King George Medical University, Lucknow
In 1870 the Maharaja of Vijanagaram first floated the idea of starting a Medical College in Lucknow. But the idea was watered down due to paucity of funds. In 1905 the visit of King-Emperor, George V, then Prince of Wales, inspired the idea of establishing a college to commemorate the occasion. The originator of this fine ideal to commemorate the occasion was late Raja Sir Tassadnq Rasul Khan of Jehangirabad to whom Sir Harcourt Butler wrote on 1st December 1905. "It must ever be a source of pride to you to think that the first suggestion of such a movement came from you absolutely spontaneously."
On 22nd March 1906, the Secretary to Govt. U.P. wrote to the Registrar, Allahabad University "It is the desire of subscribers to the Foundation of King George's Medical College that this College should be the best in the East and it will be aim of Government that the College shall give to its students the best education possible." The project was warmly taken up by all and the Taluqdars and Zamindars of Agra and Oudh gave princely donations. Sir Harcourt Butler himself was largely responsible for rapid maturation of the scheme by the energy in collecting subscriptions and by his talents in organisation.
Hither-to the College had been affiliated to the Allahabad University. For the first time in 1922 the degrees granted to the successful students was the M.B.B.S. Lucknow instead of the M.B.B.S. Allahabad, as hitherto.
The College was completed and the work of the first medical session was started in October 1911, though the ceremonial opening of the college building by His Honour Sir John Prescot Hewett did not occur until January 27, 1912.
Since 1922, the College and Hospital has expanded in several directions. A comprehensive museum of microscopic and macroscopic.
A picture of the Prince & Princess of Wales with eminent citizens of Oudh at the Foundation Ceremony of the college.
The success of this great project of medical education and relief was already assured when the foundation stone was laid by His Royal Highness the Prince of Wales in 1906, and during his second visit for the Coronation Durbar as King Emperor, His Majesty was pleased to give his consent and to designate the College by his name.
The College was completed and the work of the first medical session was started in October 1911, though the ceremonial opening of the college building by His Honour Sir John Prescot Hewett did not occur until January 27, 1912. The College buildings consisted of a fine Administrative Block, an Anatomical block, a combined Pathological and Physiological block and a Medico-Legal Department. As soon as the College was completed the construction of the Hospital itself was commenced. The work for Out-patient Department was finished by. April 1913 and the main-building a few months later.
The number of beds provided was 232 and besides the main Hospital block there were an Isolation Block and separated Cottage wards. The formal opening of King George's Hospital with the opening of the New Bridge over the river Gomti River opposite the Hospital was performed in January 1914 by His Excellency the Viceroy Lord Hardinge; the Bridge took the place of an ancient bridge built by King Asaf-ud-Daulah in 1780 and which was only demolished as late as 1911-12.
The architect of the buildings was Sir Swinton Jacob and the features were designed in the Indo-Saracenic style to be in keeping with ancient and royal buildings of this capital of Oudh and with the Imambara or Tomb of Nawab Asaf-ud-Daulah, which stands immediately besides the College and which dates from 1784.
The total cost of the Hospital and College building was about 30 lakhs of rupees; the Local Government was indebted to the Government of India for a contribution of 10 lakhs towards the cost. The staff of the College and Hospital began with an irreducible minimum of members, and schemes for expansion were being considered from the start, when the Great War supervened. The first batch of students qualified in 1916, and these also and the next few succeeding batches were for the most part absorbed by military requirement, and only after 1920 could the College be said to be gradually returning to its normal and progressive condition.
A change took place in the control of the Medical College and Hospital in 1921 when these institutions were transferred to the new Lucknow University and ceased to be directly under the Government of the United Provinces. Hither-to the College had been affiliated to the Allahabad University. For the first time in 1922 the degrees granted to the successful students was the M.B.B.S. Lucknow instead of the M.B.B.S. Allahabad, as hitherto.
Since 1922, the College and Hospital has expanded in several directions. A comprehensive museum of microscopic and macroscopic. Pathology has been created, an X-Ray and Electro-therapeutic Section for Hospital out-patients were opened in 1928. A new building housing the Pharmacological departmental with its laboratories and museum and containing a fine clinical theatre was completed in 1927 at a cost of Rs. 55,000/= ' It 1926, a Provincial Pathology scheme was introduced where by the College Pathology Department was linked up with the various Civil Hospitals throughout the Provinces which were thus enabled to obtain certain diagnostic tests, if they so desired.
In the realm of Preventive Medicine advance too has been very considerable. The University decided to give a D.P.H., which was formerly a Diploma which has been granted for some years by the State Board of Medical examination. A fine Provincial Hygiene Institute complete with lecture theatre, museum, laboratories and facilities for research at a cost of Rs. 3, 36,000 built by Government was opened by H.E. Sir Malcolm Hailey, Governor of these Provinces, in December 1928. This institute could train a class of 20 D.P.H. students, in addition to those trained for the examination of the State Board, 75 students for the Sanitary Inspectors Certificates, and a class of Lady Health Visitors.
From 1st April 1929, Government transferred the asylum for lepers, which had been endowed by King Nasir-ud-din Hyder, who reigned in Oudh from 1827-1837, to the administration of the Medical College. The Queen Mary's Hospital for women and children was opened in 1932 when the Govt. completed the building of this Hospital at a cost of Rs. 2, 67,603 and handed over to the University. In March 1921 the College along with the Hospital was incorporated in the Lucknow University and was being managed as Constituent College by the Executive Council of the University through a Board of Management.
The extension to and revision of the museum of Pathology after a period of 15 years work was completed in October 1937. The building for a separate T.B. Hospital was completed and handed over to the King George's Hospital on March 15, 1935, which finally got converted into the Tuberculosis Department in 1946. In the immediate post Independence phase the Departments of Orthopaedic Surgery and (ENT) Oto-Rhino Laryangology were established in 1951 and the first M.D. degree in Forensic Medicine in India was awarded. A separate building of Medical Ward with the bed strength of 144 was started in 1952. In 1955 Pathology got a new building. A separate building of the Children Hospital was completed in 1956, the independent Department of Paediatrics started in 1960 and MD Paediatrics in 1962. In 1961, Social and Preventive Medicine Department was born. Departments of Psychiatry, Neurology and Cardiology are the gifts of the seventies. A unit of Plastic Surgery was created in 1962 and by 1966 the Department of Plastic Surgery had started it’s residency program - one of the first in India to do so. Micro-biology, Biochemistry, Physical Medicine and Rehabilitation and Hospital Administration are the gifts of the 80' s and Neuro-Surgery and the Institute of Clinical Epidemology are the gifts of 90's. Several budding specialities like Neonatology unit, Paediatric intensive care unit, Oncology, Endocrinology, Nephrology, Urology, Thorsic Surgery, provided highly specialised care to patients in Hospital. Finally following departments were carved out of the Department of Surgery at the fag end on nineteenth century.
1. Department of General Surgery
2. Department of Paediatric Surgery
3. Department of Thoracic Surgery
4. Department of Urology
The Dental Faculty of the college was born as a separate section of the Department of Surgery in 1949 with 10 admissions to the B.D.S. course. It was converted into a separate Department in 1950, had a new building in 1952, started post-graduate training courses in 1964, had another new building and attained the status of a separate Faculty in 1980. At present it consists of 7 departments viz Oral Pathology, Prosthodontics, Operative Dentistry, Orthodontics. Periodontics, Pedodontics and Oral Surgery. A post of Dean of Dental Faculty was created which rotates amongst the Professors at an interval of three years.
K.G. Medical College has contributed immensely in the education and training of thousands of graduate and post-graduates who have brought glory and laurels to their Alma mater by the academic and professional excellence.
On 16th September 2002 an Act was passed by the Government of Uttar Pradesh resulting in a major milestone in change in the history of the institution in converting and upgrading it as Chhatrapati Shahuji Maharaj Medical University. On the demand of the general public and more than 40,000 Georgians the world over, teachers and students of the University, the Government of Uttar Pradesh in the last week of October 2003 decided to revert the name of the medical university from C.S.M. Medical University to K.G. Medical University
Diploma in Ophthalmology
PG Diploma in Ophthalmology – DO is a PG Diploma course offered.
The Postgraduate Diploma in Ophthalmology builds on medical and surgical concepts learned in anatomy, physiology and ophthalmic diseases during the graduate degrees. Ophthalmology proposes to avert blindness, ascertain ocular health and rehabilitate patients with visual imparity. The program pertains to but is not limited to the study in ocular anatomy, physiology, optics, genetics, pathology, practical ophthalmic science. As demanded by most of the postgraduate diploma courses, they are expected to be capable of practicing at the secondary and tertiary level of the health care delivery system by the time of completion of the program. Postgraduate program generally demands self-directed study methodologies and necessitates gaining knowlegde emanating from clinical and academic work. Basic expertise in teaching and training the specialty are also essential.
Curriculum : As per Medical Council of India (MCI)
Duration : Two years
Diploma in Oto-Rhino-Laryngology
A Diploma in Oto-Rhino-Laryngology (ENT) is a specialized medical program that focuses on the diagnosis and treatment of disorders related to the ear, nose, throat, head, and neck. This diploma is typically pursued by medical professionals, such as doctors, who wish to specialize in Otolaryngology, commonly known as ENT (Ear, Nose, and Throat) medicine.
Here are some common components of a Diploma in Oto-Rhino-Laryngology program:
Otology: Study of disorders related to the ear, including hearing loss, infections, and disorders of the ear structure.
Rhinology: Examination of conditions affecting the nose and nasal passages, such as sinusitis, nasal polyps, and nasal obstruction.
Laryngology: Focus on disorders of the larynx (voice box) and the upper respiratory tract, including voice disorders and airway conditions.
Head and Neck Surgery: Training in surgical procedures related to the head and neck, including the removal of tumors, reconstructive surgery, and management of facial trauma.
Audiology: Introduction to the evaluation and management of hearing disorders, including the use of audiometric tests.
Speech and Swallowing Disorders: Study of disorders affecting speech and swallowing, including speech therapy and rehabilitation.
Pediatric Otolaryngology: Understanding and managing ear, nose, and throat disorders in children.
Facial Plastic and Reconstructive Surgery: Training in cosmetic and reconstructive surgery of the face and neck.
Allergy and Immunology: Addressing allergic conditions related to the ear, nose, and throat.
Research and Clinical Skills: Some programs may include a research component and practical training in clinical skills relevant to ENT medicine.
Completion of a Diploma in Oto-Rhino-Laryngology is often a prerequisite for becoming an ENT specialist or Otolaryngologist. ENT specialists may work in hospitals, clinics, or private practices, providing a range of services, including medical and surgical treatment for conditions such as hearing loss, sinusitis, tonsillitis, and voice disorders.
Otolaryngologists often collaborate with other medical specialists, such as neurologists, pulmonologists, and oncologists, to provide comprehensive care for patients with conditions affecting the head and neck. Additionally, some individuals may pursue further specialization within Otolaryngology, such as focusing on head and neck oncology, rhinology, or pediatric otolaryngology, through additional training and fellowships.
Diploma in Public Health
A Diploma in Pathology and Bacteriology is a specialized program that provides in-depth training in the study of diseases (pathology) and bacteria (bacteriology). It is typically designed for individuals who have a background in medicine or related health sciences and wish to specialize in laboratory diagnostics, disease identification, and the study of bacteria.
Here are some common components of a Diploma in Pathology and Bacteriology program:
General Pathology: Study of the principles and mechanisms underlying various diseases affecting different organ systems.
Clinical Pathology: Examination of laboratory techniques and procedures used in the diagnosis of diseases, including the analysis of blood, urine, and other body fluids.
Anatomical Pathology: Focus on the examination of tissues and organs to diagnose diseases, often involving pathology reports for surgical specimens.
Hematology: Study of blood and blood-forming tissues, including the identification of blood disorders.
Immunopathology: Exploration of disorders related to the immune system and the role of immunological processes in disease.
Microbiology and Bacteriology: Study of bacteria, including their identification, classification, and their role in causing infectious diseases.
Virology: Examination of viruses, their structure, replication, and their role in causing viral infections.
Mycology: Study of fungi and fungal infections.
Parasitology: Exploration of parasites and parasitic infections.
Clinical Microscopy: Training in the microscopic examination of specimens, including cells and microorganisms.
Laboratory Techniques: Hands-on training in laboratory techniques used for the identification and analysis of pathological specimens.
Research and Clinical Skills: Some programs may include a research component and practical training in clinical skills relevant to pathology and bacteriology.
Individuals completing a Diploma in Pathology and Bacteriology may find employment in clinical laboratories, hospitals, research institutions, and public health agencies. They play a crucial role in the diagnosis and management of diseases by conducting laboratory tests, interpreting results, and collaborating with other healthcare professionals.
This diploma can serve as a foundation for those who wish to pursue advanced studies and research in pathology or bacteriology. Additionally, individuals with this diploma may choose to specialize further in specific areas of pathology, such as forensic pathology, cytopathology, or clinical microbiology, through additional training and fellowships.
Diploma in Tuberculosis & Chest Diseases
A Diploma in Tuberculosis and Chest Diseases is a specialized program that focuses on the study, diagnosis, and treatment of respiratory diseases, particularly tuberculosis (TB) and other chest-related conditions. This diploma is typically designed for healthcare professionals, such as doctors, nurses, and respiratory therapists, who wish to specialize in respiratory medicine and the management of diseases affecting the lungs and chest.
Here are some common components of a Diploma in Tuberculosis and Chest Diseases program:
Tuberculosis Management: In-depth study of tuberculosis, including its epidemiology, pathophysiology, diagnosis, and treatment.
Chest Radiology: Interpretation of chest X-rays and other imaging modalities to diagnose respiratory conditions.
Pulmonary Function Testing: Training in conducting and interpreting pulmonary function tests to assess lung function.
Respiratory Pharmacology: Understanding the pharmacological management of respiratory diseases, including medications used for bronchodilation, anti-inflammatory agents, and antimicrobial drugs.
Bronchoscopy: Techniques and procedures related to bronchoscopy, a diagnostic and therapeutic tool for examining the airways.
Critical Care in Respiratory Medicine: Managing respiratory failure, acute respiratory distress syndrome (ARDS), and other critical conditions affecting the respiratory system.
Occupational Lung Diseases: Study of lung diseases associated with occupational exposures, such as pneumoconiosis and occupational asthma.
Tuberculosis Control Programs: Understanding and implementing public health measures for the prevention and control of tuberculosis.
Allergy and Immunology in Respiratory Medicine: Examining the role of allergy and immune responses in respiratory conditions.
Clinical Practicum: Hands-on training in a clinical setting, allowing students to apply their knowledge and skills in the diagnosis and management of respiratory diseases.
Completion of a Diploma in Tuberculosis and Chest Diseases can lead to various career opportunities, including working in respiratory medicine departments, chest clinics, and tuberculosis control programs. Healthcare professionals with this specialization may work as pulmonologists, respiratory therapists, or healthcare practitioners dedicated to managing respiratory and chest-related conditions.
It's important to check with specific educational institutions for the exact curriculum and requirements of their Tuberculosis and Chest Diseases programs. Additionally, some individuals may choose to pursue further education, such as a Master's degree, for career advancement or specialization in specific areas within respiratory medicine
DM - Cardiology
It seems like you're using "DM" in the context of Cardiology. If you mean "DM" as a specific topic or abbreviation, it would be helpful to have more information or context to provide a more accurate response. "DM" could stand for various things depending on the context, such as Direct Message or Diabetes Mellitus.
If you're referring to "DM" in the context of Cardiology, and it's related to a specific topic or question, please provide more details or clarify your request so I can assist you appropriately. Whether you're interested in a particular aspect of cardiology, a specific condition, diagnostic procedures, or treatment options, additional information will help me provide more targeted information.
DM - Neurology
Sure, let's talk about Neurology. Neurology is a medical specialty that focuses on the diagnosis and treatment of disorders affecting the nervous system. This includes the brain, spinal cord, peripheral nerves, and muscles. Neurologists are medical doctors who specialize in neurology. Here are some key aspects of neurology:
Neurological Disorders:
- Neurologists diagnose and treat a wide range of neurological disorders, including but not limited to:
- Stroke
- Epilepsy
- Multiple Sclerosis (MS)
- Parkinson's disease
- Alzheimer's disease
- Migraines and other headache disorders
- Neuropathies
- Movement disorders
- Neurogenetic disorders
- Neurologists diagnose and treat a wide range of neurological disorders, including but not limited to:
Neurological Examination:
- Neurologists conduct thorough neurological examinations to assess a patient's sensory function, motor skills, coordination, reflexes, and cognitive abilities.
Diagnostic Tools:
- Neuroimaging techniques such as MRI and CT scans help in visualizing the structure of the brain and spinal cord.
- Electrophysiological studies, like EEG (Electroencephalogram) and EMG (Electromyogram), assess electrical activity in the nervous system.
Stroke Management:
- Neurologists play a critical role in the management of stroke, both in acute care and long-term prevention.
Epilepsy Treatment:
- Managing epilepsy involves medication management, lifestyle adjustments, and, in some cases, surgical interventions.
Movement Disorders:
- Neurologists specialize in the diagnosis and treatment of movement disorders such as Parkinson's disease, essential tremor, and dystonia.
Headache and Pain Management:
- Addressing various types of headaches, including migraines, tension-type headaches, and cluster headaches, is a common part of neurology practice.
Memory and Cognitive Disorders:
- Neurologists evaluate and manage conditions affecting memory and cognitive function, including Alzheimer's disease and other forms of dementia.
Neuromuscular Disorders:
- Disorders affecting the muscles and peripheral nerves fall under the expertise of neurologists.
Multiple Sclerosis (MS) Management:
- Neurologists are involved in the diagnosis and long-term management of MS, an autoimmune disorder affecting the central nervous system.
Collaboration with Other Specialties:
- Neurologists often collaborate with other medical specialties, including neurosurgery, psychiatry, rheumatology, and rehabilitation medicine.
Research and Advancements:
- Neurologists contribute to ongoing research to better understand neurological conditions and develop new treatments.
Telemedicine:
- With advancements in technology, neurologists may use telemedicine for remote consultations, especially for follow-up appointments or managing chronic conditions.
If you have specific questions about neurology or if there's a particular aspect you'd like more information on, feel free to ask.
M.B.B.S.
Bachelor of Medicine, Bachelor of Surgery (Latin: Medicinae Baccalaureus, Baccalaureus Chirurgiae; abbreviated in many ways, most commonly MBBS, but also MB ChB, BMBS, MB BCh, MB BChir), is the primary medical degree awarded by medical schools in countries that follow the tradition of the United Kingdom. The historical degree nomenclature states that they are two separate undergraduate degrees. In practice, however, they are usually combined as one and conferred together, and may also be awarded at graduate-level medical schools.
Bachelor of Medicine and Bachelor of Surgery (MBBS), is a professional degree in medical science. A person holding the MBBS degree becomes a certified medical practitioner. The duration of MBBS course is five years and six months including one year of rotational internship at hospitals, health centres, and health camps organised by non-profit organisations (NGOs). MBBS course syllabus includes studies on anatomy, pharmacology, pathology as well as community health & medicine, paediatrics, and surgery. The syllabus, prescribed in such a way that MBBS degree holders can choose a specialisation for further majoring and practising medicine. The career specialisations for MBBS students are Nephrology, Cardiology, Gynecology, Anesthesiology, Organ Transplant, Endocrine, and General Surgery, etc.
MD - Anaesthesiology
The purpose of PG education is to create specialists who would provide high quality health care and advance the cause of science through research & training. A post graduate specialist having undergone the required training in anesthesiology should be able to recognize the health needs of the community. He or she should be competent to handle effectively medical problems and should be aware of the recent advances pertaining to his/her specialty. She/he should be highly competent anesthesiologist with broad range of skills that will enable him/her to practice anesthesiology independently. The PG student should also acquire the basic skills in teaching of medical/para-medical students. She/he is also expected to know the principles of research methodology and modes of consulting library. She/he should attend conferences, workshops and CMEs regularly to upgrade his/her knowledge. The purpose of this document is to provide teachers and learners illustrative guidelines to achieve defined outcomes through learning and assessment. This document was prepared by various subject-content specialists. The Reconciliation Board of the Academic Committee has attempted to render uniformity without compromise to purpose and content of the document. Compromise in purity of syntax has been made in order to preserve the purpose and content. This has necessitated retention of “domains of learning” under the heading “competencies”
MD - Immuno Haematology & Blood Transfusion
MD - Psychiatry
M. D. in Psychiatry is a Clinical Speciality course.
Doctor of Medicine in Psychiatry explores the major psychiatric syndromes like psychotic, mood and anxiety disorders, psychological effects of physical diseases, the doctor-patient relationship, human development, patient interviewing, and ethical issues in medicine. It is a three-year postgraduation course and can be pursued by any MBBS holders from a University recognized by Medical council of India. Most psychiatrists practice general psychiatry. Sub-specialization in Child and Adolescent Psychiatry, Addiction Medicine, and Geriatric psychiatry can be conducted after M. D. in Psychiatry.
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