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<p style="text-align: justify;"><span style="font-family: helvetica, arial, sans-serif;">e-ISBN : <span data-sheets-root="1">978-93-6252-090-6</span></span><br /><span style="font-family: helvetica, arial, sans-serif;">Publisher : Iterative International Publishers (IIP), Selfypage Developers Pvt Ltd.</span><br /><span style="font-family: helvetica, arial, sans-serif;">Volume : 4-2025</span></p> <p style="text-align: justify;"><span style="font-family: helvetica, arial, sans-serif;"><strong>AIM & SCOPE<br /></strong></span></p> <p style="text-align: justify;"><span style="font-family: helvetica, arial, sans-serif;">Guided by pedagogy - teaching, learning, and assessment methodologies have consistently been regarded as a dynamic landscape within healthcare, influenced by health professions education. Educators and researchers must adapt to contemporary demands by incorporating innovative pedagogical strategies, enhancing assessment techniques, and cultivating crucial competencies in future medical professionals. A comprehensive examination of contemporary issues affecting the education and training of medical, dental, and allied health students is necessary.Current Issues in Health Professions Education addresses topics including SOLO Taxonomy, concept mapping, and gamification, all of which enhance student engagement and learning results. This book examines evidence-based pedagogical practices. It underscores the significance of the biopsychosocial model, community-based learning, and workplace-based assessments in cultivating comprehensive competency among medical trainees. This book offers information for undergraduate medical students on how to effectively pursue their interests in research exposure, fostering lifelong learning and intellectual contributions to the medical sciences.In an era where patient care relies on communication skills, professionalism, and ethics, we explore innovative methods to cultivate these competencies across various medical disciplines, including Ayurveda. The book addresses academic resilience, emotional intelligence, and leadership, which are crucial components for maintaining motivation and professional growth among medical students. The impact of social media on health professions education and the need for modifications in evaluation methods further emphasize the evolving challenges faced by educators today.This book serves as a valuable resource for medical and dental educators, curriculum developers, and health professionals by consolidating contemporary issues. It aims to promote dialogue, inspire innovative concepts for education, and contribute to the ongoing evolution of health professions education.</span></p> <p> </p> <p><strong>Chapter 1</strong></p> <p>ROLE OF BIOPSYCHOSOCIALAPPROACH IN HEALTH PROFESSIONS EDUCATION<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW1">https://www.doi.org/10.58532/nbennurCIHPSW1</a></p> <p><strong>Chapter 2</strong><br />SIGNIFICANCE OF EMOTIONAL INTELLIGENCE AMONG INDIAN MEDICAL GRADUATES<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW2">https://www.doi.org/10.58532/nbennurCIHPSW2</a></p> <p><strong>Chapter 3</strong><br />ACADEMIC LEADERSHIP IN MEDICAL EDUCATION: NAVIGATING CHALLENGES AND FOSTERING INNOVATION<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW3">https://www.doi.org/10.58532/nbennurCIHPSW3</a></p> <p><strong>Chapter 4</strong><br />CONCEPT MAP<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW4">https://www.doi.org/10.58532/nbennurCIHPSW4</a></p> <p><strong>Chapter 5</strong></p> <p>INTEGRATING KNOWLEDGE AND PRACTICE IN CARDIOPULMONARY AND COMMUNITY PHYSIOTHERAPY:A PRACTICAL MODULE FOR PHYSIOTHERAPY STUDENTS <br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW5">https://www.doi.org/10.58532/nbennurCIHPSW5</a></p> <p><strong>Chapter 6</strong><br />COMMUNITY-BASED LEARNING AMONG UNDERGRADUATE MEDICAL STUDENTS<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW6">https://www.doi.org/10.58532/nbennurCIHPSW6</a></p> <p><strong>Chapter 7</strong><br />SOLO TAXONOMY IN MEDICAL EDUCATION<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW7">https://www.doi.org/10.58532/nbennurCIHPSW7</a></p> <p><strong>Chapter 8</strong><br />CULTURAL SENSITIVITY AND RESPONSIVENESS IN DENTAL EDUCATION: SUGGESTED STRATEGIES FOR ENHANCING DIVERSITY AND INCLUSIVENESS<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW8">https://www.doi.org/10.58532/nbennurCIHPSW8</a></p> <p><strong>Chapter 9</strong></p> <p>PREVENTING LOSS OF KNOWLEDGE BY RETRIEVAL PRACTICE AND SPACED LEARNING<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW9">https://www.doi.org/10.58532/nbennurCIHPSW9</a></p> <p><strong>Chapter 10</strong><br />STUDENT AND TEACHER PERCEPTION OF ONLINE LEARNING DURING THE COVID PANDEMIC<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW10">https://www.doi.org/10.58532/nbennurCIHPSW10</a></p> <p><strong>Chapter 11</strong><br />REFORMS IN THE ASSESSMENT OF MEDICAL UNDERGRADUATE STUDENTS<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW11">https://www.doi.org/10.58532/nbennurCIHPSW11</a></p> <p><strong>Chapter 12</strong><br />UNRAVELING RESEARCH OPPORTUNITIES FOR UNDERGRADUATE MEDICAL STUDENTS<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW12">https://www.doi.org/10.58532/nbennurCIHSW12</a></p> <p><strong>Chapter 13</strong><br />PEDAGOGICAL PERSPECTIVES: EXPLORING DIVERSE TEACHING- LEARNING METHODS IN DENTAL EDUCATION<br /><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW13</a></p> <p><strong>Chapter 14</strong></p> <p>FOSTERING ACADEMIC RESILIENCE: APPROACHES TO SUPPORT UNDERGRADUATE HEALTHCARE STUDENTS WITH ACADEMIC CHALLENGES</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW14</a></p> <p><strong>Chapter 15</strong></p> <p>GAMIFICATION STRATEGIES FOR ENHANCED STUDENT ENGAGEMENT IN DENTAL EDUCATION</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW15</a></p> <p><strong>Chapter 16</strong></p> <p>INCORPORATING CRITICAL THINKING SKILLS IN UNDERGRADUATE MEDICAL STUDENTS</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW16</a></p> <p><strong>Chapter 17</strong></p> <p>INTEGRATING KNOWLEDGE AND PRACTICE IN MUSCULOSKELETAL AND NEUROLOGICAL PHYSIOTHERAPY:A PRACTICAL MODULE FOR PHYSIOTHERAPY STUDENTS</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW17</a></p> <p><strong>Chapter 18</strong></p> <p>DECODING TEST ITEMS:THE ART AND SCIENCE OF ITEM ANALYSIS</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW18</a></p> <p><strong>Chapter 19</strong></p> <p>IMPLEMENTING FLIPPED CLASSROOM IN AYURVEDA AMEDICAL EDUCATION</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW19</a></p> <p><strong>Chapter 20</strong></p> <p>INCULCATING COMMUNICATION SKILLS IN AYURVEDA HEALTH PROFESSIONALS</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW20</a></p> <p><strong>Chapter 21</strong></p> <p>THE ROLE OF WORKPLACE-BASED ASSESSMENTS IN ASSESSING THE COMPETENCIES OF RESIDENTS</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW21</a></p> <p><strong>Chapter 22</strong></p> <p>PROFESSIONALISM AND ETHICS IN MEDICAL EDUCATION: NURTURING COMPASSIONATE AND COMPETENT HEALTHCARE PROFESSIONALS</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW22</a></p> <p><strong>Chapter 23</strong></p> <p>SOCIAL MEDIA IMPACT ON HEALTH PROFESSIONAL EDUCATION</p> <p><a href="https://www.doi.org/10.58532/nbennurAIMLSW123">https://www.doi.org/10.58532/nbennurCIHPSW123</a></p> <p style="text-align: justify;"><strong>EDITORIAL BOARD MEMBERS</strong></p> <p><strong>Prof. Dr. Asitava Deb Roy,</strong><br /> Vice Dean, Faculty of Medicine,<br /> Mata Gujri University,<br /> Kishanganj.</p> <p><strong>Prof. Dr. Arunima Chaudhuri,</strong><br /> Professor, <br />Department of Physiology, <br />Burdwan Medical College,<br /> West Bengal, India.</p> <p><strong>Dr. Kiran Kumar Ganji</strong>,<br /> B.D.S Program Coordinator, <br />College of Dentistry, Jouf University,<br /> Kingdom of Saudi Arabia.</p> <p><strong>Dr. Surendran V</strong>, <br />Assistant Professor,<br /> Department of Community Medicine, <br />Indira Gandhi Medical College and Research Institute, <br />Puducherry.</p> <p><strong> </strong></p> <p style="text-align: justify;"><strong> </strong></p> <p style="text-align: justify;"> </p>
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