medical Institutions in India

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Health science research focuses to generate new knowledge through new technique, research design and organisational interventions to serve the whole community. The corporate Medical colleges are determined to establish themselves in both academic and research purpose. The performance index (P-index) is an interesting parameter to calculate the ranking performance of any institution. This study presents an analysis of the research growth, collaboration of researchers with ranking of the corporate medical institutes in India according to p-index. </span></p></div></div></div>

A Survey Based Feedback Analysis of the Current Medical Teaching Methodology and Trends in Medical Research Practice in a South Indian Medical Institute

Background: The spine of a good healthcare system is the medical education received by its doctors. As medicine is evolving, the same can be inferred regarding the delivery of medical education. This study was conducted among 541 students in a prestigious medical college in India. The aim of the study was to find out lapses in our current medical education system and steps to improve it. 
 Methods: A total of 541 medical students were included in this study. The only inclusion criteria being that they should be in their 2nd year MBBS or above. A questionnaire of 20 questions was given to each student and they were asked to mark the answers they felt was most appropriate. The questionnaire dealt with issues faced in our current education system regarding teaching methodology, clinical postings, research, evidence based medicine and steps to improve the healthcare system. Data was collected, analysed and statistically evaluated using Microsoft Excel and SPS version 21.0. 
 Results: Majority of the students felt that classroom strength should not be more than a hundred students. They felt that more innovative teaching methods and discussions should be included. Students laid emphasis on research, clinical skills training and evidence based medicine. They felt that the healthcare system also needs tweaking in terms of funding and practicing evidence based medicine to be on par with healthcare systems across the world. 
 Conclusion: The results in this study, resonates with the results of various other studies regarding delivery of medical education. It also takes into account the holistic approach of improving medical education and healthcare rather than focusing on one single aspect.

Consultation-liaison psychiatry services: A survey of medical institutes in India.

Aim:The aim of this study was to evaluate the consultation-liaison psychiatry (CLP) training and services in India.Methodology:An online survey was conducted involving at least one faculty member from the department of psychiatry working in various institutes providing postgraduate training in psychiatry.Results:A total of 90 faculty members from different postgraduate institutes across the country participated in the online survey. In three-fourth of the institutes, the CLP services were provided in the form of on-call services with a three-tier system (i.e., CLP team comprising of faculty member, a senior resident, and a junior resident) existing in only about one-third of the institutes. In majority (60%) of the institutes, junior resident was the first-line person responding to the call of other specialists. On an average, CLP teams receive 7.33 calls per day from various clinical departments with a range of 0–20. Among the three most common psychiatric syndromes seen in CLP setting, delirium figured as one of the three most common diagnoses among 79 (87.8%) institutes, and this was followed by substance use disorders (70%), self-harm (60%), and depression (38.9%). Specific CLP posting for junior and senior residents exists only in 28.9% and 12.2% of the institutes, respectively. Joint academic activities with other departments are conducted in 42.2% of the institutes. Regarding research, very few research projects are carried out in the area of CLP. Majority of the participants felt that CLP should be given equal importance or more importance than other subspecialties such as child psychiatry, addiction psychiatry, and geriatric psychiatry in postgraduate training programs. Almost all the participants felt that having good knowledge of CLP helps in managing psychiatric patients in better way. All the participants reported that improving focus on CLP psychiatry will help in reducing stigma attached to mental illnesses and improve the training of postgraduates and the undergraduates.Conclusions:There is a need to improve the CLP services, training program, and research in various medical institutes to provide good mental healthcare to medically ill patients.

The Authoritarian Teacher and Over-emphasis on Factual Knowledge: Weak Links in Fostering a Positive Educational Environment in Medical Institutes in India?

The Authoritarian Teacher and Over-emphasis on Factual Knowledge: Weak Links in Fostering a Positive Educational Environment in Medical Institutes in India?

Education and Research in Medical Institutions in India

Education and Research in Medical Institutions in India

A Pilot Study of Compassion Based Emotion Management Program for the Medical Students in Kerala

Medicine is considered as a respectable and satisfying career (American Medical Student Association, 2001). General Medical Council (2009) report says that every future doctor needs to be guided by personal values and principles to help the people who approach him/her for treatment especially that medical profession expects fitness not only in updating the knowledge but also in modeling personal life even outside the duty time. Research study done in Asia showed that there is 42.5% possibility of stress among medical students. However, ratio varies in a big manner among various particular countries like Saudi Arabia at 57%, Thailand at 61.4%, Pakistan at 85% and India at 73 % (Brahmbhatt et al., 2013). Another study done among the medical students found that the stress experienced during the training period reduces the empathy level of student (Thomas et al., 2007) which affects the efficiency of the profession negatively. Studies done in Malaysia and Singapore affirmed the findings of previous studies about the stress of medical students and the possibilities to have the emotional disorders (Mosley et al., 1994; Ko etal., 1999; Sidiketal., 2003). Examination is one of the main reasons for the stress (Abraham et al., 2009). A study done in India proved the increased probability of stress in Indian medical institutions and it negatively affects the mental wellbeing of the medical students (Nandi et al., 2012). Research study done by Kittu and Patil (2013) reported high level of stress among medical students which leads them to depression. In the same study, it suggested the urgency of intervention programs to manage the stress of the medical students during their training period. The study conducted the comparison of the stress and depression of medical students and non-medical students who showed higher level of stress and depression among medical students than non-medical students in the same age group (Biro et al., 2010).Mental health is the important factor in the life of the medical students which needs to be enhanced by improving the emotional intelligence through the intervention programs (Lolaty et al., 2014). Results from previous study show that first year medical students experience high level of stress and this undermines their self-efficacy. It is an urgent issue that needs to be addressed and found solutions in order for the medical students and young doctors to have better lives personally and professionally (Kumar et al., 2013). Research done by Salami (2010) revealed that emotional intelligence would predict the medical students' behaviors and attitudes because if they could become more aware about the emotion of self, they would be better equipped to understand and manage the emotions of others rightly and positively. Furthermore, the study found that there is a significant relationship between emotional intelligence and the level and quality ofperformance of medical students (Doherty et al., 2013). Better understanding of one's own emotions and of others will help to control emotions for the better performance in profession especially in approaching and maintaining empathy in relationship with the patients (Shetty et al., 2013).Emotional intelligence is a capacity of a person to understand and manage the emotions of oneself and others, and a guide to choose the right information for better thinking and actions (Salovey & Mayer, 1990; Mayer, Caruso, & Salovey, 2000). Goleman (1995) focused on the ability of the emotional intelligence to motivate a person during the time of frustration or difficulties by thinking positively with hope.The study of Gupta and Kumar (2010) suggested the need of intervention programs to enhance the emotional intelligence of the medical students because it is found to be powerful than the intelligence quotient in health care service. One of the studies done in Japan found that there is a need of emotional awareness training programs in the early years of training for the medical students to help them to increase their emotional intelligence (Abe et al. …

Smartphone, the New Learning Aid amongst Medical Students.

The use of smartphone is increasing day by day for personal as well as professional purpose. They are becoming a more suitable tool for advancing education in developing countries. Mobile access to information and many applications are successfully harnessed in health care. Smartphones are also becoming popular as an effective educational tool. The present study was conducted to evaluate the use of smartphones as an educational tool amongst the medical students. The study also aimed at identifying the common medical application used by the students. It was an observational cross-sectional study carried out amongst medical students of private medical institute in India. A validated 16 point, structured, open-ended, questionnaire regarding ownership and use of smart phones was self-administered to 446 medical students. Data were analysed using SPSS and open ended questions were analysed by summative content analysis. Among the study population, 96% owned a smartphone -Android based 72.4%, i phone 13.0%, Windows based Nokia phones 7% and Blackberry 3.6%. Common medical applications used by the students were Anatomy and Medical Dictionary in First MBBS; Medical Dictionary, Medscape and Google/Wikipedia in Second MBBS; and Medscape, Google/Wikipedia and Prognosis/Diagnosis in Third MBBS. More than 90% students, reported to have technological skills to use smartphones, for medical education, communication and instant access during bedside teaching. Advertently, 37.2% students felt if smartphones are used for clinical purposes, they will need to spend less time with patients. Almost 79.4% felt that smartphones should be introduced in MBBS course. Smartphone use amongst medical students as learning aid for various medical applications is rapidly advancing. But it will be worthwhile to study whether use of smartphones has any impact on the grades of the students before introducing them in medical schools.

Autonomy for Medical Institutes in India: A view from history.

Autonomy for Medical Institutes in India: A view from history.

Barriers for labour analgesia in South India - Knowledge and attitude of relevant stakeholders: A hospital-based cross-sectional study.

Labour pain is both exciting and painful for every woman. Various methods are available to alleviate this pain and help the woman to remember the thrilling moments of her life. A study shows that in India, the average incidence and practice of labour analgesia is only 11%.[1] The dominant question is how many of the Indian women have a pleasant experience of labour as compared to their western counterparts. The main objective of this study was to assess the knowledge and attitude of pregnant women, interns, obstetricians and anaesthesiologists about labour analgesia and to identify the barriers for widespread utilisation of labour analgesia in South India.[2]

The research output from Indian medical institutions between 2005 and 2014

BackgroundThe research output from Indian medical institutions is generally regarded to be poor but there have been no previous studies to document this especially after the recent proliferation of 263 medical colleges, mainly in the private sector and under the aegis of the National Board of Examinations, as well as the 316, mainly public sector, colleges under the Medical Council of India. MethodsUsing the SCOPUS database we analyzed the research output from 579 Indian medical institutions and hospitals between 2005 and 2014, including the contributions of individual states and compared the output of Indian medical institutions with some of the leading academic centers in the world. ResultsOnly 25 (4.3%) of the institutions produced more than 100 papers a year but their contribution was 40.3% of the country's total research output. 332 (57.3%) of the medical colleges did not have a single publication during this period. The states which had the largest number of private medical colleges fared the worst with more than 90% of the medical colleges in Karnataka and Kerala having no publication at all. In comparison, the annual research output of the Massachusetts General Hospital was 4600 and the Mayo Clinic 3700. ConclusionThe overall research output from Indian medical institutions is poor. This may be because medical education has now become a business and there is little interest in research which is not thought to be a profitable activity. We believe that a drastic overhaul of Indian medical education is necessary similar to that initiated by Flexner in the USA in the beginning of the last century.

Cardiovascular disease risk in first-degree relatives of women with polycystic ovary syndrome

To assess the risk of cardiovascular disease (CVD) in the parents of polycystic ovary syndrome (PCOS) patients using carotid intima medial thickness (CIMT) and brachial artery flow-mediated dilatation (FMD). Hospital-based case-control study. Endocrine clinic of a medical institute in India. Case group of 41 fathers and 45 mothers of PCOS patients (confirmed by Rotterdam's criteria) compared with 42 men and 44 women matched by age, sex and body mass index (BMI) as controls. CVD risk in parents of PCOS patients assessed via CIMT and FMD then correlated with various clinical and metabolic parameters. Differences in CIMT and FMD between parents and controls. The CIMT was higher [0.6 (0.54-0.8) vs. 0.5 (0.45-0.55) mm] and brachial artery FMD was lower [11.9% (6.9%-16.2%) vs. 16.7% (13.5%-22.6%)] in the parents of PCOS patients as compared with the controls. Systolic blood pressure, diastolic blood pressure, low-density lipoprotein cholesterol, and fasting and 2-hour plasma glucose were higher in the parents of the PCOS patients. The prevalence of CVD risk factors such as systemic hypertension, diabetes mellitus, abdominal obesity, the metabolic syndrome, and a family history of coronary artery disease in first-degree relatives was also higher in the parents of PCOS patients. The prevalence of diabetes was higher in the fathers of PCOS women, but other cardiovascular disease risk factors, CIMT, and FMD were comparable among the mothers. The parents of PCOS patients have an increased CVD risk as evidenced by increased CIMT and low FMD.

Effectiveness of integrated teaching module in pharmacology among medical undergraduates.

Context:Over the years with advancement of science and technology, each subject has become highly specialized. Teaching of medical students has still remained separate in various departments with no scope of integration in majority of medical institutes in India. Study was planned to have an experience of integration in institute and sensitize faculty for integrated teaching–learning (TL) method.Aims:To prepare and test effectiveness of integrated teaching module for 2nd year MBBS student in pharmacology and to sensitize and motivate faculties toward advantages of implementing integrated module.Settings and Design:Education intervention project implemented 2nd year MBBS students of Government Medical College and New Civil Hospital, Surat.Subjects and Methods:Students of second MBBS were divided into two groups. One group was exposed to integrated teaching sessions and another to traditional method. Both the groups were assessed by pre- and post-test questionnaire, feedback and focus group discussions were conducted to know their experience about process.Results:A total of 165 students of the 2nd year MBBS were exposed to the integrated teaching module for two topics in two groups. One group was taught by traditional teaching, and another group was exposed to the integrated TL session. Both the groups have shown a significant improvement in posttest scores but increase in mean score was more in integrated group. During analysis of feedback forms, it was noted that students preferred integrated TL methods since they help in better understanding. Faculty feedback shows consensus over the adaptation of integrated TL methods.Conclusions:Integrated TL sessions were well-appreciated by students and faculties. To improve the critical reasoning skills and self-directed learning of students, integrated TL is highly recommended for must know areas of curriculum.

The revised guidelines of the Medical Council of India for academic promotions: Need for a rethink

Measuring academic achievements is never an easy task. This is particularly so when individuals are assessed for promotions in several fields with differing job descriptions. Assessment by peers is time-consuming and may be prone to bias; thus, objective criteria are required to minimise these concerns. The Medical Council of India (MCI) has laid down guidelines for appointments and promotions of teachers in medical institutions in India. Among the criteria used for promotions, publication of research is an essential requirement. Though the need for this requirement has been debated, it is believed that the quality of teaching improves when medical teachers are involved in research. Many countries have made it mandatory for their medical faculty to do research; some other countries incentivise the conduct and publication of research. Reports have also lamented that the physician–scientist might become an endangered species.[1,2] Thus, linking publications with promotions might benefit both the individual and the society. The flip side is that the time spent on research might take teachers away from teaching or clinical duties, particularly in under-staffed speciality departments. Further, the quality of research is likely to be poor when the resources and training in research are lacking.[3] Poor quality may even discredit research as a professional activity. Insistence on a certain amount of published research to maintain teaching credentials may lead to the phenomenon of ‘publish or perish’.[4] Finally, it is important to consider that biomedical research may, at times, be relevant to non-biomedical journals and criteria for awarding credit to such publications should also be devised. The MCI requires that the medical faculty engages in research. One measure to achieve this goal is the mandatory ‘thesis’ for postgraduate (Masters; MD/MS/DNB) and post-doctoral (DM/MCh/DNB) courses. Each student, regardless of speciality, is required to undertake a research study with a faculty member as the guide and often one-to-a-few faculty members from the same or related subjects as co-guides. Apart from providing training in doing research, the thesis is expected to inculcate an aptitude for research methodology and critical analysis. This experience is relevant to students who will become full-time researchers and is also beneficial to medical practitioners who may never conduct further research but should be able to discern the merits of newer management options for their patients. The MCI's initial guidelines for promotion to the position of Associate Professor and Professor required publication of at least two research papers by the candidates.[5] In September 2015, the MCI issued a ‘clarification’ on what constitutes ‘research publications’ for the promotion of teaching faculty of medical colleges/institutions in India [Box 1].[6] This ‘clarification’ raises the following issues. Box 1 Guidelines for counting research publications for promotion of teaching faculty of medical colleges/institutions in india as laid down in an order by Medical Council of India in September 2015 Indexing agencies: Scopus, PubMed, Medline, Embase / Excerpta Medica, Index Medicus and Index Copernicus Types of articles to be considered: Original research articles and original research papers Criteria for National/International journal: Published by a National/International – specialty journal/journal of a national/international society provided it is included in one of the indexes mentioned above Authorship: First author, second author e. E-journals: E-journals not included. The above would also be applicable for ‘accepted for publication’ papers/articles.

Publish or Perish: Need to have another look?

Publish or Perish has been the driving force for the academicians, faculty members to publish and thus contribute to the medical literature besides promoting the research culture in their respective institutions. However, in view of some recent developments during the last couple of years, it has become essential to have another look on this. Number of publication has played a vital role in the selection, appointment, promotions and approval of research grants for the faculty members and research scientists. However, now increasing number of publications from medical institutions in India, Pakistan and many other developing countries are coming out of compulsion. The main objective of the authors seems to be for selection, increments, career advancement, assessments for seeking higher qualifications like M. Phil and PhD. Now there seems to be desperation to publish and temptation to explore short cuts and easy ways. In fact it should be the quality of research and publications rather than quantity of publications which should matter. 1 Pressure to publish is also leading to scientific fraud. Some scientists are willing to disregard scientific integrity in order to publish. For example leading publications like Nature, Science and Cell with high Impact Factors have amongst the highest rates of retraction. Peer reviewers can only study the present results but it is not always possible to detect fraudulent results. Moreover, peer reviewers can also be fooled by the fraudulent results.2 This Editorial

Faculty promotions in medical institutions in India: Can we improve the criteria?

Research publications are desirable for academic promotion in medical colleges as per the current rules of the Medical Council of India (MCI). These rules reflect an endeavour to improve the academic standards. We strongly believe that every medical college teacher should conduct true research and contribute to good peer-reviewed publications. However, it is felt that the MCI rule has the potential to lead to undesirable consequences, and the quality of teaching and learning could take a back-seat. There is an urgent need to adopt more objective criteria and better guidelines as followed by well-known global institutes. In our own country, the University Grants Commission has formulated specific guidelines for this purpose in the form of Academic Performance Indicators which, it appears, are not taken into consideration by the MCI. This article discusses the adverse impact of the rule and suggests ways for the adoption of a more scientific assessment system for faculty appointment and promotion.

The revised guidelines of the Medical Council of India for academic promotions: Need for a rethink.

Measuring academic achievements is never an easy task. This is particularly so when individuals are assessed for promotions in several fields with differing job descriptions. Assessment by peers is time-consuming and may be prone to bias; thus, objective criteria are required to minimise these concerns. The Medical Council of India (MCI) has laid down guidelines for appointments and promotions of teachers in medical institutions in India. Among the criteria used for promotions, publication of research is an essential requirement. Though the need for this requirement has been debated, it is believed that the quality of teaching improves when medical teachers are involved in research. Many countries have made it mandatory for their medical faculty to do research; some other countries incentivise the conduct and publication of research. Reports have also lamented that the physician–scientist might become an endangered species.[1,2] Thus, linking publications with promotions might benefit both the individual and the society. The flip side is that the time spent on research might take teachers away from teaching or clinical duties, particularly in under-staffed speciality departments. Further, the quality of research is likely to be poor when the resources and training in research are lacking.[3] Poor quality may even discredit research as a professional activity. Insistence on a certain amount of published research to maintain teaching credentials may lead to the phenomenon of ‘publish or perish’.[4] Finally, it is important to consider that biomedical research may, at times, be relevant to non-biomedical journals and criteria for awarding credit to such publications should also be devised. The MCI requires that the medical faculty engages in research. One measure to achieve this goal is the mandatory ‘thesis’ for postgraduate (Masters; MD/MS/DNB) and post-doctoral (DM/MCh/DNB) courses. Each student, regardless of speciality, is required to undertake a research study with a faculty member as the guide and often one-to-a-few faculty members from the same or related subjects as co-guides. Apart from providing training in doing research, the thesis is expected to inculcate an aptitude for research methodology and critical analysis. This experience is relevant to students who will become full-time researchers and is also beneficial to medical practitioners who may never conduct further research but should be able to discern the merits of newer management options for their patients. The MCI's initial guidelines for promotion to the position of Associate Professor and Professor required publication of at least two research papers by the candidates.[5] In September 2015, the MCI issued a ‘clarification’ on what constitutes ‘research publications’ for the promotion of teaching faculty of medical colleges/institutions in India [Box 1].[6] This ‘clarification’ raises the following issues. Box 1 Guidelines for counting research publications for promotion of teaching faculty of medical colleges/institutions in india as laid down in an order by Medical Council of India in September 2015 Indexing agencies: Scopus, PubMed, Medline, Embase / Excerpta Medica, Index Medicus and Index Copernicus Types of articles to be considered: Original research articles and original research papers Criteria for National/International journal: Published by a National/International – specialty journal/journal of a national/international society provided it is included in one of the indexes mentioned above Authorship: First author, second author e. E-journals: E-journals not included. The above would also be applicable for ‘accepted for publication’ papers/articles.

The revised guidelines of the Medical Council of India for academic promotions: Need for a rethink

Measuring academic achievements is never an easy task. This is particularly so when individuals are assessed for promotions in several fields with differing job descriptions. Assessment by peers is time-consuming and may be prone to bias; thus, objective criteria are required to minimize these concerns. The Medical Council of India (MCI) has laid down guidelines for appointments and promotions of teachers in medical institutions in India. Among the criteria used for promotions, publication of research is an essential requirement. Though the need for this requirement has been debated, it is believed that the quality of teaching improves when medical teachers are involved in research. Many countries have made it mandatory for their medical faculty to do research; some other countries incentivize the conduct and publication of research. Reports have also lamented that the physician–scientist might become an endangered species [1], [2]. Thus, linking publications with promotions might benefit both the individual and society. The flipside is that the time spent on research might take teachers away from teaching or clinical duties, particularly in under-staffed specialty departments. Further, the quality of research is likely to be poor when the resources and training in research are lacking [3]. Poor quality may even discredit research as a professional activity. Insistence on a certain amount of published research to maintain teaching credentials may lead to the phenomenon of ‘publish or perish’ [4]. Finally, it is important to consider that biomedical research may, at times, be relevant to non-biomedical journals and criteria for awarding credit to such publications should also be devised. The MCI requires that the medical faculty engages in research. One measure to achieve this goal is the mandatory ‘thesis’ for postgraduate (masters; MD/MS/DNB) and post-doctoral (DM/MCh/DNB) courses. Each student, regardless of specialty, is required to undertake a research study with a faculty member as the guide and often one-to-a-few faculty members from the same or related subjects as co-guides. Apart from providing training in doing research, the thesis is expected to inculcate an appreciation for research methodology and critical analysis. This experience is relevant to students who will become full-time researchers, and is also beneficial to medical practitioners who may never conduct further research but should be able to discern the merits of newer management options for their patients. The MCI's initial guidelines for promotion to the position of Associate Professor and Professor required publication of at least two research papers by the candidates [5]. In September 2015, the MCI issued a ‘clarification’ on what constitutes ‘research publications’ for promotion of teaching faculty of medical colleges/institutions in India (Box 1) [6]. This ‘clarification’ raises the following issues. Box 1 Guidelines for counting research publications for promotion of teaching faculty of medical colleges/institutions in India as laid down in an order by Medical Council of India in September 2015 a Index agencies: Scopus, PubMed, Medline, Embase/Excerpta Medica, Index Medicus and Index Copernicus b Types of articles to be considered: Original research articles and original research papers. c Criteria for National/International journal: Published by a National/International – specialty journal/journal of a national/international society provided it included in one of the indexes mentioned above. d Authorship: First author, second author e E-journals: E-journals not included The above would also be applicable for ‘accepted for publication’ papers/articles.

The revised guidelines of the Medical Council of India for academic promotions: Need for a rethink.

Measuring academic achievements is never an easy task. This is particularly so when individuals are assessed for promotions in several fields with differing job descriptions. Assessment by peers is time-consuming and may be prone to bias; thus, objective criteria are required to minimise these concerns. The Medical Council of India (MCI) has laid down guidelines for appointments and promotions of teachers in medical institutions in India. Among the criteria used for promotions, publication of research is an essential requirement. Though the need for this requirement has been debated, it is believed that the quality of teaching improves when medical teachers are involved in research. Many countries have made it mandatory for their medical faculty to do research; some other countries incentivise the conduct and publication of research. Reports have also lamented that the physician–scientist might become an endangered species.[1,2] Thus, linking publications with promotions might benefit both the individual and the society. The flip side is that the time spent on research might take teachers away from teaching or clinical duties, particularly in under-staffed speciality departments. Further, the quality of research is likely to be poor when the resources and training in research are lacking.[3] Poor quality may even discredit research as a professional activity. Insistence on a certain amount of published research to maintain teaching credentials may lead to the phenomenon of ‘publish or perish’.[4] Finally, it is important to consider that biomedical research may, at times, be relevant to non-biomedical journals and criteria for awarding credit to such publications should also be devised. The MCI requires that the medical faculty engages in research. One measure to achieve this goal is the mandatory ‘thesis’ for postgraduate (Masters; MD/MS/DNB) and post-doctoral (DM/MCh/DNB) courses. Each student, regardless of speciality, is required to undertake a research study with a faculty member as the guide and often one-to-a-few faculty members from the same or related subjects as co-guides. Apart from providing training in doing research, the thesis is expected to inculcate an aptitude for research methodology and critical analysis. This experience is relevant to students who will become full-time researchers and is also beneficial to medical practitioners who may never conduct further research but should be able to discern the merits of newer management options for their patients. The MCI's initial guidelines for promotion to the position of Associate Professor and Professor required publication of at least two research papers by the candidates.[5] In September 2015, the MCI issued a ‘clarification’ on what constitutes ‘research publications’ for the promotion of teaching faculty of medical colleges/institutions in India [Box 1].[6] This ‘clarification’ raises the following issues. Box 1 Guidelines for counting research publications for promotion of teaching faculty of medical colleges/institutions in india as laid down in an order by Medical Council of India in September 2015 Indexing agencies: Scopus, PubMed, Medline, Embase / Excerpta Medica, Index Medicus and Index Copernicus Types of articles to be considered: Original research articles and original research papers Criteria for National/International journal: Published by a National/International – specialty journal/journal of a national/international society provided it is included in one of the indexes mentioned above Authorship: First author, second author e. E-journals: E-journals not included. The above would also be applicable for ‘accepted for publication’ papers/articles.

The revised guidelines of the Medical Council of India for academic promotions: Need for a rethink.

Measuring academic achievements is never an easy task. This is particularly so when individuals are assessed for promotions in several fields with differing job descriptions. Assessment by peers is time-consuming and may be prone to bias; thus, objective criteria are required to minimise these concerns. The Medical Council of India (MCI) has laid down guidelines for appointments and promotions of teachers in medical institutions in India. Among the criteria used for promotions, publication of research is an essential requirement. Though the need for this requirement has been debated, it is believed that the quality of teaching improves when medical teachers are involved in research. Many countries have made it mandatory for their medical faculty to do research; some other countries incentivise the conduct and publication of research. Reports have also lamented that the physician–scientist might become an endangered species.[1,2] Thus, linking publications with promotions might benefit both the individual and the society. The flip side is that the time spent on research might take teachers away from teaching or clinical duties, particularly in under-staffed speciality departments. Further, the quality of research is likely to be poor when the resources and training in research are lacking.[3] Poor quality may even discredit research as a professional activity. Insistence on a certain amount of published research to maintain teaching credentials may lead to the phenomenon of ‘publish or perish’.[4] Finally, it is important to consider that biomedical research may, at times, be relevant to non-biomedical journals and criteria for awarding credit to such publications should also be devised. The MCI requires that the medical faculty engages in research. One measure to achieve this goal is the mandatory ‘thesis’ for postgraduate (Masters; MD/MS/DNB) and post-doctoral (DM/MCh/DNB) courses. Each student, regardless of speciality, is required to undertake a research study with a faculty member as the guide and often one-to-a-few faculty members from the same or related subjects as co-guides. Apart from providing training in doing research, the thesis is expected to inculcate an aptitude for research methodology and critical analysis. This experience is relevant to students who will become full-time researchers and is also beneficial to medical practitioners who may never conduct further research but should be able to discern the merits of newer management options for their patients. The MCI's initial guidelines for promotion to the position of Associate Professor and Professor required publication of at least two research papers by the candidates.[5] In September 2015, the MCI issued a ‘clarification’ on what constitutes ‘research publications’ for the promotion of teaching faculty of medical colleges/institutions in India [Box 1].[6] This ‘clarification’ raises the following issues. Box 1 Guidelines for counting research publications for promotion of teaching faculty of medical colleges/institutions in india as laid down in an order by Medical Council of India in September 2015 Indexing agencies: Scopus, PubMed, Medline, Embase / Excerpta Medica, Index Medicus and Index Copernicus Types of articles to be considered: Original research articles and original research papers Criteria for National/International journal: Published by a National/International – specialty journal/journal of a national/international society provided it is included in one of the indexes mentioned above Authorship: First author, second author e. E-journals: E-journals not included. The above would also be applicable for ‘accepted for publication’ papers/articles.

The revised guidelines of the Medical Council of India for academic promotions: Need for a rethink.

Measuring academic achievements is never an easy task. This is particularly so when individuals are assessed for promotions in several fields with differing job descriptions. Assessment by peers is time-consuming and may be prone to bias; thus, objective criteria are required to minimise these concerns. The Medical Council of India (MCI) has laid down guidelines for appointments and promotions of teachers in medical institutions in India. Among the criteria used for promotions, publication of research is an essential requirement. Though the need for this requirement has been debated, it is believed that the quality of teaching improves when medical teachers are involved in research. Many countries have made it mandatory for their medical faculty to do research; some other countries incentivise the conduct and publication of research. Reports have also lamented that the physician–scientist might become an endangered species.[1,2] Thus, linking publications with promotions might benefit both the individual and the society. The flip side is that the time spent on research might take teachers away from teaching or clinical duties, particularly in under-staffed speciality departments. Further, the quality of research is likely to be poor when the resources and training in research are lacking.[3] Poor quality may even discredit research as a professional activity. Insistence on a certain amount of published research to maintain teaching credentials may lead to the phenomenon of ‘publish or perish’.[4] Finally, it is important to consider that biomedical research may, at times, be relevant to non-biomedical journals and criteria for awarding credit to such publications should also be devised. The MCI requires that the medical faculty engages in research. One measure to achieve this goal is the mandatory ‘thesis’ for postgraduate (Masters; MD/MS/DNB) and post-doctoral (DM/MCh/DNB) courses. Each student, regardless of speciality, is required to undertake a research study with a faculty member as the guide and often one-to-a-few faculty members from the same or related subjects as co-guides. Apart from providing training in doing research, the thesis is expected to inculcate an aptitude for research methodology and critical analysis. This experience is relevant to students who will become full-time researchers and is also beneficial to medical practitioners who may never conduct further research but should be able to discern the merits of newer management options for their patients. The MCI's initial guidelines for promotion to the position of Associate Professor and Professor required publication of at least two research papers by the candidates.[5] In September 2015, the MCI issued a ‘clarification’ on what constitutes ‘research publications’ for the promotion of teaching faculty of medical colleges/institutions in India [Box 1].[6] This ‘clarification’ raises the following issues. Box 1 Guidelines for counting research publications for promotion of teaching faculty of medical colleges/institutions in india as laid down in an order by Medical Council of India in September 2015 Indexing agencies: Scopus, PubMed, Medline, Embase / Excerpta Medica, Index Medicus and Index Copernicus Types of articles to be considered: Original research articles and original research papers Criteria for National/International journal: Published by a National/International – specialty journal/journal of a national/international society provided it is included in one of the indexes mentioned above Authorship: First author, second author e. E-journals: E-journals not included. The above would also be applicable for ‘accepted for publication’ papers/articles.