References
- Ananthakrishnan N, Arora NK, Chandy G, Gitanjali B, Sood R, Supe A, Nagarajan S. Is there a need for a transformational change to overcome the current problems with postgraduate medical education in India?. Natl Med J India 2012; 25(2)101–108
- Aretz HT. Some thoughts about creating healthcare professionals that match what societies need. Med Teach 2011; 33: 608–613
- Blasco PG, Levites MR, Janaudis MA, Moreto G, Roncoletta AF, De Benedetto MA, Pinheiro TR. Family medicine education in Brazil: Challenges, opportunities, and innovations. Acad Med 2008; 83: 684–690
- Boelen C, Woollard B. Social accountability and accreditation: A new frontier for educational institutions. Med Educ 2009; 43: 887–894
- Boelen C, Woollard R. Social accountability: The extra leap to excellence for educational institutions. Med Teach 2011; 33: 614–619
- Burdick WP, Diserens D, Friedman SR, Morahan PS, Kalishman S, Eklund MA, Mennin S, Norcini JJ. Measuring the effects of an international health professions faculty development fellowship: The FAIMER Institute. Med Teach 2010; 32: 414–421
- Burdick W, Amaral E, Campos H, Norcini J. A model for linkage between health professions education and health: FAIMER international faculty development initiatives. Med Teach 2011; 33: 632–637
- Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Fineberg H, Garcia P, Ke Y, Kelley P, et al. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet 2010; 376: 1923–1958
- Gibbs T, Mclean M. Creating equal opportunities: The social accountability of medical education. Med Teach 2011; 33: 620–625
- Global Consensus for Social Accountability of Medical Schools (December 2010) [Online]. [Accessed 31 August 2011] Available from http://www.sedem.org/GlobalConsensus.pdf
- Houpt ER, Pearson RD, Hall TL. Three domains of competency in global health education: Recommendations for all medical students. Acad Med 2007; 82: 222–225
- Kleinert S, Horton R. Brazil: Towards sustainability and equity in health. Lancet 2011; 377: 1721–1722
- Marmot M. Social determinants of health inequalities. Lancet 2005; 365: 1099–1104
- Search Colleges and Courses [Online]. Medical council of India. [Accessed 31 August 2011] Available from http://www.mciindia.org/InformationDesk/CollegesCoursesSearch.aspx
- Sood R, Ananthakrishnan N. Reforming medical curriculum in India in recent years: Conflicts of political, regulator, educationist and professional natures and strategies for their resolution. Int J User-Driven Healthcare 2012; 2(1)1–13
- Srinivas DK, Adkoli BV. Faculty development in medical education in India: The need of the day. Al Ameen J Med Sci 2009; 2: 6–13
- Supe A, Burdick WP. Challenges and issues in medical education in India. Acad Med 2006; 81: 1076–1080
- Wartman SA, Steinberg MJ. The role of academic health centers in addressing social responsibility. Med Teach 2011; 33: 638–642
- WHO (ed.). 2011. Transformative scale up of health professional education. Geneva: World Health Organization.
- WORLD BANK. Brazil: Data [Online]. 2011a, [Accessed 31 August 2011] Available from http://data.worldbank.org/country/brazil
- WORLD BANK, 2011b. India: Data [Online]. [Accessed 31 August 2011] Available from http://data.worldbank.org/country/india
- Worley P, Murray R. Social accountability in medical education – An Australian rural and remote perspective. Med Teach 2011; 33: 654–658