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Introduction Indian medical schools contribute significantly to the global pool of doctors. To strengthen the medical education system further, this study was aimed at identifying existing lacunae and proposing solutions, from perspective of medical undergraduates. Methodology Medical undergraduates participated in group discussions under mentorship of an expert in medical education. Identification and prioritisation of problems was done based on demand and impact on medical education. After critically reviewing available literature, solutions were reached by consensus. Results Six interested students participated in discussions. Classification of identified problems was done into domains of knowledge, skill training, and research. Major problems in ‘knowledge' were: inefficient utilisation of time of students and teachers, and unyielding assessments; in ‘skill training': inadequate training in skills; and in ‘research': insufficient awareness and interest in research among undergraduates. Some solutions suggested for respective domains were prioritisation of teaching and training of medical students, advocation of innovative methods of teaching and assessment like flipped classroom approach and clinical vignettes respectively; early initiation of undergraduate training in skill development following the principle of competency-based education; and sensitization of undergraduates towards research by introducing it as basic core and advanced elective subject, besides setting up research advisory cells and organising research conclaves. Conclusion Problems were classified into domains of knowledge, skill training, and research. Proposed solutions involve a radical alteration in perception of students and teachers in terms of teaching-learning principles. There is a need to highlight these points before policy makers and implementers for a more robust medical education system.

We received so many biographies of women neurosurgery leaders for this issue that only a selection could be condensed here. In all of them, the essence of a leader shines through. Many are included as “first” of their country or color or other achievement. All of them are included as outstanding—in clinical, academic, and organized neurosurgery. Two defining features are tenacity and service. When faced with shocking discrimination, or numbing indifference, they ignored it or fought valiantly. When choosing their life’s work, they chose service, often of the most neglected—those with pain, trauma, and disability. These women inspire and point the way to a time when the term “women leaders” as an exception is unnecessary.—Katharine J. Drummond, MD, on behalf of this month’s topic editors