India, a country with manifold multicultural bonds and relationships often witnesses a gross number of conflicted marital relationships. The plight in the frequency of marital abuse reporting in India has called gross public health attention globally. Multiple factors contribute to this arena in which, when we analyse can find out females submissiveness to report and or react to such kind of abusive incidences. The objective of this article is to review recent literature on female submissiveness in marital abuse. This narrative review is carried out to depict various perspectives that initiate abusive relationships and certain factors that prevent women from being subjected to rapid response. Literature relevant to the topic which was published within twenty years in prominent journals, newspapers, and websites has been reviewed thoroughly while writing this paper. Keywords for literature search included terms such as domestic violence, intimate partner violence/abuse, spouse abuse, married woman/female submissiveness, abusive marital relationships, and marital abuse. There is a paucity of studies analysing psychological and socio-demographic determinants of this submissiveness within such relationships in India. Several factors such as cultural, psycho-social, environmental attributes may prompt submissiveness among females in abusive marital relationships, which often leads to psychopathology and physical ailments. It is important to understand the need for a multidisciplinary approach to preventing marital abuse as a public health issue. By preventing and modulating such factors public health and women’s well-being can be preserved in various domains.

As part of the new competency-based curriculum, it has now become mandatory for all medical colleges in India to set up simulation centres for training undergraduate medical students. This article describes the establishment of a simulation centre at St. John's Medical College in India. The important considerations that enabled the success of this process included having a clear vision and mission, identifying and deploying resources effectively, having a transparent, well-defined leadership and administrative structure, conducting timely faculty development programs and the deliberate incorporation of simulation training into the curriculum. The major challenges encountered included the difficulty in involving all faculty due to considerations of time and the development of a viable selfsustaining financial model. Incorporating digital solutions to meet the challenges of tracking student learning as part of the CBC, decentralization of simulation training at the departmental level and establishing the second phase of the centre for speciality and super-specialty training are potential areas that need to be addressed in the future. It is hoped that these experiences will provide some insight to other medical colleges in India and countries with similar contexts as they establish their simulation centres.

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