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Year : 2017  |  Volume : 25  |  Issue : 1  |  Page : 1-2

Models of a different kind

Editor-in-Chief n Journal of Burns, India

Date of Web Publication13-Dec-2017

Correspondence Address:
Vinita Puri
Department of Plastic, Reconstructive Surgery and Burns, KEM Hospital, Parel, Mumbai 400012, Maharashtra
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ijb.ijb_35_17

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How to cite this article:
Puri V. Models of a different kind. Indian J Burns 2017;25:1-2

How to cite this URL:
Puri V. Models of a different kind. Indian J Burns [serial online] 2017 [cited 2022 Dec 2];25:1-2. Available from: https://www.ijburns.com/text.asp?2017/25/1/1/220662

The Guru Mantra says “Gurur Brahmaa Gurur Vishnu, Gurur Devo Maheshwarah, Guru Saakshaat Parabrahma, Tasmai Shri Guruve Namah.” It means “Guru is verily the representative of Brahma, Vishnu, and Shiva. The Guru creates, sustains knowledge, and destroys the weeds of ignorance.”

In India, in the ancient days, once a child attained the age to start her or his education, she or he was sent away to the gurukul, where the Guru was the supreme master. The Guru trained the pupil from dawn to dusk in the knowledge of the scriptures, the knowledge of arts and science, and, most importantly, that of conduct and behavior. The Guru molded the student into an individual who was capable of contributing to society to the utmost of her or his capability. The student at the same time subconsciously observed, absorbed, and emulated the teachings and mannerisms of the Guru. In short, the Guru was a role model. The importance of this sacred relationship is exemplified by the dedication and sacrifice of Ekalavya, who was willing to amputate his thumb, as Guru Dakshina (offering to Guru) when so demanded by Guru Drona.

Today, more than ever before, there is an acute need for teachers who are morally sound, ethically beyond reproach, and can teach empathy toward patients by example. Every student who becomes a clinician is finally a sum product of her or his basic intelligence, the time she or he has spent with one’s books, and, most importantly, the time she or he has spent observing and learning from one’s teacher. Thus, it becomes the moral responsibility of the teacher to display the highest respect for evidence-based practice, an ethical code of conduct, and the transmission of knowledge. The values of good clinical practice need to be inculcated by the teacher by making the implicit, explicit. A senior doctor who is scared to reveal the tips and tricks gained through years of personal experience, in the fear that the student might become a competitor, fails in the fundamental essence of being a teacher. In turn, the student has to choose a role model for the correct reasons. Someone who drives a fancy car or is attached to the top private hospitals need not essentially be role model material. How many of us can truly say that we have a teacher as a role model in our life? A teacher whom you emulate and worship, and whom you would like to mirror and become!

Values inculcated during our training do shape our practice later. During my residency days, my guide and guru, Dr. Atul Shah, kindled the flame of empathy in my heart toward the disadvantaged and the poor patients who had leprosy, for whom he conducted numerable free surgical camps. I am carrying the same torch forward in turn by offering my voluntary services for leprosy, as well as cleft and general plastic surgery camps. The empathy and wanting to do more for the disadvantaged, which was kindled during my residency, did become a flame later. We do the utmost to provide holistic care to our patients in the Burn ward, because they are the truly disadvantaged. A resident involved in holistic care and outreach had used words such as “revelation” and “life changing” while describing her experience. Let us hope that the involvement of the next generation of surgeons in social outreach programs early in their lives brings in a fresh perspective and attitude toward the patients.

This issue of our journal has a collection of valuable gems from senior surgeons such as Dr. Madhuri Gore who fittingly gives us “Guru Speak” about cadaver skin donation and skin banking. Dr. Ahuja in his review article deals with a wide and complex subject, that is post-burn contractures of the trunk, groin, and perineum, with excellent clarity. We are given an inside peep of the Burn unit of the Tata Main Hospital, Jamshedpur in the “Know your Burn Unit” section. We are pleased by the fact that the number of original article submissions is increasing every year, which is a healthy marker to show the growth in evidence gathering. We have articles about cytokines as outcome predictors, a prognostic scoring system for mortality in burns, and the impact of grafting a wound without scraping the granulation. In this edition, articles related to electrical burns deal with scalp defect reconstructions and the single-stage reconstruction of a complex defect in the forearm. Burn among the pediatric population gets its due importance in this edition through articles that deal with neonatal scalp necrosis and the epidemiology of burns in infants and toddlers. Of interest to those inclined toward the specialty of anesthesia are articles on managing the airway in those with electric burns on the neck and regional anesthesia for early function in hand burns. In addition, there are interesting articles about the comparison of Silver Suphadiazene (SSD) with sustained silver-releasing burn dressing and the looming peril of the resistant Acinetobacter. Each article is a peer-reviewed and distilled knowledge capsule for the hungry academic in you.

Happy reading and look out for that role model in your lives and be one!!

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Conflicts of interest

There are no conflicts of interest.


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