I am a 12th student and i want to do neuro-surgery,sowhat are the cut offs

Hi, at present you need to concentrate on your studies for scoring good marks. The course is a rigorous one and involves a lot of hard work for which you need to be prepared. The minimum eligibility for entrance exam is: Pass Intermediate with 60% marks.&amp;nbsp; However to get admission in the top medical college in India you would need to score above 90% in 12th and do very well in entrance exam. The paper in out of 200 marks. The cut-off percentage depends on the performance and results in entrance exam in that particular year. Mostly it depends upon the rank in relation to number of seats available per college. For last year&amp;rsquo;s cut-off in KEM you can check this link: <a rel="nofollow" target="_blank" href="http://www.kem.edu/college/admission.htm" style='word-wrap:break-word;'>http://www.kem.edu/college/admission.htm</a>. All admissions to the graduate courses in medicine and allied specialties in King Edward Memorial Hospital and Seth Gordhandas Sunderdas Medical College in Maharashtra are administered centrally by the Directorate of Medical Education and Research (DMER). The Common Entrance test is called MHT CET.A Single Common Entrance Test for all Health Sciences, Engineering and Pharmacy degree courses for the academic year 2010-11 will be held on Thursday, May 6, 2010.Latest details and the application material for admission to this college for those who are planning to take the MHT CET Examination top be held in May 2010 will first be available at the website of Directorate of Medical Education, Maharashtra at <a rel="nofollow" target="_blank" href="www.dmer.org" style='word-wrap:break-word;'>www.dmer.org</a>. If you are outside Maharashtra than you have to take the All India Premedical entrance test conducted by the CBSE for admission. For further information check the official college website. Good Luck.&amp;nbsp;&amp;nbsp;

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Abstract TRADITIONALLY, THE IDEAL ACADEMIC neurosurgeon has been a quadruple threat, with excellence in clinical work, teaching, research, and administration. This tradition was best exemplified in Harvey Cushing, who developed the field of neurosurgery 90 years ago. This paradigm will probably have to change as academic neurosurgeons face major challenges. In patient care, these include increasing regulatory control, increasing malpractice costs, consolidation of expensive care in academic centers, and decreasing reimbursement; in resident teaching, work hour limitations and a changing resident culture; in research, the increasing dominance of basic scientists in governmental funding decisions and decreased involvement of neurosurgeons in scientific review committees; and in administration, problems of relationships in the workplace, patient safety, and employment compliance in an increasingly bureaucratic system. To meet these challenges, the new academic neurosurgeon will probably not be a quadruple threat personally but will be part of a quadruple threat in a department and institution. Neurosurgeons in such a setting will have to work with hospital, medical school, and national and international groups to address malpractice, reimbursement, subspecialization, and training problems; find supplemental sources of income through grants, development funds, and hospital support; lead in the development of multidisciplinary centers for neuroscience, brain tumor, spine, and other initiatives; and focus on training leaders for hospital, regional, and national groups to reconfigure neurosurgery. Collaboration, flexibility, and leadership will be characteristic of the academic neurosurgeon in this new era.

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