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Pocket- 14, Sector- 8, Dwarka, Phase – 1, New Delhi-77
No. U. 1 t102 | -8 -2023 -UGMEB /
Dated the 12ft lvne 2023
Trstril ryffifla 3n?r}rr
National Medical Commission (Undergraduate Medical Education Board)
CIRCULAR
Subject : Guidelines under Graduate Medical Education Regulation 2023
Consequent upon publication of Graduate Medical Education Regulations 2023 rn Gazette of India vide Notification dated 2’d June 2023 and in suppression of Graduate Medical Education Regulations 1997(as amended), Under Graduate Medical Education Board(UGMEB)
hereby issues following new Guidelines for the MBBS Course :
(i) CBME Curriculum
(ii) Manpower Requirement for Research Facilities in a Medical College.
(iii) Family Adoption Program
(iv) Admission of students under “Disability Category” in MBBS Course.
(v) Format for submission of information regarding admission of in a medical college
2. All previously issued Notifications/circulars/clarifications shall now be void and superseded by these new guidelines.
3. These new guidelines shall be applicable to all the admission made in MBBS Course in a medical college in the academic year 2023-24.
4. This issues with the approval of the competent authority in UGMEB, National Medical Commission.
(Shambhu
(” +oL) Director, UGMEB
1. Preamble
CBME CURRICULUM
The new Graduate Medical Education Regulations attempts to stand on the shoulder of the contributions and the efforts of resource persons, teachers and students (past and present). It intends to take the leamer to provide health care to the evolving needs of the nation and the world.
About 25 years have passed since the existing Regulations on Graduate Medical Education, 1997 were notified, necessitating a relook at all aspects of the various components in the existing regulations and adapt them to the changing demography, socio-economic context, perceptions, values, advancements in medical education and expectations of stakeholders. Emerging health care issues particularly in the context of emerging diseases, impact of advances in science and technology and shorter distances on diseases and their management also need consideration. The strong and forward-looking fundamentals enshrined in the Regulations on Graduate Medical Education, 1997 has made this job easier. A comparison between the 1997 Regulations and proposed Graduate Medical Education Regulations,2019 will reveal that the 2019 Regulations have evolved from several key principles enshrined in the 1997 Regulations.
The thrust in the new regulations is continuation and evolution of thought in medical education making it more leamer-centric, patient-centric, gender- sensitive, outcome -oriented and environment appropriate. The result is an outcome driven curriculum which conforms to global trends. Emphasis is made on alignment and integration of subjects both horizontally and vertically while respecting the strengths and necessity of subject-based instruction and assessment. This has necessitated a deviation from using “broad competencies”; instead, the reports have written end of phase subject (sub) competencies. These “sub-competencies” can be mapped to the global competencies in the Graduate Medical Education Regulations.
The importance of ethical values, responsiveness to the needs of the patient and acquisition of communication skills is underscored by providing dedicated curriculum time in the form of a longitudinal program based on Attitude, Ethics and Communication (AETCOM) competencies. Great emphasis has been placed on collaborative and inter-disciplinary teamwork, professionalism, altruism and respect in professional relationships with due sensitivity to differences in thought, social and economic position and gender.
2. Objectives of the Indian Graduate Medical Training Programme
The undergraduate medical education program is designed with a goal to create an “Indian Medical Graduate” (IMG) possessing requisite knowledge, skills, attitudes, values and responsiveness, so that she or he may function appropriately and effectively as a Physician of first contact of the community while being globally relevant. To achieve this, the following national and institutional goals for the learner of the Indian Medical Graduate training program are hereby prescribed.
3. National Goals
At the end of undergraduate program, the Indian Medical Graduate should be able to
a. Recognize “health for all” as a national goal and health right of all citizens and by undergoing training for medical profession fulfill his social obligations towards realization of this goal.
b. Learn key aspects of National policies on health and devote himself to its practical implementation.
c Achieve competence in practice of holistic medicine, encompassing promotive, preventive, curative and rehabilitative aspects of common diseases.
d Develop scientific temper, acquire educational experience for proficiency in profession and promote healthy living.
e Become exemplary citizen by observance of medical ethics and fulfilling social and professional obligations, so as to respond to national aspirations.
4. Institutional Goals
In consonance with the national goals, each medical institution should evolve institutional goals to define the kind of trained manpower (or professionals) they intend to produce. The Indian Medical Graduates coming out of a medical institute should:
a. Be competent in diagnosis and management of common health problems of the individual and the community, commensurate with his/her position as a member of the health team at the primary, secondary or tertiary levels, using hisAer clinical skills based on history, physical examination and relevant investigations.
b Be competent to practice preventive, promotive, curative, palliative and rehabilitative medicine in respect to the commonly encountered health problems.
c. Appreciate rationale for different therapeutic modalities; be familiar with the administration of the “essential drugs” and their common side effects.
d. Appreciate the socio-psychological, cultural, economic and environmental factors affecting health and develop humane attitude towards the patients in discharging one’s professional responsibilities.
e Possess the attitude for continued self-learning and to seek further expertise or to pursue research in any chosen area of medicine, action research and documentation
skills.
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f. Be familiar with the basic factors which are essential for the implementation of the National Health Programs including practical aspects of the following:
o b.
i) Family Welfare and Maternal and Child Health (MCH);
ii) Sanitation and water supply;
iii) Prevention and control of communicable and non-communicable diseases; iv) Immunization;
v) Health Education and advocacy;
vi) Indian Public Health Standards (IPHS) at various level of service delivery;
vii) Bio-medical waste disposal
viii) Organizational and or institutional arrangements.
Acquire basic management skills in the area of human resources, materials and resource management related to health care delivery, general and hospital management, principal inventory skills and counseling.
h. Be able to identify community health problems and learn to work to resolve these by designing, instituting corrective steps and evaluating outcome of such measures with max imum community participation.
i. Be able to work as a leading partner in health care teams and acquire proficiency in communication skills.
j Be competent to work in a variety of health care settings.
k. Have personal characteristics and attitudes required for professional life including personal integrity, sense of responsibility and dependability and ability to relate to or show concern for other individuals.
5. Goals for the Learner
In order to fulfill these goals, the Indian Medical Graduate must be able to function in the fo llowing ro les appropriate ly and effectively : –
a. Clinician who understands and provides preventive, promotive, curative, palliative and holistic care with compassion.
b. Leader and member of the health care team and system with capabilities to collect, analyze, synthesize and communicate health data appropriately.
c. Communicator with patients, families, colleagues and community
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d. Lifelong learner committed to continuous improvement of skills and knowledge.
e. Professional, who is committed to excellence, is ethical, responsive and accountable to patients, community and profession.
f. Critical thinker who demonstrates problem solving skills in professional practice
g. Researcher who generates and interprets evidence
6. Competency Based Training Programme of the Indian Medical Graduate
Competency based learning would include designing and implementing medical education curriculum that focuses on the desired and observable ability in real life situations. In order to effectively fulfrll the roles, the Indian Medical Graduate would have obtained the following set of competencies at the time of graduation:
Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care with compassion
a Demonstrate knowledge of normal human structure, function and development from a molecular, cellular, biologic, clinical, behavioral and social perspective.
a Demonstrate knowledge of abnormal human structure, function and development from a molecular, cellular, biological, clinical, behavioral and social perspective.
a Demonstrate knowledge of medico-legal, societal, ethical and humanitarian principles that influence healthcare.
a Demonstrate knowledge of national and regional health care policies including the National Health Mission that incorporates National Rural Health Mission (NRHM) and National Urban Health Mission (NUHM), frameworks, economics and systems that influence health promotion, health care delivery, disease prevention, effectiveness, responsiveness, quality and patient safety.
a Demonstrate ability to elicit and record from the patient, and other relevant sources including relatives and caregivers, a history that is complete and relevant to disease identification, disease prevention and health promotion.
a Demonsffate ability to elicit and record from the patient, and other relevant sources including relatives and caregivers, a history that is contextual to gender, age, r,ulnerability, social and economic status, patient preferences, beliefs and values.
a Demonstrate ability to perform a physical examination that is complete and relevant to disease identification, disease prevention and health promotion.
a Demonstrate ability to perform a physical examination that is contextual to gender, social and economic status, patient preferences and values.
a Demonstrate effective clinical problem solving, judgment and ability to interpret and integrate available data in order to address patient problems, generate differential diagnoses and develop individualized management plans that include preventive, promotive and therapeutic goals.
a Maintain accurate, clear and appropriate record of the patient in conformation with
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legal and administrative frameworks.
a Demonstrate ability to choose the appropriate diagnostic tests and interpret these tests
based on scientific validity, cost effectiveness and clinical context.
a Demonstrate ability to prescribe and safely administer appropriate therapies including nutritional interventions, pharmacotherapy and interventions based on the principles of
rational drug therapy, scientific validity, evidence and cost that conform to established national and regional health programmers and policies for the following:
o Disease prevention,
o Health promotion and cure,
o Pain and distress alleviation, and o Rehabilitation and palliation.
a Demonstrate ability to provide a continuum of care at the primary (including home care) and/or secondary level that addresses chronicity, mental and physical disability.
a Demonstrate ability to appropriately identify and refer patients who may require specialized or advanced tertiary care.
a Demonstrate familiarity with basic, clinical and translational research as it applies to the care of the patient.
Leader and member of the health care team and system
a Work effectively and appropriately with colleagues in an inter-professional health care team respecting diversity of roles, responsibilities and competencies of other professionals.
a
Recognize and function effectively, responsibly and appropriately as a health care
team leader in primary and secondary health care settings.
a Educate and motivate other members of the team and work in a collaborative and
collegial fashion that will help maximize the health care delivery potential of the team. a Access and utilize components of the health care system and health delivery in a manner that is appropriate, cost effective, fair and in compliance with the national
health care priorities and policies, as well as be able to collect, analyze and utilize
health data.
a Participate appropriately and effectively in measures that will advance quality of
health care and patient safety within the health care system.
a Recognize and advocate health promotion, disease prevention and health care quality
improvement through prevention and early recognition: in a) life style diseases and b) cancer, in collaboration with other members of the health care team.
Communicator with patients, families, colleagues and community
a Demonstrate ability to communicate adequately, sensitively, effectively and respectfully with patients in a language that the patient understands and in a manner that will improve patient satisfaction and health care outcomes.
Demonstrate ability to establish professional relationships with patients and families that are positive, understanding, humane, ethical, empathetic, and trustworthy.
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a Demonstrate ability to communicate with patients in a manner respectful of patient’s preferences, values, prior experience, beliefs, confidentiality and privacy.
a Demonstrate ability to communicate with patients, colleagues and families in a manner that encourages participation and shared decision- making.
7. Lifelong learner committed to continuous improvement of skills and knowledge
a Demonstrate ability to perform an objective self-assessment of knowledge and skills, continue learning, refine existing skills and acquire new skills.
a Demonstrate ability to apply newly gained knowledge or skills to the care of the patient.
a Demonstrate ability to introspect and utilize experiences, to enhance personal and professional growth and learning.
a Demonstrate ability to search (including through electronic means), and critically re- evaluate the medical literature and apply the information in the care of the patient.
a Be able to identify and select an appropriate career pathway that is professionally rewarding and personally fulfilling.
Professional who is committed to excellence, is ethical, responsive and accountable to patients, community and the profession
a Practice selflessness, integrity, responsibility, accountability and respect.
a Respect and maintain professional boundaries between patients, colleagues and
society.
a Demonstrate ability to recognize and manage ethical and professional conflicts. a Abide by prescribed ethical and legal codes ofconduct and practice.
a Demonstrate a commitment to the growth of the medical profession as awhile.
A. CURRICULUM
l. a.
l’t Professional Year: ANATOMY
Competencies:
The undergraduate must demonstrate:
o Understanding of the gross and microscopic structure and development of human
bodY,
. Comprehension of the normal regulation and integration of the functions of the organs
and systems on basis of the structure and genetic pattern,
o Understanding of the clinical correlation of the organs and structures involved and
interpret the anatomical basis of the disease presentations.
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b.
a
Broad subject specific objectives
Knowledge: At the end of the course the student should be able to
a Comprehend the normal disposition, clinically relevant interrelationships, functional and cross -sectional Anatomy of the various organs and structures of the body.
a Identify the microscopic structure and correlate elementary ultra structure of various organs and tissues with the functions as a prerequisite for understanding the altered state in various disease processes.
a Comprehend the basic structure and connections of the central neryous system to analyze the integrative and regulative functions of the organs and systems. He should be able to locate the site of gross lesions according to the deficits encountered
a Demonstrate knowledge of the basic principles and sequential development of the organs and systems; recognize the critical stages of development and the effects of common teratogens, genetic mutations and environmental hazards. He should be able to explain the developmental basis of the major variations and abnormalities.
c. Skills:
At the end of the course the student should be able to —
o Identify and locate all the structures of the body and mark the topography of the
Living Anatomy.
o Understand clinical basis of some common clinical procedures i.e. intramuscular and
intravenous injection, lumbar puncture and kidney biopsy etc.
o Identify the organs and tissues under the microscope.
o Understand the principles of karyotyping and identify the gross congenital anomalies. o Understand principles of newer imaging techniques and interpretation of CT scan,
sonogram, MRI & Angiography.
d. Integration: The teaching should be aligned and integrated horizontally and vertically in organ systems with clinical correlation that will provide a context for the learner to understand the relationship between structure and function and interpret the anatomical basis of various clinical conditions and procedures.
2. PHYSIOLOGY
a. Competencies: The undergraduates must demonstrate:
o Understanding of the normal functioning of the organs and organ systems of the body, o Comprehension of the normal structure and organization of the organs and systems on
basis of the functions,
o Understanding of age-related physiological changes in the organ functions that reflect
normal growth and development,
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Understand the physiological basis of diseases. b. Broad subject specific objectives
Knowledge : At the end of the course, the student will be able to
o
a
o
a o
a
Describe the normal functions of all the systems, the regulatory mechanisms and interactions of the various systems for well coordinated total body functions. Understanding the relative contribution of each organ system in the maintenance of the milieu interior (homeostasis)
Explain the physiological aspects of the normal growth and development.
Analyze the physiological responses and adaptation to environmental stress.
Comprehend the physiological principles underlying pathogenesis and treatment of disease.
Correlate knowledge of physiology of human reproductive system in relation to National Family welfare program.
c. Skills : At the end of the course the student shall be able to:
o Conduct experiments designed for study of physiological phenomenon.
. Interpretexperimental/investigativedata.
o Distinguish between normal and abnormal data derived as a result of clinical
examination and tests, which he has performed and observed in the laboratory.
o Recognize and get familiar with newer computerized and advanced instruments like
medspiror, semen quality analyzer, EMG and TMT
d. Integration: The teaching should be aligned and integrated horizontally and vertically in organ systems in order to provide a context in which normal function can be correlated both with structure and with the biological basis, its clinical features. diagnosis and therapy.
3. BIOCHEMISTRY
a. Competencies: The learner must demonstrate an understanding of:
o Biochemical and molecular processes involved in health and disease,
. Importance of nutrition in health and disease,
o Biochemical basis and rationale of clinical laboratory tests, and demonstrate ability to
interpret these in the clinical context. b. Broad subject specific objectives:
Knowledge: At the end of the course, the student shall be able to
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c.
d
a Enlist and describe the cell organelles with their molecular ad functional organization. a Delineate structure, function and interrelationships of various biomolecules and
consequences of deviation from the normal.
a Understand basic enzymology and emphasize on its clinical applications wherein
regulation of enzymatic activity is disturbed.
a Describe digestion and assimilation of nutrients and consequences of malnutrition.
a Describe and integrate metabolic pathways of various biomolecules with their
regulatory mechanisms.
o Explain the biochemical basis of inherited disorders with their associated squeal.
a Describe mechanisms involved in maintenance in water, electrolyte and acid base
balance and consequences of their imbalances.
a Outline the molecular mechanisms of gene expression and regulation, basic principles
of biotechnology and their applications in medicine. Skills : At the end of the course, the student shall be able to
a Make use of conventional techniques / instruments to perform biochemical analysis relevant to clinical screening and diagnosis;
a Analysis and interpret investigative data;
a Demonstrate the skills of solving scientific and clinical problems and decision making.
Integration: The teaching/learnirrg programme should be integrated horizontally and vertically, as much as possible. to enable learners to make clinical correlations and to acquire an understanding of the cellular and molecular basis of health and disease.
2ndProfessional Year: 4. PATHOLOGY
a. Competencies: The undergraduate must dernonstrate:
o Comprehension of the causes, evolution and mechanisms of diseases,
o Knowledge of alterations in gross and cellular morphology of organs in disease states, o Ability to correlate the natural history, structural and functional changes with the
clinical manifestations of diseases, their diagnosis and therapy. b. Broad subject specific objectives
Knowledge: At the end of one and half years, the student shall be able to
a
Describe the structure and ultra structure of a sick cell, causes and mechanisms of cell
Injury, cell death and repair.
a Correlate structural and functional alterations in the sick cell.
a Explain the path physiological processes, which govern the maintenance of
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homeostasis, mechanisms of their disturbance and the morphological and clinical
manifestation associated with it.
a Describe the mechanisms and patterns of tissue response to injury so as to appreciate
the path physiology of disease processes and their application to clinical science.
O Correlate the gross and microscopic alterations of different organ systems in common disease to the extent needed for understanding disease processes and their clinical
significance.
a Develop an understanding of steps in neoplastic changes in the body and their effects
in order to appreciate need for early diagnosis and fuither management of neoplasia.
a Understand mechanisms of common hematological disorders and develop a logical
approach in their diagnosis and management.
a Develop understanding of the blood banking, blood donors & transfusion of blood &
blood products, (components).
a Understand pathophysiology of infectious diseases in relation with tissue changes.
a Describe the various immunological reactions in understanding the disease process &
tissue transplant.
o Develop an understanding for genetic disorders.
a Understand the vital organ function test of Kidney, liver & thyroid.
c. Skills : At the end of one and half years, the student shall be able to:
a Describe the rationale and principles of routine technical procedures of the diagnostic laboratory tests & perform it.
a Interpret routine diagnostic laboratory tests and correlate with clinical, hematological and morphological changes.
a Perform the simple bed-side tests on blood, urine and other biological fluid samples:
a Draw a rational scheme of investigations aimed at diagnosing and managing the cases
of common disorders.
a Able to understand the microscopic and macroscopic features of common diseases.
a Develop different type of skills such as observation skills, communication skill and
presentation skill.
a Understand biochemical/physiological disturbances that occur as a result of disease in
collaboration with preclinical department.
Integration: The teaching should be aligned and integrated horizontally and vertically in organ systems recognizing deviations from normal structure and function and clinically correlated so as to provide an overall understanding of the etiology, mechanisms. laboratory diagnosis, and management of diseases.
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5. MICROBIOLOGY
a. Competencies: The undergraduate leamer demonstrates:
o o o
o o
o
b. Broad subject specific objectives : At the end of the course the student will be able to :
O Explain how the different microorganisms can cause human infection.
a Understand commercial, opportunistic and pathogenic organisms and describe host
parasite relationship.
a Describe the characteristics (morphology, cultural characteristics, resistance, virulence
a
a
factors, incubation period, mode of transmission etc.) of different microorganisms. Explain the various defense mechanisms of the host against the microorganisms which can cause human infection.
Describe the laboratory diagnosis of microorganisms causing human infections and disease.
a
profile.
Perform and interpret immunological and serological tests.
Understanding of role of microbial agents in health and disease, Understanding of the immunological mechanisms in health and disease,
Ability to correlate the natural history, mechanisms and clinical manifestations of infectious diseases as they relate to the properties of microbial agents,
Knowledge of the principles and application of infection control measures,
An understanding of the basis of choice of laboratory diagnostic tests and their interpretation, antimicrobial therapy, control and prevention of infectious diseases. Knowledge of outbreak investigation and its control.
a Describe the prophylaxis for the particular infecting microorganisms
c. Skills : At the end of the course the student shall be able to
a Plan the laboratory investigations for the diagnosis of infectious diseases.
a Perform laboratory procedures to arrive at the etiological diagnosis of infectious diseases caused by bacteria, fungi, viruses and parasites including the drug sensitivity
a Operate routine and sophisticated instruments in the laboratory.
a a
Develop microteaching skills and Pedagogy
Successfully implement the chosen research methodology
d Integration: The teaching should be aligned and integrated horizontally and vertically in organ systems with emphasis on host-microbe-environment interactions and their alterations in disease and clinical correlations so as to provide an overall understanding of the etiological agents, their laboratory diagnosis and prevention.
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6. PHARMACOLOGY
a. Competencies: The undergraduate must demonstrate
a Knowledge about essential and commonly used drugs and an understanding of the pharmacologic basis of therapeutics,
a Ability to select and prescribe medicines based on clinical condition and the pharmacologic properties, efficacy, safety, suitability and cost of medicines for common clinical conditions of national importance,
a Knowledge of pharmacovigilance, essential medicine concept and sources of drug information and industry-doctor relationship,
a Ability to counsel patients regarding appropriate use of prescribed drug and drug delivery systems.
b. Broad subject specific objectives :
Knowledge: At the end of the course, the student shall be able to
a Describe the Pharmacokinetics and Pharmacodynamics of essential and commonly used drugs.
a Enlist the indications, contraindications, interactions and adverse reactions of commonly used drugs.
a Tailor the use of appropriate drugs in disease with consideration of its cost, efficacy and safety for individual needs and Mass therapy, under National Health Programs.
a Integrate the list of drugs of addiction and recommend the management of drug addiction.
a Explain pharmacological basis of prescribing drugs in special medical situations such as pregnancy, lactation, infancy, old age, renal damage, hepatic damage and immuno-
a compromised patients.
a Explain the concept of rational drug therapy in clinical pharmacology.
a State the principles underlying the concept of ‘Essential Drugs’.
a Evaluate the ethics and modalities involved in the development and introduction of
new drugs.
c. Skills : At the end of the course, the student shall be able to
a Prescribe drugs for common ailments.
o Identify adverse reactions and drug interactions of commonly used drugs.
a Interpret the data obtained from the experiments designed for the study of effect of
drugs in various experimental and clinical studies.
a Analyze the information regarding common pharmaceutical preparations and critically
evaluate drug formulations.
a Appraise the Principles of Clinical Pharmacy and Dispense the Medications giving
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proper lnstructrons.
d. Integration: Practical knowledge of use of drugs in Clinical Practice will be acquired through Integrated Teaching vertically with Preclinical and Clinical subjects and horizontally with other Para clinical subjects.
3.d PROFESSIONALYEAR
7. FORENSIC MEDICINE AND TOXICOLOGY
a. Competencies : The learner must demonstrate:
o Understanding of medico-legal responsibilities of Physicians in primary and secondary
care seftings,
o Understanding of the rational approach to the investigation of crime, based on
scientific and legal principles,
o Ability to manage medical and legal issues in cases of poisoning /overdose,
o Understanding the medico-legal framework of medical practice and medical
negligence,
o Understanding of codes of conduct and medical ethics.
b. Broad subject specific objectives:
Knowledge: At the end of the course, the student shall be able to
a Identify the basic Medico-legal aspects of hospital and general practice.
a Define the Medico-legal responsibilities of a general Physician while rendering
community service either in a rural primary health centre or an urban health centre.
a Appreciate the Physician’s responsibilities in criminal matters and respect for the
codes of Medical ethics.
a Diagnose, manage and identify legal aspect of common acute and chronic poisonings. a Describe the Medico-legal aspects and findings of post-mortem examination in cases
of death due to common unnatural conditions and poisonings.
a Detect occupational and environmental poisoning, prevention and epidemiology of
common poisoning and their legal aspects particularly pertaining to Workmen’s
Compensation Act.
a Describe the general principles of analyical toxicology.
c. Skills : At the end of the course, the student shall be able to :
o As recommended by Medical Council of India Regulation, 1997 desirable for
Bachelor of Medicine and Bachelor of Surgery (MBBS) Graduate for Forensic Medicine and Toxicology.
Make observations and draw logical inferences in order to initiate enquiries in criminal
o
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a Conduct examination for sexual offences and intoxication.
a Preserve relevant ancillary materials for medico-legal examination.
a Identify important post-mortem findings in common unnatural deaths.
a Diagnose and treat common emergencies in poisoning and chronic toxicity. a Make observations and interpret findings at post-mortem examination.
o Observe the principles of medical ethics in the practice of his profession.
Integration: The teaching should be aligned and integrated horizontally and vertically recognizing the importance of medico-legal. ethical and toxicological issues as they relate to the practice of medicine.
COMMUNITY MEDICINE
a. Competencies: The undergraduate must demonstrate :
o Understanding of the concept of health and disease,
o Understanding of demography, population dynamics and disease burden in National
and global context,
o Comprehension of principles of health economics and hospital management,
a
matters and Medico-legal problems and be able to –
Carry on proper Medico-legal examination and documentation/Reporting of Injury and Age.
o
in National and State Health Programmes.
Understanding of interventions to promote health and prevent diseases as envisioned
. Understanding of physical, social, psychological, economic and environmental determinants of health and disease,
o Ability to recognize and manage common health problems including physical, emotional and social aspects at individual family and community level in the context of National Health Programmes,
o Ability to Implement and monitor National Health Programmes in the primary care setting,
o Knowledge of maternal and child wellness as they apply to national health care priorities and programmes,
o Ability to recognize, investigate, report. plan and manage community health problems including malnutrition and emergencies.
b. Broad subject specific objectives:
Knowledge: At the end of the course the student shall be able
a Explain the principles of sociology including demographic population dynamics.
a Identifu social factors related to health, disease and disability in the context of urban
and rural societies.
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a Appreciate the impact of urbanization on health and disease.
a Observe and interpret the dynamic of community behaviors.
a Describe the elements of normal psychology and social psychology.
a Observe the principles of practice of medicine in hospital and community settings.
a Describe the health care deliveiy systems including rehabilitation of the disabled in the
country.
a Describe the National Health Programmes with particular emphasis on maternal and
child health programmes, family welfare planning and population control.
a Describe the epidemiological methods and techniques.
a Outline the demographic pattern of the country and appreciate the roles of the
individuals, family, community and socio-cultural milieu in health and disease.
o Describe the health information systems.
a Acquire, understand, integrate, apply and manage information in context to health care
problems and health care delivery system in various communities, health care settings
and hospitals.
a Describe the principles and components of primary health care, National Rural Health
Mission and the national health policies to achieve the goal of “Health for all” with regards to identify the environmental, bio-waste and occupational hazards and their control.
a Describe the importance of water and sanitation in human health.
o Describe the principles of health economies, health administration, health education in
relation to community.
a Critically analyze the problem (s) and apply his/trer knowledge to solve the problem in
holistic manner.
a Describe and apply principles of prevention, promotion and maintenance of health.
c. Skills : At the end of the course. the student shall be able to
a
a
a
a o a a
a
Use the principles and practice of medicine in hospital and community settings and familiarization with elementary practices.
Use the Art of communication with patients including history taking and medico social work.
Use epidemiology as a scientific tool to make rational decisions relevant to community and individual patient intervention.
Organize health care services for lulnerable and disadvantages groups.
Organize health care services in case of calamities.
Collect, analyze, interpret and present simple community and hospital base data. Diagnose and manage common health problems (including communicable and non- communicable diseases) and emergencies at the individual, family and community levels keeping in mind the existing health care resources and in the context of the prevailing socio-culture beliefs.
Diagnose and manage corlmon nutritional problems at the individual and community
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level.
a Plan, implement and evaluate a health education Programme with skill to use simple
audio-visual aids.
a Interact with other members of the health care team and participate in the organization
of health care services, health advocacy and implementation of national health programmes.
Perform Administrative functions at health centers
a
a Observe the principles of medical ethics in the practice of his profession.
d. Integration: Department shall adopt an integrated approach towards other clinical disciplines, public health services, NGOs, environmental sciences, social sciences, management, hospital administration, research, etc. to impart training to enable the graduate to work at all levels of health care. The teaching should be aligned and integrated horizontally and vertically in order to allow the learner to understand the impact of environrnent, society and national health priorities as they relate to the promotion of health and prevention and cure of disease.
9. GENERAL MEDICINE
a. Competencies: The student must demonstrate ability to do the following in relation to common medical problems of the adult in the community:
a Demonstrate understanding of the pathophysiologic basis, epidemiological profile. signs and symptoms of disease and their investigation and management.
a Competently interview and examine an adult patient and make a clinical diagnosis.
o Appropriately order and interpret laboratory tests.
o Initiate appropriate cost-effective treatment based on an understanding of the
rational drug prescriptions. medical interventions required and preventive
measures.
a Follow up of patients with medical problems and ref-er whenever required.
a Communicate effectively. educate and counsel the patient and family,
o Manage common medical emergencies and refer when required.
a Independently perfonn common medical procedures safely and understand patient
safety issues.
b. Broad subject specific objectives:
Knowledge: At the end of the course, the student shall be able to:
a Diagnose common clinical disorders with special reference to infectious diseases. nutritional disorders. tropical and errvironmental diseases:
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o Outline various modes of management including drug therapeutics especially dosage, side effects, toxic ity. interactions, indications and contra-i ndications;
a Propose diagnostic and investigative procedures and ability to interpret them;
a Provide first level management of acute emergencies promptly and efficiently and decide the timing and level of refemal. if required:
a Recognize geriatric disorders and their management. c. Skills : At the end of the course, the student shall be able to
a Develop clinical skills (history taking. clinical examination and other instruments of examination) to diagnose various common medical disorders and emergencies;
a Refer a patient to secondary and/or tertiary level of health care after having instituted primary care;
a Perform simple routine investigations like hemogram. stool. urine. sputum and biological fluid examinations:
a Assist the common bedside investigative procedure like pleural tap. Lumbar puncture. bone marrow aspiration/biopsy and liver biopsy.
d. Integration: The teaching should be aligned and integrated horizontally and vertically in order to provide sound biologic basis and incorporating the principles of general medicine into a holistic and comprehensive approach to the care of the patient. With other relevant academic inputs which provide scientific basis of clinical medicine e.g. anatomy, physiology, biochemistry, microbiology, pathology and pharmacology.
10. DERMATOLOGY
a. Competencies: The undergraduate student must demonstrate:
a Understanding of the principles of diagnosis of diseases of the skin. hair. nail and mucosa,
a Ability to recognize, diagnose, order appropriate investigations and treat common diseases of the skin including leprosy in the primary care setting and refer as appropriate.
A syndromic approach to the recognition. diagnosis. prevention. counseling, testing and management of common sexually transmitted diseases including HIV based on national health priorities,
a Ability to recognize and treat emergencies including drug reactions and refer as appropriate.
b. Broad subject specific objectives:
Knowledge: At the end of the course of Dermatology the student shall be able to :
a Demonstrate sound knowledge of common diseases, their clinical manifestations. t7
a
including emergent situations and of investigative procedures to confirm their
diagnosis
a Demonstrate comprehensive knowledge of various modes of therapy used in
treatment of cutaneous. sexually transmitted diseases and leprosy
o Describe the mode of action of commonly used drugs. their doses, side
ef fects/toxic ity. indications and contra-indications and interactions
a Describe commonly used modes of management including the medical and surgical procedures available fbr the treatment of various diseases and to offer a
comprehensive plan of management for a given disorder c. Skills: The student shall be able to
a Interview the patient, elicit relevant and correct information and describe the history in a chronological order:
a Conduct clinical examination. elicit and interpret physical findings and diagnose common disorders and emergencies.
a Demonstrate simple, routine investigative and laboratory procedures required for making the bed-side diagnosis, especially the examination of scrapings for fungus, preparation of slit smears and staining for AFB for leprosy patients and for STD cases and take a skin biopsy for diagnostic purposes.
a Manage common diseases and recognizing the need for referral for specialized care. in case of inappropriateness of therapeutic response.
d Integration: The teaching should be aligned and integrated horizontally and vertically in order to emphasize the biologic basis of diseases of the skin, sexually transmitted diseases and leprosy
I1. PSYCHIATRY
a. Competencies: The student must demonstrate:
a Ability to promote mental health and mental hygiene,
a Knowledge of etiology (bio-psycho-social-environmental interactions), clinical
features, diagnosis and management of common psychiatric disorders across all
ages,
a Ability to recognize and manage common psychological and psychiatric disorders
in a primary care setting. institute preliminary treatment in disorders difficult to
manage. and refer appropriately.
a Ability to recognize alcohol/ substance abuse disorders and refer them to
appropriate centers.
a Ability to assess risk for suicide and refer appropriately.
a Ability to recognize temperamental difficulties and personality disorders,
a Assess mental disability and rehabilitate appropriately. (il
18
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a Understanding of National and State programmes that address mental health and welfare of patients and community.
b. Broad subject specific objectives:
Knowledge: At the end of the course the student shall be able to
a
Understand the comprehensive nature & development of different aspects of normal human behavior like learning. memory. motivation, personality & intelligence
a Recognize differences between normal & abnormal behavior
a Classify psychiatric disorders
a Recognize clinical manifestations of the following common syndromes & plan
their appropriate management of organic psychosis. functional psychosis. schizophrenia, affective disorders, neurotic disorders, personality disorders. psycho physiological disorders, drug & alcohol dependence. psychiatric disorders of childhood & adolescence
a Describe rational use of different mode of therapy in psychiatric disorders. c. Skills: The student shall be able to:
o Interview the patient & understand different methods of communications in patient-doctor relationship
o Elicit detailed psychiatric case history & conduct clinical examination for assessment of mental status
o Define, elicit & interpret psychopathological symptoms & signs
. Diagnose & manage common psychiatric disorders
o Identify & manage common psychological reactions & psychiatric disorders in
medical & surgical patients in clinical practice & in community setting
d Integration: The teaching should be aligned and integrated horizontally and vertically in order to allow the student to understand bio-psycho-social-environmental interactions that lead to diseases/ disorders for preventive, promotive, curative. rehabilitative services and medico-legal implications in the care of patients both in family and community.
I2. RESPIRATORY MEDICINE
a. Competencies: The str”rdent must demonstrate
a Knowledge of common chest diseases. their clinical manifestations, diagnosis and management,
a Ability to recognize. diagnose and manage pulmonary tuberculosis as contemplated in National Tuberculosis Elimination programme.
1S
.%-
a Ability to manage common respiratory emergencies in primary care setting and refer appropriately.
b. Broad subject specific objectives:
Knowledge: At the end of the course of Pulmonary Medicine, the student shall be able to:
a
a
O
a
Demonstrate sound knowledge of common cheqt diseases, their manifestations. including emergency situations and of investigative procedures to confirm their diagnosis.
Demonstrate comprehensive knowledge of various modes of therapy used in treatment of respiratory di seases.
Describe the modes of action of commonly used drugs, their doses, side effects/ toxicity. indications and contra indications and interactions.
Describe commonly used modes of management including medical and surgical procedures available for treatment of various diseases and to offer a comprehensive plan of management inclusive of Revised National Tuberculosis Control programme.
c. Skills : The student shall be able to
a Interview the patient, elicit relevant and correct information and describe the history in chronological order:
a
a
Conduct clinical examination, elicit and interpret clinical findings and diagnose common respiratory disorders and emergencies;
Perform simple, routine investigative and office procedures required for making the bed side diagnosis especially sputum collection and examination for etiologic organisms especially Acid fast Bacilli (AFB). interpretation of the chest x-rays and respiratory function tests:
a Interpret and manage various blood gases and PH abnormalities in various respiratory diseases;
a Manage common diseases recognizing need for referral for specialized care, in case of inappropriateness of therapeutic responses;
a Assist in the performance of common procedures. like laryngoscopic examination, pleural aspiration, respiratory physiotherapy, laryngeal intubation and pneumo- thoracic drainage/asp iration
d. Integration: The teaching should be aligned and integrated horizontally and vertically in order to allow the student to recognize diagnose and treat TB and other lung diseases in the context of the society. national health priorities. drug resistance and co-morbid conditions like HIV
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13. PEDIATRICS
a. Competencies: The student must demonstrate
a Ability to assess and promote optimal groMh, development and nutrition of children and adolescents and identify deviations from normal,
a Ability to recognize and provide emergency and routine ambulatory and First Level Referral Unit care for neonates, infants. children and adolescents and refer as may be appropriate.
a Ability to perform procedures as indicated for children of all ages in the primary care setting,
a Ability to recognize children with special needs and refer appropriately,
a Ability to promote health and prevent diseases in children.
a Ability to participate in National Programmes related to child health and in
conformation with the Integrated Management of Neonatal and Childhood
Illnesses (l MNC I) Strategy,
a Ability to communicate appropriately and effectively.
b. Broad subject specilic objectives:
Knowledge:-At the end of the course, the students shall be able to:-
a Describe the normal GroMh and Development during fetal life, Neonatal period. Childhood and Adolescence and the deviations thereof.
a Describe the common Pediatric disorders and emergencies in terms of Epidemiology, Etiopathogenesis. Clinical manifestations. Diagnosis and also describe the rational therapy and rehabilitation services.
Workout age related requirements of calories, nutrients, fluids. dosages of drugs etc. in health and disease.
a Describe preventive strategies for common infectious disorders, Malnutrition. Genetic and Metabolic disorders. Poisonings. Accidents and Child abuse.
a Outline national programs related to child health including Immunization programs.
c. Skills : At the end of the course, the students shall be able to:-
a Take detailed Pediatric and Neonatal history and conduct an appropriate physical examination of children and neonates. make clinical diagnosis, conduct common bedside investigative procedures, interpret common laboratory investigations, plan and institute therapy.
a Take anthropometric measurements. resuscitate newbom, prepare oral rehydration solution, perform tuberculin test, administer vaccines available under current National programs. perform venesection, start intravenous fluids and provide nasogastric feeding.
a
2l
%, -vl/
o
bone marrow aspiration. pleural and ascitic tap.
Conduct diagnostic procedures such as lumbar puncture. liver and kidney biopsy.
o Distinguish between normal Newborn babies and those requiring special care and institute early care to all newborn babies including care of preterm and low birth weight babies. provide correct guidance and counseling about breastfeeding and Complementary feeding.
o Provide ambulatory care to all not so sick children. identify indications for specialized/ inpatient care and ensure timely referral to those who require hospitalization.
d. Integration: The teaching should be aligned and integrated horizontally and vertically in order to provide comprehensive care for neonates. infants, children and adolescents based on a sound knowledge of groMh, development. disease and their clinical, social” emotional. psychological correlates in the context of national health priorities.
14. GENERAL SURGERY
a. Competencies: The student must demonstrate
a Understanding of the structural and functional basis, principles of diagnosis and management of common surgical problems in adults and children
a Ability to choose. calculate and administer appropriately intravenous fluids. electrolytes. blood and blood products based on the clinical condition
a Ability to apply the principles of asepsis. sterilization, disinfection, rational use of prophylaxis. therapeutic utilities of antibiotics and universal precautions in surgical practice
a Knowledge of common malignancies in India and their prevention. early detection and therapy
a Ability to perform common diagnostic and surgical procedures at the primary care level
o Ability to recognize. resuscitate, stabilize and provide Basic & Advanced Litb Support to patients following trauma
a Ability to administer informed consent and counsel patient prior to sr.rrgical procedures,
a Commitment to advancement of quality and patient safety in surgical practice. b. Broad subject specific objectives.
Knowledge: At the end of course, the student should be able to:
a Describe aetiology, pathophysiology. principles of diagnosis and management of common surgical problems including emergencies in adult and children.
a Define indications and methods for fluid and electrolytes replacement therapy
22
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including blood transfusion.
a Define asepsis. disinfection and sterilization and recommend judicious use of
antibiotics.
a Describe common malignancies in the country and their management including
prevention.
a Enumerate different types of anaesthetic agents. their indications.
contraindications. mode of administration, and side effects. c. Skills : At the end of the course, the student should be able to
a
a a
a a
a a
a
a
O
Diagnose common surgical conditions both acute and chronic. in adults and children.
Plan various laboratory tests for surgical conditions and interpret the results. Identify and manage patients of hemorrhagic. septicanemia and other types of shock.
Be able to maintain patent air-way and resuscitate.
Monitor patient of head. chest, spinal and abdominal injuries. both in adults and children.
Provide primary care for a patient of burns.
Acquire principles of operative surgery including preoperative. operative and post operative care and monitoring.
Treat open wound including preventive measures against tetanus and gas gangrene.
Diagnose neonatal and pediatric surgical emergencies and provide sound primary care before referring the patient to secondary/tertiary centres.
Identify congenital anomalies and refer them for appropriate management.
d Integration: The teaching should be aligned and integrated horizontally and vertically in order to provide a sound biologic basis and a holistic approach to the care of the surgical patient.
a Apply knowledge of basic medical sciences and other relevant subjects to support understanding of various pathologies. facilitate examination of and intervention for the patients.
a To apply the principles of quality of health care. legal and ethical principles and regulations as recommended by Medical Council of India and WHO.
I5. ORTHOPAEDICS (INCLUDING PHYSICAL MEDICINE & REHABILITATION) a. Competencies: The student must demonstrate:
a Ability to recognize and assess bone injuries, dislocation and poly-trauma and provide first contact care prior to appropriate referral,
23
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a Knowledge of the medico-legal aspects of trauma,
a Ability to recognize and manage common infections of bone and joints in the
primary care setting.
a Recognize common congenital. metabolic, neoplastic, degenerative and
inflammatory bone diseases and refer appropriately.
a Ability to perfbrm simple orthopedic techniques as applicable to a primary care
setting,
a Ability to recommend rehabilitative services for common orthopaedic problerns
across all ages.
b. Broad subject specific objectives
Knowledge: The student shall be able to understand:
a The principles. diagnosis and primary management and be able to give appropriate referral for further definitive management of bones and joint injuries.
a Osteogenesis, manifestation and diagnosis, primary management and give their referral for appropriate correction or rehabilitation of common musculoskeletal disorders including infections of bones and joints; congenital skeletal anomalies, metabolic bone diseases and neoplasm affecting bones.
c. Skills : At the end of the course, the student shall be able to
a Detect soft tissue injuries such as sprains and strains.
a Detect common fractures of extremities.
a Deliver first aid measures for common fractures and sprains
a Deliver emergency measures to poly trauma patients.
a Manage uncomplicated fractures of clavicle. forearm, phalanges etc.
a Use techniques of splinting such as application of Thomas splint. plaster slab and
casts. immobilization by skin tractions etc.
a Leam indications for closed reductions. open reductions. internal fixation and
external fixations of fracture.
a Manage common bone infection; learn indications for sequestration, amputation
and corrective measures for bone deformities.
a Advice and counsel patient for rehabilitation for post traumatic, poliomyelitis,
cerebral palsy and amputation.
o Be able to perform certain orthopedic skills. provide sound advice of skeletal and
related conditions at primary or secondary health care level.
d. Integration: The teaching should be aligned and integrated horizontally and vertically in order to allow the student to understand the structural basis of orthopedic problems, their
management and correlation with function, rehabilitation and quality of life.
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16. ANAESTHESIOLOGY
a. Competencies: The student must demonstrate ability to
a Describe and discuss the pre-operative evaluation. assessing fitness for surgery and the modifications in medications in relation to anesthesia /surgery,
a Describe and discuss the roles of Anesthesiologist as a peri-operative Physician including pre-medication, endotracheal intubation, general anesthesia and recovery (including variations in recovery from anesthesia and anaesthetic complications),
a Describe and discuss the management of acute and chronic pain, including labour analgesia,
a
Demonstrate awareness about the maintenance of airway in children and adults in
various situations.
a Demonstrate the awareness about the indications. selection of cases and execution
of cardio- pulmonary
o Resuscitation in emergencies and in the intensive care and high dependency units, o Choose cases for local / regional anesthesia and demonstrate the ability to
administer the same.
O Discuss the implications and obtain informed consent for various procedures and
to maintain the documents. b. Broad subject specific objectives:
Knowledge: At the end of the course, the student shall be able to
a Know of simple nerve block and pain relief
a Awareness of the principles of administration of general, regional and local
a
anesthesia.
Know importance of hypoglycemialhyperglycemia, hypotension/hypertension, lHD, Myocardial infarction.
a Know ventilators.
c. Skills : At the end of the training, the students should be able to
a Perform cardio-pulmonary resuscitation with the available resources and transfer the patients to a bigger hospital for advanced life support.
a Set r”rp intravenous infusion and manage fluid therapy
Clear and maintain airway in unconscious patient.
a
a Adm ini ster oxy gen correctly
d Integration: The teaching should be aligned and integrated horizontally and vertically in order to provide comprehensive care for patients undergoing various surgeries, in patients
25
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with pain. in intensive care and in cardio respiratory emergencies. Integration with the preclinical department of Anatomy, para- clinical department of Pharmacology and horizontal integration with anylall surgical specialties is proposed.
I7. RADIODIAGNOSIS
a. Competencies: The sturdent must demonstrate
a
Understanding of indications for various radiological investigations in common
clinical practice.
a Awareness of the ill effects of radiation and various radiation protective measures
a
to be employed,
Ability to identify abnormalities in common radiological investigations.
b. Broad subject specific objectives:
Knowledge: At the end of the course, the student shall be able to
Enlist and describe the various diagnostic modalities
a
a Delineate normal and abnormal radiological findings
a Understand basic radiology and emphasize on its clinical applications
a Describe radiographic, ultra sonographic, CT, MRI features of common
pathologies.
o Describe and integrate radiological findings in CNS. GIT, RS, CVS. MSK, GUT
c. Skills At the end of the course, the student shall be able to
o Make use of Imaging findings to reach to a diagnosis;
o Analysis and interpret radiological data;
o Demonstrate the skills of solving clinical problems by illustrative evidences and
decision making.
d. Integration: Horizontal and vertical integration to understand the fundamental principles of radiologic imaging, anatomic correlation and their application in diagnosis and therapy
18. OTO-RHTNOLARYNGOLOGY(ENT) a. Competencies: The learner must demonstrate
a Knowledge of the common Otorhinolaryngological (ENT) emergencies and problems, a Ability to recognize, diagnose and manage common ENT emergencies and problems
in primary care setting,
2Ay
26
a Ability to perform simple ENT procedures as applicable in a primary care setting,
a
Ability to recognize hearing impairment and refer to the appropriate hearing impairment rehabilitation programme.
b. Broad subject specific objectives:
Knowledge: At the end of the course, the student shall be able to
a Describe the basic pathophysiology of common Ear, Nose & Throat (ENT) diseases &emergencies.
a Adopt the rational use of commonly used drugs keeping in mind their adverse reactions.
a Suggest common investigative procedures & their interpretation. c. Skills: At the end of the course the student shall be able to :
a Examination & Diagnose common ENT problems including pre-malignant & Malignant disorders of the Head & Neck.
a Manage ENT problems at f,rrst level of care & be able to refer whenever necessary.
a Assist I carry out minor ENT procedures like ear syringing, ear dressing, nasal
packing.
o Assist in certain procedures such as tracheotomy, endoscopy & removal of foreign
bodies.
tl. Integration: The teaching should be aligned and integrated horizontally and vertically in order to allow the learner to understand the structural basis of ENT problems. their management and correlation with function. rehabilitation and quality of life. The undergraduate training ENT will provide an integrated approach towards other disciplines especially, neurosciences, ophthalmology & general surgery.
I9. OPHTHALMOLOGY
a. Competencies: The student must demonstrate
a Knowledge of common eye problems in the community
a Recognize, diagnose and manage common eye problems and identify indications for
referral,
a Abilify to recognize visual impairment and blindness in the community and implement
national programmes as applicable in the primary care setting. b. Broad subject specific objectives
Knowledge: At the end of the course, student shall have the knowledge of
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o a a a
a a a
o a a
a
a
c. Skills
o a
a a a
a o a a
a
Common problems affecting the eye.
Principles of management of major ophthalmic emergencies.
Main systemic disease aflfbcting the eye.
Effects of local and systemic diseases on patient’s vision and the necessary action required minimizing the sequelae of such diseases.
Adverse drug reaction with special reference to ophthalmic manifestations. Magnitude of blindness in India and its main causes.
National programme for control of blindness and its implementation at various levels.
Eye care education for prevention of eye problems.
Role of primary health center in organization of eye camps.
Organization of primary health care and the functioning of the ophthalmic assistant.
Integration of the national programme for control of blindness with the other national health programmes.
Eye bank organization.
Elicit a history pertinent to general health and ocular status.
Assist in diagnostic procedures such as visual acuity testing, examination of eye. Schiotz tonometry. Staining of Corneal pathol6gy, confrontation, perimetry, Subjective refraction including correction of Presbyopia and aphakia. direct ophthalmoscopy and conjunctival smear examination and Cover test.
Diagnose and treat common problems affecting the eye.
Interpret ophthalmic signs in relation to common systemic disorders. Assist/observe therapeutic procedures such as Subconjunctival injection. corneal conjunctival foreign body rernoval, carbolic cautery for corneal ulcers, Nasolacrimal duct syringing and tarsorrhaphy
Provide first aid in rnajor ophthalmic emergencies.
Assist to organize community surveys for visual check-up.
Assist to organize primary eye care service through primary health centers.
Use effective means of communication with the public and individual to motivate for surgery in cataract and for eye donation.
Establish rapport with his seniors. colleagues and paramedical workers. so as to effectively function as a member of the eye care team.
d Integration: The teaching should be aligned and integrated horizontally and vertically in order to allow the student to understand the structural basis of ophthalmologic problems.
their management and correlation with function. rehabilitation and quality of life.
h.
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20. OBSTETRICS AND GYNAECOLOGY
a. Competencies: The student must demonstrate ability to:
a Provide peri-conceptional counseling and ante natal care,
a Identify high-risk pregnancies and refer appropriately,
a Conduct normal deliveries, using safe delivery practices in the primary and
secondary care settings,
a Prescribe drugs safely and appropriately in pregnancy and lactation,
a Diagnose complications of labor, institute primary care and refer in a timely
manner,
a Perform early neonatal resuscitation,
a Provide postnatal care, including education in breast-feeding,
a Counsel and support couples in the correct choice ofcontraception,
a Interpret test results of laboratory and radiological investigations as they apply to
the care of the obstetric patient,
a Apply medico-legal principles as they apply to tubectomy, Medical Termination of
Pregnancy (MTP), Pre-conception and Prenatal Diagnostic Techniques (PC PNDT
Act) and other related Acts.
a Elicit a gynecologic history, perform appropriate physical and pelvic examinations
and PAP smear in the primary care setting,
a Recognize, diagnose and manage common reproductive tract infections in the
primary care setting,
a Recognize and diagnose cofllmon genital cancers and refer them appropriately.
b. Broad subject specific objectives
Knowledge : At the end of the course, the student shall be able to:
o Outline the anatomy, physiology and pathophysiology of the reproductive system
and the common conditions affecting it.
o Diagnose normal pregnancy, labour, puerperium and manage the problems he is
likely to encounter therein.
o List of leading causes of maternal and perinatal morbidity and mortality.
o Understand the principles of contraception and various techniques employed,
methods of medical termination of pregnancy, sterilization and their complications. o Identify the use, abuse and side effects of drugs in pregnancy, peri- menopausal and
post-menopausal periods.
o Describe the national programme of maternal and child health and family welfare
and their implementation at various levels.
a Identify common gynecological diseases and describe principles of their
management.
29
a
a
State the indications, techniques and complications of surgeries like Caesarian section, laparotomy, abdominal and vaginal hysterectomy, Fothergill’s operation and vacuum
Aspiration for Medical Termination of pregnancy (MTP) and minor surgeries like EB, D and C, Cervical Biopsy and Cervical encirclage.
c. Skills : At the end of the course, the student should be able to
o o o o o
o
Take proper history and writing a good case sheet
Writing a good discharge summary, proper referral letter
Examination of patient and arrival at a diagnosis
Planning for investigation and treatment
Community orientation, participation in community health promoting and preventing programmes
Examine a pregnant woman, recognize high- risk pregnancies and make appropriate referrals.
Conduct a normal delivery, plot and inter pretepartogram
Recognize complications and decision of referral, provide postnatal care,
Resuscitate the newborn and recognize the congenital anomalies.
o
.
o
o Advise a couple on the use of various available contraceptive devices (student
should see at least 5 Cu-Tinsertions and 5 cases of female sterilization operations.) o Perform pelvic examination, diagnose and manage common. gynecological
problems including early detection of genital malignancies.
o Make a vaginal cytological smear, perform a post coital test and wet vaginal smear
examination for Trichomonas vaginalis, Moniliasis and gram stain for gonorrhea,
catheterization of urinary bladder
. Interpretation of data of investigations like biochemical, histopathological,
radiological ultrasound etc.
d. Integration: The teaching should be aligned and integrated horizontally and vertically
in order to provide comprehensive care for women in their reproductive years and beyond. based on a sound knowledge of structure. functions and disease and tl-reir clinical. social, emotional. psychological correlates in the context of national health priorities. The student shall be able to integrate clinical skills with other disciplines and bring about coordination of family welfare programme for the national goal of population control.
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B. PHASE WISE TRAINING AND TIME DISTRIBUTION FOR PROFESSIONAL DEVELOPMENT
The Competency based Undergraduate Curriculum and Attitude, Ethics and Communication (AETCOM) course, as published by the Medical Council of India and also made available on the Council’s website, shall be the cumiculum for the batches admitted in MBBS from the academic year 2019-20 onwards.
In order to ensure that training is in alignment with the goals and competencies required for a medical graduate, there shall be a Foundation Course to orient medical leamers to MBBS programme. and provide thern with requisite knowledge, communication (including electronic), technical and language skills.
I. Training period and time distribution:
Universities shall organize admission timing and admission process in such a way that teaching in the first Professional year commences with induction through the Foundation Course by the I’t of August of each year. There shall be no admission of students in respect of any academic session beyond 30th August under any circumstance. The Universities shall not register any student admitted beyond the said date.
The National Medical Commission may direct, that any student identified as having Obtained admission after the last date for closure of admission be discharged from the Course of study, or any medical qualification granted to such a student shall not be a recognized qualification by National Medical Commission.
The institution which grants admission to any student after the last date specified from the same shall also be liable to face such action as may be prescribed by National Medical Commission.
Every learner shall undergo a period of certified study extending over 4 Vz academic years. divided into four professional years from the date of commencement of course to the date of completion of examination which shall be followed by one year of compulsory rotating internship.
Each academic year will have at least 39 teaching weeks with a minimum of eight hours of working on each day including one hour as lunch break.
Didactic lectures shall not exceed one third of the schedule; two third of the schedule shall include interactive sessions, practicals, clinical or/and group discussions. The learning process should include clinical experiences, problem- oriented approach. case studies and community health care activities
3l
Teaching and learning shall be aligned and integrated across specialties both vertically and horizontally for better leamer comprehension. Learner centered learning methods should include Early Clinical Exposure. problem-oriented learning, case studies. community- oriented learning. self- directed, experiential learning& Electives.
At the end of each professional year University examination will be conducted. If any student fails to clear University examination, he will appear in supplernentary examination.
Supplementary examinations and declaration of results shall be processed within 3-6 weeks from the date of declaration of the results of the main examination for every professional year, so that the candidates, who pass, can join the main batch for progression.
If the candidate fails in the supplementary examination of first MBBS, he shall join the batch of next academic /subsequent year. There shall be no supplementary batches. Partial attendance of examination in any subject shall be counted as an attempt.
o
a
a
A candidate. who fails in the First Professional examination, shall not be allowed to join the Second Professional.
A candidate. who fails in the second Professional examination. shall be allowed to
join the third Professional Part I training, however he shall not be allowed to appear for the examination unless he has passed second professional examination. A candidate who fails in the third Professional (Part I) examination shall be allowed to join third Professional part II training, however he shall not be allowed to appear for the examination unless he has passed second professional examination.
II. The period of 4% years is divided as follows: Phase I -Total l2 months
i) First Professional phase of 12 months including Foundation Course of one week and University exams.
It shall consist of preclinical subjects Anatomy, Physiology. Biochemistry. Introduction to Community Medicine. Humanities. Professional development including Attitude, Ethics & Communication (AETCOM) module. family adoption programme through village outreach, Pandemic module and early clinical exposure. ensuring alignment & all types of integration and simulation- based leaming.
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Phase II- Second Professional (12 months) including University exam
It will consist of Pathology, Pharmacology. Microbiology, family visit under Community Medicine. General Surgery, General Medicine & Obstetrics & Gynecology Professional development including AETCOM module, simulation-based learning and introduction to clinical subjects ensuring both alignment & all types of integration.
The clinical exposure to learners will be in the form of leamer-doctor method of clinical training in all phases. The emphasis will be on primary, preventive and comprehensive health care. A part of training during clinical postings should take place at the printary level of health care. It is desirable to provide leaming experiences in secondary health care, wherever possible. This will involve:
o
inpatient and emergency settings,
Experience in recognizing and managing common problems seen in outpatient, o Involvement in patient care as a team member.
o
iii) Phase III – 30 months
Involvement in patient management and performance of basic procedures.
a. Third Professional Part I (12 months, including University exams)
Forensic Medicine and Toxicology, Community Medicine. Medicine & allied. Surgery & allied, Pediatrics and Obstetric & Gynecology including AETCOM, Pandemic module. Clinical teaching in General Medicine. General Surgery, Obstetrics & Gynecology” Pediatrics, Orthopedics. Dermatology. Community Medicine” Psychiatry. Respiratory Medicine. Radio-diagnosis (& Radiotherapy) and Anesthesiology & Professional development.
b. Electives (l month) shall be included here. These will be in 2 blocks of l5 days each in Final first: I’t block after annual exam of III MBBS part I and 2″d block after the end of l’t elective.
c. Third Professional Part II (18 monthso including University exam)
Subjects include:
o Medicine and allied specialties (General Medicine. Psychiatry,
Dermatology (including Venereology and Leprosy, Respiratory Medicine
(including Tuberc ulosis)
o Surgery and allied specialties (General Surgery, Otorhinolaryngology.
Ophthalmology, Orthopedics, Dentistry. Physical Medicine and
rehabil itation, Anesthesiology and Radiodiagnosi s)
o Obstetrics and Gynecology (including Family Welfare) o Pediatrics
o AETCOM module
JJ
,
III. Distribution of teachins hours phase wise
a. First. second and third Professional part-I. teaching hours:
Time allotted l2 months (approx. 52weeks)
Time available Approx. 39 weeks (excluding l3 weeks) (39 hours/ week)
Prelim / University Exam & Results: 9 weeks Vacation: 2 weeks
Public Holidays:
2 weeks
Time distribution in weeks: 39 weeks x 39 hours : l52l available hours for Teaching- Learning
b. Final MBBS part-2. teachins hours:
Time allotted l8 months (approx. 78 weeks)
Time available Approx. 62 weeks (excluding l6 weeks) (39 hours/ week)
Prelim / University Exam & Results: l0 weeks Vacation: 3 weeks Public Holidays: 3 weeks
Time distribution in weeks: 62 x 39 hrs :2418 hrs available hours for Teaching- Learning
(Clinical Postings: 15 hours/ week II MBBS onwards included in academic schedule)
These are attached in sperate annexure with all relevant tables.
* Academic calendar shall be as per the Table L
* Distribution of subjects for Prof-essional Phase – wise training is given in Table 2.
{‘ Minimum teaching hours prescribed in various disciplines are given in Tables 3-7.
* Distribution and duration of clinical postings is given in Table 8.
Time allotted excludes time reserved for internal /University examinations, and vacation.
Second professional clinical postings shall commence before I after declaration of results of the first professional phase examinations. as decided by the institution/ University.
Third Professional parts I and part II clinical postings shall start no later than two weeks after the completion of the previous professional examination.
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A total of 25Yo of allotted time of third Professional shall be utilized fbr integrated learning with phase I ar-rd II subjects. This will be included in the assessment of clinical subjects.
Note:
a The period of training is minimum suggested. Adjustments where required
depending on availability of time may be rnade by the concemed college/
institution. This period of training does not include University examination period. a An exposure to skills lab for at least two (02) weeks prior to clinical postings shall be
made available to all student.
C) New teaching /learning elements 1) Foundation Course
(a)
Goal: The goal of the Foundation Course is to prepare a learner to study medicine effectively.
Objectives:
Orient the learner to:
o The medical profession and the Physician’s role in society
o The MBBS programme
o Alternate health systems i.e. AYUSH in India and history of Medicine o Medical ethics, attitudes and professionalism
o Health care system and its delivery
o National health programmes and policies
o Universal precautions and vaccinations
e Patient safety and biohazard safety
o Principles of primary care(general and community based care)
o The academic ambience
(b) Enabre -”
sk,rs in:
i’*l*T:’:,””*,ed
o Communication
o Learning including self-directed learning
: };r:r##technorogy. and artiriciar inteuigence
(c) Train the learner to provide: o First-aid
o Basic life support
@-
35
In addition to the above. learners maybe enrolled in one of the following
a
programmes which will be run concurrently:
a o o
Local language programme English language programme Computer skills
These may be done in the last two hours of the day. These sessions must be as interactive as possible.
Sports (to be used through the Foundation Course as protected 04 hours iweek)
Leisure and extracurricular activity (to be used through the Foundation Course as projected 02 hours per week).
Institutions shall develop learning modules and identify the appropriate resource persons for their delivery.
The time committed for the Foundation Course may not be used for any other curricular activity.
The Foundation Course shall have a minimum of 75%o attendance of all students rnandatorily. This will be certified by the Dean of the college.
The Foundation Course shall be organized by the Coordinator appointed by the Dean of the college and shall be under supervision of the Heads of MBBS phase I departments.
Every college shall arrange for a meeting with parents/ wards of all students and records of the same shall be made available to UGMEB of NMC.
2) Early Clinical Exposure
Objectives:
The objectives of early clinical exposure of the first-year medical learners are to enable the learner to:
o Recognize the relevance of basic sciences in diagnosis. patient care and management,
o Provide a context that will enhance basic science leaming”
o Relate to experience of patients as a motivation to learn.
o Recognize attitude, ethics and professionalism as integral to doctor- o Patientrelationship,
o Understand the socio-cultural context of disease through the study
of humanities.
36
h-
o E,lements
o Basic science correlation: i.e. apply and correlate principles of basic
sciences as they relate to patient care (this shall be part of integrated
modules).
o Clinical skills: to include basic skills in interviewing patients.
doctor-patient communication. ethics and prof’essionalism. critical thinking and analysis and self-learning (this training shall be imparted in the time allotted for early clinical exposure).
o Humanities: To introduce learners to a broader understanding of the socio-economic framework and culturral context within which health is delivered through the study of humanities and social sciences.
3) Electives
Objectives: To provide the leamer with opporlunities:
o o
o
a a
a
a
a
a
For diverse learning experiences,
It is mandatory for learners to do an elective. The elective time shall not be used to make up for missed clinical postings. shortage of attendance or other purposes.
Institutions will pre-determine the number and nature of electives. names of the supervisors. and the number of learners in each elective based on the local conditions. available resources and faculty.
Electives on topics in areas such as Research methodology, Use of Artificial intelligence and computers in Health and Medical Education. Health Management. Health economics. Indian system of medicine. Medical photography /clinical photography. Global health, Evidence based medicine. Art and music in medicine. Literary activities. etc. may be provided by the college/ institution.
It shall be preferable that elective choices are made available to the learners in the beginning of the academic year.
The learner must submit a learning log book based on both blocks of the electives.
75Yo attendance in the electives and submission of log book maintained during electives is required for eligibility to appear in the final MBBS examination/ NEXT.
Institutions may use part of this time for strengthening basic skill cerlification.
3t
h-
4) Professional Development including Attitude, Ethics and Communication Module (AETCOM)
Objectives of the programme : At the end of the programme, the learner must demonstrate ability to:
Learning experiences:
o Respond to events and issues in a professional. considerate and humane fashion,
o Translate learning from the humanities in order to further his professional and personal growth.
o This will be a longitudinal programme spread across the continuum of the MBBS programme including intemship,
o Learning experiences shall include small group discussions, patient care scenarios. workshops. seminars, role plays, lectures etc.
o Attitude, Ethics & Communication Module (AETCOM module) developed by the erstwhile Medical Council of India should be used longitudinally for purposes of instruction.
o 75%o aftendance in Professional Development Programme (AETCOM Module) shall be mandatory for eligibility to appear for final examination in each professional year.
o
to medical practice and research, understand and apply the
Understand and apply principles of bioethics and law as they apply
principles of clinical reasoning as they apply to the care of the
patients.
o Understand and apply the principles of system-based care as they
relate to the care of the patient,
Understand and apply empathy and other human values to the care of the patient.
o Communicate effectively with patients. families, colleagues and other health care professionals,
o
o
medicine,
Understand the strengths and limitations of alternative systems of
Internal Assessment shall include:
o Written’ tests comprising of short notes and creative writing
experiences.
o
during the professional development programme.
o Skill competencies acquired during the Professional Development
Programme must be tested during the clinical, practical and viva
OSCE based clinical scenarios /viva voce.
o At least one question in each paper of each clinical specialty in the
University examination shall test knowledge competencies acquired
voce
&-
38
5) Learner-doctor method of clinical training (Clinical Clerkship)
a. Goal: To provide learners with experience in: . Longitudinal patient care.
b. Structure
. Being part of the health care team.
o Hands-on care of patients in outpatient and in-patient setting.
o The first clinical posting in second professional shall orient learners to the patient, their roles and the specialty.
o The learner-doctor programme shall progress as outlined in Table 9.
o
following responsibilities:
The leamer shall function as a part of the health care team with the
o Be a part of the units’ out-patient services on admission days.
o Remain with the admission unit until at least 6 PM except during designated class hours.
o Be assigned patients admitted during each admission day for whom he will undertake responsibility. under the supervision of a senior resident or faculty member,
o Participate in the unit rounds on its admission day and will present the assigned patients to the supervising Physician,
o Follow the patient’s progress throughout the hospital stay until discharge,
o Participate. under supervision, in procedures, surgeries. deliveries etc. of assigned patients.
o Participate in unit rounds on at least one other day of the week excluding the admission day,
o Discuss ethical and other humanitarian issues during unit rounds. o Attend all scheduled classes and educational activities,
o Document his observations in a prescribed log book /case record.
No learner will be given independent charge of the patient in the capacity of primary Physician of the concerned patient.
The supervising Physician shall be responsible for all patient care decisions and guide the learner from time to time as required.
6) Assessment:
o A designated faculty member in each unit will coordinate and facilitate the
39
fr-
a
activities of the leamer. monitor progress, provide feedback and review the log book/ case record.
The log bool</ case record must include the written case record prepared by the learner including relevant investigations, treatment and its rationale. hospital course, family and patient discussions. discharge summary etc.
a The log book shall also include records of outpatients assigned. Submission of the log book/ case record to the department is required for eligibility to appear for the final examination of the subject.
I. Eligibility to appear for Professional examinations
The performance in essential components of training are to be assessed, based on:
(a) Attendance
o
o If an examination comprises more than one subject (fore.g.. General Surgery and allied branches), the candidate must have a minimum of 75o/o attendance in each subject including its allied branches, and 80% attendance in each clinical posting.
o Learners who do not have at least 75oh attendance in the electives will not be eligible for the Third Professional – Part II examination/ NEXT.
(b) Internal Assessment: Internal assessment shall be based on day-to-day assessment. It shall relate to different ways in which learners participate in learning process including assignments. preparation for seminar. clinical case presentation. preparation of clinical case for discussion. clinical case study/ problern solving exercise, participation in project for health care in the community. Intemal assessment shall not be added to summative assessment. However. intemal assessrnent should be displayed under a separate column in detailed marks card.
(c) Learners must have completed the required certifiable competencies for that phase of training and completed the log book appropriate for that phase of training to be eligible for appearing at the final University examination of that subject.
(d) Regular periodic examinations shall be conducted throughout the course. There shall be no less than three internal assessment examinations in each subject of first and second professional year. and no less than two examinations in each subject of final professional
W
There shall be a minimum of 75oh attendance in theory and 80% in practical /clinical for eligibility to appear for the examinations in that subject. In subjects that are taught in more than one phase – the learner must have 75%o attendance in theory and 80% in practical in each phase of instruction in that subject. There shall be minimum of 80% attendance in family visits under Family adoption programme.
40
year. An end of posting clinical assessment shall be conducted for each clinical posting in each professional year.
a When subjects are taught in more than one phase. the internal assessment must be done in each phase and must contribute proportionately to final assessment. For example, Ceneral Medicine must be assessed in second Professional. third Professional Part I and third Profbssional Part II, independently.
a Day to day records and log book (including required skill certifications) should be given importance in internal assessment. Internal assessment should be based on competencies and skills.
a The final internal assessment in a broad clinical specialty (e.g.. Surgery and allied specialties etc.) shall comprise of marks from all the constituent specialties. The proportion of the marks for each constituent specialty shall be determined by the time of instruction allotted to each.
o Learners must secure at least 50%o marks of the total marks (combined in theory and practical / clinical; not less than 40o/o marks in theory and practical separately) for intemal assessment in a particular subject in order to be eligible for appearing at the final University examination of that subject. Internal assessment marks will reflect as separate head of passing at the summative examination.
a
The results of internal assessment should be displayed on the notice board within
one week of the test.
a Universities shall guide the colleges regarding formulating policies for remedial
measures for students who are either not able to score qualifying nrarks or have missed on some assessments due to any reason.
II. University Examinations:
University examinations are to be designed with a view to ascertain whether the candidate has acquired the necessary knowledge. minimal level of skills. ethical and professional values with clear concepts of the fundamentals which are necessary for him to function effectively and appropriately as a Physician of the first contact. Assessment shall be carried out on an objective basis to the extent possible.
a Nature of questions shall include different types such as structured assays (Long- Answer Questions -LAQ). Short-Answer Questions (SAQ) and objective type questions (e.g. Multiple Choice Questions – MCQ). Marks for each part shall be indicated separately. MCQs shall be accorded a weightage of not more than 20%o of the total theory marks. In subjects that have two papers, the learner must secLlre minimum 50o/o of marks in aggregate (both papers together) to pass.
a Practical /clinical examinations shall be conducted in the laboratories and /or hospital wards. The objective will be to assess proficiency and skills to conduct experiments. interpret data and form logical conclusion. Clinical cases kept in the examination must be common conditions that the learner may encounter as a
4l %
a
Physician of first contact in the community. Selection of rare syndromes and disorders as examination cases is to be discouraged. Emphasis should be on candidate’s capability to elicit history. demonstrate physical signs, write a case record. analyze the case and develop a management plan.
Viva/oral examination should assess approach to patient management, emergencies. and attitudinal. ethical and professional values. Candidate’s skill in interpretation of common investigative data, X-rays” identification of specimens” ECC, etc. is to be also assessed.
University Examinations shall be held as under: (a) First Professional
The first Professional examination shall be held at the end of first Professional training (inthe l2th month of that training). in the subjectsof Anatomy” Physiology and Biochemistry.
(b) Second Professional
The second Professional examination shall be held at the end of second professional training (l2tl’month of that training). in the subjects of Pathology, Microbiology, and Pharmacology.
(c) Third Professional
a Third Professional Part I examination shall be held at end of third Professional part I of training ( l2th month of that training) in the subjects of Community Medicine. and Forensic Medicine including Toxicology
a Third Professional Part ll / National Exit Test (NExT) as per NExT regulations- (Final Prof’essional) examination shall be at the end of lTth I l8th month of that training. in the subjects of General Medicine. General Surgery. Ophthalmology. Otorhinolaryngology. Obstetrics & Gynecology. and Pediatrics. and allied subjects as per NExT REGULATIONS.
fu-
42
Note:
a At least one question in each paper of each PHASE shall test the knowledge, and
competencies acquired during the prof-essional development programme (AETCOM
module).
a Skills competencies acquired during the Professional Development Programme
(AETCOM module) shall be tested during clinical, practical and viva.
In subjects that have two papers, the learner must secure minimum 50% of marks in aggregate (both papers together) to pass in the said subject
Criteria for passing in a subject: A candidate shall obtain 50oZ marks in University conducted examination separately in Theory and in Practical (practical includes: practical/ clinical and viva voce) in order to be declared as passed in that subject.
Appointment of Examiners
a
a
a
a
o
a
a
a
Person appointed as an examiner in the particular subject must have at least four years of total teaching experience as Assistant Professor after obtaining postgraduate degree in the subject in a college affiliated to a recognized medical college (by UGMEB of NMC).
For Practical /Clinical examinations” there shall be at least four examiners for every learner, out of whom not less than 50Yo must be external examiners. Of the four examiners. the senior-most intemal examiner shall act as the Chairman and coordinator of the whole examination programme so that uniformity in the matter of assessment of candidates is maintained.
A University having more than one college shall have separate sets of examiners for each college. with internal examiners from the concerned college. E,xternal examiner may be from outside the college/ Universityl statelunion territory.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate the questions.
All eligible examiners with requisite qualifications and experience can be appointed internal examiners by rotation in their subjects.
All theory paper assessment should be done as central assessment program (CAP) of the concerned University.
Internal examiners shall be appointed from the same institution for unitary examination in the same institution. For pooled examinations at one centre. the approved internal examiners from same University may be appointed.
There shall be no grace marks to be considered for passing in an examination.
–END OF DOCUMENT ——-
43
b-
a-t
Subject Anatomy
Physiology
Biochemistry
Competency Number
Module 1.5
Module l.l
Module 1.2, Module 1.3 Module 1.4
Module Ll, Module l.l
Competency
The cadaver as our first teacher Demonstrate respect and follow the correct procedure when handling cadavers and other biologic tissue
Identify, discuss Physician’s role and responsibility to society and the community that he serves
Demonstrate empathy in patient encounters
Demonstrate ability to communicate to patients in a patient, respectful, non- threatening, non- judgmental and empathetic manner
Enumerate and Describe the role of a Physician in health care system
Describe and discuss the commitment to lifelong learning as an important part of Physician growth
tu
AETCOM Competencies for First MBBS
-t{q-
Subject Pathology
Competency Number
Competency
Identify, discuss and define medico-legal, socio-cultural and ethical issues as they pertain to refusal of care including do not resuscitate and withdrawal of life support.
Demonstrate ability to work in a team of peers and superiors.
Demonstrate respect in relationship with patients, fellow team members, superiors and other health care workers.
Identify, discuss and defend, medico-legal, socio-cultural and ethical issues as they pertain to consent for surgical procedures.
Describe and discuss the role of non- malfeasance as a guiding principle in patient care
Describe and discuss the role of autonomy and shared responsibility as a guiding principle in patient care
Describe and discuss the role of beneficence of a guiding principle inpatient care
Describe and discuss the role of a Physician in health care system
Describe and discuss the role ofjustice as a guiding principle in patient Care
Describe and discuss the role ofjustice as a guiding principle in patient care
Identify, discuss and defend medico-legal, socio-cultural and ethical issues as it pertains to patient autonomy, patient rights and shared responsibility in health care
Demonstrate ability to communicate to patients in a patient, respectful, non-threatening, non- judgmental and empathetic manner. Demonstrate empathy in patient encounters
Microbiology
2.4 A 2.48
2.7
Module 2.2 A
Module 2.2 B
Module 2.2 C Module 2.2 D Module 2.2 E
Module 2.3
Module 2.5
Module 2.1
Module 2.8
Pharmacology
AETCOM Competencies for Second MBBS
2.6
-\s-
Subject Ophthalmology
(Oto-Rhino- Laryngology(ENT)
Forensic Medicine & Toxicology
Community Medicine
Competency Number
3.1
3.2
3.3 A
3.3 B
3.3 C
3.4
3.5 A
3.5 B
Competency
Demonstrate ability to communicate to patients in a patient, respectful, nonthreatening, non-judgmental and empathetic manner
Demonstrate an understanding of the implications and the appropriate procedure and response to be followed in the event of medical error
Demonstrate ability to communicate to patients in a patient, respectful, nonthreatening, non-judgmental and empathetic manner
Identify, discuss and defend, medico-legal, socio-cultural and ethical issues as they pertain to consent for surgical procedures
Administer informed consent and appropriately address patient queries to a patient undergoing a surgical procedure in a simulated environment
Identify, discuss and defend medico-legal, socio-cultural and ethical issues as it pertains to confidentiality in patient care
Identify, discuss and defend medico-legal, socio-cultural, professional and ethical issues as it pertains to the physician – patient relationship (including fiduciary duty)
Identify and discuss physician’s role and responsibility to society and the community that she/ he serves
W
AETCOM Competencies for Third Year (Part I)
-t{6-
Subject
Medicine and Allied Subjects
Surgery and Allied Subjects
Competency Number
4.1 A
4.1 B
4.3
4.4 A 4.48
4.5
4.6
4.2
4.7
4.8 A
4.8 B
4.9 A
4.9 B
Competency
The student should be able to: Demonstrate ability to communicate to patients in a patient, respectful, nonthreatening, non-judgmental and empathetic manner
The student should be able to: Communicate diagnostic and therapeutic options to patient and family in a simulated environment
The student should be able to: Identify and discuss medico- legal, socio-economic and ethical issues as it pertains to organ donation
The student should be able to: Demonstrate empathy in patient encounters
The student should be able to: Communicate care options to patient and family with a terminal illness in a simulated environment
The student should be able to: Identify and discuss and defend medico-legal, socio-cultural, professional and ethical issues in physician – industry relationships
The student should be able to: Identify conflicts of interest in patient care and professional relationships and describe the correct response to these conflicts
The student should be able to: Identify, discuss and defend medico-legal, socioeconomic and ethical issues as it pertains to abortion / Medical Termination of Pregnancy and reproductive rights
The student should be able to: Identify conflicts of interest in patient care and professional relationships and describe the correct response to these conflicts
The student should be able to: Identify conflicts of interest in patient care and professional relationships and describe the correct response to these conflicts.
The student should be able to: Demonstrate empathy to patient and family with a terminal illness in a simulated environment.
The student should be able to: Identify, discuss and defend medico-legal, socio-cultural, professional and ethical issues pertaining to medical negligence
The student should be able to: Identify, discuss and defend medico-legal, socio-cultural, professional and ethical issues pertaining to malpractice
b
Obstetrics and Gynecology
Pediatrics
AETCOM Competencies for Third Year (Part II)
-L\-I-
2023
2024 6
2025 18
2026 30
Ll-].’t Prot
15 16 t7
27 28 29
39 40 4t
Tablel: Time distribution of MBBS Programme & Examination schedule Academic Calendar for CBME 2023-24 Batch
Jan
Feb Mar Apr
7 8 9
19 20 2t
3L 32 33
Jul
13-2nd 14 exam, MBBS
result
24-2nd Prof
exam, rt result
36-Final 1*
exam, 21,J result
May Jun
10 11
22 23
34 35
Aug sep Oct Nov Dec 12345
2027 42 43 44 45 46 47 48 49 50 51 52 53 Final
2028 54 NExT 1- CRMI
2029 12 NExT
2
3
4 5-2nd NExT
Exam/NExT 1 8 9 10 11
Legends:
AETCOM: Attitude, Ethics and Communication skills FAP: Famity Adoption Programme (village outreach)
SDL: Self Directed Learning
SGL: Small Group Learning (tutorials/ Seminars/ Integrated Learning)
Note : NExT shall be as per NExT Regulations
– q8-
25-Final 26
37-Final 38
&-
Phase & year of MBBS training
First Professional MBBS
Second Professional MBBS
Third Professional part 1, MBBS, including Electives 1 month
Third Professional part2, MBBS
Subjects & Teaching Elements
(i) Foundation course – 1 week, remaining spread over 6 months at the discretion of college.
Duration University (months) Exam
ination
Table2: Distribution of subjects in each Professional Phase
(ii) Anatomy, Physiology & Biochemistry, t2 lrt Introduction to Community Medicine, months professional Family adoption programme (FAP) through
village outreach
(iii) Medicine, Humanities.
(iv) Early Clinical Exposure.
(v) Attitude, Ethics, and communication
Module (AETCOM)
(i) Pathology, Microbiology, Pharmacology
(ii) Introduction to clinical subjects
(iii) Clinical postings, Family visits for FAP t2 2nd
(iv) AETCOM months (D Community Medicine, Forensic Medicine and Toxicology, Medicine & allied, Surgery &
professional
allied, Pediatrics and Obstetrics & t2 Final
Gynecology.
(ii) Family visits for FAP (iii) Clinical postings
(iv) AETCOM
v Electives- 1 2 15 each (i) General Medicine, Dermatology, Psychiatry, Respiratory medicine, Pediatrics, General Surgery, OrthoPedics, Oto- rhinolaryngology, OPhthalmologY, Radiodiagnosis, Anesthesiology, Obstetrics
& Gynecology (ii) Clinical postings
AETCOM
months professional- Part 1
-\g-
18 months
Final Professiona- Part II
b-
Table 3: Foundation Course
(one week + spread over 6 months at the discretion of college)
Subjects/Contents
Teaching hours
Orientation 30
Skills Module 34
Field visit to Community Health Center 08
Introduction to Professional Development 40 & AETCOM module
Sports, Yoga and extra-curricular activities l6 Enhancement of language/computer skills 32
Total 160
%
-5o –
a >1.*
Table No. 4 – Distribution of Subiect Wise Teaching Hours for I’t MBBS
Subject
Foundation Course
Anatomy
Physiology* 130 300 l0 Biochemistry 78 t44 l0 Early Clinical Exposure** 27
Community Medicine
20 20
FAP 27
Total
39 620 440 232 27
40
27 26 l0
60
t52t #
(AETCO141*** 26
Sports and extra-curricular activities
Formative Assessment and Term examinations
Total 464 9r8
Including Molecular Biology
30
Early Clinical exposure hours to be divided equally in all three subjects. t’**AETCOM module shall be a longitudinal programme.
# Includes hours for Foundation course also
h-
-5t –
Lectures SGL SDL
210 400 l0
Table No. 5 – Distribution of Subject Wise Teaching Hours for II MBBS
Subjects Lectures SGL
Pathology 80 165 Pharmacology 80 165 Microbiology 70 135
Clinical Postings*
SDL Total
l0 255 l0 255 10 2t5
Community Medicine FAP
0 0 10 25
Forensic Medicine and t2 22 Toxicology
Clinical Subjects 59
AETCOM 29
Sports and extra- curricular activities
Pandemic module
Final total 316 516
08 42
s40 s99 8 )t
15
0 0 30 30
Note : Clinical postings shall be for 3 hours per day, Monday to Friday.
There will be 15 hours per week for all clinical postings.
-52
–
585
20 35
28 28
104 t52t
I
Table No. 6 – Distribution of Subiect Wise Teachine Hours for Final MBBS part I
Subject
Electives Gen. Med-
Gen Surgery Obs. & Gvn Pediatrics Ortho+ PMR For. Med.& Tox.
Community Med
FAP (Visits +log book submission) Otorhinolaryngology (ENT) Ophthalmology
Clinical posting
AETCOM Pandemic module Total
Lectures SGL
SDL
Total
-<4. _
0 156 0
30 50 30 50 30 50 25 30 l5 20
156 l0 90
40 70 20 55 70 20
2l 10
15 20 15 20
540 540
0 t9 t2
l8 ti 273 546
3l 0 18
672 t52t
h-
10 90 l0 90 10 65 t0 45
31 l0 45 l0 45
130 145
Sub.iects
Table 7: Distribution of Subiect wise Teaching Hours for Third professional part-2l Final MBBS
Lectures General Medicine 80 General Surgery 80 Obstetrics and Gynecology 80 Pediatrics 30
Orthopedics + Phys. Med.
Rehab
AETCOM 30 Dermatology l5 Psychiatry l5 Respiratory.Medicine l5 Otorhinolaryngology (ENT) l5 Ophthalmology l5 Radiodiagnosis +RT 8 Anesthesiology 8 Pandemic module 28
TOTAL 444
Extra time for SDl/preparation for NExT
SGL SDL Total 140 40 260 t40 40 260 140 40 260 60 30 120
35 25 85
0 22 52 l0 15 40 l5 l5 45 l5 l5 45 25 l5 55 25 l5 55 l5 15 38 l5 l5 38
28
610 302 t3s6
25
-Sl{ –
a
Subjects
Electives
General Medicine
General
Obstetrics & Gynaecology Pediatrics
III MBBS Part I
Total Weeks
Community Mbdicine
Orthopaedics, PMR, Trauma 2
24
8
Otorhinolaryngology
Ophthalmology
Respiratory Medicine
Psychiatry Radio-diagnosis Dermatology Dentistry
Anaesthesiology
Emergency Medicine Total
0J 0J 00
02 00 22 I0
00
20 36 36
47 4 3J
46 22 26 0I
3J
I3 62 134
h-
Period of training in weeks
II MBBS
III MBBS Part II
04 l0 21 10 2l 10 2t 5 13 08
04 74 74 74
44 44
?i
Year of Curriculum
Year I
Year 2
Year 3
Year 4
Thble 9: Learner- Doctor programme (Clinical Clerkship)
Focus of Learner-Doctor programme
Introduction to hospital environment, early clinical exposure, understanding perspectives of illness, Family Adoption Program(FAP)
History taking, physical examination, assessment of change in clinical status, communication and patient education, FAP
All of the above and choice of investigations, basic procedures and continuity of care
All of the above (except FAP) and decision making, management and outcomes
b
-56 –
Table 10 : Marks distribution for various subiects for Universitv Annual Examinations
Phase of Course 1.1MBBS
Anatomy- 2 papers Physiology- 2 papers Biochemistry- I paper
2″d MBBS Pathology – 2 papers
Microbiology- I paper Pharmacology- 2 papers
Final MBBS part I Forensic Med. Tox.- I paper Community Med- 2 papers
Theory Practicals
Paper l- 100 100 Paper 2 -100
Paper l- 100 100 Paper 2 -100
Paper 1- 100 50
Paper l- 100 100 Paper 2 -100
Paper l- 100 50 Paper I -100 100 Paper 2- 100
Paper I – 100 50 Paper 1 -100 100 Paper2- 100
Passing criteria
Mandatory to get 50% marks separately in theory and in practicals.
For theory, papers I and 2 for the same subject, aggregate of 50%o in both papers.
.W
For NEXT, as per NEXT regulations.
-s-7-
GUIDELINES FOR MANPOWER REOUIREMENT FOR RESEARCH FACILITIES IN A MEDICAL COLLEGE
Research labs can be under following categories:
1. Molecular lab
2. Stem cell research lab
3. Cytogenetics
4. HLA and tissue typing research lab
Applied Clinical research for organ perfusion, cancer research, in vitro fertilization, etc. can be under any ofthe above research facilities.
MAN POWER:
(1) Lab Director 1(One) Post
Minimum Qualifications required
Lab work
Lab research related publications
(2) Lab Supervisor
Minimum Qualifications required:
Lab work
Lab research related publications (3) Senior Scientific Research Officer
(i) MD Path/MD Microbiology/MD Transfusion Medicine/MD Biochemistry
(ii) Faculty with PhD (Medical subject will be preferred)
(i) (ii)
l0 years experience
Minimum l0 in last l0 years l(One) Post (per research facility)
MD Path/ MD Microbiology/MD Transfusion Medicine/MD Biochemistry Faculty with Ph.D. ( Medical subject) will be preferred, or M.Sc. in life sciences with PhD from Medical college.
7 years experience
Minimum 5 in last 5 years
I (One) Post or more (per research
facility)
&-
-s8 –
Minimum Qualifications required
Lab work
Lab research related publications (4) Junior Research Officer
Minimum Qualifi cations required
(i)
PhD with MD Path/MD Microbiology/MD Transfu sion Medicine/MD Biochemistry/PhD in medical college or MSc in life sciences with PhD from medical college
4 years experience
Minimum 3 in last 3 years
1(One)or more (per research facility) t
MD Path/ MD Microbiology/ MD Transfu sion Medicine/MD Biochemistry or Diploma in Clinical Pathology/ M.Sc. in Life Sciences, Ph.D. scholari Postdoc fellow
Diploma holder in any branch may pursue PhD if experience / research inclinations proved for minimum of
I year. They can be enrolled for integrated Master’s PhD course.
I year experience preferably I in last 2 years
Minimum 2(two) Posts
B.Sc./M.Sc. in Life Sciences including Biotechnology,
DMLT Minimum l(One)
Lab work
Lab research related publications
(5) Laboratory Technicians
Minimum Qualifi cations required
(6) Data entry operator/ Clerk
(i)
(ii)
(i)
(ii)
h. – s3-
Minimum Qualifications required
Experience
(7) Store keeper
Minimum Qualifi cations required Experience
(8) Biostatistician
Minimum Qualifi cations required Experience
(9) Lab attendant
(10) Peon/ Multi-task worker (ll)ClinicalMonitors
Minimum l(One)
Minimum l(One)
(12) Social worker/ MSW with applied research inclinations
h-
-6o-
Any MBBS or above with research inclination
NATIONAL MEDICAL COMMISSION (UNDERGRADUATE MEDICAL EDUCATION) GUIDELINES, 2023
CURRICULUM FOR FAMILY ADOPTION PROGRA,MME
FAMILY ADOPTION PROGRAM:
This is being introduced with the aim of village outreach program for MBBS students. Every college may arrange one diagnostic medical camp in the village wherein identification of:
a) anaemia, malnutrition in children, hypertension, diabetes mellitus, ischemic heart diseases, kidney diseases, any other local problems may be addressed.
b) If required, patients shall be admitted in the hospital for acute illness under care of student, charges may be waived off or provide concession or govt. schemes.
c) For chronic illness, students shall be involved.
d) Subsidized treatment charges may be provided under govt. schemes or welfare
schemes.
e) Medical student may be allocated about 5 families and introduced in the first visit.
Camps may be arranged by Dean and Community Medicine/ P.S.M. department with active involvement of Associate/ Asst. Professors, social worker and supporting staff. Local population may be involved with village leaders.
g) Visit by students be made to the visit as mentioned in table below. Annual follow up diagnostic camp can be continued by the PSM department.
TARGETS TO BE ACHIEVED BY STUDENTS:
First Professional Year:
a) Learning communication skills and inspire confidence amongst families
b) Understand the dynamics of rural set-up of that region
c) Screening programs and education about ongoing government sponsored health
related programs
d) Learn to analyse the data collected from their families
e) Identify diseases/ ill-health/ malnutrition of allotted families and try to improve the
standards
Second Professional Year
a) Inspire active participation of community through families allotted
b) Continue active involvement to become the first doctor /reference point of the family
by continued active interaction
c) Start compiling the outcome targets achieved
Third Professional Year
Analysis of their involvement and impact on existing socio-politico-economic dynamics
in addition to improvement in health conditions
0
_6t_
Profession al Year
l” Professi onal
Competency
The student should be able to
o Collect demographic profile of allotted families, take history and conduct clinical examination of all family members
o Organize health check-up and coordinate treatment of adopted family under overall guidance of mentor
o Maintain communication & follow up of remedial measures
Objectives
By the end of this
visit, students survey,
Teaching Hours
6 hrs
-Final visit to have last round of active interaction with families -prepare a report to be submitted to department addressing:
1) Improvement in general health 2l Immunization
3) Sanitation,
4) De-addiction
5) Whether healthy lifestyles like reading good books, sports/ yoga activities have been inculcated in the house-holds.
6) Improvement in anaemia, tuberculosis control
7l Sanitation awareness
8) Any other issues
9) Role of the student in supporting family during illness/ medical
emergency
10) Social responsibility in the form of environment protection programme in
form of plantation drive (medicinal plants/trees), cleanliness and sanitation drives with the initiative of the medical student
Curriculum for Family Adoption Programme
should be able to compile the basic demographic profile of allocated family members
By the end of this visit, students should be able to report the basic health profile and treatment history of allocated family members
By the end of this visit, students should be able to provide details of communication maintained with family members for follow-up of treatment and
Community clinics
Community clinics, Multispecialt y camps
t hrs
-62-
.h-
Suggested Teaching Learning methods
Suggested Assessment methods
Community case presentation, OSPE, logbook, joumal of visit
Community case presentation, OSPE, logbook,
joumal of visit
Family
Reporting of Community
follow up presentation, OSPE, visits, logbook based PRA certification of techniques competency,
(transact
walk, group
discussion)
Community
journal ofvisit
case 6 hrs
Profess ional
o Take history and conduct clinical examination of all family members
plantation/ herbal plantation activities conducted in the village
By the end of this visit, students should be able to compile the updated medical history of family members and report their vitals and anthropometry
By the end of this visit, students should be able to report the details of clinical examination like Hb %, blood group, urine routine and blood sugar along with treatment history of allocated
family members
Family survey, Community clinics
Community clinics, Multispecialt y camps
Community case presentation, OSPE, logbook, journal of visit
(Total27 hrs, 9 visits)
6 hrs
. Take
in environment protection sustenance activities.
Participation logbook
in and certification Process competency,
based 6hrs of
o Organize
Community case presentation, OSPE, logbook,
joumal of visit
t hrs
health check-up and coordinate treatment of adopted family under overall guidance
of mentor
part
and
clinics,
By the end of this
visit, students
should be able to
report the
activities
undertaken for
environment
protection and
sustenance like
study of photographic environment of evidences families, tree
suggested remedial measures
-63-
h-
documentatio n of activities (NSS activities) along with reporting of
journal ofvisit
J Profess ional
o Take history and conduct clinical examination of all family members
a Organize health check-up and coordinate treatment of adopted family under overall guidance of mentor
Community case presentation, OSPE, logbook, journal ol visit
( Total 30 hrs, l0 visits)
3hrs
a Maintain communication & follow up of remedial measures
By the end of this visit, students should be able to provide details of communication maintained with family members for follow-up of treatment, and suggested remedial measures along with details of vaccination drive
By the end of this visit, students should be able to report the activities undertaken for environment protection and sustenance like study of environment of families, tree plantatior/ herbal plantation activities conducted in the village
By the end of this visit, students should be able to update the
medical history of family members and their vitals and
anthropometry
By the end of this visit, students should be able to report the details of clinical examination like Hb %, blood group, urine
Reporting of follow up visits,
PRA techniques (transact walk, group discussion) Community clinics,
Participation in and Process documentatio n of activities (NSS activities) along with reporting of photographic evidences
Family survey, Community clinics
Community clinics, Multispecialt y camps
Community case presentation, OSPE, logbook based certification of competency,
journal ofvisit
t hrs
. Take
in environment protection sustenance activities.
logbook based certification of competency, joumal of visit
part
and
6 hrs
-Gt{ –
h-
Community case presentation, OSPE, logbook,
journal ofvisit
3hrs
o Maintain communication & follow up of remedial measures
routine and blood sugar along with treatment history of allocated family members
By the end of this visit, students should be able to provide details of communication maintained with family members for follow-up of treatment, and suggested remedial measures along with details of vaccination drive
By the end of this visit, students should be able to report the activities undertaken for environment protection and sustenance like study of environment of families, tree plantation/ herbal plantation activities conducted in the
village,
By the end of this visit, students should be able to analyze and report the health trajectory of adopted family
along with remedial measures adopted at individual, family and community level
Reporting of follow up visits.
PRA techniques (transact walk, group discussion) Community clinics,
Participation in and Process documentatio n of activities (NSS activities) along with reporting of photographic evidences, Small group discussion (report of the health trajectory of adopted
family)
Community case 3hrs presentation, OSPE,
logbook based
certification of
competency, joumalof visit
o Take
in environment protection and sustenance activities.
o Council the family members of allotted families and analyze the health trajectory of adopted family under overall guidance of mentor
logbook based 3hrs certification of
competency,
journal ofvisit
part
-65-
( rotal2l hrs, 7 visits)
q-
LOG BOOK FOR FAMILY ADOPTION COLLEGE NAME
UNIVERSITY
ADDRESS DETAILS
NAME OF THE STUDENT ROLL NO
VILLAGE NAME
TEHSIL/ DISTRICT
STATE/ UNION TERITORY NAME OF THE MENTOR
MENTOR STATUS
Asst. Prof/ S.R. And Details
(If changed, details of subsequent mentors)
NAME OF ASHA WORKER ADDRESS OF ASHA WORKER
EXPERIENCE :
(SINCE HOW MANY YEARS IS HE/ SHE EMPLOYED) (SEPARATE PAGE FOR EACH FAMILY BE MAINTAINED)
a a a
2)
3)
4) s)
6)
7)
Family name and address
Approximate size of living space of house-hold Malaria/ flu/ etc pertinent to the region
If there is any illness or medical emergency required by the house-hold, the student should take initiative in being the primary contact for the family.
The student in turn should consult his/her mentor for fuither management of the patient.
The hospital to which the college is attached must provide treatment facilities to the patient.
Government schemes may be utilized for optimal management.
Follow-up records must be maintained by the student. These must be periodically evaluated by mentors with the help of senior residents.
The entire data sheet may be prepared by every student and submitted by the end of 6’h semester for evaluation.
Progress notes must include every demographic point and history recorded.
1)
-66-
h-
Appendix “H – l”
Guidelines rcgarding admission of stutlents rvith “specilied l)isabilitics,, untler the Rights of pcrsons n,ith Disabilities Act, 2016 with respect to atlmission in l\{Bl}S (toursc.
Note:l
‘t he'”certillcateoll)isabilit-v”shall beissuedinaccordancewiththeRightsol’personsrvithl)isabilities
Rules’ 20 l7 nolificd in the Gazetlc of’lndia.bl’the Minist.. …,i sn”ior .lustice and tn.,fnr””-.,”n, f l)epartnlentol’Emporvertnenl oll)ersons rvith Disabilities(Dityrngjan)j on l5th Junc 20 17.
The cxtcnt ()f “spccilicd disabiliry”‘ in a pcrson shall bc nsscssed in accordancc u,ith thc ..(iuidclincs
lbrthe purpose ol’assessing thc extenl o1’specified clisabilitl in a person incluclecl r”rncler the Ilights
ol’l)ersotts with l)isabilities Act.20 l6 (49 ol’ 2() l6;” notil’ie<l in the Gazette .l’ India bv the Ministrr
ol’ Social ‘lustice. and Lntpowe’rmcn1 [l)cpiutrllenr or’ Ilr’,po*”-r”rr .ri r;”r*,r.-,.iir’il,r”u,itit,”…. (Dit:yungiun)] on 4rh January 20lg.
‘l’he rrinimurrr degree of disability should be 40% (l3enclmark Disabilit-v) in order t6 be eligiblc. lbr ar.ailing rcservation lor persons with spccified disability.
The term ‘Persons with Disabilities’ (PwD) is to be usett instead of the term .physicalll, Ilandicapped’ (pH).
s.
I r pc of Disabilitics
l.ocomotor[)isability including Specified Disabilities(a ro l)
Spr(ilied
Lcprosy curcd Cerebral I)’uvarfisnt Muscular
Acid attack
Othcrst** ils
it is
Disr bilir.\
for
Eligiblc for I’wt) Quora
2
3 1′
s
a
o ?
*** (i) tsoth hands rntact. with intact_scnsall(us. sul.ficicnt strcnttth md rmge of ntolion arc es:cntial tobe const(lercd eligible for nrerlical coursc
(ii)^Movement ofthe upper ltnb with respect k) all thejoints (shoulder. elbow. lbreiu:n. wrrst ancl all fingers) ro be considered – l’ull power. intacr. in rtre ,lminani ,ff., li_U i, u.”..rur1.
l). VisLral lnrpa nllcnI (*)
C. Hcaring rntpairnt
a. ndncss
l ision a. l)eal’
b. I lard ol’ heari ns
than -1()o’o
disab i I Lcss
thiur
40% Disability
tt) r)r More than
Ll0% Disabili Etlual to or rllot c tltan
4{)% Disabilitv
ble for lled icNl
(irurse, \ot Eligible tirr l\rD
[.ess than 40% disabilitv
disahil itv
Persons with ntore than 80?4 disabilitl,, nra). also bc allorrcd on case l{r casc hasis and
conlpctency will
\ot Ulisiblc ( ourse
Morc than ll[)ozr
tnroltcmerrl ol el es rnrl conerpondlng lccolnnrenrlatrrrns b. lout..i ,l-
** Atcnlion should be pard t. irnpairrnerrl o. usion. rrcaring. cognrlrre conespondinlr rectlnruenclatiorrs be looked at
erc and ‘rncrron
(iii) For non-dominanl uppcr limb. power of4/5 or abovc is recommenclecl.
thcir tirnctional lre dctcrrtrincd rvrth tlrr aid ot’ assistrrc dr’r iccs. il’it rs hcing used. to see il’it is broLr_shr
bclow u0% and rvherhcr thc1, p()sscss strllicicrtt ntot,ll abilitl as rcqLrircd to pursLrcl and conlplete the course satislactorily.
* Attention should be paid to loss ol’\ensalrons in lingcrs ald hands. atrputatlon. as lvell
*) Persons rvith i sual irnpainlent vis ua d isabilitv () q Ll to 0r lll( )rc than 10. nray he rladc r-l rgib lo pursUc MB BS C’ ()Ursc and nla\ hc civcn rcsc rv dt i on.
rb.ject to the conditi t)l l rh at the ts ual disab iIit1 IS broLrght to
the hcnchntark ol’ 4 (\olt r.r,ith advanccd Irlrr vis on ds ch as tc lcs copcs nra_s.lti llcr ctc.
i,ll::.”1 wirh hcaring disabiritl or’morc rrran 409i, nrav bc madc crigibrc to pLrrsLrc MBB-S c.urse and nral- bc givcr.rescrvation sub.lcct tticontriti.rr theit the hcaring disabilitv is broughr to a rcvcr .r’rcss rhan thc bciich mark ol’-10?o with thc aicl oi assistivc deviccs/cochlcar intplants ((.1).
ln additi.n to this. the individtral sh.uld havc spcech discrinri.ation scorc ol’morc than 60%
-61 –
‘ as
lcvel of’ les s thalr
)
a. Spccific lcarnin$ disabilitres (l)ercepttral clisahilities, Dyslcxia. Dl,scalculia. Dyspraxia
ffiiilrlscalcavailahletoasscSst|rescvcrityol. SpLD, thirclorc thc cut-ofJol409; is arhitrar
J.
upto 607n as pcr ISAA) where thc individual is llt lbr MBIIS coursc by an cxpert pansl.
Abscnce or mild I)isability: less than 40% (under IDEAS)
arrd e\tent r)f rlrcntal
i I lness.
Hr)wcver. the hcncllt of
rcscrvation/quota ma) he
considered in fitture alicr
dcveloping bettcr mcthods ol-
disabiIit) asscssment. Currontly rc0()nrlnerrded
3 = o
b Autism spectrunr disorders
thc Lxpcrt l)ancl. Absenoc or Currently not
E
considersd rn
after
dt’l clop ing
ntethods trl’
disahiliq asscssrttctlt
According to Notitlcation
09 t2 2020 by L)cpartmcnt En’rpo\!enlrcnI Pcrsons rvitlt Drsabi ( Divy-angjan )-
of Srrcial .l ustice. diagnosis ol’ SLD usi NIMIIANSi S LL) should be eclttatetl ltlr )re than
d isahi I itr. Anr
rr ith S Li) ‘lnd r)l(rrc ,l0o/o disabilit)’ should alhrwcd to complctc’ par l’itlt (rther Pn I rundcr thc
llpeol’ Disa hilitie s
I). Speech & language disahil it1’$
lrligiblc for Iledical
( ourst. Nttt Eligihlt litr l)$’l) Quota
l.ess
10o/o I)isability
Irligible tbr \ledical ( oursc,l’iligiblc lbr P* D Quota
\ot lrligible lbr \lcdical ( oursc
Irqual ttr ()r rnorc than :10″,,i,
I)isab i I it1
& aphasia )#
Developrnental
Orgarticr ncLrrokrgi calcatrscs
$ persons with Speeoh lntelligibilitl Afl’ected (StA) shall bc eligible to pursue MllllS (‘ourses. provided Spccch tntelligrbitity Rit’cctcd (SlA) scort- shall not excccd 3 (thrcc). which is:107o or bclon
persgns wirh ,iphasia shall bc eligrblc Io plrsue MIIBS ( ourses” provided Aphasia Qut)ticnt (A(l) is 40% or belcrw.
–
e8-
Less than 407o Disability
liclual to or nrore than 4t)o,t, disability and equal to (rr lL’ss than t30?ir
llut selection u’ill be hascd on thc lcanring cr)n)l)clencV cvaluared sith tlrc hclp ol thc renredi ation/assisted tcchnology/aids/in liastru ctr.rral charrges b1
c is iccdccl’
scvcre naturc signilicant cognitiv intr-llcctual disabilitl.
than
disabil it1 or
prcsellcc
cogn iti vci intc IIectuul d i sahi lrti and/tlr i l’ the persoll is Lrrr fit lbr pursuing MIIBS course b1′ an expcrl pancl.
Eqrral tir or rttorL’ lhan J09o disahililr or if the pcrson i-s unlit to pcrlitrnt his/her duties. Standards nriry bc dralied lbr thc dcllnition ol’
tltness to mcdicinc” as used b1 sc institutrons courltries otltcr lnd ia.
Disability., Range
Mild
I)isability.
Aspcrgcr
syndromc
(disability of prL-scncc
re c0mmended
due to lack of oh icct ivc
nrith.rd to estahlish
duc to ob.lcctivc meth0d to prc5encc
lnd ertcnt of i I lncss. Horvrvcr. thc ol’ rcscrvation./quotii be
laok
hcne li
F
a
-+
‘llpe
!
d ^
)h E
€ u
ii.
h
a. Ncurological
Disordcrs
Less 10o/o
Less
10o/o l)isabi I ity
reconrntendations V isua l. I lcaring.
Disabilrtr.
C onrhin ing Forrlrr Ia as rloli ll cd by thc^ rclatcd (iazcttc Notillcatiorr issucd hv thc (iovt. ol Ind ia
a + b(90-a) q0
iii
than trrrc o1′ thc abovcspr.cilicd
disabilitics
ilbo\,c []
s ith rcspccl trt prcscncc an\ ol’ thc abol c. nanrcl r
(
0ltrse. \ot ble lor
( ottrrr
-69-
Spccch & and Mcntal Illncss as
L anguagc disahrlirr lntcl
Igc for l’n l) Quota
fur
lcct Lral conlpoltcnI tt l’ Multiplc Disahiliti
cascs
h-
I _1 o
I
Marks obtained/ maximum marks in 10+2 (PCB)
F
S.NO
State
College name
Merit no.
z s)
o
(!
r> oq
a D)
o o
5
oq
Name of Students
Gender o
Physically Hand icapped
Date of Birth o
Categ o ry
Sub-categorY
o D)
? It
EE U] (,)
r o
5 $> HZ
oT1
o o
o c,q o
o
o D)
5I gt
P o
o o
PCB percentage Nts
Marks obtained
marks ts /maximum tr,
in 10+2 (English)
Eng lish Percentage
Marks obtained/Maximu m marks in NEET Entrance Exam
NEET Entrance Exam Percentage
Date of Admissio
NEET Roll No Fees Charged
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deemagclinic
deemag and chest clinic 