The Hindu (Thiruvananthapuram)
To work or not to work?
Is prior work experience a must to succeed in an MBA?
any Indian students opt to study medicine in the U.S. This requires an understanding of the structure of medical education in that country. Unlike in India, where direct enrolment into MBBS is common after Class 12, students in the U.S. must complete a four-year Bachelor’s degree or premedical degree rst, then pass the Medical College Admission Test (MCAT) to apply for admission to a medical school. Apart from the U.S., medical schools in Canada, Australia and the Caribbean Islands consider MCAT scores for admissions.
MWhat it involves
The MCAT is a computerbased exam that evaluates problem-solving and critical thinking skills and analyses the applicant’s understanding of scientic concepts and principles. To excel in the MCAT, assess your baseline with a full-length practice tests. ccording to recent reports, 2024 is turning out to be a challenged year in terms of placement for Indian Business Schools. Theories range from the global economic slowdown to doubts about whether the salaries are worth the investment. This apart, one pertinent question that has come up often is whether MBA aspirants should pursue the course only after a few years of working.
AFor and against
The arguments in support are compelling and range from the lack of real-world context limiting the value of the course, not being able to understand the criticality of people and relationships in eective execution to lack of collaboration and teamwork skills. The other side argues that B-School education aims to x these issues through well-proven pedagogies and exposure to internships and real-life projects.
However, the real issue is that more than 65% of MBA graduates quit or change their roles within 12-18 months of their rst job. In the long run, not all live up to the promise of their degree. Thus recruiters often feel that MBA
Prioritise application over rote memory and balance content review with timed practice. Emphasise accuracy over speed and build endurance. Try to simulate real exam conditions for adaptability, continuous self-evaluation and stress management.
Once a student enters a medical school, the rst two years of the four-year curriculum focuses on preclinical studies, covering basic concepts, anatomy, diseases, and essential skills. This phase often involves lectures, small group discussions, and laboratory work. The next two years provide handson experience with patients in various medical specialities through clinical rotation.
To be able to practise in the U.S, aspiring doctors have to clear all three stages of the United States Medical Licensing Examination (USMLE). This serves as a standardised benchmark for medical licensing authorities. Conducted by the Federation of State Medical Boards (FSMB) and the National graduates with prior experience may be more productive. However, this line of thinking has three limitations. One, there is no guarantee that the career path chosen after the MBA will be relevant to the prior work experience. Second, there is no proof that outstanding performance in B-Schools translates into career success. Finally, the harsh truth of employee retention is that people take jobs because of the company but leave because of their managers. Therefore, there is limited evidence that recruiting MBAs with prior work experience will resolve the ‘real’ challenges of the recruiters.
Resolution
What, then, could be an effective resolution of the issues around performance and retention? Again there are three aspects:
Board of Medical Examiners (NBME), the rst step is usually taken at the end of year two and step two at the end of year four and step three at the end of the rst year of residency.
Identify passion:
BSchools need specic interventions to help students identify job roles that align with their passion and strengths. For example, students often say they want a career in nance but don’t know whether it’s in Banking or Capital Markets or Financial Analytics or in the nance function of a large corporate.
Focussed curriculum:
B-School curriculums often provide functional knowledge and do not equip students to be successful in their rst jobs. This must change! We forget that MBAs fresh out of school don’t get hired to lead functions; they are hired into roles such as Key Account Managers or Credit O¥cers. Most B-Schools lack both the will and the know-how to create focussed courses that need to last for at least two terms
Preparing for the USMLE involves online resources and guidance from experienced mentors. Students can consult tools such as Kaplan, UWorld, Pathoma, Sketchy among preparing these roles.
Industry
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BSchools need to actively collaborate with industries to impart management education. Summer internships and capstone projects are not enough. What we need is a structured involvement of industry in designing and delivering a career-specic curriculum as well as research involving faculty and industry in solving real-world problems and bringing them into the classrooms.
Having said all this, one cannot deny that prior work experience can make a signicant dierence to learner outcomes in management education. But to believe that it is an elixir for all challenges facing recruiters from B-Schools is at best wishful thinking! others. The First Aid for the USLMLE and Kaplan Medical Qbook oer an effective combination of review material and practice questions. The USMLE also oers additional preparation n India, the NEET and JEE exams are crucial for students who want to pursue a career in Medicine and Engineering respectively. However, for students in rural areas, the digital divide presents a formidable challenge, exacerbating existing educational disparities. This has to be tackled to ensure a level playing eld and equitable access to education for all students.
IThe problem
While the digital revolution oers a plethora of resources and opportunities, it has largely bypassed rural areas where basic amenities such as electricity and Internet connectivity remain limited. This and the lack of devices hamper students’ ability to engage with online learning platforms, access study materials, and participate in mock tests. Additionally, inadequate infrastructure and insu¥cient teacher training leave rural students at a signicant disadvantage compared to their urban counterparts. resources, including insights into test formats, practice questions, and review materials and medical schools also provide practice exams to assess readiness.
The consequences are profound. Rural students often struggle to keep pace with the evolving curriculum leading to the marginalisation of talented individuals and perpetuating the cycle of poverty and under-representation in higher education and professional elds.
Addressing the issue requires a multifaceted approach that addresses infrastructure, accessibility, and educational support simultaneously. First is the urgent need to invest in robust digital infrastructure by expanding broadband connectivity and providing schools with adequate resources such as computers and tablets. Government initiatives and public-private partnerships can play a crucial role in bridging
Clinical rotations, also known as clerkships, are a pivotal part of medical education as students work closely with senior doctors. They also learn by engaging and monitoring patients on a daily basis giving them a preview of the everyday routine of a practising doctor.
Exploring departments
Students undergo rotations in dierent departments, including family medicine, ob/gyn, internal medicine, surgery, paediatrics, psychiatry and more. This allows them to explore the nuances of various departments, understand the challenges, discover personal interests, make informed decisions about their future trajectories and interact and build their networks with senior doctors and residents.
The residency marks the nal phase and is usually considered the rst step towards becoming a practising doctor in the U.S. Depending on the specialisation, residencies may range from three to sethis gap and ensuring that no student is left behind due to lack of access to technology.
Second, comprehensive digital literacy programmes must be implemented to empower both students and teachers with the necessary skills to navigate online learning platforms and leverage digital resources eectively. Providing training and support will help rural educators enhance the quality of education for students in remote areas.
Additionally, eorts should be made to develop content that caters to the specic needs and cultural contexts of rural students. These should be localised and in the language of the region. By making educational material more accessible and relatable, we can foster ven years. In some cases, the residents continue to super specialise in their area of interest.
The application process for residency is facilitated through National Residency Matching Programme (NRMP), which interviews applicants and uses an algorithm that matches them with suitable residency programmes and specialities.
Student’s clinical exposure and practical insights could be key factors for assessment. Several prominent paths for physicians in the U.S. involve internal medicine, family practice, psychiatry, paediatrics, ob/ gyn, anaesthesiology, and surgery.
With the journey to becoming a doctor in the U.S. spanning around 10-15 years — from pre-medical through residency to full licensure — aspirants need to be both patient and determined to achieve their aim. greater engagement and learning outcomes among rural learners.
Further, initiatives such as mobile learning labs and community-driven learning centres can serve as valuable resources for rural students, providing access to technology and educational support in a conducive environment. By decentralising education and bringing it closer to the grassroots level, rural communities can be empowered.
It is up to us to ensure that every student has an equal chance to pursue their dreams and unlock the full potential of India’s youth, regardless of their geographical location or socio-economic background.