Sample Letter Of Workplace Harassment: Fill & Download for Free

Please see how I was harassed by Mindtree. As a women I have seen the extreme harassment by Mindtree management.Women Employee Sufferings - Mindtree Review Feedback.pdfFeb 2015- Came back from the client location due to Pakistan, political angle issues created by mindtree.- Next day when I had to sit infront of the program director, he said "Am I from Cambridge University"? They say I have done some errors at work? Must be so. Who knows? Very sarcastically he passed this comment. Without knowing him properly I harassed him?- Every minute Program Director and his team harassed me. Also told I have harassed health topic director. If they have apologized, it means they have told and done something wrong to me. In what way did I harass him?March 2015- HR from agencies started calling me and asked if I want a job at Mindtree. Did the same thing prior to my joining just 2 days before. HRs consecutively called me and told me there are projects with Mindtree and if I want to join? If I had created problem then why would HRs consecutively call me?- 2 days after some incident in the company, General Manager lady used unwanted words in the external seminar.- 3rd week of March 2015 Program Director said, Dont sleep in the night several times in the name of another good top official. He was a decent person and not like this program director. I have had 1 or 2 interactions with that good person for a few minutes in my entire tenure. Thats all.- Official Emails sent as sample visuals or galary had words like health, country were some major issue happened, wealth, crime, prison, disease name, cancer etc... to co-relate the issues that they have created about me to something major that took place in the company. What way am I related to it within 1 month of joining I don't understand? If you talk something wrong as a human I have all the rights to question you. I don't care for such useless threatening emails.- Ravishingly beautiful story with his own team member was created all by program director (unwanted email work was done by the general manager to initiate the nasty talks). Should be ashamed of themselves. 3 important team members were involved in all the nasty things. All are regional people same as the program director.- Religion fight was created with that boy (as described in my previous post). Beauty, Sweet 16 and what not.- All of a sudden in the 4th week of March 2015, General Manager for no reason asked me if I have B1 visa to travel on an email. I said no. There wasn't any meaning to that question as they didnt have any BI project to send me that too with so much of confusions. She indirectly created a story all for herself as instructed by the top management.- General Manager took me to the meeting room the next day and told me that her hair is grey and I can ask any stupid question to her. Even today I dont understand the meaning.- On the bridge call she continuously called me a pumpkin/bulgy pumpkin. Seminars and bridge call are their key areas to attack an employee. I would openly say learn some discipline while talking about others. Don't talk as you want. Program Director's team members called me an elephant, kumblakai (means pumpkin), sent elephant and pig pictures as if talking about big data concepts to everyone and bullied me.- Unwanted powerpoint presentation was created with a comment that single travelling in the cab, hesitation due to social consideration etc... I was travelling alone in my family personally arranged cab. They were indirectly spreading rumors that I had an issue with my driver on the way (some nasty talks and rumours) that top person created to gain program director's confidence that they support regional people by hurting a Tamil Iyer. Driver is a very well known person to my family. Since then they would say 4 (means 4 wheels or driver to indirectly mention car and mentally harass me).- All of a sudden there was a visual circulated that showed broomstick as the symbol (hope you understand what is that symbol).April 2015- I had taken a break and travelled to my native for a festival. I had emailed the work before going on leave. General Manager lady didn't show my work. Neither she replied to my emails. She encouraged another employee and supressed my talent. Also, she purposefully postponed the meeting for my return so that she wanted to indirectly insult me in the meeting and on the bridge call. I was tired on my return. Decided to extend leave by another day. Meanwhile she had completely ignored me giving very good feedback to the other employee's work and leaving behind my work completely. So I decided to include all my work from the past 1 month that had so many good visualizations, charts etc... I sent an email to the group who had to attend the meeting that"I have availed leave today as I have travelled for about 4 days and would like to rest today. Sorry that I am missing this meeting. Please find below my work update:" (same words)- Out of 30 images, they decided to choose 1 image that had a major country's map. Linked my leave letter to the map out of 30 visuals sent, cooked up a story and spread the rumor with the phrase "would like to rest today". So I linked and spoke bad about her and the top person of this company. I swear on my parents I never had such a cheap intention when I sent this email. Can a leave letter be used to create such stories? I openly told rest means relax and not a bad word. Inspite of telling this, they have been mentally harassing me by letting the HR and all other sources send messages that communicate the word rest. Relate unwanted posts to this useless story. How is this possible? There is a limit to blame someone. I am not brought up in such a manner. I feel shameful to listen to such nasty talks. Be bold and face me directly and not with such indirect things that is so cheap to talk.- Why do you relate everything to that nasty topic. To scare others? Thats called cheap mentally. But Don't sleep in the night (told by the program director with no proper reason and charting of words to create religion based problem) and linking me to my cab driver cannot be forgotten. I have the best character and I don't need your program director's certificate. There isn't a need for me to dance to the loud noise made up them out of region and religion based problems. Now co-relating to unwanted things after 2.5 years. What should these people be called?May 2015- They let the expert manager to send me email with the words "I forgot the Date" as if discussing about some work. Repeatedly he used the term Date. After moving to his project, he came to my desk within a week and asked me quit my job and move on several times. When I gave back to him that I will complain to the HR, he used the word date again and again. So I had to ask if I was that kind of a person and what discussion they were co-relating it to. Positive outcomes from the topic of voluntarily telling a girl that she has a bad character, talking about date and dont sleep in the night. They also created a rumour that the expert manager travelled to a location for project even before my joining and I spoke bad about him. Shame on you guys. Very easily they will link to each other and say you spoke bad about us. I have seen many such incidents. I am frustrated to see such things. Shame on those who do it for their position. Is this a place to work and for knowledge?- If everyone including the client troubles me using a country name in a department I worked for, everywhere in the toilet, workplace, email, cafeteria, next department loudly they said "Rest Room", what should I do to prove or tell everyothers of what was discussed by team in the cafeteria. How should I prove that I am not what they were talking about.- All that I had to give back to them for talking bad about me is being highlighted. What they did has been covered.- I asked my friend who is relocating to Bangalore on a job opportunity, if he had bought ticket in 2 Class or 3 AC. Should I get the tickets arranged as he had to relocate within a very short duration. How about his accommodation. If he needs my help. Just before that program director's team member told something that she should be ashamed of. They just took this topic and related it to the top officials. They said you spoke about train, that too 3rd AC. Which is a bad word about reservation. In what way? I then asked another employee, the same thing. Asked him if he was offended that I had used the word 2nd class or 3 AC. He said not at all. My question to those who are commenting about reservation etc... do you know that the cost of 3AC ticket is close to Rs. 1000 per passenger? From the top level, it is at the 3rd highest. I felt like laughing. There are 4 more types of tickets available lower than the 2nd and 3 AC. I myself have been using 3 AC. What is so wrong about 2nd class or 3rd AC. I would say people are doing this just to mentally harass me. If they have done or told something very wrong only then they will think this was told to them. Train/Training words will have no impact on me. This is your own weaved story. I dont care about such words as I have a great respect for Train/Railways/All reservations and all types of people. So stop creating such stories.June 2015Forcefully but indirectly made me resign. Harassment continued for the entire notice period of 3 months. 5 months service and 3 months notice period and so much of happenings.

Can “medical student depression” be viewed as an opportunity as well as a problem? This statement does not intend in any way to minimize the severity of the issue, but invites us to reconsider that alongside managing risk we could also reflect on the opportunities that are offered by a medical school environment to prevent and manage depression in a high-risk group of young people, before they enter the workplace. Opening our minds to the possibilities that this stance might offer could enable us to view things from a slightly different perspective. Perhaps, the unique features of this student group and of the medical program itself could be explored with an eye for spotting “openings” where important “non-drug intervention” skills for depression could be learned and assimilated and stigmatizing attitudes transformed.This review comments on the prevalence and causes of depression and other symptoms of psychological distress in medical students. It then explores some of the key issues that have been shown to contribute to high levels of depression, anxiety, and stress and concludes with recommendations for early identification and support.Prevalence and causes of depression in medical studentsUniversity students face various stressors such as academic requirements, time pressure and social adjustments, and medical students in particular, may face additional challenges such as the large workload, the time commitment and the number of assessments, as well as the pressures of a clinical environment.1 A recent meta-analysis showed that depression affects approximately one third of medical students worldwide,2 and it is also likely that the overall prevalence of depressive symptoms among medical students is higher than that reported in the general population.3 Students with depressive symptoms also suffer from other psychological difficulties, such as anxiety, burnout, suicidal thoughts, and substance abuse.4–6 Research suggests that mental health deteriorates during medical school years and continues to decline when trainees enter the workforce.4 However, it has been shown that medical students can learn to adopt an active coping approach to deal with stress, which may act as a buffer to modulate their perceived stress levels.7 This is important, as students with lower stress levels are less likely to report suicidal thinking.8 A recent study showed that students are more likely to engage in active coping by their final year of medical school than they were in their earlier years.2 It is hard to discern if students learn these skills as they progress due to their medical school experiences, their training, or simply by maturing, but the evidence suggests that junior medical students are more at risk of suicidal thoughts or attempts. This underscores the importance of learning and applying healthy coping mechanisms early on in medical training.9 Research has shown that active coping strategies, such as positive framing, talking to family and friends, leisure activities, and exercising, can reduce the level of perceived stress among college students.10,11The medical curriculum may contribute to the high prevalence of psychological ill-health among medical students. Dyrbye et al5conducted a nationwide survey to compare the prevalence of burnout and other symptoms of psychological distress among medical students, residents, and early career physicians, relative to the general population. Among the medical professionals, being a medical student had the highest odds of depressive symptoms; medical students were also more likely to report depressive symptoms compared to college students of similar age from the general population. Even though certain aspects of mental health (eg, depressive symptoms) improve as students become residents and early career physicians, medical professionals are more likely to have depression and other psychological distress than do their counterparts across different stages of life. The prevalence of psychological distress was shown to be lower among a sample of students entering a medical program in the US than the age-matched sample in a general population.12 This sends a strong warning signal to medical educators that certain aspects of the medical curriculum may not be conducive to students maintaining healthy psychological states.It is also important, when considering the literature reporting the prevalence of depression, to bear in mind the other confounding factors that may influence the picture. It may be, for example, that more support is currently provided for students with psychological difficulties than has been the case in the past, thereby influencing the likelihood of these students succeeding academically,13,14 remaining in their chosen course of study,15 and consequently being available to participate in a study. Furthermore, depression prevalence data are likely to be collected by self-complete questionnaires, which possess an inherent subjective bias. Which students choose to respond and how much they are prepared to disclose may also be affected by the level of stigma in the environment. It is therefore, reasonable to question whether increasing prevalence rates demonstrate a real increase in distress indicators or whether they are also reflecting changes in help-seeking behavior, support services, or reporting practices.16Key issues influencing medical students’ well-beingGiven the high prevalence of psychological distress among medical students, medical educators, ideally, should have a good understanding of some of the key issues to be taken into consideration. These may contribute to the cause of the problems, or they may have the potential to influence what could be done to improve medical students’ mental health. The key issues discussed in this review are the spectrum of well-being including help-seeking behavior and presentations of student distress, assessment, student motivation, and characteristics such as perfectionism and personality type, selection procedures, and the clinical environment.Well-being spectrumIn 1946, the World Health Organization defined health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”, a definition clearly relevant today.17 It serves to remind us that there is a spectrum of well-being, with illness at one end and optimal well-being at the other, and that merely being “not depressed” is not the end goal. It would be beneficial for all people, including medical students, to be aware of their own place on the well-being spectrum at various times in their lives and to know what they might do to move up the spectrum.The broad wellness spectrum highlights the fact that students are likely to be experiencing a wide range of psychological difficulties, many of which may overlap, such as anxiety and depression, and all of which could contribute to functional impairment.18 It is likely that there will be a high percentage of students attending medical school who have depression or a subthreshold level of distress. This raises the question about how important or not it might be to be aware of the likely “diagnoses” of medical students with psychological distress. Psychological conditions can sometimes be “diagnosed” retrospectively after suicide via psychological autopsy, so using a diagnostic label as a risk marker for serious harm may not be as useful as presumed for prediction, especially when these retrospectively derived figures regarding psychological illness as a risk factor for suicide can include diagnoses such as alcohol or substance abuse.19 While most doctors would argue that when it comes to assessing an individual patient, a diagnosis is important, as it influences decisions regarding management, others believe that categorization of distress is minimally helpful, medicalizes aspects of normal human suffering, and can potentially lead to overdiagnosis and unnecessary treatment.20 We can extrapolate this to the medical school context to consider the fact that there may be a mixture of distress presentations. Students may have depression, stress, or burnout, which present in different ways.4 Some students could have a diagnosable mental health condition and could have an acute or chronic flare of depression, whereas others could be experiencing a short-term burst of distress without a background of psychological ill-health. It is worth reflecting on whether the same approach for both groups of students will work or not. The short-term distress group may not see themselves as “mentally ill” and may have more difficulty identifying with what is happening, even up to the point of suicidal ideation.For example, see the following excerpt taken from a student portfolio, used as assessment of the Personal and Professional Skills (PPS) domain:This last month has been very hard, in the sense that my mood has been repetitively crashing multiple times a day. There were four times where I just broke down, sometimes for a particular reason, others, there was no reason at all. It has been affecting me to the point where I can’t, or won’t, do anything because everything just seems too overwhelming. It’s difficult to describe but it is almost as if I’m fighting to “keep my head above the water” most days. I’ve heard this phrase being thrown around by some of my friends who had experienced depression, but the idea of me having depression is just weird. I have everything to be grateful for, I live an amazing life, have a super supportive family and I love the career that I’m in. [Student 1]Arguably, students who struggle with identifying themselves as being depressed may avoid or delay seeking help,21 which is one of the main barriers to care. The literature clearly shows that although some students seek professional help, many choose not to do so, due to commonly held perceptions about lack of confidentiality or perceptions of their symptoms as a failure or weakness.21 It seems sensible to enhance students’ help-seeking behavior while they are at medical school if possible, as it is thought that poor help-seeking behavior is a likely cause of workplace accidents in doctors.22 This view is supported by research showing that depressed doctors have been shown to make six times as many medication errors as those who are not depressed.23Student motivationGiven the intensity of medical training, it is important to consider additional factors that could influence student learning and well-being. Motivation is an important factor to help medical students maintain a healthy balance between study demand and personal well-being. Lyndon et al24 conducted a systematic review on medical student motivation and well-being. They found significant associations between medical student motivation (eg, intrinsic, extrinsic, “lack of motivation”, self-efficacy, and self-regulation) and well-being, which was further moderated by demographic characteristics and curricular factors. Specifically, medical students who are more intrinsically motivated also experience better well-being.25 Motivation also contributes to the way students approach learning and to the outcome of study, such that highly motivated students also tend to perform better academically and adopt deep learning strategies.25As mentioned previously, the extent to which motivation influences medical student well-being and learning could be moderated by curriculum variables. For instance, Henning et al26 found a positive relationship between preclinical medical students’ self-reported motivation and their written academic achievement. In contrast, no such relationship was found between motivation and students’ self-estimated clinical competence. It is critical for future research to continue to examine the different pathways that motivation contributes to student well-being and learning.An example of the interplay between motivation and psychological health can be seen in a Year 3 student’s reflective diary entry:[…] high levels of stress and low levels of motivation, confidence and self-esteem are rife among medical students, and I was no exception. Coming into my second year I found myself wondering whether I wanted to pursue medicine as a career, while being very interested in engineering, physics, maths and teaching. As a result, many of my experiences were tempered by this uncertainty, and I found it difficult to motivate myself to commit fully to my studies, and began to feel detached and lost. [Student 2]In terms of motivating students to take steps toward improving their own psychological health to manage or prevent depression, it can be helpful to adhere to some of the principles from the health behavior literature. The spirit of motivational interviewing is composed of autonomy, collaboration, and evocation,27 and therefore it is important to encourage students to take ownership of the issue, to enhance their self-awareness, and to contemplate what improvements they might be prepared to make in their own health. This can be done through experiential exercises such as self-care diaries, well-being goals, or reflective writing as part of a portfolio. Spoon-feeding well-being information without engagement and “buy-in” from students is unlikely to be helpful. It is also critical to have staff on board for well-being initiatives aimed at addressing depression in students. Staff will need to know how to identify students in trouble, how to talk with those who are distressed, and where to refer students to should the need arise. They are also an integral part of any destigmatizing initiatives.AssessmentThere are multiple factors that seem to affect the depression and anxiety rates of medical students, as outlined by the authors earlier. One aspect included in the literature is the highly competitive environment of medical programs. While students entering the MBChB program have proven themselves to be high performing, academically capable, and motivated through their achievements before being accepted into the program, once they begin medical study, an assessment system that mathematically ranks students using a grading system from D to A+ creates a perception of spread that may be artificial and is distressing for those students not achieving their previous “A” scores. This may lead to coping strategies that are detrimental to emotional and physical well-being. According to Wilkinson, where[…]decisions about a test are driven primarily by mathematical methods […] students will be ranked even if real differences in achievement are small”. This ranking is at odds with a standards-based model of education that assumes that “all students can reach the required standard, albeit some taking longer than others.28Several authors maintain that pass/fail grading promotes collaborative learning while de-emphasizing examination scores, reduces competition and anxiety, encourages cooperation among students, and enhances relations with teachers.4,29–31 Rohe et al30 cite Forsythe, who maintains that letter grades “transform intrinsically motivated learners into extrinsically motivated learners, precisely the opposite of currently espoused medical education principles”. Dyrbye et al,4 in their study about sources of distress for medical students, stated that: “The A-F grading scheme, used to classify performance, often creates a competitive environment that promotes anxiety and peer competition rather than collaborative learning.” Patel and David, in their study about prizes and distinctions that are the outcomes of a ranking system, noted that: “Rather than creating a stimulating and productive educational environment, rewards ultimately alienate students because they cause far more disappointment to those who tried but were unsuccessful than pleasure to the student who wins.”32 Furthermore, they argue that such a system engenders feelings of failure, self-criticism, and poor self-esteem in the majority of students, to the degree that they may not feel capable of undertaking tasks within their abilities. Instead of being encouraged to strive for success, they are forced to “adopt strategies (notably non-attendance) to avoid failure, public humiliation, and confirmation that they are less able than other students”.32Bloodgood et al31 maintained that: “The principal attraction in moving toward a pass/fail grading system lies in the expectation that it will improve students’ psychological well-being (reduce stress and anxiety), decrease competitiveness, and promote cooperative learning.” These authors, along with Rohe et al30 and Robins et al29 carried out studies to measure the impact of the grading system on medical students. These three studies found that students graded using a pass–fail (or pass–borderline pass–fail variation) were significantly more satisfied with their evaluation and examination system and with the learning environment, exhibited a significant increase in well-being, had greater satisfaction with their personal lives, and perceived less stress and greater group cohesion. Furthermore, they found that student motivation to achieve excellence remained intact and that student performance (in courses, clerkships, licensing examinations, and residency placements) and attendance did not decline.29–31In the MBChB program at the University of Auckland, Years 1–3 use the standard university 11-point grading scale, while the final 3 years are graded as pass, fail, or distinction. Moves to change this have not been successful in the early years of the program. However, the introduction of progress testing and year-long courses that allow for longitudinal assessment across multiple assessment points have been implemented to reduce the high-stakes nature of previous assessment methods.Characteristics of studentsThe desire to be excellent coupled with a competitive learning environment engages the classic “Type A” medical students in learning behavior that may be detrimental to psychological health. Type A behavior pattern is defined by Lohse et al33 as an action–emotion complex, with individuals characterized by ambition, display of highly competitive attitudes toward achievement, and feeling compelled to “work harder than Type B individuals to accomplish tasks, regardless of external stressors”.34 They are said to have an exaggerated sense of urgency with regard to time, preferring to spend it on things they deem as priorities, and possibly becoming aggressive, hostile, or impatient in frustrating situations.34 These authors suggest that Type A characteristics begin with a predisposition for competitiveness and then lead to the manifestation of characteristics such as ambitiousness, aggressiveness, impatience, and physiological behaviors such as muscle tension, a hurried pace, and alertness.While anecdotally it is recognized that medical students exhibit Type A characteristics, there appears to be little evidence to support this, although a study by Alfulaij and Alnasir35 found that of 77 Year 1 medical students in Bahrain in 2013, 76.6% had Type A personality, as opposed to 23.4% with Type B. They also found that Type A personality was more prevalent among female medical students (63.6% as compared to 36.4%). These authors linked Type A personality with endeavor for perfectionism. While the drive exhibited by this personality type may result in extraordinary achievements, pressure to achieve may result in inappropriate self-expectations and psychologically related stress disorders such as anxiety and depression. Jackson,6 in the study about the perfectionist tendencies of dentists, maintained that an inability to settle for “good enough” results in inflexible rigidity and limited the person to only the two options of perfection or failure. This may create an untenable long-term work pressure. Alfulaij and Alnasir35 commented that Type A personality doctors may fail to schedule time for relaxation and, since they have been shown to have a more internalized locus of control, they may internalize the burden related to their patients. They recommended that medical students are educated about the implications of Type A behavior early in their program, including ways of improving their psychological health. This recommendation is in accord with the introduction of the Health and Well-being theme within the PPS domain in the Auckland medical program, although Type A personality has not explicitly been introduced as a topic within the domain.Students have described the link between perfectionism and depression in their portfolios, for example:My mother asked me what was wrong. I said “nothing.” I felt I had to maintain a veneer of strength, I saw anxiety as a flaw, and in front of my parents I had to maintain this image of perfection because this is what I thought they expected of me, that is what they pride themselves on – a perfect child. [Student 3]In the context of the notion that many doctors are attracted to the profession through their own experiences of physical or psychological suffering, psychological health and resilience need to be considered at the entry point to medical program in both their positive and negative aspects. The notion of the “wounded healer” is referred to by Jackson as “[…]the inner ‘woundedness’ of a healer – the healer’s own suffering and vulnerability, which have been said to contribute crucially to the capacity to heal”.36 Jackson36 is referring to the way a person’s experience of illness, when worked through in a meaningful way, may result in attitudes and sensitivities that enhance the capacity to work empathically with others. This is acknowledged as a significant factor in both vocational choice and in contribution to healing the patient, particularly in many of the helping professions, such as psychotherapy, psychiatry, and professions that involve counseling and pastoral care. As such, it is important to consider the motivations of students in applying to study medicine – if they identify past illness, this could be considered beneficial if this has led to a deepening of understanding, while at the same time, it is important to establish current levels of health and likely future resilience.Selection processRecent efforts to quantify characteristics that establish “higher or lower risk” for psychological difficulties in medical students have led to the suggestion by some authors that more resilient students could be chosen at the point of medical school selection.37 However, there are multiple factors to be taken into consideration with selection procedures, such as equity admission pathways, to ensure that a broad range of students are selected to reflect cultural and economic diversity and potentially reduce health inequities. Students selected via these pathways may bring with them levels of complexity, including pastoral and socioeconomic issues,38 factors that may impact on their psychological health. Similarly, graduate-entry students and undergraduate students may have different coping mechanisms, which may also influence their psychological health.39Tyssen et al40 found the highest risk group for deterioration in psychological health during medical school was formed by those students with high conscientiousness and high neuroticism, while the group most protected from worsening psychological health was formed from those with high extroversion, low neuroticism, and low conscientiousness. However, conscientiousness is the trait most significantly associated with better medical school performance.41Therefore, it could be argued that selecting students at low risk of psychological ill-health at medical school entry does not necessarily lead to the selection of those with the characteristics considered best for a doctor to possess (eg, empathy formed through personal experience). Instead, the focus might be better placed on reducing the elements of medical school that contribute to psychological distress. In fact, it could be suggested that this is simply an extension to the victim-blaming culture that creates psychological distress within the health care system. Certainly, doctors do need a certain level of resilience and psychological stability to be able to capably operate while under pressure, make critical decisions, problem solve, and communicate clearly. They also need to be able to withstand the demands of an emotionally and sometimes physically demanding job and handle responsibility, uncertainty, and heavy workloads. However, there is a balance to be found that encompasses some elements of selecting for more resilient students without this being at the expense of selecting for the best doctors. In addition, Faculty and the profession could also look at what might be done to reduce some of these demands and to tackle the flaws in the health care system.Clinical environmentIn the last few years, there has been an increased focus on the issue of bullying and harassment of medical trainees in New Zealand and internationally.42–44 It is clear that this practice is widespread and can have a dramatic impact on students’ psychological health and ability to learn.45 In one study, approximately one-sixth of study participants stated that a bullying or harassment experience had made them consider leaving medical school.45 The Medical Council of New Zealand and the Royal Australasian College of Surgeons have shown leadership in beginning to tackle this issue. The World Medical Association has recently adopted a policy statement put forward by The New Zealand Medical Association and has issued a position statement condemning bullying and harassment and stating that international action is required.46 In order to tackle this problem, it will take a whole system approach that aims to influence the culture at all levels for bystanders, perpetrators, and victims and includes changes in reporting systems, medical training, and awareness raising.42 Positive role modeling by all clinicians is key, as the hidden curriculum strongly influences students’ personal and professional development47,48 to enable a change in culture away from intimidation and toward collegiality and the acceptance of vulnerability. This could create a different sort of environment, where students are not fearful of admitting ignorance or distress, and these are viewed as a normal part of growth and learning, not as a weakness.For example, a student expressed his/her views about medical students’ mental health in his/her reflective diary:[…] as medical students, we are so out of touch sometimes. We can’t really share our concerns or worries because we have to appear to be at our best all the time. There is this underlying pressure to be perfect. And there is no way that can be conducive to good mental health I reckon […]. [Student 4]RecommendationsStrategic frameworkWe believe that improving rates and levels of depression in medical students requires a comprehensive approach and that addressing specific aspects of this issue in isolation is less likely to be successful. Overarching guidelines for tertiary institutions have been developed to enable organizations to pinpoint strategic gaps in their systems.49Models have been specifically developed for medical schools, such as the “three pillars” from The Vanderbilt School of Medicine, which recommends the implementation of a well-being curriculum, student-led support, and faculty services.50 Another good example of a strategic support framework developed for medical students is the Four-Tier Continuum of Academic and Behavioural Support integrated model from the Nether-lands. This model targets students at all levels and emphasizes the importance of the provision of academic and behavioral support and evidence-based early intervention.51Well-being curriculumThere are strong arguments for the inclusion of well-being in a medical curriculum, such as the impact of doctors’ personal health practices on their communication and patient care.23,52,53 Improving doctors’ well-being also has been shown to enhance their empathy, communication skills, and reflective practice.54 In 2014, when The Medical Council of New Zealand introduced the New Zealand Curriculum Framework for newly graduated doctors, “Personal Well-being” was part of it.55 This section of the framework included learning objectives such as “balance availability to others with care for personal health, managing fatigue, stress and illness” and emphasized that it was important for doctors to have their own general practitioner.56There is a wide range of possible content that could be included in a well-being curriculum for medical students, and developers need to choose carefully as they are likely to be “competing” with other disciplines for space in the curriculum. Content can also be assessed if required, bearing in mind that for many students, assessment drives learning. Topics such as sleep, exercise, problem-solving, and an ability to manage stress and worried thinking can be taught, and many of these skills are the first “step” of non-drug interventions for managing depression.57 Active coping is a key skill to be included, as passive coping mechanisms have been linked to poorer long-term psychological health.58 It may also be possible to target specific personality traits that can be common in this student group. For example, optional sessions could be included to assist students with managing perfectionist tendencies, such as the opportunity to learn self-compassion exercises. This could enable students to be able to optimize the benefits of perfectionism while minimizing the detriments.When considering topics to include in a health and well-being curriculum, it may be worth exploring whether there are unique “medical student or medical school factors” that lend themselves to learning useful skills for preventing and managing depression. To have gained successful entry to medical school, students in the program will be academically capable of assimilating a relevant knowledge base. It is also likely that they will be motivated to succeed, which may inspire them to assimilate skills that might enable them to be more “successful”. For example, increased emotional intelligence has been cited as a leadership quality,59 which may be attractive to some students, while at the same time, self-awareness and self-management can be useful stress management skills that may prevent a depressive spiral.60 Mindfulness, a state of mind where one chooses to focus one ’s mind on the present moment in a non-judgmental manner, is a good example of a topic that can be included as a useful component of medical training on both a professional and a personal level. The ability to step back, tune out distractions, and choose what to pay attention to is clearly a skill that will be useful for a doctor, for instance, if they are required to focus on carrying out a procedure in a high-stress situation, where it can function as a “technique” and on the spot de-stressor. Mindfulness meditation training can also improve focus, productivity, and effective learning skills, and for some, it is a spiritual practice and way of being. In addition, mindfulness has also been shown to prevent the recurrence of depression.57The core components of the University of Auckland SAFE-DRS curriculum are “Self-Care Skills”, “Accessing Help”, “Focused Attention”, “Emotional Intelligence”, “Doctor as Patient and Colleague”, “Reflective Practice”, and “Stress Resistance”. There are some practical lessons to be learnt in developing and implementing a health and well-being curriculum in a medical program, such as the importance of referring to available evidence to impress upon others the significance of well-being initiatives. Although the recent New Zealand Health and Safety at Work Act 201561 may assist in this regard in the future, there may be some people who will not see “well-being” as a priority or who will brush it off as being “fluffy” or optional. The best position to shift this mind-set is by clearly and consistently drawing links to service quality and safety and by encouraging autonomy and collaboration, integrating others’ ideas whenever possible. While there needs to be governance to set up systems, an exclusively top–down approach is unlikely to be as successful. Well-being is “personal” and is seen by many people as a sensitive topic. There is a range of views on where the boundary lies between peoples’ personal and professional lives, and this needs to be taken into consideration.A well-being curriculum is the fence at the top of the cliff, not the ambulance at the bottom. In searching for better metaphors, perhaps in time we can hope that students will move away from the cliff edge altogether and turn instead to face the mountain of possibilities, thriving on challenge and flourishing. There is a spectrum of well-being, and being “not depressed” is only the midpoint, not the top end of the scale.Peer-led initiativesStudent-led approaches may include multiple types of well-being activities, for instance, social and supportive networking activities. This is important, as strong social ties are a protective factor for depression,62 and being connected to other people is a basic human need that impacts on well-being. One of the key recommendations of The Youth Development Strategy Aotearoa is to involve young people in a meaningful way in both the development and the delivery of new initiatives.63 There is also evidence to show that medical students prefer to approach peers for support rather than seeking help from health professionals or faculty members.64 In the extreme situation of suicide, suicidal young adults prefer to talk to a peer rather than a parent, a staff member, or a counsellor.65 One New Zealand study showed that students were willing to seek help for a peer who expressed suicidal concerns, while often being less willing to seek help for themselves.66 Peer-led interventions have been shown to be feasible and acceptable,67 for example, the Oxford Peer Support program, which has been run successfully out of the counseling service at Oxford University for over 20 years.68 Peer leader training will need to be provided, as students may feel that they do not have the skills or resources to provide this support.69 In the USA, peer support programs in medical schools have been shown to often go hand in hand with peer teaching,70 which is another possibility to be considered. Peer support programs do not have to be face-to-face; the Internet could be another medium to deliver support programs as Shaw and Gant71 showed that participants reported significant decreases in loneliness and depression after five chat sessions with an anonymous partner online.For example, the following excerpt from a peer leader illustrates that there are benefits for the leaders as well as the students they support:Not sure how psychologists and counsellors do this for a living. It’s exhausting listening to someone share their concerns, feelings, crises, and I think in particular because I still haven’t mastered the art of not feeling for them, as if I’m taking on board their feelings as my own. I do feel like I have helped her in a way. Like, it was good to see her walk away looking that bit lighter and that bit more purposeful and determined. But extending from that, I think it also helped me as well. Having that human connection, that interaction, made me feel in touch and made me feel human. [Student 5]Faculty-led initiativesIn terms of preventing and managing depression, early identification and management are vital and encompass independent university services providing support to students and some aligned faculty support. One possibility is to employ an independent person in a student support role, who is ideally not also involved in assessment, as it is possible that a dual role can result in a conflict of interest and unhelpful power dynamics. When considering the provision of student support, there are several key issues such as giving students a choice of services and people to approach, along with transparency regarding roles and documentation, flexible services, and practicalities such as cost and location.Anecdotally, some students have expressed a belief that perhaps Faculty view students with psychological difficulties as a process of “natural selection” and have no desire or impetus to help those struggling through the program, perhaps preferring that those students would leave medical school as they appear to not be suited to the environment. Although this view is at odds with the many initiatives that have been put in place in medical schools worldwide, such as well-being training and support services,72 if this perception persists, it could enable stigma to flourish and have a negative impact on students’ help-seeking behavior. It could be helpful to dispel this belief by providing information about periods during the year where it may be appropriate to take some additional time off for ill-health if required, with faculty approval, so that students may feel they can “hold on” until this point. It is also important to have appropriate deferral policies in place, so that students can take extended time, such as a year or even two, away from the program, without negative implications for their career. Many students appear to believe that anything that jeopardizes their progression through the program is undesirable and that this is to be avoided, regardless of the severity of psychological deterioration or the misery they may be experiencing.ConclusionDepression in medical students is a complex issue, compounded by many factors including selection procedures, the likely personalities of those attracted to medicine, assessment methods, and the clinical environment. Students’ motivation to learn and their willingness and ability to take ownership and manage their own health also play a part. While certain groups of students may be more at risk of becoming unwell,73 students are likely to experience a broad range of psychological difficulties across the whole well-being spectrum, and therefore medical schools will need wide-ranging strategies to assist with the different concerns and levels of distress. It is clear that many of the skills that may be helpful in com-batting depression and preventing its recurrence will also be useful competencies for a medical practitioner, as well as having clear links to patient safety and quality of care, and this provides a rationale for their inclusion in the curriculum. Additionally, it could be useful to strengthen support provided by the faculty and the students and to normalize “well-being” to combat stigma. Ideally, wellness initiatives should form part of a comprehensive model, be core business for all staff and students, and be integrated into the values and day-to-day operation of the organization.If what we currently have is a medical culture rife with exhaustion, learned helplessness, bullying, and psychological distress, we need to persevere until we discover how to improve it. The recent addition to the Hippocratic Oath74 of doctors attending to their own health is encouraging.75 Perhaps, it is not an unrealistic aspiration to aim for a culture which focuses on practitioner well-being, self-compassion and collegiality and strive for this to become “the new normal” for our next generation of doctors. By adopting a proactive, strength-based approach to wellness, which involves meaningful participation by students and staff, we might be able to see an improvement in the prevalence of depression in medical students. There might be advantages in viewing this issue not just as a risk to be managed or a problem to be solved, but as a clear message that things need to change in the profession. As well as being centers of teaching and learning, medical programs are spheres of influence. They are places where students develop their strategies, attitudes, and thinking and have multiple opportunities to engage, inspire, and role model a new way of being, both in self-care and in professional behaviors. Medical schools could hold the key to effect change and may be in the best position to enable medical students, educators, and clinicians to work together to build a healthier workplace culture.

Must also read this: (this answers the purpose or Goal)Lav Khandelwal's answer to What is the meaning of "in God we trust, rest bring data"?Lav Khandelwal's answer to What is something you want to "get off your chest"?{Very recent update - I was told (few days back in October 2018 in Mumbai) by ex-colleague that Patni incidents below were purely professional. Again, we were on different pages as far as goals were concerned. Anyways, it's helpful but not sure how things below would change now or in future as far as my personal life is concerned}I resigned from GE Healthcare, Bangalore in 2002 for the following reasons:My brother died in 2001 (very next day of my marriage, he was admitted to hospital) due to dogbite he received in Pune, when I was with GE in Pune. This was a big emotional setback, when there was joy of arranged marriage also. I moved to Bangalore (as GE had moved it's plant) after his demise. However, I couldn't control my emotions many times and was crying most of the times at home. I felt powerless, despite the Government and GE Healthcare, I couldn't save my brother. This could've happened again with anyone in my family. And we didn't seemed to have right contacts and people who could help. I also doubt fake medical supplies made by various pharmacies those times (he couldn't develop immunity in 2001 despite all injections he received). (I never realized it could be connected, but I had a lots of dogs running behind my bike in Bangalore while I was with GE Healthcare returning late night from office). I had also developed hypothyroidism in 2001, when my wife wasn't with me for a month and I was eating out.I had observed people who were senior in age in company (working with GE since many years) and they didn't seemed to have an excellent education or exposure I had seen and visualized among my fellow MBA preparation team. It didn't seemed much attractive from my career perspective to continue in GE. I was alone who used to run across Pune and Mumbai to get latest books and magazines (and pay in dollars or pounds and that were printed prices). Crossword manager in Pune had given me gifts cards of Rs 2000 (over and above the vouchers we regularly get based on points collected on purchases made) in year 2000–2001 for record purchase made in Crossword. However, I couldn't continue to burn my salary for very long, as I had other responsibilities also. So if company wasn't interested in my development and didn't want me to go for OMLP or NMDP, I have to find a better group. (I later came to know in 2012 that I was considered for MPL role). You must read this to appreciate what I meant (Lav Khandelwal's answer to Is it worth spending INR 750 on HBR magazine?)I had been in Materials, however, with system implementation, roles and way of working had changed. I wanted to move to Corporate, however, my education wasn't supporting. Nor did I had communication skills and sense that could've landed me into better position. I started working with new manager in Bangalore, however, I couldn't figure out a way to grow better in career. Ultimately, I was asked to move to Production. However, somehow I wanted to be attached to computers and systems. This was my dream shared with my brother also who would have pulled me in IT after his PGDCM (but I lost him in between). Also my knowledge could've helped to make systems better, it seemed lucrative job. So I asked for Oracle Applications E-Business Suite (ERP) - (btw it's not what CS/IT guys are interested in, it's business application. As typically thought by various engineers, Oracle E-Business Suite is not a database, but is an Enterprise Resource Planning Application and you need to be Mechanical or Production Engineer or Operations Manager to understand it). I had seen people doing things on Computers in GE that I also loved. But I was asked to resign if I don't choose Production. All factors led my decision to resign. (I later came to know in 2012 that I was considered for MPL role).Btw, I started off to improve the applications with my knowledge and experience, I ended up with a less paying job (same salary as I received on joining GE) and have to give up higher salary after all increments i received in GE. It was loss for me, and I wasn't doing my personal work but it was better for my company. Anyway it was far lesser than losses I incurred with all issues I faced afterwards (would probably run in trillions). So I never made this point earlier. My basic salary was reduced by more than 50 percent. And some other components added to make up to bring it nearly equal to GE joining salary. Despite being an employee or a consultant on contract, I was treated in US as if I was on training program and my salary was pretty less as given to me by Patni, though GE was paying pretty higher amount for me to Patni. Obviously, I never expected the compensation to be equal to the billing, but once I started to dig into various legal issues due to family court case, that I suspected was framed specifically for divorce, I started getting many doubts on certain aspects I never considered.The only opportunity I got for GE OMLP (I think for me it was MPL role) selection was a week's training and presentation @ Taj. I prepared the best presentation (of course, my manager who was not part of it, had helped and it was well communicated whenever I had interacted with Corporate), however, another member from our team of 6–7 people presented it (he asked that he be allowed to present and somehow the group agreed as nobody was aware of rewards). He didn't credited the team for the work. Also he failed to explain properly as he never had worked with team to understand the thought process gone into making it. I wished many times I take over the presentation from him midway, and explain it better. However, I also pulled back. The team felt very bad about his attitude, but never told anything as he was IIT-Delhi alumni. And guess, he was the only one selected. It's not a big thing today, but in 1999, it means you lost World War, as the resources, schools, money and opportunities were very limited. (Anyway, he is out of GE. If your team don't trust you, they'll break-off sooner or later). (I later came to know in 2012 that I was considered for MPL role). (Edit Sept 2019: Not sure if someone senior in company or relatives had also played family card that resulted in all this). PS: All the thoughts in this point were my thoughts at some point in far past and the entire exercise was team effort and not individual contribution. Also, the participants were unaware of any sort of selection in this exercise, probably with some exceptions who might be filled in with their college seniors or HR. So it wasn't relevant at all.I think many people had problems when I joined Materials in GE. Nobody knew that Materials Management was the key subject in my Master's in Production with Industrial Engineering and Management. Also my ME project was an year long Materials Management project. I hardly had any exposure on Production, as I focused too much on Materials and Systems in my ME. (For the non-technical, Materials Management is totally different from Procurement/Payment/Sourcing)I resigned from Patni Computer Systems (pretty late) in 2010 for the following reasons:I declined to work with GE Corporate in US (I later understood that it was for Implementation Team Lead, but I was looking for Business Analyst role) and wanted other assignment while I was employed with Patni. When I moved to different client in Texas in 2006, I ended up having problems within few months - all my food was drugged, my new client contacts were deleted, my personal mail account hacked and returned after 4 years (when I reported to top management in my company - others couldn't help probably due to limited contacts) with all my mails purged due to non-usage, I was kept in psychiatric ward for 15 days (it seemed like mental asylum as inmates were not mentally fine), injected forcefully in arms in psychiatric ward, all my communication with friends, family and police was blocked. My reporting to law and order wasn't heard and I was harassed. (My manager - who was part of it initially - came to get me released and set things right. Many idiots thought it was technical superiority and tried to do same with me in India, however, it had nothing to do with Technology - it was part of process in US Hospital admission - we give our belongings to them for safekeeping - I was shocked). Ultimately, I decided to move to India. I had resigned in fear, but continued in Patni as I had new born daughter in India - she born when I was on an year long US assignment. I was asked to undergo some psychiatrist tests as I was told that I was stressed in US. And some medicine prescribed that never helped me. In 2010, I reported the 2006 incidents to management and others. However, similar things started on very minor scale and I felt separation is best for my growth. Unfortunately, my wife took me to psychiatrist next day. Finally she asked for divorce. I never agreed to that, so forcefully (fake) divorce was staged. And she left with my daughter in 2011 and never met. I had been doubting various people (known or unknown) in it including my parents and their friends, colleagues and relatives, her parents and their friends, colleagues and relatives, my sister and her husband and their group, Patni employees, Tata Employees, my wife and her network including social workers (issues occured after she and others talked to my managers after I returned from India after meeting my parents, wife and daughter - not sure what she and others talked about - our 2001 marriage registration was done in 2006 - as required for their passport - it was a personal self-sponsored trip), Mumbai/Thane people and law enforcement officers, lawyers, my performance related issues or behaviour, groupism due to different educational institutes in different administrative division or states, etc over a very long period of time. However, I didn't realized it could have been GE or ex-GE employees (specific group or sect of non-premium institutes - non-IIT, non-IIM, non-US), who were instrumental in sending me to US had planned this with network of friends and colleagues to maintain/regain their power and position in company. And prevent me to create my own network for growth. It was terrible act on part of people who did this. Creating fake medical and criminal history under harassment (with no signs of the involvement of culprits). People who were behind it were all Indians in US - Motorola employees and Patni Employees as well as their American friends in nearby areas along with apartment managers and hospital staff. I didn't see any point to continue in 2010, as it was not helping me to continue there in same environment. I never accepted overseas assignment after 2006. By the way, I also doubted GE OMLPs, but I don't feel they were experienced enough to play such network games. They were probably misused by various seniors, may be by ex-GE ones also who knew them.I missed very important detail above. I had few bad car accidents in US in 2005-2006. And my company took care of the insurance and medical treatment in one of the big one accident - I didn't had personal accident insurance then. I had no idea of US procedure. I had been driving regularly and hardly had any problems in driving since 2002. I don't know what was done by company to handle all those expenses. However, I strongly believe that the accidents I had been involved into had been due to faulty car designs of stone age and improper spray of salt on the roads (covered with snow). My major accident where company intervened was a normal road - unfortunately, I couldn't invest in the best car like Infiniti or BMW at that time due to lack of resources. Later I rented Infiniti on my personal expenses (after my second accident that totaled my car again but hardly any physical or property loss except deep shock. Nobody knew about this accident - it happened on office service road where nobody cleans snow nor sprays any salt. I doubt people say that I was on drugs to clean off from any responsibility - anyway I am not holding them responsible for any of my accidents. I am thankful to my office for helping me out in my difficult times. And no - I have never taken drugs - I was stressed probably due to lack of sleep).I strongly believe that the incidents in point 1 were created to harm my medical history. And gain insurance benefits on my behalf in United States by group of Patni and Motorola employees. All my e-mails were hacked, phone communication blocked, I was prevented to get legal help and my letterbox lock was broken and letters filtered. Since I was sharing my apartment with other Patni colleagues, it was easier for them to get access to my personal mails, documents, etc and misuse them.I was quite disturbed emotionally when I returned back to US after meeting my family in India. I shared things with my manager and colleagues. And they talked to my wife. Later I noted that my colleague was talking to someone who had my wife's voice (via laptop - probably voice modulation/morphing/imitation and other advanced techniques were used). It was very disturbing as he told that it was her girlfriend and the voice was different when he did something on laptop. This was part of point 1 things.I had reported all incidents within Patni and I believe they also had taken appropriate actions.I resigned from KPIT Cummins in 2011 because:Past experience on personal front was not good and being in IT company have similar work environment, that makes you remember past. And there was no bonding after 2006 incidents with anyone in Patni. And it was continuing here. So it wasn't helping me. However it offered better salary and overseas assignment at different place. Also, Thane/Mumbai was my only choice as I had my education in Mumbai. But I selected Pune over Bangalore offers, something I wasn't convinced due to personal preferences.Yes, I haven't joined anywhere after 2011. There were great offers but either I wasn't clear what I wanted to do when I received relevant jobs OR I missed them OR I didn't got what I wanted. You must read this -Lav Khandelwal's answer to What is the meaning of "in God we trust, rest bring data"?Based on the comment received -You must read my other answers on Quora as well as read my profile to understand the losses/gains plus gross and forced misuse/misutilization of people by so-called Leaders (well, the term is used in same context as it was used within GE since years).So why don't I do it myself ? The goals visualized in (Lav Khandelwal's answer to What is the meaning of "in God we trust, rest bring data"?) seems so tiring to me, just during thinking (combined with or without my personal goals) - i just lose all my physical and mental energy even before starting. And this is after the experience and exposure in the best companies, excellent education, certifications, lots of on-the-job or otherwise trainings {be it's APICS or ASQ or GE or Patni training, Six Sigma - Green and Black Belt, project management, IT security, Behavorial, various application related ones - technical or business related or process related, leadership trainings, etc} OR various self-read areas in business, technology, management, different sciences, fiction, nonfiction, investments, humans, tens of different certification areas in IT or Business Analysis or ASQ or SCM or APICS or project selection or Oracle EBS or various other topics under the sun. I will need right group and team again (either to directly or indirectly support it), and I am looking for it (I wish I have or can develop the necessary skill-sets for leading it). Or I would need suitable job/career opportunities to achieve the things myself by building necessary skills.And I am also looking forward to get back with my wife Pinakshi and daughter Anoushka, despite whatever be the opinion of anyone in the world. I don't care. I also doubt unnecessary ego issues and demands among family members for our fake divorce case.BTW: A very important disclosure: I was taken to psychiatrist ward by US Police. It happened when I tried reaching people after some negative incidents (I was given acid in food items by Patni employees working at Motorola).And people are given useless psychiatrist knowledge + some medicines samples - coming from various sources - authorised or mostly unauthorised. Shall I raise it to the top for illegal and corrupt activities + practices ? This can result in banning of your business in most parts of the India, world any may be US also. Keep check on your fresh employees and their activities. You'll reach the managers/community/sect behind that. It's a suggestion to keep you Executives safe from illegal activities your employees are engaged into.Read this as wellLav Khandelwal's answer to What is the history of cyber terrorism? What is being done to get rid of this?Lav Khandelwal's answer to What is the meaning of "in God we trust, rest bring data"?Sometimes I feel that the US and Mumbai harassment incidents and Doctor visits were part of big game wherein few people whose relatives or friends are doctors wanted to encash the insurance benefits + give doctors some work and hence money. I had spent a fortune on healthy food + gym + routine that supports best health of an athletes. And some idiots gave me drugs to harm me, so that they can take me to their doctor friends and pay them to get insurance or company reimbursement. I was so fit and healthy that I could even go for world cup or Olympics. Talwalkar’s name wasn't built by supporting doctors and their organizations. He was VJTI grad and I am proud that I was part of his health and fitness team in 2008 or 2009. His team was equivalently good at achieving and maintaining Physical and Mental health (though, I always trusted myself for food, etc + it's research, even though the nutritionist visiting my company had been one of the best and was quite helpful). So who is benefiting from my health issues ? Shall I ask it to be investigated ? As**o*** say that it was hallucinations. However, it is not hallucinations, but the fact. These are the people who were not happy with Pinakshi and my marriage. And tried with all the might to separate us. They even used official Doctors network. Thank God !!! We were never divorced. The price is pending to be paid by all culprits.Can't disclose any details of places I am associated with after 2011 to anyone. As I am not in job :-) after I left in 2011. It was due to non-clarity on various fronts - personal and professional.I don't know but I would like to share something that happened with me. I am not sure of the truth in it, however, I want to share it what happened and what I felt. (Again doubt and have no evidence but it does keep me from trusting anyone)I recently realized that few of my relatives wanted me to move back to family after I joined job. So they got me married (same with my sister) in a family with some medical, business and political contacts. I was given something that resulted in development of thyroid in 2001. Later I was tracked in US, drugged and admitted in psychiatric ward/mental hospital in 2006, so that I may not be considered for any good job in any company. Later they called a doctor from Mental Hospital (along with famous neurologist, thankfully changed very recently in July 2019) and rented him the premises so he can write and make any fake medical history of mine. So you can see, the games being played by various family members. Few lost their lives probably due to different intervention in the process, but they still don't sit still. They hacked my mails and sent irrelevant medical records to prospective companies so they don't hire me. Don't you think corrupt Doctor(s) deserve a life long visit to jail ?? (Felt it was due to my severe car accident in US few years after my brother's demise or insecurity of my wife in India when I was alone in US or some sort of groupism by different business/political/state/city or parents wish for me to be in Indore)By the way, my wife Pinakshi, Patni and may be GE colleagues also had been helpful, though I had faced many hassles and problems (I wish things were handled properly), in uncovering many of my issues that were not handled properly since childhood. I am thankful for that, but it doesn't meant I ignored the problems plus involvement of other people without my permission.I still love GE for giving me the Corporate Credit Card as soon as I joined from college campus (though expenses are reviewed periodically and only approved if justified). And hence the freedom to spend on behalf of the company.By the way, read this as well:Lav Khandelwal's answer to What is the history of cyber terrorism? What is being done to get rid of this?Lav Khandelwal's answer to How is the deposit of a flat decided while renting in mumbai?Lav Khandelwal's answer to What is something you want to "get off your chest"?Lav Khandelwal's answer to Before traveling outside India do I have to update my passport address in India?Lav Khandelwal's answer to How good is a salary of 12 LPA in Bangalore for a 22-year-old if he/she is staying at home with his/her family?