Guidance To Students: Educational, Vocational and Personal Guidance

Educational Guidance to students has secured a crucial location within side the discipline of guidance to students. This is not a recent...
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Guidance To Students has secured a crucial location within side the discipline of Guidance To Students. This is not a recent attempt by practitioners of modern guidance. It deals with all aspects of education aimed specifically at students. Guidance To Students is an intellectual work which mainly concerns several questions related to the choice of the courses adapted to the students, to follow them smoothly, to prepare the students for future vocations, etc.

1. Educational Guidance:

It is designed to help students achieve success at different stages of education, from elementary school to completion, including career preparation. Therefore, guidance experts should pay much more attention and sincerity. Before highlighting the various facts relating to educational guidance, it is first of all a matter of defining educational guidance in the blink of an eye. Several authors have provided their own definitions of educational guidance which are presented here for further discussion.

Brewer (1932): —

“Educational guidance is concerned strictly with the pupil’s success in his educational career”.

Dunsmoor and Miller (1949): —

“Educational Guidance is generally worried with the student’s fulfillment in his instructional career. It relates to the student’s adjustment to high school and to the preparation and effecting of appropriate educational plans keep together with his educational needs, talents and career interests.”

Myers (1954): —

“Educational guidance is a process concerned with bringing about, between an individual pupil with his dis­tinctive characteristics on the one hand, and differing groups of opportunities and requirements on the other, a favorable setting for the individual’s development or education.”

The definitions cited on top of by many consultants reveal that instructional steerage is an in progress and aware effort by guidance practitioners to help students Janus-faced with problems relating to selecting an acceptable establishment for study, to selection of courses and subjects that match their interests and goals, improving study habits, obtaining scholarships, achieving satisfactory progress in studies, passing exams, successfully pursuing studies higher education, including college and university studies, and the proper management of school and university life, adjustments in daily affairs.

However, school guidance mainly concerns the pedagogical problems encountered by pupils engaged in the study of different courses and subjects for their professional preparation. The main interest of academic guidance is to see students on successful life projects which make them better in their career and educational life. It is a fact that young learners face various problems in schools or educational institutions which hamper the development of students with regard to educational prosperity.

However, a series of questions arise in the minds of guidance practitioners and teachers about the problems linked to educational guidance. To be clearer on the questions, a few ideas are given.

In this context, Brewer (1932), the eminent guidance expert gave the following problems related to the morale and the situation of the class:

  1. When the topic of the year of the year started, the scholars saw however he was connected to their past work and their previous studies?
  2. Do the pupils perceive the aims and values of the study? Do they understand however what their learning are going to be helpful to them, currently and within the future, in educational, civic and alternative activities?
  3. Do they understand however what their learning are going to be helpful to them, currently and within the future, in educational, civic and alternative activities?
  4. Do the pupils realize the work fascinating do they attack it happily and success?
  5. Do all of them realize the work right on difficulty? If not, are the lesson tasks suitably differentiated, and are slower pupils given the additional facilitate they need?
  6. Are all the pupils showing moderately satisfactory results?
  7. If not, are the reasons being found and are the necessary corrective modifications being applied? g. Do all the pupils savvy to attack every lesson? Do they know how to use applicable ways of study?
  8. Do the pupils perceive the outside assignment, and are these recorded so there’s no misunderstanding regarding them?
  9. Do pupils understand a way to form up for absence or different irregularities within the work?
  10. Do they understand the simplest strategies to use in responsive questions in the recitation?
  11. Do they acumen to organize for and take the examinations?
  12. Are they shown, at the tip of the course what extra studies and courses are previous them, and the way this course is said to these?

These questions above give an idea of ​​the broad field of educational guidance. Therefore, creative, suggestive and satisfying educational guidance would be offered to students in need if these issues were addressed adequately and with due attention by teachers or guidance practitioners.

Objectives of Educational Guidance:

It is obvious that the goals of educational guidance can easily be determined from the outline of the educational goals. Likewise, the physical, mental, social, emotional and spiritual development of the individual can be regarded as the most important goal of educational guidance. In this context, particular attention must be paid to the overall development of students.

In the state like the United States the commission on secondary education of the National Association for Education (1918) made recommendations on the following seven areas as a goal of education which can be affirmed in in favor of the objectives of educational guidance:

  • health
  • Mastery of fundamental processes
  • Worthy of belonging to the home
  • Vocations
  • Civic education
  • Worthy use of free time
  • Ethical character

Subsequently, four general education goals were recommended by the Education Policy Committee of the National Educational Association, United state (1938).

The following goals can be kept in mind when determining school guidance goals:

  • The goal of self-actualization.
  • The purpose of the human relationship.
  • The goal of economic efficiency.
  • The objective of civil liability.

The above four goals place particular emphasis on the personal and social development of students, which enables them to establish healthy social relationships and economic prosperity in society. In order to be recognized as a good citizen of the nation in addition to the related discussions above, mention should be made from the goals and objectives of the tutorial steering provided by Crow and Crow (1962) relating to the secondary level.

These are as follows:

  1. choose the program that finest (most closely fits} his abilities, interests, and future needs.
  2. Develop work and study habits that change him to attain satisfactory success in his studies.
  3. Gain some expertise in learning areas outside the particular field of his special interests and talents.
  4. perceive the aim and also the function of the college in relevance his needs.
  5. Discover all that he needs to supply and set up a programmed of studies accordingly.
  6. find out about the purpose and performance of the school or school he might need to attend later.
  7. Elect, undertake courses or beta courses so as to achieve insight in to learning areas that also lie ahead.
  8. Participate in out-of-class activities within which he can develop potential leadership qualities.
  9. Appraise his fitness for continuing study in an exceedingly faculty or different school or in an explicit vocation.
  10. Develop an angle which is able to stimulate him to continue his education in a school hand-picked for its value to him in relevance his abilities and training.
  11. suits the program and also the lifetime of the school.

After careful and in-depth study of the a forementioned objectives, some important guiding objectives are mentioned here.

  1. To assist the pupil to decide on appropriate and applicable courses for study consistent with his interest, abilities, desires and goals.
  2. To change the student to grasp concerning varied sorts of courses out there for higher and technical education.
  3. To create cautious the student to know about new aims of education because the aims of education is modified from time to time.
  4. To enable the student to regulate and co-operate with the information activities of the school.
  5. To inspire the student to participate in several co- curricular activities organized by the school.
  6. To change the pupil to enhance correct study habits for the aim of achieving higher learning.
  7. To help student for better utilization of time off out there in class and residential situations.
  8. To assist student to beat his day-to-day issues referring to his study.
  9. To enable the student in person, value his strengths, weaknesses, needs, skills and interests.
  10. To assist student to grasp and co-operate teachers, class-mates, school-mates and alternative official members of the school.
  11. To help student concerning admission procedure and prospectus for various available courses and establishments of new higher study.
  12. To change student bear courses each intensively and extensively with correct acceptance and motivation.
  13. To supply student adequate information’s concerning sources of scholarships and stipends for the aim of economic help meant for them.
  14. To assist student to regulate with hostel things and friend just in case of boarder of the hostel.
  15. To help adolescent boys and ladies to adjust and co-operate with the members of woman folk with positive attitudes.
  16. To enable the pupil to attend examinations properly with due preparation for same.
  17. To acquaint the pupil to proceed in his self-direction, self-expression and self-development in accordance together with his absolute best capacities.

Need of Educational Guidance:

With very best hopes academic steering is very required nowadays all told most all the colleges due to the subsequent reasons:

  • In almost all cases, an individual student is found to differ from their classmates in terms of learning ability, rate of learning, motivation and interest in learning. Because the concept of individual difference is firmly believed because it is based on thousands of experiences. But in the case of classroom teaching learning situations, students receive an equal education that does not take into account individual differences. them. Thus, the difference between gifted students and slow students creates a large gap between them that is not expected. Keep this in mind Guidance practitioner and guidance teachers welcome pedagogical guidance only to overcome the problem of individual difference in the classroom situation.
  • In most cases, it is found that students choose their subjects and courses without knowing their skills and interests. In addition, some students like to obey their parents’ word when it comes to the choice of subject in class. For both reasons, students are unable to pass their exams resulting in frustration in their minds. Thus, in this context to stop academic frustrations, reduce the number of failures and control stagnation and dropouts in educational situations, school guidance is strongly preferred to guidance for school workers and teachers.
  • Sometimes students choose certain subjects or courses aimlessly, without judging their skills, interests and own area of ​​preferences, due to which they do not get a suitable job for the future. They are faced with professional difficulties such that they choose subjects or courses without thinking about their future prospects and their professional implications. To eradicate this problem, school guidance has been offered to help students in school life.
  • In some cases, it is found that students who have skills and interests in a particular subject or course do not perform better on exams. Of course, several factors are responsible for this. In educational situations, factors such as poor study habits of students, ineffective teaching, lack of teaching tools, etc. they must be taken into account during teaching and learning. Therefore, pedagogical guidance is necessary for teachers and guidance practitioners to improve the level of education and the level of students.
  • Usually, students from different family backgrounds and different socio-economic statuses come to the school for study purposes. Sometimes some students do not fit in with their classmates, other peer groups, teachers, and others worried about school when faced with a new situation. Besides this problem of absenteeism and deliquescence, the problem also arises. All student adjustment issues can be easily resolved through educational guidance in the best possible way.
  • It is not always possible for students to find out about new subjects or courses available, admission procedures, financial aid for the same field and the same professional sphere, etc. Hence the most important work of the guidance practitioner and teachers to help students in this reflection.
  • It is a fact that time and the tide await no one. More emphasis should therefore be placed on time and its use. Students generally have free time at school as well as at home. Therefore, teachers and guidance practitioners advise students on how best to use their free time in order to obtain the maximum benefit from their academic and professional career.

Functions of Educational Guidance:

1. Elementary stage:

Educational guidance carries out the fol­lowing specific functions for the pupils at the elementary stage of schooling:

  • Educational guidance helps pupils to better start their educational career, which allows them to start better and to stay in a preferable type of education.
  • Educational guidance helps students intelligently plan subjects or courses that should have professional implications for creating a positive relationship between academic achievement and employment.
  • Educational guidance enables students to achieve the best results according to their skills and interests, overcoming learning difficulties that hinder student development.
  • Educational prepares students for a successful entry into the secondary cycle of school whereby students achieve their educational goal with a better start to it.

2. Secondary stage:

  • Educational guidance performs the fol­lowing specific functions at the secondary stage of schooling:
  • Teaching orientation introduces students with the new learning objectives for the nature, type, role and scope of education considering adequate use, good leadership and better individual life
  • The educational guide helps students choose adequate courses and activities based on their skills and interests taking into account their admission to higher secondary schools, junior universities, professional institutions to receive a job and better life.
  • The didactic orientation allows students to make an assessment of their aptitudes, interests, attitudes and skills, and to mark them in lessons and extracurricular activities.
  • Educational ​guidance helps students overcome learning difficulties in certain subjects and adapt them to future progress in the educational career
  • Educational guidance helps students develop positive attitudes towards themselves and motivate them to study, with the aim of better learning.

3. Higher Secondary Stage:

Educational guidance has the following specific functions at the higher secondary stage:

  • Educational guidance helps students to choose appropriate courses for further studies and future professions according to their skills and interests.
  • Pedagogical orientation permits students to grasp the clear objectives of upper education, that enables them to make a decision on the continuation of their studies.

Basic Principles of Educational Guidance:

With due emphasis Crow and Crow uttered that educational guidance can be offered successfully for all students if the following principles are observed:

  • Upon entering high school or shortly thereafter, students must have given them standardized tests which will be prognostic for success in one or the other course.
  • Guidelines for choosing a program should be decided in the light of test results, the grade from the previous grade, and the interest of students and parents.
  • A pupil’s performance during each semester or year in each subject of study should be closely monitored by their advisor and support should be offered when needed.
  • If a student appears to be having difficulty with the chosen program, this should be recognized early on by the counselor, the student and their parents.
  • Steps must be taken quickly to make the necessary schedule changes so that the student does not waste too much time or become so discouraged that they are tempted to drop out of high school.
  • A pupil should not be forced to repeat a course in which he fails more than once with the same teacher. Sometimes the personality differences between teacher and student interfere with the progress of learning.

After learning about the principles of the educational guidance programs offered by Crow and Crow, guidance practitioners and teachers come to mind some questions about the principles commonly accepted by various experts in the field in question.

The followings are the some of the principles on which educational guidance should be based and initiated:

  • Educational guidance is designed for everyone, not just a few.
  • Educational guidance should be student-centered and centered.
  • Educational guidance should be goal-oriented and should be provided without personal bias. to students.
  • Educational guidance should be based on the principle that every pupil is able to acquire and achieve the best of his or her abilities, interests, attitudes and aptitudes.
  • Educational guidance should be assessed taking into account the resources and facilities available to students.
  • Educational guidance is not a work of coercion or imposition vis-à-vis the will of the pupil.

2. Vocational Guidance:

With the importance it deserves, vocational guidance appeared for the first time in the guidance movement. As the manager of the Boston Professional Office, Frank Parsons has done a lot of useful work in this area. Perhaps later, career guidance and its various related facts are explored by various experts in the same field.

Vocational Guidance helps students for higher career within the activity world handling different programmed admire career talk, profession corner, profession conference, commercial visit, simulated interview accomplice degreed enterprise situation counts and so forth

but vocational guidance has become a considerable try by the guidance employees and lecturers to require correct take care of vocational career of students. To be a lot of clear concerning the idea of vocational guidance bound definitions are cited here.

Vocational guidance is that the method of serving to someone develop associated settle for an integrated and adequate image of themselves and their role in the world of work, of testing this concept with reality and converting it into a reality with complacency and profit. company.

Aims & Objectives of Vocational Guidance:

Aims of Vocational Guidance:

Below mentioned certain important aims of vocational guidance which are as follows:

  • To help the student to acquire such knowledge of the characteristics and functions, duties and rewards of the occupational group in which his choice is likely to lie, that he may need for an intelligent choice.
  • To enable him to find out what skills, general and specific skills, etc., are required for the considered group of occupations and what are the qualifications of age, preparation, gender, etc. to insert them.
  • Provide opportunities for academic (repeating classes) and extracurricular (after school and vacation jobs) experiences that will provide information on working conditions that will help the individual to discover their capabilities and develop broader interests.

To help the person develop the point of view that all honest work is worthy and that the most important bases for choosing an occupation are as follows:

  • The particular service that the individual can render to society,
  • Personal satisfaction in employment, and
  • Fitness for the job required.
  • To help the individual to acquire a professional technique of information analysis and to develop the habit of analyzing this information before making a final choice.
  • To help him obtain such information about himself, his abilities, general and specific, his interests and powers that he may need for the choice.
  • Help economically disabled children who have passed the school attendance age to obtain, through public or private funds, scholarships or other financial aids so that they can have opportunities to continue their studies in accordance with their plan’s professionals.
  • Help the student to ensure that he is familiar with the facilities offered by the various educational establishments for vocational training and the conditions for admission to them, the duration of the training offered and the cost of attendance.
  • Help workers to adapt to the profession in which they are engaged; help him to understand, his relations with the workers in his occupations and related and with the company as a whole.
  • Allow the student to obtain reliable information on the danger of attracting shortcuts to luck through short courses and set proposals; and non-scientific methods such as phrenology, physiognomy, astronomy, astrology, numerology or graphology and compare these methods with those which yield truly reliable information and frank discussion.
  • According to Crow and Crow the specific aims of vocational guidance are the following:
  • Helping a student gain knowledge of the duties, duties, responsibilities and bonuses found in the range of his choice.
  • Provide information to the student on admission requirements, length of training and cost of attendance, and the higher education institution they may wish to attend after graduation from high school to continue his professional preparation.
  • Provide care during the school years so that the person can adapt in the workplace to the working conditions and of other workers.
  • Help each learner to appreciate their place in a team of workers and to become a functional member of the team. Advise the learner of the long-term training required to become proficient in most lines of engagement.
  • Warn every student of pseudo-scientific fads and shortcuts to professional competence.
  • To help the student realize that success comes at the cost of effort and that job satisfaction comes from doing work conscientiously and competently.

Objectives of Vocational Guidance:

The following are the various objectives of vocational guidance:

  • To enable students to acquire knowledge about the characteristics, functions, scope, nature and requirements of the duties of the job in which they wish to be employed.
  • To help students receive up-to-date and useful information about their skills and competences in the context of the qualifications and skills required for a preferable job.
  • Help students to know their potential, skills and interests related to the identified vocation they wish to secure.
  • Allow students to develop professional skills in analyzing information available to have a better choice in relation to the information available about them.
  • Provide students with information on the scope and prospects of various training, apprenticeship programs and various vocational training.
  • Help students choose the right type of job based on their tastes and satisfaction. Allow students to develop entrepreneurial skills within themselves to keep their feet in the field of self-employment.
  • To help students develop skills and competencies for successful progress and satisfactory performance in the profession.
  • To allow students to derive maximum satisfaction from their working world.

Need of Vocational Guidance:

In this complex and competitive global professional orientation is very necessary for young people because of various reasons:

  1. Over time, the present world has undergone enormous changes such as rapid industrialization, excessive population explosion and scientific advancements etc. private sector to establish a variety of industries to meet the current needs of people. So, to challenge this manpower requirement, everyone should be careful from the start as they prefer the right kind of staff. With this in mind, career counseling should take place in the school to help students choose the type of job that is right for them in the future. So, the question like “what should I do for a living” can be easily answered. Otherwise, improper selection of a student for placement invites unintended unhappiness, harassment, failure, and frustration in life. Because an occupation is not a simple appointment to earn money to support life. But every student should remember that an occupation is something more and can be understood as a way of life.
  2. To be satisfied with a particular job is not the mission of life. Therefore, before entering a job, a student should realize the question such as “What am I best suited for”. Currently due to family and financial issues; many young people take on a job that does not have the required skills or abilities. Of course, this situation leads to failure, dissatisfaction and dissatisfaction in working life. For this reason, career guidance is highly necessary.
  3. The choice and the preference for the job must be made by the students according to their capacities, their limits; interests and attitudes which judge the nature of the occupation; its demand, future prospects and employment needs. You shouldn’t feel happy just because you’ve just got a date somewhere in the private or public sector. Because personal development, successful adaptation and professional maturity are different missions of service life which should in no case be ignored with regard to the professional life of students.
  4. Vocational guidance is necessary to put in place the right person for the right job, taking into account individual differences in skills, interests, attitudes, training experiences and work skills.
  5. Vocational guidance games play a vital role in providing students with useful information and data on different professions. Because the variety of trades in the world of work is more than three thousand that should be noted for students. At the same time, students would be able to know the nature, characteristics and needs of different jobs, which would allow them to continue choosing the right job for them.
  6. Vocational guidance is also useful for students who put round pegs in round holes and square pegs in square holes. In other words, it helps students choose the right job based on their abilities by judging what can be done by one or what cannot be done by one.
  7. Vocational guidance should be offered to high school students, senior high school students, and even college and university students when they leave their studies at a particular stage of education.

Functions of Vocational Guidance:

1. Elementary level:

  • Vocational guidance has the following specific functions at elementary level.
  • Vocational guidance helps students to develop their favorable attitude towards better habits and skills in relation to their preferred field of work.
  • Vocational guidance prepares students for better courses for employment than those who leave school campus after primary education.
  • Vocational guidance prepares students to participate in curricular programs and activities that are carried out in school to develop the skills and abilities of the student for successful work in later life.
  • Vocational guidance helps students to know their abilities and limitations in relation to their preferred job.
  • Vocational guidance helps students by providing them with a lot of information about employment for the future of students.
  • Vocational guidance helps students prepare them for secondary school courses with regard to the vocational aspect.

2. Secondary level:

The following are the different functions of career guidance at secondary level:

  • Vocational guidance helps students assess their own abilities, interests, attitudes, skills and other qualities by which they may be able to get to know each other and to choose better with regard to their choice of career.
  • Vocational guidance enables students to learn about the professional implications of various subjects and courses through which they may be able to choose subjects and courses suitable for the purpose of their studies.
  • Vocational guidance provides all the required information and data on the employment situation, employment trends, nature and situations of employment and its diverse blessings on the idea of which college students take a selection for an appropriate job
  • Vocational guidance helps students prepare them for a bright future in career choice and continuing education.

3. Upper secondary level:

  • Vocational guidance has the following specific functions at upper secondary level:
  • Vocational guidance helps students learn about the different employment opportunities offered by the public or private sector.
  • Vocational guidance enables students to understand the professional implications of the subjects or courses they are studying.
  • Vocational guidance helps students learn about the various scholarships, salaries, grants and scholarships available.
  • Vocational guidance offers students a comprehensive overview of the different types of vocations and careers.
  • Vocational guidance is useful for learners from a contact point of view as far as different agencies, institutions and programs are involved.

Principles of Vocational guidance:

  • Vocational guidance strategies should be based on the following principles:
  • Employment should be seen by all as a source of income.
  • Work should be seen as an important source of satisfaction of needs, skills, interests and attitudes.
  • The student must know the overall perspective of the job for which he is interested in entering.
  • Several social and personal factors must be taken into account when choosing a particular profession.
  • Choosing a job correctly is a time-consuming business and does not believe in one-off or fixed decisions.
  • The principle of individual difference should be taken into account when offering a career counseling program.
  • The Vocational guidance service must meet the employment needs of students.

Basic assumptions of career guidance:

No two people are the same in the world in terms of skills, interests and personalities. It cannot be said that exceptional children do not have employment potential.

3. Personal Guidance:

Personal guidance, in fact, occupies an important place in the field of guidance as well as in the life of the individual. At every moment of life, the individual faces thousands of problems in addition to educational and professional problems of life. However, personal counseling deals with issues of health, emotional adjustment, social adjustment, including recreation and leisure activities, etc. First and foremost, personal guidance is a type of assistance offered to an individual to overcome his emotional problems and help him control his emotions which are occurring in the individual’s life.  if he becomes able to control and control several powerful emotions such as anger, fear, anxiety, jealousy, nervousness, joy and tension in different contexts of life.

Stages of Personal guidance

The process of personal guidance develops through the following steps:

  • Personal guidance requires various possible data or useful information relating to students that affect their physical, mental, social, emotional interests, their interests, attitudes and attitudes, which must be collected with care.
    • An adequate diagnosis of the causes of the problems should be carried out on the basis of the collection of data concerning the students.
    • Guidance staff should properly think about corrective actions after transition as diagnosing the causes of problems.
    • Guidance staff provide guidance service to help students study their problems and causes through techniques such as required counseling, psychological analysis, imitation, counseling with affection and feelings situational.
    • Finally, the follow-up service should be to assess the effectiveness of the self-guidance service provided. To achieve this, guidance staff may use technical techniques such as interviewing or answering questions or similar methods.

Functions of personal guidance:

1. Pre-Primary stage:

Personal guidance has the following specific functions in the pre-primary stage:

  • It helps young children to be with others by sharing experiences, toys and models, being courteous, experimenting to control anger, experience being a group leader, learning to be a follower and having fun playing fair.
  • It allows children to express themselves by working with their hands, learning many rhythms, listening to others and acting out stories.
  • Help children take responsibility by putting away toys, taking care of pets, distributing materials and taking care of their eating habits and clothing.

2. Elementary phase:

Personal guidance has the following functions in this phase:

  • Needs such as good health, knowledge of basic skills, sense of security, desire for friendship and social acceptance, discipline, leisure activities and professional skills relate to knowledge of the world of work
  • Allows children to develop self-discipline skills at home and at school.
  • Help children teach them right from wrong in different situations.

3. Secondary stage:

Personal guidance has broad and important functions in this stage which includes both the college and high school stage:

  • It allows students to adapt to their new situations and school environments.
  • Help students develop a sense of belonging and brotherhood.
  • Help students inspire them for active leadership and team life.
  • Enables students to carry out educational activities, professional and personal needs and life interests.
  • Help students overcome adolescent adjustment issues and other personal adjustment issues.
  • Enables students to learn useful information about sex life.
  • Help students develop their leadership and civic skills.
  • Enables students to achieve social and moral development in life.
  • Help students do some recreational activities for themselves.

4. College and University level:

Personal Guidance has the following functions at college and university level:

  • Personal Guidance helps students to enable them to achieve satisfactory personal and social adaptation to their new environment.
  • Helps students develop a sense of social service, social responsibility, patriotism and tolerance among young adults in the context of ethical and moral development.
  • Enables students to develop good relationships with the community and the college to overcome financial and other related issues.
  • It helps mature students to appreciate the importance of religious and moral values ​​in life.

It enables mature students to perform their duties with righteousness in relation to educational, professional, social, moral and personal.

Sajid Saleem

Sajid Saleem

We struggle over for students of general and medical education. Also, we play an essential role in the acquisitions of knowledge and in intellectual development. In general Education we provide the knowledge and the skills needed by everyone, regardless of their future field and occupation. In medical Education we provide knowledge and skills to the students of medical field. A Nutritionist from our team who is expert in food and nutrition can help patients to choose the right things to eat. He is also writing very helpful content for the students of nutrition and diet.