How to improve dermatology teaching and learning at the postgraduate level: Recommendations by a faculty panel of Kerala state branch of the Indian Association of Dermatologists, Venereologists, and Leprologists

Abstract

The perception about dermatology as a specialty has considerably changed over time, and this change has to be reflected in post-graduate (PG) curriculum and teaching methods. To keep up with the changing times and advancements in medical education, a four-member committee was constituted by IADVL (Indian Association of Dermatologists, Venereologists and Leprologists) Kerala to propose modifications in the existing PG teaching program. The enclave identified five core areas in PG teaching of dermatology and suggested changes in the existing model. Academics and teaching-learning (TL) methods, research and publishing, quality of life of PG students, assessment, and structural changes in PG departments were the areas where suggestions were made. A holistic approach to dermatology teaching incorporating newer TL methods was proposed. The importance of better capacity building and provision of opportunities for research was emphasized. The need to modify the prevailing methods of assessment was identified. It was also acknowledged that amendments need to be made at the faculty level too, and propositions were made in that aspect as well. It would require a coordinated effort among the universities, institutions, teachers, and professional organization to further fine-tune and implement these suggestions.