Fostering a Positive Learning Environment: From NEET to PhD

Abstract

The journey of becoming a medical or dental professional in India is long and challenging, starting with intense preparation for the National Eligibility cum Entrance Test (NEET) and continuing through years of rigorous undergraduate and postgraduate training. Throughout this journey, it is crucial to foster a positive learning environment that supports students’ academic, professional and personal growth. However, issues like ragging, hierarchical power dynamics, and high-stress levels often create toxic environments that hinder learning and wellbeing. This article explores strategies to create supportive educational settings, prevent ragging, and promote respectful interactions between seniors and juniors throughout medical and dental education in India.

The Current Scenario

Medical and dental education in India faces several challenges when it comes to creating positive learning environments:

Ragging: Despite being officially banned, ragging continues to be a persistent problem, especially in residential medical and dental colleges. A study found that almost 40% of students admitted to experiencing some form of ragging[1]. Severe ragging incidents have led to student suicides and dropouts.

Between 2017-2022, 47 medical students dropped out and 3 ended their lives due to ragging in just three states – Punjab, Haryana and Himachal Pradesh[6].

Hierarchical Culture: There is often a rigid hierarchy between faculty, postgraduate students, and undergraduate students. This can lead to abuse of power, exploitation of juniors, and a culture of subservience rather than collaborative learning.

High Stress Levels: The intense competition and academic pressure in medical/dental education takes a toll on students’ mental health. A study found that 73% of medical students experienced stress, with academic factors being the most common stressor[3].

Outdated Curriculum and Teaching Methods: Many institutions still follow traditional lecture-based teaching with limited opportunities for hands-on learning or development of soft skills. This fails to engage students or prepare them adequately for modern healthcare practice.

Lack of Mentorship: Formal mentoring programs are lacking in most institutions, depriving students of guidance and support.

To address these issues and create nurturing learning environments, a multi-pronged approach is needed involving policy changes, institutional reforms, faculty development, and student empowerment.

Strategies for Fostering Positive Learning Environments

1. To strengthen anti-ragging measures:

While anti-ragging policies exist on paper, their implementation remains weak. The following steps can help strengthen anti-ragging efforts:

• Mandatory orientation programs for freshers and seniors to create awareness about ragging and its consequences. These should clarify that even “mild” forms of ragging are unacceptable.
• Anonymous reporting mechanisms like helplines and online portals that allow students to report ragging without fear of retaliation.
• Strict and swift action against perpetrators, including suspension, expulsion and criminal charges for severe cases.
• Regular surprise checks in hostels and other areas where ragging typically occurs.
• Peer support groups and buddy systems to help freshers integrate without being subjected to ragging.
• Counseling services for both victims and perpetrators of ragging.

2. To break down rigid hierarchies and foster a culture of mutual respect:

• Introduce more team-based and problem-based learning activities that bring together students across years.
• Encourage senior students to serve as peer tutors and mentors for juniors in a structured manner.
• Organize inter-batch cultural and sports events to build camaraderie.
• Train faculty to move away from authoritarian teaching styles and adopt more facilitative approaches.
• Include sessions on professionalism, ethics and communication skills in the curriculum.
• Enhancing Student Support Systems

3. To help students cope with stress and academic challenges:

• Establish formal mentoring programs where faculty members or senior students provide ongoing guidance to juniors.
• Provide accessible mental health services including counselors and psychiatrists on campus.
• Organize stress management and time management workshops.
• Create safe spaces for students to discuss academic and personal challenges without judgment.
• Encourage formation of student support groups and peer counseling initiatives.
• Modernizing Curriculum and Teaching Methods

4. To make learning more engaging and relevant:

• Integrate more case-based and problem-based learning.
• Increase opportunities for early clinical exposure and hands-on skills training.
• Incorporate technology like simulation labs, virtual patients and online learning modules.
• Include training on emerging areas like digital health, artificial intelligence in healthcare, and precision medicine.
• Focus on developing critical thinking, research and lifelong learning skills.
• Fostering a Culture of Continuous Improvement

5. To create an environment of growth and innovation:

• Regularly collect and act on student feedback about the learning environment.
• Encourage student-led quality improvement projects.
• Organize faculty development programs on modern teaching methods and creating positive learning climates.
• Collaborate with other institutions to share best practices.
• Participate in national and international accreditation processes to benchmark and improve standards.
• Empowering Student Leadership

6. To give students a voice in shaping their learning environment:

• Strengthen student councils and ensure they have a say in academic and administrative decisions.
• Encourage student-led initiatives like peer tutoring programs, mental health awareness campaigns etc.
• Provide leadership training opportunities for students.
• Include student representatives in curriculum committees, anti-ragging squads etc.
• Promoting Holistic Development

7. To nurture well-rounded healthcare professionals:

• Encourage participation in extracurricular activities, sports and cultural events.
• Organize community outreach programs and rural health camps.
• Provide opportunities for research and innovation.
• Include training on soft skills, communication, ethics and professionalism throughout the curriculum.

Case Studies: Successful Initiatives

Several institutions in India have implemented innovative programs to create more positive learning environments:

Christian Medical College, Vellore

: Their Foundation Course for first-year students includes sessions on time management, study skills, stress management and building healthy relationships. They also have a structured mentoring program where faculty members mentor small groups of students throughout their course[4].

All India Institute of Medical Sciences, New Delhi

: AIIMS has implemented a comprehensive anti-ragging program including a mobile app for reporting ragging, regular awareness sessions, and strict enforcement of rules. They also have a “Buddy Program” where senior students are paired with freshers to help them adjust[5]

Manipal College of Dental Sciences

: They have introduced problem-based learning and early clinical exposure to make the curriculum more engaging. They also have a formal mentoring system and regular feedback mechanisms to continuously improve the learning environment[2]

St. John’s Medical College, Bangalore:

They have a well-established Student Support System that includes academic mentoring, psychological counseling, and career guidance. They also emphasize holistic development through community service programs and extracurricular activities.

Conclusion

By implementing these strategies and addressing the challenges, we can create learning environments that not only prevent negative experiences like ragging but actively foster the growth and development of future healthcare leaders. This will ultimately lead to better patient care and healthier communities.

References

[1] Mohan, S., & Sonpar, S. (2018). Ragging in educational institutions: A study of prevalence and types of ragging practices in India. International Journal of Novel Research and Development, 9(5), I31-c31.

[2] Lin, G.S.S., et al. (2022). Innovative Pedagogical Strategies in Health Professions Education: Active Learning in Dental Materials Science. International Journal of Environmental Research and Public Health, 20(3), 2041.

[3] Sethuraman, K.R. (2018). Stress among medical students. Journal of Medical Sciences and Health, 4(3), 1-4.

[4] Christian Medical College, Vellore. (2022). MBBS Curriculum. Retrieved from https://www.cmch-vellore.edu/

[5] All India Institute of Medical Sciences. (2023). Anti-Ragging Measures. Retrieved from https://www.aiims.edu/

[6] Times of India. (2022). No End To Ragging: 47 Med Students In Region Drop Out, 3 End Lives in 5 Years. Retrieved from https://timesofindia.indiatimes.com/