Revised Ordinance Governing

MBBS DEGREE COURSE AND CURRICULUM of

Phase III Part 1 Subjects-RS4

RAJIVGANDHI UNIVERSITY OF HEALTH SCIENCES, KARNATAKA

4thTBlock, Jayanagar, Bengaluru-560041
RGU/AUTH/MBBS-UG/176th/164/2018-19 Date: 15/12/2022

NOTIFICATION

Sub: - Ordinance pertaining to Regulations and Curriculum of MBBS

Phase Ill Part l and Part 2 as per CBNIE Guidelines for RS4 Batch.

Ref:- 1. No. MCI-34(41)/2019-Med/161726, Dated 04/11/2019

2. Proceedings of 176th meeting of Syndicate held on 24/11/2022.
-**-

In exercise of the powers vested under section 35(2) of RGUHS Act, 1994, the Revised
Ordinance pertaining to Regulations and Curriculum of MBBS Phase Ill Part l and Part 2 as per
CBME guidelines for RS4 batch is notified herewith as per Annexure.

Copy to:

1. The Principal Secretary to Governor, Raj Bhavan, Bangalore — 560001

2. The Principal Secretary Medical Education, Health & Family Welfare Dept. M S Building, Dr.
B R Ambedkar Veedhi, Bangalore -560001.
3. The Principals of All affiliated Medical College of RGUHS, Bangalore
4. PA to Vice-chancellor/ PA to Registrar/ Registrar (Eva.)/Finance Officer, Rajiv Gandhi
University of Health Sciences, Bangalore.
5. All Officers of the University Examination Branch/ Academic Section.
6. Guard File/ Office copy.
 PREAMBLE

Introduction to CBME based curriculum

The Medical Council of India has revised the undergraduate medical education curriculum so that
theIndian Medical Graduate is able to recognize ʺhealth for allʺ as a national goal and should be able
tofulfill his/her societal obligations. The revised curriculum has attempted to enunciate the
competenciesthe student must be imparted and should have learnt, with clearly defined teaching-learning
strategiesand effective methods of assessment. Communicating effectively and sympathetically with
patientsand their relatives has been visualized as a core area of the revised curriculum. These and other
goalsidentified in the curriculum are to be implemented in all medical colleges under the ambit of
MedicalCouncil of India from August 2019 and to smoothen this process Guidelines have been prepared
for itseffective implementation. In response to the need for a seamless introduction of the curriculum into
theUndergraduate system, all medical colleges need to upgrade the teaching‐learning skills of their
faculty. Earlier experience with implementation of curricular changes suggests thata carefully managed,
sustainable approach is necessary to ensure that every college has access to the new skillsand knowledge
enunciated in the new curriculum. Faculty training and development thus assumes a key role in the
effective implementation and sustenance of the envisaged curricular reforms.
 INTRODUCTION

The undergraduate medical curriculum of the medical council of India is created to ensure that
themedical doctor who emerges from the MBBS training program is capable of assisting the nation
toachieve its goal of health for all. In addition, it aspires to ensure that the “graduate” meets or
exceedsglobal bench‐mark in knowledge, attitude, skills and communication. This intent is at the core
of theGraduateMedical Regulations,2019.

The Graduate Medical Regulations, 2019 represents the first major revision to the medical
curriculumsince 1997 and hence incorporates changes in science and thought over two decades. A
significantadvance is the development of global competencies and subject‐wise outcomes that define
the roles ofthe “Indian Medical Graduate”. Learning and assessment strategies have been outlined
that will allow the learner to a chieve the secompetencies/ outcomes. Effective appropriate and
empathetic communication, skill acquisition, student‐doctor method of learning, aligned and
integrated learning and assessment are features that have been given additional emphasis in the revised
curriculum.

The revised curriculum is to be implemented by all medical colleges under the ambit of
MedicalCouncil of India from August 2019. The roll out will be progressive over the duration of the
MBBScourse.

This document represents a compilation of the resource material that was used in the
CurricularImplementation Support Program (CISP) and has attempted to provide a stepwise and
comprehensiveapproach to implement the curriculum. It details the philosophy and the steps required
in a simple and richly illustrated manner.Teachings lide decks,faculty guides and on line resource
material supplement this document.The document is tobeusedin conjunction with the Competency
document, AETCOM module and the GMR document.

Indian Medical Graduate Training Programme

The undergraduate medical education programme is designed with a goal to create an “Indian
MedicalGraduate” (IMG) possessing requisite knowledge, skills, attitudes, values and responsiveness,
so that he may function appropriately and effectively as a physician of first contact of the community
whilebeing globally relevant. To achieve this, the following national and institutional goals for the
learner of theIndianMedical Graduate training programme are here by prescribed:-

NationalGoals
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 to fulfill his/hersocial obligations towards realization of this goal.
(b) Learn every aspect of National policies on health and devote her/him 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.
 Institutional Goals
(1) In consonance with the national goals each medical institution should evolve institutional goals
todefine the kind of trained manpower (or professionals) they intend to produce. The Indian Medical
Graduates comingout ofamedical institute should:
(a) Be competent in diagnosis and management of common health problemsof the individual and the
community, commensurate with his/her position as a member of the health teamat the primary,secondary
or tertiary levels, using his/her clinical skills based on history, physical examination and relevant
investigations.
(b) Be competent to practice preventive, promotive, curative, palliative and rehabilitative medicine
inrespect to the commonly encountered health problems.
(c) Appreciate rationale for different the rapeutic modalities; be familiar with the a dministration of
“essential medicines”and their common adverse effects.
(d) Be able to 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 areaof medicine, action research and documentation skills.
(f) Be familiar with the basic factors which are essential for the implementation of the National Health
Programmes including practical aspects of the following:
(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
(vi) Indian Public Health Standards (IPHS), at various levels of service delivery
(vii) Bio-medical waste disposal
(viii) Organizational and/ or institutional arrangements.
(g) Acquire basic management skills in the area of human resources, materials and resource management
related to health care delivery, hospital management, 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.
(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 professiona life such as personal integrity,
sense of responsibility and dependability and ability to relate to orshow concernfor other individuals.
 All efforts must be made to equip the medical graduate to acquire the skills as detailed in Table 11
Certifiable procedural skills – A Comprehensive list of skills recommended as desirable for Bachelor of
Medicine and Bachelor of Surgery (MBBS) –Indian Medical Graduate.

Goals and Roles for the Learner

In order to fulfill the goal of the IMG training programme, the medical graduate must be able to function in
the following roles appropriately and effectively
• Clinician whounder stands and provides preventive, promotive, curative, palliative and holistic care
with compassion.
• Leader and member of the health care team and system with capabilities to collect analyze, synthesize
and communicate health data appropriately.
• Communicate with patients, families, colleagues and community.
• Life long learner committed to continuous improvement of skills and knowledge.
• Professional, who is committed to excellence, is ethical, responsive and accountable to patients,
community and profession.

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 fulfil the roles
aslisted in clause 2, 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
• Demonstrate knowledge of normal human structure, function and development from a molecular,
cellular, biologic, clinical, behavioral and social perspective.
• Demonstrate knowledge of abnormal human structure, function and development from a molecular,
cellular, biological, clinical, behavioral and social perspective.
• Demonstrate knowledge of medico-legal, societal, ethical and humanitarian principles that influence
healthcare.
• 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, qualityand patient safety.
• Demonstrate ability toelicitandrecord fromthe patient, and other relevant sources including relatives
and care givers, a history that is complete and relevant to disease identification, disease prevention and
health promotion.
• Demonstrate ability to elicit and record from the patient,and other relevant sources including relatives
and caregivers, a history that is contextual to gender, age, vulnerability, social and economic status, patient
preferences, beliefs and values.
• Demonstrate ability to perform a physical examination that is complete and relevant to disease
identification, disease prevention and health promotion.
• Demonstrate ability to perform a physical examination that is contextualto gender, social and
economic status, patient preferences and values.
 • 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.
• Maintain accurate, clear and appropriate record of the patient in conformation with legal and
administrative frame works.
• Demonstrate ability to choose the appropriate diagnostic tests and interpret these tests based on
scientific validity, cost effectivenesss and clinical context.
• Demonstrate ability to prescribe and safely administer appropriate therapies including nutritional
interventions, pharmaco therapy and interventions based on the principles of rational drug therapy,
scientific validity, evidence and cost that conform to established national and regional health programmes
and policies for the following:
(i) Disease prevention,
(ii) Health promotion and cure,
(iii) Pain and distressalleviation, and
(iv) Rehabilitation.
• Demonstrate ability to provide a continuum of care at the primary and/ or secondary level that
addresses chronicity, mental and physical disability.
• Demonstrate ability to appropriately identify and refer patients who may require specialized or
advanced tertiary care.
• 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

• Work effectively and appropriately with colleagues in an inter-professional health care team
respecting diversity of roles, responsibilities, and competencies of other professionals.
• Recognize and function effectively, responsibly, and appropriately as a health care team leader in
primary and secondary health care settings.
• 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.
• 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.
• Participate appropriately and effectively in measures that will advance quality of health care and
patient safety with in the health care system.
• Recognize and advocate health promotion, disease prevention and health care quality improvement
through prevention and early recognition: in a) life style diseases and b) cancers, in collaboration with
other members of the health care team.

Communicator with patients, families, colleagues and community

• 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 out comes.
• Demonstrate ability to establish professional relationships with patients and families that are
positive, understanding, humane, ethical, empathetic, and trust worthy.
• Demonstrate ability to communicate with patients in a manner respectful of patient’s preferences,
values, prior experience, beliefs, confidentiality, and privacy.
• Demonstrate ability to communicate with patients, colleagues and families in a manner that
encourages participation and shared decision-making.

Lifelong learner committed to continuous improvement of skills and knowledge

• Demonstrate ability to perform an objective self-assessment of knowledge and skills, continue
learning, refine existing skills and acquire new skills.
• Demonstrate ability to apply newly gained knowledge or skills to the care of the patient.
• Demonstrate ability to introspect and utilize experiences, to enhance personal and professional
growth and learning.
• Demonstrate ability to search (including through electronic means), and critically evaluate the
medical literature and apply the information in the care of the patient.
• Be able to identify and select an appropriate career path way that is professionally rewarding and
personally fulfilling.
Professional who is committed to excellence, is ethical, responsive and accountable to patients,
community and the profession
• Practice selflessness, integrity, responsibility, accountability and respect.
• Respect and mainta in professional boundarie sbetween patients,colleagues and society.
• Demonstrate ability to recognize and manage ethical and professional conflicts.
• Abide by prescribed ethical and legal codes of conduct and practice.
• Demonstrate a commitment to the growth of the medical professionas awhole.

Broad Out line on training format

In order to ensure that training is in alignment with the goals and competencies listed in sub-clause 2
and 3 above:
• There shall be a "Foundation Course" to orient medical learners to MBBS programme, and provide
them with requisite knowledge, communication (including electronic), technical and language skills.
• The curricular contents shall be vertically and horizontally aligned and integrated to the maximum
extent possible in order to enhance learner’s interest and eliminateredundancy and overlap.
• Teaching-learning methods shall be learner centric and shall predominantly include small group
learning, inter activate aching methods and case-based learning.
• Clinical training shall emphasize early clinical exposure, skill acquisition, certification in essential
skills; community/ primary/ secondary care-based learning experiences and emergencies.
• Training shall primarily focus on preventive and community-based approaches to health and
disease, with specific emphasis on national health priorities suchas family welfare, communicable
and non communicable diseases including cancer, epidemics and disaster management.
• Acquisition and certification of skills shall be through experiences in patient care, diagnostic and
skill laboratories.
• The development of ethical values and overall professional growth as integral part of curriculum
shall be emphasized through has structured longitude in a land dedicated programme on professional
development including attitude, ethics and communication.
• Progress of the medical learner shall be documented through structured periodic assessment that
Includes formative and summative assessments. Logs of skill-based training shall be also maintained.
Appropriate Faculty Development Programmes shall be conducted regularly by institutions to
Facilitate medical teachers at all levels to continuously update their professional and teaching skills,
and align their teaching skills to curricular objectives.
 SECTIONII

Admission to theIndian Medical Graduate Programme

NATIONAL ELIGIBILITY-CUM-ENTRANCE TESTAND COMMON COUNSELLING

SECTIONIII
Migration AS PER MCI GUIDE LINES

SECTIONIV

REGULATIONS GOVERNING MBBS DEGREE COURSE

[Eligibility forAdmission, Duration, Attendance and Scheme of Examination]

1. ELIGIBILITY

As per guidelines of National Medical Council o fIndia

2. DURATION OF THE COURSE

Every learner shall undergo a period of certified study extending over 4 ½ academic years, divided
intonine semesters 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 240 teaching days with a minimum of eight hours of working on each
day including one hour as lunch break
The period of 4½ years is divided as follows:

• Pre-Clinical Phase [(Phase I) - First Professional phase of 13 months preceded by Foundation

Course of one month]: will consist of preclinical subjects–Human Anatomy, Physiology,
Biochemistry, Introduction to Community Medicine, Humanities, Professional development including
Attitude, Ethics & Communication (AETCOM) module and early clinical exposure, ensuring both
horizontal land vertical integration.

• Para-clinical phase [(Phase II) - Second Professional of 12 months]: will consist of Para-
clinicalsubjects namely Pathology, Pharmacology, Microbiology, Community Medicine, Forensic
Medicineand Toxicology, Professional development including Attitude, Ethics & Communication
(AETCOM) module and introduction to clinical subjects ensuring both horizontal and vertical
integration.
The clinical exposure to learners will be in the form of learner-doctor method of clinical training in
allphases. The emphasiswill be on primary, preventive andcomprehendsive healthcare. A part oftraining
during clinical postings should take place at the primary level of health care. It is desirable to provide
learning experiences in secondary health care, wherever possible. This will involve:
(a) Experience in recognizing and managing common problems seen in out patient, in patient and
emergency settings,
(b) Involvement in patient care as a team member,
(c) Involvement in patient management and performance of basic procedures.

• ClinicalPhase–[(PhaseIII) Third Professional (28 months)]

(a) PartI(13months)-The clinical subjects include General Medicine, General Surgery, Obstetrics &
Gynecology, Pediatrics, Orthopaedics, Dermatology, Otorhinolaryngology, Ophthalmology,
Community Medicine, Forensic Medicine and Toxicology, Psychiatry, Respiratory Medicine,
Radio diagnosis & Radio therapy and Anaesthesiology & Professional development including
AETCOM module.
(b) Electives (2months)- Toprovide learners with opportunity for diverse learning experiences, todo
research/ community projects that will stimulate enquiry, self directed experimental learning and
lateral thinking[9.3].
(c) Part II (13months)-Clinicalsubjects include:
i. Medicine and allied specialties (General Medicine, Psychiatry, Dermatology Venereology
And Leprosy (DVL), Respiratory Medicine including Tuberculosis)
ii. Surgery and allied specialties (General Surgery, Orthopedics [including trauma]), Dentistry,
Physical Medicine and rehabilitation, Anesthesiology and Radiodiagnosis)
iii. Obstetrics and Gynecology (including Family Welfare)
iv. Pediatrics
v. AETCOMmodule
• A learner shall not been titled to graduate after 10 years of his/her joining of the first
part of the MBBS course

Jan Feb Ma Apr May Jun Jul Aug Sep Oct Nov Dec
r
Foundation
course IMBBS
IMBBS PhaseI IIMBBS
exam

IIMBBS PhaseII IIIMBBS PART1

exam

IIIMBBS PART1 Phas Electives

eIII andskills
part1
exam
III MBBS PART 2
Phase III Internship
part 2 exam
Internship
 DISTRIBUTION OF SUBJECTS BY PROFESSIONAL PHASE

Phase Subjects and new teaching elements Duration University

and Year examination
of MBBS
Training
First • Foundation course(1month) 1+13 Ist Professional
professional • Human Anatomy, Physiology & months
MBBS Biochemistry
• Introduction of Community
Medicine, Humanities
• Early Clinical Exposure
• Attitude. Ethics and
Communication Module
(AETCOM)

Second • Pathology, Microbiology, 12months IInd Professional

professional Pharmacology, Forensic Medicine
MBBS and Toxicology
• Introduction to clinical subjects
including community Medicine
• Clinical postings
• AETCOM

Third • Internal Medicine, General Surgery, 12months IIIrd

professional OBG, Pediatrics, Orthopedics, Professional
MBBS-part Dermatology, Psychiatry, Part I
I Otorhinolaryngology,
Ophthalmology, Community
Medicine, Forensic Medicine and
Toxicology, Respiratory Medicine,
Radio diagnosis & Radio therapy,
Anesthesiology
• Clinical Subjects/postings
• AETCOM
Electives • Electives, skills and assessment 2months

Third • Internal Medicine, Pediatrics, 13months IIIrd

professional General Surgery, Orthopedics, Professional
MBBS-part Obstetrics and Gynecology, PartII
II including Family welfare and allied
specialties
• Clinical Postings/subjects
• AETCOM
AETCOM modules in 3rd MBBS Part 1
AETCOM Title Department
Module
number
3.1 The foundations of communication - 3 Community Medicine
3.2 Case studies in bioethics - Disclosure of Forensic Medicine
medical errors
3.3 The foundations of communication - 4 Ophthalmology
3.4 Case studies in bioethics - Confidentiality Community Medicine
3.5 Case studies in bioethics - Fiduciary duty ENT

AETCOM modules in 3rd MBBS Part 2

AETCOM Title Department
Module
number
4.1 The foundations of communication - 5 General Surgery
4.2 Case studies in medico-legal and ethical Obstetrics and Gynaecology
situations
4.3 Case studies in medico-legal and ethical Internal Medicine
situations
4.4 Case studies in ethics empathy and the General Surgery
doctor-patient relationship
4.5 Case studies in ethics: the doctor-industry Paediatrics
relationship
4.6 Case studies in ethics and the doctor - Orthopaedics
industry relationship
4.7 Case studies in ethics and patient autonomy Paediatrics
4.8 Dealing with death Internal Medicine
4.9 Medical Negligence Obstetrics and Gynaecology

3. ATTENDANCE
• Every candidate should have attendance not less than 75% of the total classes conducted
in theory and not less than 80% of the classes conducted in practical in each calendar year
calculated from thedate of commencement of the term to the last working day as notified by the
University in each of the subjects prescribed to be eligible to appear for the university examination.
• Seventy five percent (75%) attendance in Professional Development Programme
(AETCOM Module) is required for eligibility to appear forfinal examination in each
professional year (vide Medical Council of India Notification on Graduate Medical Education
(Amendment) Regulations 2019, published in the Gazette of India Part III, Section4, Extraordinary
th
issued on 4 November 2019)
• In subjects that are taught in more than one phase – the learner must have 75% attendance
in theory and 80% in practical in each phase of instruction in thatsubject.
• If an examination comprises more than one subject (for e.g., General Surgery and allied
ranches), the candidate must have 75% attendance in each subject and 80% attendance in each
clinical posting. Learners who do not have at least 75% attendance in the electives will not be
eligible for the Third Professional- Part II examination.

The Principal should notify at the College the attendance details at the end of each term
without fail under intimation to this University.

A candidate lacking in the prescribed attendance and progress in any subject (s) in theory or
practical should not be permitted to appear for the examination in that subject(s)
 4. TEACHINGHOURS: Third Professional Part 1

Smallgrou Self –
Lecture(h plearning( DirectedLe Total(hours)
Subjects Tutorials arning(hou
ours)
/Seminars) rs)
/Integrated
Learning(
hours)
General Medicine 25 35 5 65
General Surgery 25 35 5 65
Obstetrics and Gynecology 25 35 5 65
Pediatrics 20 30 5 55
Orthopaedics 15 20 5 40

Forensic Medicine and 25 45 5 75

Toxicology
Community Medicine 40 60 5 105

Otorhinolaryngology 25 40 5 70

Ophthalmology 30 60 10 100

Dermatology 20 5 5 30

Psychiatry 25 10 5 40

Respiratory Medicine 10 8 2 20

Radiodiagnosis and 10 8 2 20
Radiotherapy
Anesthesiology 8 10 2 20

Clinicalpostings - 756
19 6 25
Attitude, Ethics
&Communication
Module(AETCOM)
Total 303 401 66 1551

Teaching and learning shall be aligned and integrated across specialties both vertically and horizontally
for better learner comprehension. Learner centered learning methods Should include
problem oriented learning, case studies, community-oriented learning, self- directed and experiential
learning.
• 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.
 Table: Clinical postings for all clinical Subjects

Subjects Period of training in weeks Total(wee

II MBBS III MBBS III MBBS Part ks)
Part 1 2
Electives 8(4weeks
clinical postings
to continue)
General Medicine 4 4 8+4 20
General Surgery 4 4 8+4 20
Obstetrics and Gynecology 4 4 8+4 20
Pediatrics 2 4 4 10
Orthopaedics including 2 4 2 8
Trauma
Community Medicine 4 6 - 10

Otorhinolaryngology 4 4 - 8

Ophthalmology 4 4 - 8

Dermatology 2 2 2 6

Psychiatry 2 2 - 4

Respiratory Medicine 2 - - 2

Radio diagnosis 2 - - 2

Dentistry - 2 - 2
&Anesthesiology
Casualty - 2 - 2

Total 36 42 44 126

SCHEME OF EXAMINATION

• INTERNAL ASSESSMENT

General guidelines

• Regular periodic examinations shall be conducted throughout the course.

• There shall be minimum three internal assessment examinations in each 3rd MBBS Part 1 subjects
which includes ENT, Ophthalmology, Community Medicine and Forensic medicine and one internal
assessment examination in each of the other clinical subject in a professional year.
• An end of posting clinical assessment shall be conducted for each clinical posting in each
professional year
• The third internal examination should be conducted on the lines of the university examination
(Preliminary examination).
• 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, General Medicine mustbe
assessed in second Professional, third Professional Part I and third Professional Part II,
independently.
• An average of the marks scored in all internal assessment examinations and the average of all
marks scored in the end of posting clinical assessment will be considered as the final internal
assessment scores and eligibility for University examinations.
• Learners must secure not less than 40 % marks in theory and practical separately and not
lessthan 50% marks of the total marks (combined in theory and practical) assigned for internal
assessment in a particular subject in order to be eligible for appearing at the final University
examination of that subject.
• A candidate who has not secured requisite aggregate in the internal assessment may be subjected to
remedial measures by the institution. If he/she successfully completes there mediation measures,
he/she is eligible to appear for University Examination. Remedial measures shall becompleted before
submitting the internal assessment marks online to the university.
• Internal assessment marks will reflect under separate head in the marks card of the university
examination. The internal assessment marks (theory and practical) will not be added to the
marks secured (theory/practical) in the university examination for consideration of pass
criteria, pass percentage, award of first class/distinction/gold medal.
• The results of IA should be displayed on the notice board within a 1-2 week of the test.
• Colleges should formulate policies for remedial measures for students who are either not able to
score qualifying marks or have missed on some assessments due to any reason.
• 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.
TABLE SHOWING SCHEME FOR CALCULATION OF INTERNAL EXAMINATION MARKS

First Theory Second Third Theory IA *

IA Theory IA
Theory paper Marks 80 80 Paper 1- 100 Marks
Paper 2- 100Marks
Periodic test 1 5 5 NIL
Periodic test 2 5 5 NIL
Periodic test 3 5 5 NIL
Professionalism 5 5 NIL
Total Marks 100 100 200
THEORY INTERNAL ASSESSMENT
Note: * Subjects having single paper will have one paper for 100 marks only.
** Subjects taught in more than one year will have an theory IA in each year also

PRACTICALS INTERNAL ASSESSMENT

First Second Third Practical IA

Practical IA Practical IA
Marks 80 80 100 (University pattern,
including viva voce)
Formative Assessment 20 (record+ 20 (record+ NIL
log book) log book)
Total 100 100 100

**Subjects with clinical postings in more than one year will have an end-of-posting after
each clinical posting in addition

3.Guidelines for Remedial measures for students who are unable to score qualifying marks
and attendance:
Academic council of respective institutes / Colleges to provide the guidelines for remedial
measures
 UNIVERSITY EXAMINATION

Examination schedule
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Foundati
oncour IMBBS
se
IMBBS Phase IIMBBS
exam

IIMBBS Phase III MBBS PART 1

II
exam
III MBBS Phase Electives
PART 1 III and skills
part1
exam
III MBBS PART 2
Phase III Internship
part 2
exam
Internship

General guidelines

• 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/her to function
effectively and appropriately as a physician of first contact. Assessment shall be carried out
on an objective basis to the extent possible.

• Nature of questions will include different types such as structured essays (LongAnswer Questions-
LAQ), Short Essays, Short Answers Questions (SAQ) and Multiple choice questions (MCQs).
Marks for each part should be indicated separately.

• The blueprint for theory paper indicating the topics and marks allotted for each are also given. The
blueprinting provided is an estimate only, the spirit of the blueprint must be honoured while setting
the paper. This document will guide teachers/ students and evaluators on what to focus on. The
focus should be on providing clinical oriented questions rather than purely theoretical questions
• The distribution of topics in paper 1 and paper 2, when a subject has 2papers is also given below.
The given division of topics is only a guideline, as the topics are often a continuum, making clear
demarcation difficult.
• The learner must secure at least 40% marks in each of the two papers with minimum
50% of marks in aggregate (both papers together) to pass in Community Medicine.
• In subjects with one question paper the learner must secure a minimum of 50% marks to
pass.
• Clinical examinations will be conducted at the bedside in the hospital wards. The objective
will be to assessproficiency and skills to elicit a detailed history, perform clinical
examination, interpret data and form logical conclusion, wherever applicable.

• There shall be one main examination in an academic year and a supplementary to be

held not later than 90 days after the declaration of the results of the main examination.
• A learner shall not be entitled to graduate after 10 years of his/her joining of the first
part of the MBBS course.

• A maximum number of four permissible attempts would be available to clear the first
Professional University examination, where by the first Professional course will have to
be cleared within 4 years of admission to the said course. Partial attendance at any
University examination shall be counted as an availed attempt.

• THIRD PROFESSIONALPART 1 EXAMINATION:

This examination shall be held at the end of thi rd professional training (11months), in
the subjects of Otorhinolaryngology, Ophthalmology, Community Medicine and
Forensic medicine.

Phase II

Table:Examination components, Subjects and Distribution of Marks

THEORY Community Forensic Ophthalmology Otorhinolar

Medicine Medicine yngology
WrittenPaper
No. of Papers & 2×100=200 1×100=100 1×100=100 1x100=100
Maximum Marks for
each paper.
Total theory 200 100 100 100
PRACTICAL
1. Practical exam 80 80 80 80
2.Viva-voce 20 20 20 20
Total practical 100 100 100 100
Internal assessment*
Internal Assessment 100 100 100 100
(Theory)
Internal assessment 100 100 100 100
(Practical)

*Internal assessment marks will reflect under separate head in the marks card of the university
examination.
 Type, number of questions and distribution of marks for written paper

TYPES OF NUMBER OF MARKS FOR EACH

QUESTION QUESTIONS QUESTION
Long essay 2 10
Short essay 8 5
Shortanswers 10 3
MCQs 10 1
Total 100

5. SUBMISSION OF LOGBOOK

At the time of Clinical Examination each candidate shall submit to the Examiners his/herlogbook
record duly certified by the Head of the Department as a bonafide record of the workdoneby the
candidate.

6. ELIGIBILITY TO APPEAR FOR EXAMINATION

The following criteria to be met by the students to be eligible for the university exams:

a. Shall have undergone satisfactorily the approved course of study in the subject/subjects for the
prescribed duration.
b. Shall have attended not less than 75% of the total classes conducted in theory and not less than 80%of
the total classes conducted in practical separately to become eligible to appear for examination in
that subject/subjects.
c. Minimum of 40% marks to be obtained separately in theory and practical ANDatleast 50% marksof
the total marks combined in theory and practical assigned for internal assessment is to beobtained
in a particular subject to appear for university exam. (average of 3 internal assessments theory and
practical separately)
d. Learners must have completed the required certifiable competencies for that phase of training and
completed the logbook appropriate for that phase of training to be eligible for appearing at the
final university examinationof that subject.

7. CRITERIAFORPASS

For declaration of pass in any subject in the University examination, acandidate shall pass both in
Theory and Practical examination components separately as stipulated below:

• The Theory component consists of marks obtained in University Written papers only. For a pass
intheory, a candidate must secure at least 40% marks in each of the two papers with minimum 50%
of marks in aggregate (both papers together).
• For a pass in practical examination, a candidate shall secure not less than 50% marks in aggregate,
i.e.,marks obtained in university practical examination and vivavoce added together
• Internal assessment marks will reflect as a separate head of passing at the university
examination.
• The IA marks will not be added to the marks obtained in the University examination and
will NOT be used to calculate pass percentage, award of class, distinction and GOLD
medal.

• A candidate not securing 50% marks in aggregate in Theory or Practical examination + viva in
asubject shall be declared to have failed in that subject and is required to appear for both Theory and
Practical again in the subsequent examination in that subject.

8. DECLARATIONOFCLASS

a. A candidate having appeared in all the subjects in the same examination and passed that examination
in the first attempt and secures 75% of marks or more of grand total marks (Only university
examination) prescribed will be declared to have passed the examination with distinction.

b. A candidate having appeared in all the subjects in the same examination and passed that examination
in the first attempt and secures 65% of marks or more but less than 75% of grand total marks (Only
university examination) prescribed will be declared to have passed the examination in First Class.

c. A candidate having appeared in all the subjects in the same examination and passed that examination
in the first attempt and secures 50% of marks or more but less than 65% of grand total marks (Only
university examination) prescribed will be declared to have passed the examination in Pass Class.

d. A candidate passing a university examination in more than one attempt shall be placed in Pass class
irrespective of the percent age of marks secured by him/her in the examination.

Note: Please note fraction of marks will not be rounded off for clauses(a),(b)and(c)

Appointment of Examiners
(a) Person appointed as an examiner in the particular subject must have at least four years of totalteaching
experience as assistant professor after obtaining postgraduate degree in the subject in a college affiliated
to a recognized/ approved/ permitted medical college.
(b) For the Practical/ Clinical examinations, there shall be atleast four examiners for100 learners, out of
whom notless than50% must be external examiners. Of the four examiners, the senior-most internal
examiner will act as the Chair man and coordinator of the whole examination programme so that
uniformity in the matter of assessment of candidates is maintained. Where candidates appearing aremore
than 100, two additional examiners (one external & one internal) for every additional 50 or part there of
candidates appearing, be appointed.
(c) External examiners may not be from the same University.
(d) The internal examiner in a subject shall not accept external examinership for a college from which
external examiner is appointed in his/her subject.
(e) A University having more than one college shall have separate sets of examiners for each college, with
internal examiners from the concerned college.
(f) External examiners shall rotate at an interval of 2 years.
(g) There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall
moderate the questions.
(h) All eligible examiners with requisite qualifications and experience can be appointed
internalexaminersbyrotation intheirsubjects.
(i) All theory paper assessment should be done as central assessment program (CAP) of concerned
university.
 (j) Internal examiners should be appointed from same institution for unitary examination in same
institution. For pooled examinations at one centre approved internal examiners from same university
may be appointed.
(k) The grace marks up to a maximum of five marks may be awarded at the discretion of theUniversity to
a learner for clearing the examination as a whole but not for clearing a subject resulting in exemption

Guidelines for electives for MBBS batch admitted in 2019

The 2019 admitted batch is expected to start their III MBBS Part II in February- March 2023. As per the Regulations
on Graduate Medical Education (Amendment), 2019 the batch is expected to start elective posting at the start of III
professional Part II, one month in Basic sciences (preclinical, paraclinical and research) and one month in clinical
subjects. However, in view of the revised examination schedule, RGUHS is providing following guidelines for the
electives, applicable for the batch admitted in 2019.
1. The duration of electives is reduced to one month, instead of original 2 months.
2. There shall be two blocks, block 1 and block 2 of fifteen days each.
3. Electives should be started immediately after completion of III MBBS part I practical examination.
4. Following are the details of the Block 1 and Block 2

Block 1 Block 2
When to start Immediately after completion of III
MBBS Part I Practical Examination /
After Completion of other Block of
elective
Possible Areas Pre-clinical departments Clinical Specialities including Urban and Rural
Para- clinical departments Health Centres
Basic Science laboratory
Research
Nature of learning Supervised Supervised
Experiential Experiential
Immersive Immersive
Self-directed Self-directed
Regular clinical postings Will continue Will not be offered
Attendance Minimum 75 % to be eligible for III Minimum 75 % to be eligible for III MBBS Part
MBBS Part II examination II examination
Assessment Formative Formative
Record of activities in log book Record of activities in log book
Whether permitted for Allowed (Provided clinical postings Allowed within City
Out of Institution within can be continued)
city
Whether permitted for No With prior permission of RGUHS / NMC, if out
Out of City of State
ExExamples of possible 1. Neuro-Anatomy 1. Any clinical Broad Speciality
“Learning experiences” 2. Biochemistry lab 2. Any clinical super-speciality
(not exhaustive) 3. Pathology Lab 3. Adult Intensive Care
4. Any one out of Bacteriology, 4. Pediatric Intensive care
virology, parasitology, serology 5. Emergency Care
etc labs 6. Health care quality and safety
5. Genetics 7. Adolescent Reproductive Health issues
6. Molecular Biology 8. Rehabilitation and palliative care
7. Immunology 9. Medical retina
8. Pharmaco-vigilance and clinical 10. Sports medicine
pharmacology 11. Clinical Ethics
9. Infection Control 12. Urban or Rural community Health
10. Assisted living and Hospice care Centres
11. Rehabilitation
 12. Community / epidemiological
surveys
13. Bio-statistics
14. Ethics
15. Bio-informatics
16. Computers and AI in health care
17. Learning Management System

5. Institutions shall 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.
6. For each such elective should have the following details:
a) Defined learning objectives,
b) An identified preceptor responsible for guiding the student
c) A pre-published timetable of activities identified for the learner during the elective
d) List of learning resources for the learner to be used during the elective,
e) Provision to be part of the team to obtain an immersive learning experience
f) Prerequisites, if any, to be completed before joining the elective,
g) Defined formative assessments with appropriate requirements for portfolio and log book entry,
h) Program evaluation by the stakeholders.
7. The list of available learning experiences for each block and the names of preceptors for each should be available
to students on the institutional notice board at least three months before the commencement of the electives. A
process for submitting applications for both blocks with choices should be made available to the students.
Written information on each learning experience (details as per point 6) must be available for students to
examine and make an informed choice.
8. A counseling session with faculty mentors to help students choose electives is desirable. The faculty mentors
must ascertain a student's expectation from the electives he/she has chosen. Students must also be made aware of
the rules regarding attendance, work schedule, documentation and assessment requirements for each elective.
The allocation of electives may be done based on student choice and availability of rotation by faculty who have
been identified to be in-charge of the electives program, for each block. The allocation must be done sufficiently
in advance and the students informed so that the prerequisites for the electives, if any (such as knowledge
training in good laboratory practices, good research practices, CPR training etc.) can be completed by the
student. A process to identify the veracity of student-initiated electives must be in place.
9. Institutions must prepare details of learning experiences as shown in following examples.

Block Block 1
Name of Elective Training in Medical retina
Location odepartment or hospital Lab or Department of Ophthalmology, Medical College
research facility Hospital
Name of internal preceptor(s)
Name of external preceptor N/A
Learning objectives of elective 1. Perform direct ophthalmoscopy
confidently
2. Diagnose papilloedema accurately in
patients with raised ICP
3. Detect diabetic retinopathy, stage the
disease and refer to higher center for
further treatment
4. Describe indications for laser treatment
in diabetic retinopathy
5. Detect hypertensive retinopathy using
direct ophthalmoscopy

Number of students that can be Four

accommodated in this elective
Prerequisites for elective Good clinical practice
List of activities of student participation 1. Work with supervisor in the retina
division of ophthalmology
2. Attend evening rounds with postgraduate
resident examine inpatients with diabetes
and hypertension.
3. Participate in clinical meetings of retina
division.
4. Enter details of cases seen in opd and in-
patients into logbook

Learning Resources
Portfolio entries required Enter details of cases examined
Log book entry required Satisfactory completion of posting with a “meets
expectation ‘(M)’ grade”
Assessment OSCE
Write a reflection of their time in retina division
 FORENSIC MEDICINE &TOXICOLOGY
GOAL:

The aim of teaching the undergraduate student in Forensic Medicine is to impart such
knowledge and skills that may enable him to manage common medico-legal problems in dayto
day practice. He/she shall acquire competence for post mortem diagnosis based on history,
physical examination and relevant observations during autopsy.

COMPETENCIES:

Periodof Training – PhaseII MBBS & PhaseIII part1 MBBS

The learner must demonstrate:
• Understanding of medico-legal responsibilities of physicians in primary and
secondarycaresettings,
• Understanding of the rational approach to the investigation of crime, based on
scientific and legal principles,
• Abilityto manage medical and legal issuesin cases of poisoning/ overdose,
• Understanding the medico-legal framework of medical practice and medical
negligence,
• Understanding of codes of conduct and medical ethics.

Period of Training –Internship

A. An intern must perform or assist in:
• Identifying and documenting medico-legal problems in a hospital and general
practice,
• Identifying the medico-legal responsibilities of a medical practitioner in various
hospital situations,
• Diagnosing and managing with competence basic poisoning conditions in
thecommunity,
• Diagnosing and managing with competence and documentation in cases of Rape
/Sexual assault,
• Preparing medico-legal reports in various medico legal situations.

B. An intern must have observed or preferably assisted at the following operations/

procedures:
• Various medico legal / post-mortem procedures and formalities during their
performance by police.

Certifiable Procedural skills desirable of Indian Medical Graduate in Forensic Medicine

&Toxicology
• Documentation and certification of trauma(I)
• Diagnosis and certification of death(D)
 • Legal documentation related to emergency cases (D)
• Certification of medico-legal casese.g.Ageestimation, Sexual Violenceetc.(D)
• Establishing communication in medico-legal cases with police, public health
authorities, other concerned departments,etc (D)
I-Independently performed on patients,
O-Observed in patients or on simulations,
D- Demonstration on patients or simulations and performance under
supervision in patients

Competencies in Phase IIMBBS and Phase III part 1 MBBS

No. Topic Competencies Procedures requiring
certification
1 General information 11 Nil

2 Forensic Pathology 35 Nil

3 Clinical Forensic Medicine 33 Nil

4 Medical jurisprudence (Medical Law& 30 Nil

Ethics)
5 Forensic Psychiatry 06 Nil

6 Forensic laboratory investigationin 03 Nil

Medico legal practice
7 Emerging technologies in Forensic 01 Nil
Medicine
8 General Toxicology 10 Nil

9 ChemicalToxicology 06 Nil

10 Pharmaceutical Toxicology 01 Nil

11 Biotoxicology 01 Nil

12 Sociomedical Toxicology 01 Nil

13 Environmental Toxicology 02 Nil

14 Skills in Forensic Medicine & 22 Nil
Toxicology
TOTAL 162 Nil
 Competencies in Internship
Sl Topic Competencies Procedures
no requiring
certification
1 Documentation and certification of 1 1
Trauma(I)
2 Diagnosis and certification of death(D) 1 1
3 Legal documentation related to 1 1
Emergency cases(D)
4 Certification of medico-legal cases 3 3
e.g.Ageestimation, Sexual
Violenceetc. (D)
5 Establishing communication in 3 3
medico-legal cases with police,
public health authorities, other
concerned departments, etc(D)
6 Prerequisites, Procedure, Documentation 1 1
and Opinion writing in Medicolegal
Autopsy(D)

Total 10 10

Minimum Teaching Hours in MBBS Phase II& Phase III part1

Forensic Lectures Small group learning Self- Total(h

Medicine& (hours) (Tutorials Directed ours)
Toxicology /Seminars) Learning
/Integrated (hours)
learning(hours)
Phase II 15 30 05 50
Phase IIIpart1 25 45 05 75
Total 40 75 10 125
AETCOM Lectures Small group learning Self- Total(h
(hours) (Tutorials Directed ours)
/Seminars) Learning
/Integrated learning (hours)
(hours)
Phase II 02 04 02 08
Phase IIIpart1 01 02 02 05
Total 03 06 04 13

Minimum Teaching Hours in Internship

Subject Period of posting

Forensic Medicine &Toxicology 7days
List of Competencies and SLOs to be covered in PhaseII MBBS
General Information
• Lecture– 1hr (Orientation class)
• Assessment:No assessment
FM1.1 - Demonstrate knowledge of basics of Forensic Medicine like
definitions ofForensic medicine, Clinical Forensic Medicine, Forensic
Pathology, State Medicine,LegalMedicineand Medical Jurisprudence
: Define Forensic Medicine and Medical Jurisprudence.
:Describe different branches of Forensic medicine like Clinical Forensic
Medicine, Forensic Pathology, Forensic Odontologyand Forensic Psychiatry.
:Discusson Forensic Medicine practice in different parts of the world.

FM1.2 –Describe history of Forensic Medicine

:Describe the etymology of Forensic Medicine.
: Describe how knowledge of medicine was applied to aid in the administration
of justice from ancient time and its evolution to the recent times.
:Enumerate the important people and events related to Forensic Medicine.

Forensic Pathology
• Lecture– 1hr(Interactive) Assessment:Written,Vivavoce

FM2.1 - Define, describe and discuss death and its types including
somatic/clinical/cellular, molecular and brain-death, Cortical Death and
BrainstemDeath

:Definedeath.
: Describe the types of death (somatic, molecular, brain-death, cortical death and brain
stem death).
:Describe the procedure of declaring death with specific reference to brain stem death.

FM2.2-Describe and discuss natural and un natural deaths

2.2.1:Describe the manner of death and cause of death
FM2.3 –Describe and discussissues related to sudden natural deaths
: Define sudden natural death.
: Enumerate the causes forsuddennaturaldeath.
: Describe the medicolegal importance of sudden natural death. 2.3.4:
Discuss the autopsy procedure incase of sudden natural death.

• SDL–1hr(Followedbyreflectivewriting)Assessment: Written,Vivavoce
FM2.4 - Describe salient features of the Organ Transplantation and The Human
Organ Trans plant (Amendment) Act 2011 and discuss ethical issues regarding
organ donation
2.4.1: Discuss the ethical and legal issues related to organ donation and
transplantation.2.4.2: Describe the salient features of The Human Organ
Transplant Act, 1994 with amendment still date.
• Lecture– 1hr (Interactive) Assessment: Written,Vivavoce
FM2.5 -Discuss moment of death, modes of death-coma, asphyxia and syncope
2.5.1: Describe the modes of death (coma, syncope, asphyxia).
FM2.6 –Discuss presumeption of death and survivorship
2.6.1:Discuss the importance of presumption of death (Sec.107&108IEA).
FM2.7 –Describe and discuss suspended animation
: Define suspended animation.
 : Enumerate the causes for suspended animation.
: Discuss the medicolegal importance of suspended animation.

• SGD–2 hrs Assessment:Written,Viva voce

FM2.10 –Discuss estimation of time since death
2.10.1: Enumerate the various factors which help in determination of time since death
2.10.2: Discuss on Forensic entomology.

FM2.8 - Describe and discuss postmortem changes including signs of death,

cooling ofbody, post-mortem lividity, rigor mortis, cadaveric spasm, cold
stiffening and heat stiffening

2.8.1 Classify post-mortem changes (immediate, early, late).

2.8.2 Describe postmortem cooling and its medicolegal importance.
2.8.3: Define postmortem lividity.
2.8.4: Describe postmortem lividity and its medicolegal importance.
2.8.5: Define rigormortis.
2.8.6: Describe rigor mortis and its medico legal importance
2.8.7: Enumerate the conditions simulating rigor mortis.
2.8.8: Definecadavericspasm.
2.8.9: Differentiate between cadaverics pasman drigormortis.
2.8.10: Discusson cold stiffening, heat stiffening, chemical stiffening and gas stiffening.

• SGD– 1hrAssessment:Written,Viva voce

FM2.9-Describe putrefaction, mummification, adipocere and maceration
2.9.1: Describe the various changes seen in the body due to put refaction.
2.9.2: Define adipocere.
2.9.3: Describe adipocere and its medico legal importance.
2.9.4: Define mummification.
2.9.5:Describe mummification and its medicolegal importance.

• Lecture– 1hr Assessment:Written,Vivavoce

FM2.11 - Describe and discuss autopsy procedures including post-mortem
examination, different types of autopsies, aims and objectives of post-mortem
examination
2.11.1 Describe the types of autopsy.
2.11.2 Enumerate the objectives of medicolegal autopsy.
2.11.3: Enumerate the objectives of foetal autopsy.
2.11.4: Enumerate the objectives of skeletalre mains examination.

FM2.14 - Describe and discuss examination of clothing, preservation of viscera

on post-mortem examination for chemical analysis and other medico-legal
purposes, post-mortemarte facts
2.14.1 Describe the method of preservation and dispatch of viscera and body
fluids for chemical analysis.
2.14.2 Describe the method of preservation and dispatch of viscera and body
fluids for his to pathology and micro biological investigations.
2.14.3 : Describe the method of preservation and dispatch of clothes in a medicolegal case.
2.14.4 : Discuss on postmortemarte facts and the irmedicolegal importance

*FM8.5 - Describe Medico-legal autopsy in cases of poisoning including

preservation and dispatch of viscera for chemical analysis
8.5.1: Explain the procedure of medico-legal autopsy in a suspected case of poisoning.
 8.5.2: Describe the method of preserving the various viscera in a caseof poisoning.
8.5.3: Describe the procedure for dispatch of viscera for chemical analysis in a case of
poisoning.

*FM8.9 - Describe the procedure of intimation of suspicious cases or actual cases

of foulplay to the police, maintenance of records, preservation and dispatch of
relevant samples for laboratory analysis.
8.9.1 Describe the procedure of intimation of suspicious cases or actual cases of foul
play tothe police
• S.39 CrPC, S. 40CrPC,S. 175 CrPC.
• S. 166(B) IPC,S.176 IPC,S.177IPC,S.201IPC,S.202 IPC.

8.9.2 Describe the procedure of record maintenance in a case of poisoning.

8.9.3: Describe the procedure of collection and dispatch of viscera for chemical
analysis in a case of poisoning.

• Lecture– 1hr Assessment:Written,Vivavoce

FM2.12 - Describe the legal requirements to conduct post-mortem examination and
procedures to conduct medico-legal post-mortem examination
2.12.1: Describe the rules for conducting medicolegal autopsy.
2.12.2: Enumerate the skin incisions in medicolegal autopsy.
: Enumerate the methods of evisceration in medicolegal autopsy.
: Describe the external and internal examination in medicolegal autopsy.
2.12.5: Explain the special techniques used in medicolegal autopsy
(demonstration of pneumothorax, air embolism, etc).

FM2.13 –Describe and discuss obscure autopsy

2.13.1: Discuss on obscure autopsy with examples.
2.13.2: Discuss on negative autopsy with examples.

FM2.17 –Describe and discuss exhumation

2.17.1 : Define exhumation.
2.17.2 : Enumerate the objectives of exhumation.
2.17.3 : Describe the rules and procedure of exhumation.
• SGD–4hrs (Practical) Assessment: Written, Viva
voce, OSPE, Practical book, Logbook
FM2.16 –Describe and discuss examination of mutilated bodies or fragments,
charred bones and bundle of bones
2.16.1 Describe the procedure of examination of mutilated bodies/fragments.
2.16.2 Describe the procedure of examination of skeletal remains (including charred bones).

*FM14.9 - Demonstrate examination of & present an opinion after

examination of skeletal remains in a simulated/ supervised environment
14.9.1 Enumerate the objectives of skeletal remains examination.
14.9.2 Demonstrate the procedure of examination of skeletal remains in a
simulated/supervised environment.
14.9.3 Draft a medicolegal report and opinion after examination of skeletal remains.

• SGD– 1hrAssessment:Written,Vivavoce
FM2.18 -CrimeSceneInvestigation: -
Describe and discuss the objectives of crime scene visit, the duties &
responsibilities ofdoctors on crime scene and the reconstruction of sequence of
events after crime sceneinvestigation
 2.18.1 Enumerate the objectives of crime scene visit by an autopsy surgeon.
2.18.2 Describe the procedure of examination of crime scene and preservation of
Evidentiary material.
2.18.3 Explain there construction of a case after the crime scene visit.
• SGD– 1hr Assessment:Vivavoce
FM2.31 - Demonstrate ability to work in a team for conduction of medico-
legalautopsies in cases of death following alleged medical negligence, dowry
death, death incustody or following violation of human rights as per National
Human Rights Commission Guidelines on exhumation
2.31.1 Demonstrate the benefit of team work in a medicolegal autopsyof alleged
medical negligence.
2.31.2 Demonstrate the benefit of team work in a medicolegal autopsy of alleged dowry
death.
2.31.3:Demonstrate the benefit of team work in a medicolegal autopsy of alleged
custodial death.
2.31.4: Demonstrate the benefit of team work in a medicolegal autopsy of death
due to violation of human rights.
2.31.5: Demonstrate the benefit of team work in exhumation.

• SDL– 1 hr Assessment:Written,Vivavoce

FM2.19 - Investigation of anaesthetic, operative deaths: Describe and discuss

special protocols for conduction of autopsy and for collection, preservation
and dispatch of related material evidences
2.19.1: Explain the significance of autopsy in operative deaths.
2.19.2: Describe the procedure of autopsy in operative deaths.
2.19.3: Describe the procedure of preservation and dispatch of evidentiary
material for investigation in deaths associated with anaesthesia and surgery
• SDL– 1 hr Assessment: Written,
FM2.15 - Describe special protocols for conduction of medico-legal autopsies in
cases of death in custody or following violation of human rights as per National
Human Rights Commission Guidelines
2.15.1: Describe the National Human Rights Commission guidelines for
conduction ofmedicolegalautopsyin cases of death in custody or violation of
human rights.
• SGD– 1hr Assessment:OSPE, Written, Vivavoce
FM2.32 - Demonstrate ability to exchange information by verbal or non verbal
communication to the peers, family members, law enforcing agency and
judiciary
2.32.1 Demonstrate the skills of communication by a doctor with the peers.
2.32.2 Demonstrate the skills of communication by a doctor with the patient’s family
members in MLC worksat casualty.
2.32.3 Demonstrate the skills of communication by a doctor with the deceased family
members during medicolegal autopsy.
2.32.4 : Demonstrate the skills of communication by a doctor with the law enforcing
agency/judiciary in medicolegal practices.
FM2.33 & FM2.34 - Demonstrate ability to use local resources whenever
required likein mass disastersituations
: 2.33.1 DefineMass disaster
: 2.33.2 EnumeratethetypesofMassdisaster.
: 2.33.3 List the objectives of forensic investigation in mass disasters. 2.33.4:
Describe the procedure of examination at disaster site and autopsy.
2.33.5: Describe the evidentiary materials to be preserved in mass disasters.
 2.33.6: Demonstrate the importance of team work in Mass Disasters.
FM2.35-Demonstrate professionalism while conducting autopsy in medicolegal
situations, interpretation of findings and making inference/opinion, collection,
preservation and dispatch of biological ortrace evidences
2.35.1 Demonstrate the professionalism of a doctor during conduction of
medicolegal autopsies (such as interaction with investigating officer/
relatives of deceased, receiving in quest form, maintaining
confidentiality,etc).
2.35.2 Demonstrate the professionalism in preservation and dispatching
evidentiarymaterials to FSL (such as proper method of preservation and
dispatch of materials withnecessaryforms and maintaining
confidentiality).
2.35.3: Demonstrate the professionalism in preservation and dispatching
evidentiarymaterials to histopathology and microbiology investigations (such
as proper method ofpreservation and dispatch of materials with necessary
forms and maintaining confidentiality).
2.35.4: Demonstrate the professionalism while giving opinion in medicolegal cases
(such ashonestywith unbiased inferences).

ClinicalForensicMedicine
• SGD–2 hrs Assessment:Written,
FM3.1 -IDENTIFICATION
Define and describe Corpus Delicti, establishment of identity of living persons
includingrace, Sex, religion, complexion, Stature, age determination using
morphology, teeth-eruption,decay,bitemarks, bones-
ossificationcentres,medicolegalaspects ofage
3.1.1DefineCorpus delicti
: 3.1.2 Describe the importance of corpus delicti in establishing the crime.
3.1.3: List the various means of identification in living and dead persons.
3.1.4 Explain the role of hand writing analysis, gait, speech, photography and facial
description as a tool of identification.
3.1.5 Describe the methods of determination of race.
3.1.6 Describe the methods of sex determination in a living person.
3.1.7 Describe the methods of sex determination in a dead person.
3.1.8 Defineinter sex.
3.1.9: Describe the types of intersex and its medicolegal importance.
3.1.10: Describe the methods of age determination in a living person.
3.1.11: Describe the methods of age determination in a dead person.
3.1.12: Explain the method of age estimation using Gustafson’s technique.
3.1.13: Discuss the forensic aspects related to teeth.
3.1.14: Describe the methods of determination of stature.

• SGD– 1hr Assessment:Written,Vivavoce

FM3.2 -IDENTIFICATION
Describe and discuss identification of criminals, unknown persons, dead bodies
from there mains-hairs, fibres, teeth, anthropometry, dactylography, foot prints,
scars, tattoos, poroscopy & superim position
3.2.1: Explain the role of hair in the identification of an individual.
3.2.2: Describethe medicolegal importanceof hair.
3.2.3: Describe the dyes used, methods of erasure and medicolegal importance of a tattoo.
3.2.4: Describe the medicolegal importanceof the scar.
 : Define anthropometry.
: Describe various data included in anthropometry and its importance in identification.
3.2.7: Define dactylography.
3.2.8: Describe the types, method of collection and medicolegal importance of dactylography.
3.2.9: Discuss the role of poroscopy, cheiloscopy and rugo scopy in identification.
:Describe the role of foot prints in establishing the identity.
: Describe the role official reconstruction in establishing the identity.
3.2.12: Discuss the role of super imposition in establishing the identity.

SGD–2hrs(Practical)Assessment: OSPE, Practical book, Log book

*FM14.6 - Demonstrate and interpret medico-legal aspects from examination of

hair(human& animal) fibre, semen & otherbiological fluids
:14.6.1 Identify hair (human/ animal), other fibres by physical and
microscopic examinationanddescribeits medicolegal importance.
: 14.6.2 Identify the semen by physical and microscopic examination
and describe itsmedicolegalimportance.
*FM14.7 - Demonstrate & identify that a particular stain is blood and
identify thespeciesofits origin
: 14.7.1 Identifythebloodbyphysical and microscopicexamination.
: 14.7.2 Explain the various medicolegal conclusions by examining
the blood stains.
14.7.3:Explain the methodofidentifyingthespeciesoforiginofthe
bloodstain.
*FM14.8 - Demonstrate the correct technique to perform and identify ABO & RH
bloodgroupofa person
14.8.1: Perform the technique of identifying the ABO blood group of a
person.14.8.2:PerformthetechniqueofidentifyingtheRhbloodgroupofap
erson.

Toxicology:GeneralToxicology
SDL– 1 hrAssessment:Written,VivaVoce

FM8.1-Describethehistoryof Toxicology
8.1.1:DescribethehistoryofToxicology.

Lecture– 1hrAssessment:Written,VivaVoce

FM8.2 - Define the terms Toxicology, Forensic Toxicology, Clinical

Toxicology andpoison
8.2.1:DefineToxicology, Forensic Toxicology, ClinicalToxicologyandPoison

FM8.3 –Describethevarioustypesof
poisons,Toxicokinetics,andToxicodynamicsanddiagnosisofpoisoning in living
anddead
8.3.1: Classify poisons in respect to mode of action and mode of usage.
8.3.2: Describe pharmacokinetics &pharmacodynamics of the poisons.
8.3.3:Explain the diagnosis of poisoningin thelivingindividual.
8.3.4:Explain the diagnosis of poisoningin thedead individual
 FM8.4 - Describe the Laws in relations to poisons including NDPS Act,
Medico-legalaspectsof poisons
8.4.1 DescribethelegalsectionsrelatedtopoisoninginIndia.
✓ S.85 IPC,S.86 IPC,S.274IPC,S.284 IPC,S.299 IPC,S.300 IPC,S.304(A)IPC,
S.375 IPC
✓ S.324 IPC,S.325 IPC, S.326 IPC,S.326AIPC, S.326BIPC,S.328IPC
✓ S.357C CrPC
✓ S.185IMVAct,S.203 IMVAct,S.204IMVAct
8.4.2 DescribeNarcoticDrugsandPsychotropic SubstancesAct,1985.
8.4.3:DescribeKarnatakaPoisons (Possession and Sale)Rules,2015.
8.4.4:Describethe legalresponsibilities ofadoctorin acaseofpoisoning

FM8.6 - Describe the general symptoms, principles of diagnosis and

management ofcommonpoisons encountered inIndia
8.6.1: Describe the general symptoms and signs of the common poisons encountered
in India.
8.6.2: Describe the general principles of diagnosis of the common poisons encountered
inIndia.
8.6.3:Enumeratetheline ofmanagementofthecommonpoisonsencounteredinIndia.

• Lecture– 1hr Assessment:Written,VivaVoce

FM8.8 - Describe basic methodologies in treatment of poisoning:
decontamination,supportivetherapy,antidotetherapy,proceduresof enhanced
elimination
8.8.1: Listthegeneraltreatmentprocedureincase ofpoisoning.
8.8.2:Explain the procedureof Gastric lavage.
8.8.3: Enumerate the indications and contraindications for Gastric lavage.
8.8.4:Defineantidote.
8.8.5: Describe the various types of
antidotes.8.8.6:Explain Chelationtherapy.
8.8.7:Describethe methods forhasteningelimination ofabsorbed poison.

• Lecture– 1hrAssessment: Written, Viva Voce

FM8.10 - Describe the general principles of Analytical Toxicology and give a

briefdescriptionofanalyticalmethodsavailablefortoxicologicalanalysis:Chromato
graphy
– Thin Layer Chromatography, Gas Chromatography, Liquid Chromatography
andAtomicAbsorption Spectroscopy
8.10.1:ListthevariousanalyticalmethodsusedinToxicology.8.10.2:Descri
bethegeneralprincipleofThin
LayerChromatography.8.10.3:Describethebasicprincipleanduses
ofGasChromatography.
:Describethebasicprincipleandusesof LiquidChromatography.
:DescribethebasicprincipleandusesofAtomicAbsorptionSpectroscopy
8.10.6:Describethe basic principle and usesof Mass Spectrometry.
8.10.7:Describethe basicprinciple and usesof Radioimmuno Assay

SGD–2hrs(Practical/Skillslab) Assessment:OSPE, Written, Viva Voce

 *FM14.2-
Demonstratethecorrecttechniqueofclinicalexaminationinasuspectedcaseof
poisoning & prepare medico-legal report in a simulated/ supervised environment

14.2.1: Take an informed consent from the Patient / Guardian after explaining the
importanceofMLC registration in Poisoningcases.
: Perform the clinical examination (history taking, general physical
examination,systemicexamination,laboratoryinvestigations,differentialdiagnosis)inpoi
soningcasesinasimulated/ supervised environment.
: Preparethemedicolegalcertificate afterdocumentingthe clinicalfindings.
14.2.4:Preparethe policeintimation.

*FM14.3 - Assist and demonstrate the proper technique in collecting, preserving

anddispatchoftheexhibitsinasuspectedcaseofpoisoning,alongwithclinicalexaminat
ion
14.3.1: Demonstrate the process of collecting, preserving and dispatch of the
materials/exhibitsin a suspected caseofingested poisoning.

14.3.2:Demonstratethe processof
collecting,preservinganddispatchofthematerials/exhibits in a suspected case of
inhalation poisoning along with clinical examination.

14.3.3:Demonstratethe processof
collecting,preservinganddispatchofthematerials/exhibitsin a suspected caseof
injected poisoninglongwith clinical examination.

FM8.7 - Describe simple Bedside clinic tests to detect poison/drug in a

patient’s bodyfluids

: Describe the bedside clinic tests for Hydrochloric acid poisoning (Ammonia
test,Litmuspaper test, Silver nitrate test).
: Describe the bedside clinic tests for Nitric acid poisoning (Ferrous Sulphate test).
8.7.3: Describe the bedside clinic tests for Sulphuric acid poisoning (Litmus
paper test).
8.7.4: Describe the bedside clinic tests for Oxalic acid poisoning (Barium nitrate
test).
8.7.5: Describe the bedside clinic tests for Caustic alkalis poisoning (Litmus
paper test).
8.7.6:Describethebedside clinictestsforPhenol(FolinCiocaltaeu reagenttest).
8.7.7:DescribethebedsideclinictestsforSalicylates(Trinder’sreagenttest).

Toxicology:ChemicalToxicology
• SGD–2 hrsAssessment: Written, Viva voce
FM9.1 - Describe General Principles and basic methodologies in treatment of
poisoning
:decontamination, supportive therapy, antidote therapy, procedures of
enhancedeliminationwith regard to: Caustics Inorganic – sulphuric, nitric, and
hydrochloricacids;Organic-CarbolicAcid(phenol),Oxalic andacetylsalicylicacids
:Describethe characteristics,mechanismofaction,fataldose, fatal
period,clinicalfeatures,treatment, postmortem findings and medicolegal aspects of
 Sulphuric acidpoisoning.
: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures,treatment,postmortemfindingsandmedicolegalaspectsofNitricacidpois
oning.

9.1.3: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures, treatment, postmortem findings and medicolegal aspects of
Hydrochloric acidpoisoning.
:DiscussonVitriolage.
Describe the characteristics, pharmacokinetics, mechanism of action, fatal dose,
fatalperiod,clinicalfeatures,treatment,postmortemfindingsandmedicolegalaspectsofCa
rbolicacidpoisoning.
:DiscussonCarboluria.
: Describe the characteristics, pharmacokinetics, mechanism of action, fatal dose,
fatalperiod, clinical features, treatment, postmortem findings and medicolegal aspects
of Oxalicacidpoisoning.
:DiscussonOxaluria.
: Describe the characteristics, pharmacokinetics, mechanism of action, fatal dose,
fatalperiod, clinical features, treatment, postmortem findings and medicolegal aspects
ofAcetylsalicylicacid poisoning.

• Lecture– 1hr Assessment:Written,Vivavoce

FM9.2 - Describe General Principles and basic methodologies in treatment of
poisoning:decontamination, supportive therapy, antidote therapy, procedures of
enhancedelimination with regard to Phosphorus, Iodine,Barium
9.2.1: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures, treatment, postmortem findings and medicolegal aspects of
Phosphorus poisoning.
9.2.2: Discuss on Phossyjaw.
9.2.3: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures, treatment, postmortem findings and medicolegal aspects of
Iodine poisoning.
9.2.4: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures,treatment,postmortemfindingsandmedicolegalaspectsofBariumpoisoning
.
• Lecture–2 hrs Assessment:Written,Vivavoce
FM9.3 - Describe General Principles and basic methodologies in treatment of
poisoning:decontamination, supportive therapy, antidote therapy, procedures of
enhancedeliminationwith regard to Arsenic, lead, mercury, copper, iron,
cadmium and thallium
9.3.1: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures,treatment,postmortemfindings andmedicolegalaspectsof
Arsenicpoisoning.
:Describethe characteristics,mechanismofaction,fataldose,
fatalperiod,clinicalfeatures,treatment,postmortemfindingsandmedicolegalaspectsof
Leadpoisoning.
: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures,treatment,postmortemfindingsandmedicolegalaspectsofMercurypoison
ing
9.3.4: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures, treatment, postmortem findings and medicolegal aspects of Copper
poisoning.
9.3.5: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures,treatment,postmortemfindingsandmedicolegalaspectsofIron poisoning.
9.3.6: Describe the characteristics, mechanism of action, fatal dose, fatal period,
clinicalfeatures, treatment, postmortem findings and medicolegal aspects of
Thallium poisoning.9.3.7: Describe the characteristics, mechanism of action, fatal
dose, fatal period, clinicalfeatures, treatment, postmortem findings and
medicolegal aspects of Cadmium poisoning.9.3.8:Describethecauses,clinical
featuresandtreatmentofMetallicfumefever.

• Lecture–2 hrs Assessment:Written,Vivavoce

FM9.4 - Describe General Principles and basic methodologies in treatment of
poisoning:
decontamination, supportive therapy, antidote therapy, procedures of
enhancedelimination with regard to Ethanol, methanol,ethyleneglycol
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal
dose, fatal period, clinical features, treatment, postmortem findings and
medicolegalaspectsof ethanol intoxication.
:Definedrunkenness.
:Describethe methodsof detectionofdrunken personin legalsituations.
:Describeclinicalfeatures,treatmentandmedicolegalaspectsofchronicalcoholism.

: Describe physical/chemical characteristics, pharmacokinetics, mechanism of

action,fatal dose, fatal period, clinical features, treatment, postmortem findings and
medicolegalaspectsin acaseof methanol poisoning.
: Describe physical/chemical characteristics, pharmacokinetics, mechanism of
action,fataldose,fatalperiod,clinicalfeatures,treatment andmedicolegalaspects
ofethyleneglycolpoisoning.

• SGD–2hrs(Integration–Pharmacology)Assessment: Written,VivaVoce
FM9.5 - Describe General Principles and basic methodologies in treatment of
poisoning:decontamination, supportive therapy, antidote therapy, procedures of
enhancedelimination with regard to Organophosphates, Carbamates,
Organochlorines,Pyrethroids,Paraquat,AluminiumandZincphosphide
:Classifyagriculturalpoisons.
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Organo-phosphorous poisoning.
: Describe physical/chemical characteristics, pharmacokinetics, mechanism of action,fatal
dose, fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Carbamatepoisoning.
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Organo-chlorinepoisoning.
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
 fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Paraquat poisoning.
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Pyrethroid poisoning.
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Aluminum and Zincphosphidepoisoning.

• SGD– 1hr Assessment:Written,VivaVoce

FM9.6 - Describe General Principles and basic methodologies in treatment of
poisoning:decontamination, supportive therapy, antidote therapy, procedures of
enhancedelimination with regard to Ammonia, carbon monoxide, hydrogen
cyanide &derivatives,methyl isocyanate, tear(riot control) gases
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Ammoniapoisoning.
:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings & medicolegalaspectsofCarbon
monoxidepoisoning.

:Describephysical/chemicalcharacteristics,pharmacokinetics,mechanismofaction,fatal dose,
fatal period, clinical features, treatment, postmortem findings and medicolegalaspectsof
Cyanide poisoning.
: Describe physical/chemical characteristics, mechanism of action, clinical features,treatment,
postmortem findings and medicolegal aspects of Methyl Isocyanate poisoning.

9.6.5: Describe clinical features, treatment and medicolegal aspects of exposure to tear gas
(inriot control).

Toxicology:PharmaceuticalToxicology
• SDL – 1 hr (Integration – Pharmacology)Assessment:Written, VivaVoce
FM10.1 - Describe General Principles and basic methodologies in
treatment ofpoisoning: decontamination, supportive therapy, antidote
therapy, procedures ofenhancedeliminationwith regard to:
i. Antipyretics–Paracetamol,Salicylates
ii. Anti-Infectives(Commonantibiotics–anoverview)
iii. NeuropsychotoxicologyBarbiturates,benzodiazepins,phenytoin,lit
hium,haloperidol,neuroleptics, tricyclics
iv. NarcoticAnalgesics,Anaesthetics,andMuscleRelaxants
v. Gastro-IntestinalandEndocrinalDrugs–Insulin
: Describe clinical features, treatment and medico-legal aspects of poisoning due
toAntipyretics(such as Paracetamol andSalicylates).
: Describe clinical features, treatment and medico-legal aspects of poisoning due
toAnti-Infectiveoverdose (common antibiotics).
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofBarbiturate poisoning.
: Describe clinical features, treatment and medico-legal aspects of
Benzodiazepinepoisoning.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofopium and its alkaloids.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofpoisoningduetoGastro-Intestinal and EndocrinalDrugs (e.g.,Insulin).
• Lecture– 1hrAssessment: Written, Viva voce
FM10.1 vi - Cardiovascular Toxicology Cardiotoxic plants – oleander, odollam,
aconite,digitalis
:Enumerate the cardiotoxic plants.
: Describe the active principles, mechanism of action, fatal dose, fatal period,
clinicalfeatures, treatment, post-mortem findings and medico-legal aspects of
poisoning due tocardiotoxic plants.

Toxicology :Biotoxicology
• SGD–2 hrsAssessment:Written,VivaVoce

FM11.1 - Describe features and management of Snake bite, scorpion sting,

bee andwaspsting and spiderbite
11.1.1: Differentiate poisonous and non-poisonous snakes.
11.1.2:Classifypoisonous snakes.
:Identifythecommon poisonousandnon-poisonous snakesinIndia.
:Describemechanismofaction,clinicalfeatures,management,postmortemfindingsand
medicolegal aspectsofsnakebite(Ophitoxaemia).
:IdentifythecommonscorpionsseeninIndia.
:Describemechanismofaction,clinicalfeatures,management,postmortemfindingsand
medicolegal aspectsofscorpion sting.
: Describe mechanism of action, clinical features, management, postmortem
findingsandmedicolegal aspectsofbeeandwasp sting, and spiderbite.

Toxicology:EnvironmentalToxicology
• Lecture– 1hrAssessment: Written, Viva voce
FM13.1 - Describe toxic pollution of environment, its medico-legal aspects
&toxichazardsofoccupationand industry
:Enumeratethe causes forenvironmentalpollution.
: Describe the health effects of environmental pollution due to toxic substances.
13.1.3: Describe the medico-legal aspects of toxic hazards on employees of an
industry

FM13.2 - Describe medico-legal aspects of poisoning in Workman’s

Compensation Act
13.2.1: Describe the medico-legal issues arising out of effects of poisoning due
tooccupationalexposureasper Workman’sCompensation Act.
13.2.2:Discusstheroleof physicianin casesof poisoningduetooccupational exposure.

Toxicology:SociomedicalToxicology
• Lecture–2 hrsAssessment: Written, Viva voce
FM12.1 - Describe features and management of abuse/ poisoning with following
chemicals:Tobacco,cannabis,amphetamines,
cocaine,hallucinogens,designerdrugs&solvent
12.1.1:Definedrugabuse, drugaddiction, drughabituation and
 drugdependence.12.1.2:List the drugs ofabuse.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofacuteand chronictobacco poisoning.
:Enumeratethe activeprinciplesandvariouspreparationsofcannabis.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofacuteand chroniccannabis poisoning.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofacuteand chroniccocaine poisoning.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofamphetaminepoisoning.
:Enlisthallucinogenicsubstances.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsof Lysergicacid diethylamidepoisoning.
:Define‘Designerdrug’.

:Describethe
clinicalfeaturesandmanagementofcommondesignerdrugs.12.1.12:Define‘Solventab
use’.
: Describe clinical features, treatment, post-mortem findings and medico-legal
aspectsofSolventabuse.
:Discusson Bodypacker’ssyndrome.

Skillsin ForensicMedicine&Toxicology
• SGD–2hrs(Practical)Assessment: OSPE, Practical book, Logbook,VivaVoce
FM14.17 - To identify & draw medico-legal inference from common poisons
e.g.dhatura, castor, cannabis, opium, aconite copper sulphate, pesticides
compounds,markingnut,oleander,Nuxvomica,abrusseeds,Snakes,capsicum,cal
otropis,leadcompounds& tobacco.
: Identifywithphysicaland/orchemicalcharacteristicsofthecommonpoisons
e.g. dhatura, castor, cannabis, opium, aconite, copper sulphate, pesticide compounds,
markingnut, oleander, Nux vomica, abrus seeds, snakes, capsicum, calotropis, lead
compounds &tobacco.(regional / local poisons)
:Drawthemedico-legalinferences withtheuseofthe commonpoisons.

• SGD–5hrs(Practical–5cases)Assessment: OSPE, Practicalbook,Logbook, VivaVoce

FM14.5 - Conduct & prepare post-mortem examination report of varied
aetiologies (atleast15) in a simulated/supervised environment
:Describethe techniquesofconductingamedicolegal autopsy.
: Describe the postmortem findings (external and internal) in a medicolegal autopsy.
14.5.3: Enumerate the ancillary investigations required (along with appropriate materials
forsuchinvestigations) in amedicolegal autopsy.
14.5.4:Draftthepostmortemreport afteramedicolegalautopsy.
Medicolegal autopsies may be a case of unnatural death, natural death, custodial
death,allegedmedical negligence, decomposedbody, mutilated body.

• SGD–1hr(Practical)IntegrationPathology Assessment: OSPE,

Practicalbook,Logbook, VivaVoce
FM14.19* - To identify & prepare medico-legal inference from histo-pathological
slidesof Myocardial Infarction, pneumonitis, tuberculosis, brain infarct, liver
cirrhosis,Pulmonaryoedema,(remainingslideswillbecoveredin phase3MBBS)
: List the microscopic identifying features after examining the histopathological slidesof
 myocardial Infarction, pneumonitis, tuberculosis, brain infarct, liver cirrhosis,
pulmonary edema.
: Describe the medico-legal inferences after examining the above-
mentionedhistopathologicalslides

Summary of TL methods and list of competencies to be covered in Phase

IIMBBSandAssessment methods
Sl. Teachinghoursandtype Competencynu Assessmentmethods
No. mbers
1. Lecture– 1 hr 1.1, 1.2 Noassessment
(Orientationclass)
2. Lecture– 1 hr 2.1, 2.2, 2.3 Written,Vivavoce
(Interactive)
3. SDL– 1 hr(Followed by 2.4 Written,Vivavoce
reflectivewriting)
4. Lecture– 1 hr 2.5, 2.6, 2.7 Written,Vivavoce
(Interactive)
5. SGD– 2 hrs 2.10, 2.8 Written,Vivavoce
6. SGD– 1 hr 2.9 Written,Vivavoce
7. Lecture– 1 hr 2.11, 2,14, 8.5, 8.9 Written,Vivavoce
8. Lecture– 1 hr 2.12, 2.13, 2.17 Written,Vivavoce
9. SGD–4hrs(Practical) 2.16, 14.9 Written, Viva
voce,OSPE,Practicalbook,Lo
gbook
10. SGD– 1 hr 2.18 Written,Vivavoce
11. SGD– 1 hr 2.31 Vivavoce
12. SDL– 1 hr 2.19 Written,Vivavoce
13. SDL– 1 hr 2.15 Written,Vivavoce
14. SGD– 1 hr 2.32, 2.33, 2.34,2.35 OSPE,Written, Vivavoce
15. SGD– 2 hrs 3.1 Written,Vivavoce
16. SGD– 1 hr 3.2 Written,Vivavoce
17. SGD–2hrs(Practical) 14.6. 14.7, 14.8 OSPE,Practicalbook,Logbook
18. SDL– 1 hr 8.1 Written,Vivavoce
19. Lecture– 1 hr 8.2, 8.3, 8.4, 8.6 Written, Vivavoce
20. Lecture– 1 hr 8.8 Written,Vivavoce
21. Lecture– 1 hr 8.10 Written,Vivavoce
22. SGD–2hrs(Practical/ 14.2, 14.3, 8.7 OSPE,Written, VivaVoce
Skillslab)
23. SGD– 2 hrs 9.1 Written,Vivavoce
24. Lecture– 1 hr 9.2 Written,Vivavoce
25. Lecture– 2 hrs 9.3 Written,Vivavoce
26. Lecture– 2 hrs 9.4 Written,Vivavoce
27. SGD–2hrs(Integration 9.5 Written,Vivavoce
–Pharmacology)
28. SGD– 1 hr 9.6 Written,Vivavoce
29. SDL–1 hr (Integration – 10.1(i-v) Written,Vivavoce
Pharmacology)
30. Lecture– 1 hr 10.1(vi) Written,Vivavoce
31. SGD– 2 hrs 11.1 Written,Vivavoce
32. Lecture– 1 hr 13.1, 13.2 Written,Vivavoce
33. Lecture– 2 hrs 12.1 Written,Vivavoce
34. SGD–2hrs(Practical) 14.17 OSPE,Practicalbook,
Logbook, VivaVoce
35. SGD– 5hrs(5 cases) 14.5 OSPE,Practicalbook,
Logbook, VivaVoce
36. SGD–1hr(Practical) 14.19 OSPE,Practicalbook,
IntegrationPathology Logbook, VivaVoce
List of Competencies and SLOs to be covered in Phase III MBBS part 1
General Information
• Lecture – 1 hr (Orientation class/ SDL) Assessment: No assessment
FM1.3 - Describe legal procedures including Criminal Procedure Code, Indian Penal Code, Indian
Evidence Act, Civil and Criminal Cases, Inquest (Police Inquest and Magistrate’s Inquest),
Cognizable and Non-cognizable offences
1.3.1: Describe the meaning of Criminal Procedure Code, Indian Penal Code, and Indian Evidence Act.
1.3.2: Differentiate between civil and criminal cases and their proceedings in the court of law.
1.3.3: Define inquest.
1.3.4: Describe the types of inquest practiced in India.
1.3.5: Discuss the meaning of cognizable and non-cognizable offence with examples.

FM 1.4 - Describe Courts in India and their powers: Supreme Court. High Court, Sessions court,
Magistrate's Court. Labour Court. Family Court, Executive Magistrate Court and Juvenile Justice
Board

1.4.1: List various civil and criminal courts in India.

1.4.2: Describe the location, presiding officer and powers of various courts in India.

FM 1.5 - Describe Court procedures including issue of summons, conduct money, types of witnesses,
recording of evidence: oath, affirmation, examination in chief, cross examination, re- examination
& court questions, recording of evidence & conduct of doctor in witness box.

1.5.1: Define ‘Summons’.

1.5.2: Describe the formalities to be followed by a doctor while receiving summons and consequence of
not honouring the summons.
1.5.3: Define ‘Witness’.
1.5.4: Describe the types of witness.
1.5.5: Define ‘Evidence’.
1.5.6: Describe the types of evidence.
1.5.7: Describe the steps of recording evidence in the court of law.
1.5.8: Describe the conduct of a doctor in the witness box.

FM 1.6 - Describe the offences in Court including Perjury; Court strictures vis-a-vis medical officer

1.6.1: Explain the meaning of perjury and its punishment.

1.6.2: Mention the various offences that could be charged upon medical officer by the court of law and its
punishment.

• SGD – 2 hrs (Moot Court) Assessment:Log book / Viva voce / OSCE

FM14.22 - To give expert medical/ medico-legal evidence in Court of law

14.22.1: Describe conduct of a doctor in witness box during the process of deposing expert medical/
medico-legal evidence in Court of law.
14.22.2: Describe the steps /procedure of recording of expert medical/ medico-legal evidence in Court
of law with relation to Court procedures.

42
 FM2.29 - Demonstrate respect to the directions of courts, while appearing as witness for recording
of evidence under oath or affirmation, examination in chief, cross examination, re-examination and
court questions, recording of evidence

2.29.1: Demonstrate the procedure of receiving summons.

2.29.2: Demonstrate the oath taking in the court of law.
2.29.3: Demonstrate the procedure of recording of evidence in court of law (examination in chief, cross
examination, re-examination, question by Judge).
2.29.4: Demonstrate the doctor’s professionalism (attitude and subject expertise) expected in the witness box.

• SGD – 1 hr( Role play) Assessment:Log book / Viva voce / OSCE / Skill station

FM 1.7 - Describe Dying Declaration and Dying Deposition.

1.7.1: Define dying declaration and dying deposition.

1.7.2: Describe the procedure of recording of dying declaration.
1.7.3: Differentiate between dying declaration and dying deposition.

FM14.20 - To record and certify dying declaration in a simulated/ supervised environment

14.20.1: Certify compos mentis (sound mind) by examining higher mental functions before recording of
dying declaration in a simulated environment.
14.20.2: Record dying declaration in a simulated environment.
14.20.3: Assist the executive magistrate in recording of dying declaration in a simulated environment

• Lecture – 1 hr Assessment:Written, Viva voce

FM 1.8 - Describe the latest decisions/ notifications/resolutions/circulars/ standing orders related to
medico-legal practice issued by Courts/Government authorities etc.

1.8.1: Describe the latest decisions/notifications/resolutions/ circulars/ standing orders related to medico-
legal practice issued by Courts.
1.8.2: Describe the latest decisions/notifications/resolutions/ circulars/ standing orders related to medico-
legal practice issued by Central Government authorities.
1.8.3: Describe the latest decisions/notifications/resolutions/ circulars/ standing orders related to medico-
legal practice issued by State Government authorities.
1.8.4: Describe the latest decisions/notifications/resolutions/ circulars/ standing orders related to medico-
legal practice issued by NMC/MCI/ SMC.

FM2.30 - Have knowledge/awareness of latest decisions/ notifications/ resolutions/

circulars/standing orders related to medico-legal practice issued by Courts/ Government authorities
etc

2.30.1: Debate on the latest decisions/notifications/circulars/standing orders related to medico-legal practice

issued by Courts.
2.30.2: Debate on the latest decisions/notifications/circulars/standing orders related to medico-legal practice
issued by Central Government.
2.30.3: Debate on the latest decisions/notifications/circulars/standing orders related to medico-legal practice
issued by State Government.
43
2.30.4: Debate on the latest decisions/notifications/circulars/standing orders related to medico-legal
practice issued by NMC/MCI/ SMC

• Lecture – 1 hr Assessment:Written, Viva voce

FM 1.9 - Describe the importance of documentation in medical practice in regard to medicolegal
examinations, Medical certificates & medicolegal reports especially
- Maintenance of patient case records, discharge summary, prescribed registers to be maintained
in Health Centres.
- Maintenance of medico-legal register like accident register
- Documents of issuance of wound certificate
- Documents of issuance of drunkenness certificate
- Documents of issuance of sickness & fitness certificate
- Documents of issuance of death certificate
- Documents of issuance of medical certification of cause of death-form no.4, 4A
- Documents of estimation of age by physical, dental & radiological examination & issuance of
certificate

1.9.1: Enumerate various medical / medicolegal records to be maintained by hospital/ medical practitioner.
1.9.2: Describe the importance of documentation and maintenance of medical records (out-patient slips,
in-patient case details, consent forms, operative & anesthetic notes, discharge/death summary, sickness &
fitness certificates, MCCD certificate, etc).
1.9.3: Describe the importance of documentation and maintenance of medicolegal records (MLC register,
MTP register, age certificate, wound certificate, drunkenness certificate, sexual violence report,
postmortem report, etc).

• SGD – 1 hr( Practical) Assessment:Written / Viva voce / OSCE

FM 1.10 - Select appropriate cause of death in a particular scenario by referring ICD 10 code.

1.10.1: Explain the importance of ICD-10 code in certifying the cause of death.
1.10.2: Enumerate the important causes of death as per ICD-10.
1.10.3: Chose the appropriate cause of death in a particular scenario.

FM 1.11 - Write a correct cause of death certificate as per ICD 10 document

1.11.1: Describe the objectives of MCCD certification.

1.11.2: Draft the MCCD certificate in a particular scenario as per ICD-10.
1.11.3: Explain the procedure of dispatching MCCD certificate to the concerned authorities.

Forensic Pathology
• SGD – 5 hrs Assessment:Written / Viva voce

44
 FM 2.20 - Mechanical asphyxia: Define, classify and describe asphyxia and medico-legal
interpretation of post-mortem findings in asphyxial deaths.

2.20.1: Define asphyxia.

2.20.2: Mention the various types of asyphyxial deaths (mechanical, pathological, toxic, environmental,
traumatic, postural, iatrogenic).
2.20.3: Describe the pathophysiology (vicious cycle) of asphyxia.
2.20.4: Explain the types of anoxia/ hypoxia (Gordon’s classification).
2.20.5: Discuss the classical postmortem findings in asphyxial deaths.

FM 2.21 - Mechanical asphyxia: Describe and discuss different types of hanging and strangulation
including clinical findings, causes of death, post-mortem findings and medico-legal aspects of death
due to hanging and strangulation including examination, preservation and dispatch of ligature
material.

2.21.1: Define mechanical asphyxia death.

2.21.2: Classify mechanical asphyxial deaths.
2.21.3: Define hanging.
2.21.4: Enumerate the types of hanging.
2.21.5: Explain the symptoms experienced by the victim in hanging.
2.21.6: Describe the causes of death, postmortem findings and medicolegal aspects of death due to hanging.
2.21.7: Discuss on judicial hanging.
2.21.8: Define strangulation.
2.21.9: Enumerate the types of strangulation.
2.21.10: Describe the causes of death, postmortem findings and medicolegal aspects of death due to ligature
strangulation.
2.21.11: Describe the causes of death, postmortem findings and medicolegal aspects of death due to manual
strangulation.
2.21.13: Discuss on Bansdola, Mugging, Garrotting,
2.21.14: Describe the examination, preservation and dispatch of ligature material used in hanging and
strangulation.
2.21.15: Explain the fractures of hyoid bone.

FM 2.22 - Mechanical asphyxia: Describe and discuss patho-physiology, clinical features, post-
mortem findings and medico-legal aspects of traumatic asphyxia, obstruction of nose & mouth,
suffocation and sexual asphyxia.

2.22.1: Define traumatic asphyxia.

2.22.2: Describe the pathophysiology, postmortem findings and medicolegal aspects of traumatic asphyxia.
2.22.3: Discuss on postural/positional asphyxia.
2.22.4: Discuss on Overlying.
2.22.5: Define suffocation.
2.22.6: Enumerate the types of suffocation.
2.22.7: Describe the postmortem findings and medicolegal aspects of Environmental asphyxia, Smothering,
Gagging and Choking.
2.22.8: Discuss on Café-coronary.
2.22.9:Discuss on Burking.
2.22.10: Describe methods used, postmortem findings and medicolegal aspects of Sexual/ Auto-erotic
asphyxia.

45
 FM 2.23 - Mechanical asphyxia: Describe and discuss types, patho-physiology, clinical features,
post-mortem findings and medico-legal aspects of drowning, diatom test and gettler test.

2.23.1: Define drowning.

2.23.2: Explain the mechanism of drowning.
2.23.3: Enumerate the types of drowning.
2.23.4: Describe the pathophysiology, causes of death, postmortem findings and medicolegal aspects of
drowning.
2.23.5: Describe the clinical features and treatment of Post-immersion syndrome (Near drowning).
2.23.6: Discuss on Diatom test and its medicolegal importance.
2.23.7: Discuss on Gettler test and its medicolegal importance.

• SGD – 1 hr Assessment:Written / Viva voce

FM 2.24 - Thermal deaths: Describe the clinical features, post-mortem finding and medicolegal
aspects of injuries due to physical agents like heat (heat-hyper-pyrexia, heat stroke, sun stroke, heat
exhaustion/ prostration, heat cramps [miner’s cramp] or cold (systemic and localized hypothermia,
frostbite, trench foot, immersion foot)

2.24.1: Classify thermal injuries.

2.24.2: Describe the local (frostbite, trench foot, immersion foot) and general effects (hypothermia) due to
Cold.
2.24.3: Describe the postmortem findings and medicolegal aspects of deaths due to Hypothermia.
2.24.4: Describe the general effects due to Heat (heat cramps, heat exhaustion/prostration, heat
hyperpyrexia/heat stroke/ sunstroke).
2.24.5: Describe the postmortem findings and medicolegal aspects of deaths due to Heat stroke.

• SGD – 1 hr Assessment:Written / Viva voce / OSPE

FM 2.25 - Describe types of injuries, clinical features, patho-physiology, postmortem findings and
medico-legal aspects in cases of burns, scalds, lightening, electrocution and radiations.

2.25.1: Define Burn.

2.25.2: Enumerate the types or causes of burns.
2.25.3: Describe the degree of burns (Dupuytren’s, Wilson’s and Clinical classification).
2.25.4: Explain the method of calculation of percentage of burns (Rule of Nine/Wallace, Lund and Browder
chart).
2.25.5: Describe the clinical features, management, causes of death, postmortem findings and medicolegal
aspects of Dry burns and Scalds.
2.25.6: Differentiate between antemortem and postmortem burns.
2.25.7: Describe the factors affecting the electrical injuries.
2.25.8: Describe the postmortem findings, causes of death and medicolegal aspects in deaths due to
electrocution.
2.25.9: Describe the factors affecting the lightening injuries.
2.25.10: Describe the postmortem findings, causes of death and medicolegal aspects in deaths due to
lightening.
2.25.11 Discuss on injuries caused by exposure to radiation

• Lecture – 1 hr Assessment:Written, Viva voce

46
 FM 2.26 - Describe and discuss clinical features, post-mortem findings and medico-legal aspects of
death due to starvation and neglect

2.26.1: Explain the meaning of starvation.

2.26.2: Enumerate the types of starvation.
2.26.3: Enumerate the causes of starvation.
2.26.4: Describe the factors modifying the effects of starvation.
2.26.5: Describe the clinical features, management, causes of death, postmortem findings and medicolegal
aspects of starvation.
• SGD – 3 hrs Assessment:Written / Viva voce / OSPE / log book / Practical record

FM 2.27 - Define and discuss infanticide, foeticide and stillbirth

2.27.1: Define Foeticide, Neonaticide and infanticide.

2.27.2: Define dead birth, still birth and live birth.
2.27.3: Discuss on medicolegal aspects of infanticide

FM 2.28 - Describe and discuss signs of intrauterine death, signs of live birth, viability of foetus, age
determination of foetus, DOAP session of ossification centres, Hydrostatic test, Sudden Infant Death
syndrome. Munchausen’s syndrome by proxy. [Munchausen’s syndrome by proxy is covered in FM
3.29]

2.28.1: Describe the causes of Intra Uterine Death (IUD).

2.28.2: Describe the features of ‘Dead born foetus’.
2.28.3: Define ‘Viability of foetus’ and its medicolegal importance.
2.28.4: Describe the method of estimation of gestational age of foetus.
2.28.5: Describe the signs of ‘Live birth’.
2.28.6: Describe the causes of infant death.
2.28.7: Define Sudden Infant Death Syndrome (SIDS).
2.28.8: Describe causes, postmortem findings & medicolegal aspects of SIDS

FM14.13 - To estimate the age of foetus by post-mortem examination

14.13.1: Enumerate the objectives of foetal autopsy.
14.13.2: Describe the procedure of foetal autopsy.
14.13.3: Estimate the age of foetus by examination of ossification centres, anthropometric measurements,
blood constituents, hair, nail, umbilical cord etc.
14.13.4: Draft a medicolegal report and opinion after foetal autopsy.

Clinical Forensic Medicine

• SGD – 4 hrs Assessment:Written, Viva voce,
OSCE
FM 3.3 - Mechanical injuries and wounds: Define, describe and classify different types of
mechanical injuries, abrasion, bruise, laceration, stab wound, incised wound, chop wound, defense
wound, self-inflicted/ fabricated wounds and their medico-legal aspects.
3.3.1: Define mechanical injury.
3.3.2: Classify mechanical injuries.
3.3.3: Define abrasion.
3.3.4: Describe the characteristic features, types and medicolegal aspects of an abrasion
47
3.3.5: Define contusion.
3.3.6: Describe the characteristic features, types and medicolegal aspects of contusion.
3.3.7: Describe the factors influencing the formation of contusion.
3.3.8: Define laceration.
3.3.9: Describe the characteristic features, types and medicolegal aspects of a laceration.
3.3.10: Define an incised wound.
3.3.11: Describe the characteristic features, types and medicolegal aspects of an incised wound.
3.3.12: Define chop wound.
3.3.13: Describe the characteristic features and medicolegal aspects of chop wound.

3.3.14: Define stab wound.

3.3.15: Describe the characteristic features, types and medicolegal aspects of stab wound.
3.3.16: Define defense wound.
3.3.17: Describe the characteristic features and medicolegal importance of defense wound.
3.3.18: Define fabricated wound.
3.3.19: Describe the characteristic features and medicolegal importance of fabricated wound.

• Lecture – 2 hrs Assessment:Written, Viva voce

FM 3.4 - Define injury, assault & hurt. Describe IPC pertaining to injuries
3.4.1: Define injury (S. 44 IPC), assault (S. 351 IPC) and hurt (S. 319 IPC).
3.4.2: Define homicide.
3.4.3: Describe the types of homicide.
3.4.4: Describe Grievous hurt (S. 320 IPC).
3.4.5: Understand the IPC sections pertaining to injuries (Sec. 44, 299, 300, 302, 304, 304-A, 304-B, 306,
307, 319, 320, 321-326, 351, 354, 497, 498-A).
FM 3.5 - Describe accidental, suicidal and homicidal injuries. Describe simple, grievous and
dangerous injuries. Describe ante-mortem and post-mortem injuries.
3.5.1: Define medico-legal case (MLC) with examples.
3.5.2: Differentiate between the accidental, suicidal and homicidal injuries with examples.
3.5.3: Describe simple and grievous hurt.
3.5.4: Explain the difference between the injuries that are likely to cause death, sufficient in the ordinary
course of nature to cause death and imminently dangerous.
3.5.5: Describe the difference between ante-mortem and post-mortem wounds.
FM 3.6 - Describe healing of injury and fracture of bones with its medico-legal importance
3.6.1: Describe wound healing by primary and secondary intention and its medicolegal importance.
3.6.2: Enumerate the types of fracture.
3.6.3: Describe the healing of a fracture and its medicolegal importance.
3.6.4: Describe the difference between ante-mortem and post-mortem fracture.

FM 3.7 - Describe factors influencing infliction of injuries and healing, examination and
certification of wounds and wound as a cause of death: Primary and Secondary (along with FM
14.1)
3.7.1: Describe the factors influencing the causation of an injury.
3.7.2: Describe the factors that influence healing of an injury or fracture.
3.7.3: Discuss the primary and secondary causes of death from a wound.
FM 3.8 - Describe and discuss different types of weapons including dangerous weapons and their

48
examination
3.8.1: Identify the weapons that cause blunt force and sharp force injuries.
3.8.2: Define dangerous weapon (S. 324 IPC and 326 IPC).

• SGD – 3 hrs Assessment:Written, Viva voce,

OSCE
FM 3.9 - Firearm injuries: Describe different types of firearms including structure and components.
Along with description of ammunition propellant charge and mechanism of fire-arms, different
types of cartridges and bullets and various terminology in relation of firearm – caliber, range,
choking
3.9.1: Define Forensic ballistics, Proximal ballistics, Intermediate ballistics, and Terminal ballistics.
3.9.2: Define firearm.
3.9.3: Classify firearms.
3.9.4: Enumerate the parts of the basic firearms.
3.9.5: Explain ‘rifling’ and ‘calibre’ of a firearm.
3.9.6: Explain ‘choking’ in a firearm and its purpose.
3.9.7: Enumerate the components of rifled firearm and shotgun cartridge, and its function.
3.9.8: Describe the types of gunpowder.
3.9.9: Discuss on types of bullets and pellets.

FM 3.10 - Describe and discuss wound ballistics-different types of firearm injuries, blast injuries
and their interpretation, preservation and dispatch of trace evidences in cases of firearm and blast
injuries, various tests related to confirmation of use of firearms
3.10.1: Define wound ballistics.
3.10.2: Enumerate the factors affecting gunshot wound production.
3.10.3: Explain the mechanism of firing and various components of discharge of firing.
3.10.4: Describe the entry and exit wounds from a rifled firearm at various ranges.
3.10.5: Describe the entry and exit wounds from a shotgun at various ranges.
3.10.6: Discuss on Ricocheting of a bullet and its effect.
3.10.7: Discuss on Tumbling bullet, Yawning bullet, Dumdum bullet, Tandem bullet, Souvenir bullet.
3.10.8: List the evidentiary materials to be collected in gunshot wounds.
3.10.9: Describe the method of collection and preservation of evidentiary materials in gunshot wounds.
3.10.10: Describe the significance of bullet markings and use of comparison microscope.
3.10.11: Enumerate the tests done for detection of gunshot residue.
3.10.12: Describe the injuries caused by bomb blast / explosion

• SGD – 4 hrs Assessment:Written, Viva voce,

OSCE / OSPE
FM 3.11 - Regional injuries: Describe and discuss regional injuries to head (Scalp wounds, fracture
skull, intracranial haemorrhages, coup and contrecoup injuries), neck, chest, abdomen, limbs,
genital organs, spinal cord and skeleton
3.11.1: Define head injury.
3.11.2: Discuss the forensic anatomy of scalp and scalp injuries.
3.11.3: Enumerate the types of skull fracture.
3.11.4: Describe the intracranial hemorrhages and its medicolegal aspects.
3.11.5: Describe the cerebral injuries and its medicolegal aspects.
3.11.6: Explain ‘concussion of brain’ and ‘diffuse axonal injury’.
49
3.11.7: Discuss on ‘Punch drunk syndrome’.
3.11.8: Describe the mechanism, clinical features and medicolegal aspects of whiplash injury.
3.11.9: Discuss on ‘railway spine’.
3.11.10: Discuss on injuries to chest, abdomen and genital organs

FM 3.12 - Describe and discuss injuries related to fall from height and vehicular injuries – Primary
and Secondary impact, Secondary injuries, crush syndrome, railway spine
3.12.1: Describe the injuries sustained to person in a fall from height.
3.12.2: Describe the injuries to a pedestrian in vehicular accident (primary impact, second impact and
secondary injuries).
3.12.3: Describe the injuries to driver, front seat passenger and back seat passenger of a motor car.
3.12.4: Discuss on ‘Crush syndrome’.

• SGD – 2 hrs (Practical) Assessment:Log book / Skill station / Viva voce, OSCE
FM14.1 - Examine and prepare Medico-legal report of an injured person with different etiologies
in a simulated/ supervised environment
14.1.1: Take an informed consent from the Patient / Guardian after explaining the importance of MLC
registration in Medicolegal cases (Road traffic accident / Fall from height / Assault / Self infliction of
injuries / Burns / Firearms).
14.1.2: Perform the clinical examination of an injured person (history taking, general physical
examination, systemic examination, laboratory investigations) in a simulated/ supervised environment.
14.1.3: Prepare the wound certificate after documenting the clinical findings.
14.1.4: Prepare the police intimation.

• SGD – 1 hr (Practical) Assessment:Log book / Practical record / Viva voce,

OSPE
FM14.10 - Demonstrate ability to identify & prepare medicolegal inference from specimens
obtained from various types of injuries e.g. contusion, abrasion, laceration, firearm wounds, burns,
head injury and fracture of bone
14.10.1: Prepare a medicolegal inference from photographs showing various types of injuries/ lesions/
postmortem findings.
14.10.2: Prepare a medicolegal inference from wet specimens showing various types of injuries/ lesions/
postmortem findings.
14.10.3: Prepare medicolegal inference from models showing various types of injuries/ lesions/
postmortem findings.

• Lecture – 2 hrs Assessment:Written, Viva voce

FM3.18 - Describe legitimacy and its medicolegal importance. Describe and discuss how ‘signs’ of
virginity (so called ‘virginity test’, including finger tests on female genetalia) are unscientific,
inhuman and discriminatory. Describe and discuss how to appraise the courts about unscientific
basis of these tests if court orders it.
3.18.1: Define legitimacy.
3.18.2: Enumerate the medicolegal importance of legitimacy.
3.18.3: Discuss the unscientificity, discriminatory nature, legal position and violation of human rights of
‘two finger test’.
3.18.4: Discuss whether there is an evidence based validity of Viginity tests in medical research.

FM3.19 - Discuss the medicolegal aspects of pregnancy and delivery, signs of pregnancy, precipitate
50
labour, superfoetation, superfecundation, and signs of recent and remote delivery in living and dead
3.19.1: Describe the presumptive, probable and positive signs of pregnancy.
3.19.2: Describe pseudocyesis.
3.19.3: Define superfoetation and superfecundation.
3.19.4: Describe the medicolegal aspects of pregnancy.
3.19.5: Define delivery.
3.19.6: Describe the signs of recent and remote delivery in a living individual.
3.19.7: Enumerate the signs of recent & remote delivery in a dead individual.
3.19.8. Mention the medicolegal aspects of delivery.
3.19.9: Define precipitate labour.
3.19.10: Describe the signs and medicolegal aspects of precipitate labour.

FM3.20 - Discuss disputed paternity and maternity

3.20.1: Discuss the medicolegal issues related to disputed paternity and maternity.
3.20.2: Describe the method of identifying paternalism and maternalism.

• Lecture – 2 hrs Assessment:Written, Viva voce

FM3.22 - Define and discuss impotence, sterility, frigidity, sexual dysfunction, premature
ejaculation. Discuss the causes of impotence and sterility in male and female
3.22.1: Define impotence, sterility, frigidity, sexual/erectile dysfunction and premature ejaculation.
3.22.2: List the causes of impotence in male and female.
3.22.3: Describe the medicolegal issues related to impotence, sexual/erectile dysfunction and premature
ejaculation.
3.22.4: List the causes of sterility in male and female.
3.22.5: Describe the medicolegal issues related to sterility.
3.22.6: Describe procedure of examination in alleged case of impotency.
FM3.23 - Discuss Sterilization of male and female, artificial insemination, Test Tube Baby,
surrogate mother, hormonal replacement therapy with respect to appropriate national and state
laws
3.23.1: Describe the methods of sterilization in male and female.
3.23.2: Discuss the medicolegal issues related to sterilization procedure.
3.23.3: Define artificial insemination.
3.23.4: Mention the types of artificial insemination.
3.23.5: Enumerate the indications for artificial insemination.
3.23.6: Discuss ethical issues and precautions to be taken during the artificial insemination.
3.23.7: Describe medicolegal issues related to artificial insemination.
3.23.8: Discuss on invitro fertilization/ test tube baby and surrogate motherhood.
FM3.26 - Discuss the national Guidelines for accreditation, supervision & regulation of ART Clinics
in India
3.26.1: Discuss the National Guidelines for accreditation, supervision & regulation of ART Clinics in
India.
3.26.2: Explain the recent updates on laws related to ART and Surrogacy.

• SDL – 1 hr Assessment:Written, Viva voce

FM3.21 - Discuss Pre-conception and Pre Natal Diagnostic Techniques (PC&PNDT) - Prohibition
of Sex Selection Act 2003 and Domestic Violence Act 2005
3.21.1: Describe the objectives of PCPNDT Act, 1994.
51
3.21.2: Enumerate the indications for prenatal diagnostic procedures.
3.21.3: List the various prenatal diagnostic techniques.
3.21.4: Describe the guidelines for establishing and maintaining the centres to practice prenatal diagnostic
procedures.
3.21.5: Describe the punishment for offences under PCPNDT Act.
3.21.6: Discuss on amendments to the PCPNDT Act till date.
3.21.7: Define domestic violence.
3.21.8: Describe the salient features of The Protection of Women from Domestic Violence Act, 2005.
3.21.9: Explain the medicolegal responsibilities of a medical practitioner in a domestic violence case.
FM3.24 - Discuss the relative importance of surgical methods of contraception (vasectomy and
tubectomy) as methods of contraception in the National Family Planning Programme
3.24.1: Describe the salient features of the National Family Planning Programme related to vasectomy
and tubectomy.

FM3.25 - Discuss the major results of the National Family Health Survey
3.25.1: Discuss the major results of National Family Health Survey (NFHS).

• Lecture – 1 hr Assessment:Written, Viva voce, OSPE / OSCE

FM 3.13 – Describe various sections of IPC & CrPC related to definition of rape and sexual assault,
medical examination of rape victim and accused of rape, police information by the doctors and
medical care with recent amendments notified till date (i.e., section 375IPC, 166B IPC, 357C CrPC,
164A CrPC, 53A CrPC). Describe the relevant provisions of POCSO Act related to medical
examination, emergency medical care and police information.
3.13.1: Describe the legal provisions of Sexual Violence as per criminal law and Special law like POCSO
Act.
3.13.2: Describe the legal basis of medical examination of victim / survivor of Sexual violence
3.13.3: Describe the legal basis of medical examination of accused of Sexual violence
3.13.4: Discuss the issues related to mandatory reporting of sexual violence.

• Lecture – 1 hr Assessment:Written, Viva voce, OSCE

FM 3.14 - Describe and discuss the examination of the victim of an alleged case of rape, and the
preparation of report, framing the opinion and preservation and dispatch of trace evidences in such
cases.
3.14.1: Describe the findings in a victim of sexual violence.
3.14.2: Describe the duties of doctor towards victim of sexual violence.
3.14.3: Understand the legal sections related to examination of a victim of sexual violence (164-A CrPC,
327 CrPC, 357-C CrPC, 228-A IPC, 114-A IEA, 146 IEA).
3.14.4: Describe the procedure of examination, contents of the format, guidelines for preliminary and final
opinion in a victim of sexual violence (given by Ministry of Health and Family welfare, Government of
India).
3.14.5: Describe the procedure of collecting, preservation and dispatch of evidentiary materials from a
victim of sexual violence.
3.14.6: Understand the significance of SAFE kit in collecting evidentiary material from a victim of sexual
assault.

SGD – 3 hrs Assessment:Written, Viva voce, OSCE

FM 3.15 - Describe and discuss examination of accused and victim of sodomy, preparation of report,

52
framing of opinion, preservation and despatch of trace evidences in such cases.
3.15.1: Define sodomy.
3.15.2: Describe the findings in a victim of sodomy.
3.15.3: Describe the procedure of examination, contents of the format, and guidelines for opinion in a
victim of sodomy.
3.15.4: Describe the procedure of collecting, preservation and dispatch of evidentiary materials from a
victim of sodomy.
3.15.5: Describe the findings in an accused of sexual assault.
3.15.6: Describe the procedure of examination, contents of the format, and guidelines for opinion in an
accused of sexual assault.
3.15.7: Understand the recent amendments in section 377 IPC.

FM 3.16 - Describe and discuss informed consent in sexual intercourse. Describe and discuss
histories of gender and sexuality –based (sexual orientation) identities and rights in India. Describe
history of decriminalization of ‘adultery’ and consensual adult homosexual sexual behavior.
Describe sexual offences with its medicolegal significance –
- forced / non-consensual penetrative anal sex
- forced / non-consensual oral sex
-sexual acts with animals / bestiality / zoophilia
- forced / non-consensual insertions of fingers or objects
- forced / non-consensual touching or groping or disrobing (indecent assault)
3.16.1: Discuss the role of consent in adjudication of forced sexual intercourse / sexual violence.
3.16.2: Discuss the past and current legal status of gender and sexuality based identities and sexual rights
in India.
3.16.3: Discuss the role of consent and age in sexual relations covered under section 377 IPC between
human beings.
3.16.4: Discuss the role of consent and age in sexual relations covered under section 377 IPC between
human being and animals (Zoophilia).
3.16.5: Discuss the current legal and ethical status of Adultery (like under Sec 498 IPC, Domestic
violence, Divorce, abetment of Suicide, Professional misconduct).
3.16.6: Understand the salient features of Indecent assault as per section 354, 354-A, 354-B, 354-C and
354-D IPC.
3.16.7: Describe the procedure of examination, collection, preservation and dispatch of evidentiary
materials in a accused of bestiality/ Zoophilia

FM 3.17 – Describe the difference between Paraphilia and Paraphilic disorder. Describe Paraphilic
disorder as per the latest guidelines of DSM & ICD and describe the medicolegal implications of
paraphilic disorder by referring scientific literature and legal justification (if any). Describe and
discuss various paraphilias in the context of informed consent during any sexual interaction.
3.17.1: Define Paraphilia and Paraphilic disorder as per DSM and ICD guidelines.
3.17.2: Explain the Paraphilia/ Paraphilic disorder requiring partner for sexual gratification (sadism,
masochism, frotteurism, pedophilia, necrophilia, necrophagia) and its medicolegal importance.
3.17.3: Explain the Paraphilia/ Paraphilic disorder not requiring partner for sexual gratification
(voyeurism, exhibitionism) and its medicolegal importance.
3.17.4: Explain the Paraphilia/ Paraphilic disorder requiring object/article as a stimulus for sexual
gratification (fetishism, transvestism) and its medicolegal importance.
3.17.5: Discuss the role of consent and age in sexual relations covered under Paraphilia/ Paraphilic
53
disorder

SGD – 1 hr (Practical) Assessment: Practical record, log book, Viva

voce, OSCE
FM14.15 - To examine & prepare medico-legal report on an alleged victim of various sexual offences
in a simulated/ supervised environment. (Guidelines and Protocols of Medicolegal Care for
Survivors / Victims of Sexual Violence. Ministry of Health & Family Welfare, GOI – with latest
modifications, if any.) Demonstrate an understanding of framing the opinion and preservation and
dispatch of trace evidences in such cases. Describe and discuss sympathetic / empathetic
examination and interview of victims of sexual assault, including presence of trusted adult figure in
cases of minor victims.
14.15.1: Describe the procedure of obtaining an informed consent for examination of an alleged victim of
sexual offence.
14.15.2 : Discuss the sensitivity required for an empathetic history collection/ interaction and examination
from an alleged victim of sexual violence (based on Age, sexual identity, disability and other
vulnerabilities)
14.15.3: Describe the procedure of examination and collection of evidentiary material for medical and
medicolegal purposes from an alleged victim of sexual violence.
14.15.4: Prepare a medicolegal report and opinion in an alleged victim of sexual offence.
14.15.5: Explain the procedure of handing over the evidentiary material to the investigating officer after
medical examination of an alleged victim of sexual offence.

SGD – 1 hr (Practical) Assessment: Practical record, log book, Viva

voce, OSCE
FM14.14 - To examine & prepare report on an alleged accused person in cases of various sexual
offences in a simulated/ supervised environment. Demonstrate an understanding of framing the
opinion and preservation and dispatch of trace evidences in such cases. Describe and discuss
personal opinions and their impact on such examinations and the need for objectivity / neutrality
to avoid prejudice influencing the case.
14.14.1: Describe the procedure of obtaining an informed consent for examination of an alleged accused
of sexual offence.
14.14.2: Discuss the need for objectivity / neutrality required in history collection/ interaction and
examination on an alleged accused of sexual violence (based on Age, sexual identity, disability and also
other personal biases and prejudices)
14.14.3: Describe the procedure of examination and collection of evidentiary material for medical and
medicolegal purposes on an alleged accused of sexual violence.
14.14.4: Prepare a medicolegal report and opinion in an alleged accused of sexual offence.
14.14.4: Explain the procedure of handing over the evidentiary material to the investigating officer after
medical examination of an alleged accused of sexual offence.

• Lecture – 2 hrs Assessment: Written, Viva voce, OSCE

FM3.27 - Define, classify and discuss abortion, methods of procuring MTP and criminal abortion
and complication of abortion. MTP Act 1971
3.27.1: Define abortion.
3.27.2: Classify abortion.
3.27.3: Describe the methods used for therapeutic abortion.
3.27.4: Describe the methods used for criminal abortion & its complications.
3.27.5: Discuss the Medical termination of Pregnancy Act, 1971 and its amendments.
54
 FM3.28 - Describe evidences of abortion - living and dead, duties of doctor in cases of abortion,
investigations of death due to criminal abortion
3.28.1: Describe evidences of abortion in living and dead individual.
3.28.2: Explain the circumstances under which a case of abortion is brought to the notice of medical
officer.
3.28.3: Describe the medical and legal duties of doctor in a case of criminal abortion.
3.28.4: Describe the examination, method of collection, preservation and dispatch of evidentiary materials
during investigation of death of woman in criminal abortion.

• Lecture – 1 hr Assessment: Written, Viva voce, OSCE

FM3.29 - Describe and discuss child abuse and battered baby syndrome
3.29.1: Define child abuse or child maltreatment (as per WHO).
3.29.2: Enumerate different forms of child abuse.
3.29.3: Define battered baby syndrome.
3.29.4: Describe the clinical findings and medicolegal aspects of battered baby syndrome.
3.29.5: Discuss on Shaken baby syndrome and Cinderella syndrome.
3.29.6: Discuss on Munchausen’s Syndrome by proxy.
3.29.7: Describe the medicolegal responsibilities of a doctor in child abuse cases.

SDL – 1 hr Assessment: Written, Viva voce, OSCE

FM3.30 - Describe and discuss issues relating to torture, identification of injuries caused by torture
and its sequalae, management of torture survivors
3.30.1: Define Torture (as per UN Convention of Torture, World Medical Association).
3.30.2: Enumerate the types/methods/techniques used for torture.
3.30.3: Explain the medical findings in a case of torture.
3.30.4: Outline the management of torture survivors.
3.30.5: Discuss the ethical and legal issues related to torture.

FM3.31 - Torture and Human rights- Describe and discuss guidelines and Protocols of National
Human Rights Commission regarding torture
3.31.1: Describe the guidelines and protocols of National human rights commission in cases of torture.

SGD – 2 hrs Assessment: Practical record, Log book, Viva voce, OSCE
FM3.32 - Demonstrate the professionalism while preparing reports in medico-legal situations,
interpretation of findings and making inference/opinion, collection preservation and dispatch of
biological or trace evidences
3.32.1: Demonstrate the professionalism to be shown by a doctor while preparing reports in medicolegal
cases, interpretation of findings and making inference/opinion.
3.32.2: Demonstrate the professionalism to be shown by a doctor during the collection, preservation and
dispatch of biological or trace evidences.
FM3.33 - Should be able to demonstrate the professionalism while dealing with victims of torture
and human right violations, sexual assaults psychological consultation, rehabilitation
3.33.1: Demonstrate the professionalism to be shown by a doctor while dealing with victims of torture
and human right violations.
3.33.2: Demonstrate the professionalism to be shown by a doctor during the examination, psychological
55
consultation and rehabilitation of sexual victims

FM14.18 - To examine & prepare medico-legal report of a person in police, judicial custody or
referred by Court of Law and violation of human rights as requirement of NHRC, who has been
brought for medical examination
14.18.1: Explain the procedure of examination and preparing the medico-legal report of a person in police
custody/ judicial custody who has been brought for medical examination.
14.18.2: Explain the procedure of examination and preparing the medico-legal report of a person referred
by Court of Law for medical examination.
14.18.3: Explain the procedure of examination and preparing the medico-legal report of a person with
history of violation of human rights as per requirement of NHRC (victim of torture, hunger strike, etc),
who has been brought for medical examination.

Medical Jurisprudence (Medical Law and ethics)

• Lecture – 3 hrs Assessment: Written, Viva voce, OSCE

FM4.1 - Describe Medical Ethics and explain its historical emergence

4.1.1: Define Ethics and Medical ethics.
4.1.2: Describe the historical emergence of Medical ethics.
4.1.3: Discuss the need for and the emergence of World Medical Association's Declaration of Helsinki
1964 and its subsequent revisions.
FM4.2 - Describe the Code of Medical Ethics 2002 conduct, Etiquette and Ethics in medical practice
and unethical practices & the dichotomy
4.2.1: Describe the ‘Code of medical ethics’ as per Indian Medical Council (Professional conduct,
Etiquette and Ethics) Regulations, 2002.
4.2.2: Enumerate the various practices of a medical practitioner which are considered as unethical.
4.2.3: Explain the meaning of Dichotomy with examples.
4.2.4: Mention guidelines laid down by MCI with respect to remuneration
FM4.3 - Describe the functions and role of Medical Council of India / National Medical Commission
and State Medical Councils
4.3.1: Describe the constitution and functions of Medical Council of India/ National Medical Council.
4.3.2: Describe the constitution and functions of State Medical Council.
FM4.4 - Describe the Indian Medical Register
4.4.1: List the various particulars to be entered in Indian Medical Register (IMR).
4.4.2: Mention under which schedules, the degrees obtained by institutions in and outside India are
recognized by MCI.
4.4.3: Describe the procedure for a foreign medical practitioner to get enrolled in IMR.
4.4.4: Mention the advantages to a Doctor after enrolling in IMR.
FM4.5 - Rights/privileges of a medical practitioner, penal erasure, infamous conduct, disciplinary
Committee, disciplinary procedures, warning notice and penal erasure
4.5.1: Enumerate the Rights/privileges of a medical practitioner
4.5.2: Define Infamous conduct/Professional misconduct with suitable examples (as per IMC regulations,
2002)
4.5.3: Describe the composition of disciplinary committee and its procedure in dealing with cases of
infamous conduct.
4.5.4: Discuss the various punishments awarded by disciplinary committee for infamous conduct (warning
notice, temporary erasure, penal erasure).
56
FM4.6 - Describe the Laws in Relation to medical practice and the duties of a medical practitioner
towards patients and society
4.6.1: Enumerate the laws related to medical practice in India.
4.6.2: Describe the ‘Duties of a medical practitioner’ in general towards his patient, society and research.

• Lecture – 1 hr Assessment: Written, Viva voce, OSCE

FM4.7 - Describe and discuss the ethics related to HIV patients
4.7.1: Describe legal and ethical issues in HIV testing.
4.7.2: Mention the rights of HIV positive patients.
4.7.3: Discuss the duties of a Doctor while treating HIV patients with respect to confidentiality &
disclosure.
4.7.4: Discuss the current policies related to the research and health care of HIV positive patients.
FM4.12 - Discuss legal and ethical issues in relation to stem cell research
4.12.1: Enumerate the application of stem cells in research and therapy.
4.12.2: Discuss the ethical issues arising from stem cell research and therapy.
4.12.3: Discuss the legal status of stem cell therapy and research in India.
4.12.4: Describe the guidelines for stem cell research in India.

FM4.13 - Describe social aspects of Medico-legal cases with respect to victims of assault, rape,
attempted suicide, homicide, domestic violence, dowry- related cases
4.13.1: Describe the social aspects and role of medical professionals with respect to victim of sexual
violence.
4.13.2: Describe the social aspects and role of medical professionals with respect to victim of attempted
suicide.
4.13.3: Describe the social aspects and role of medical professionals with respect to victim of attempted
homicide.
4.13.4: Describe the social aspects and role of medical professionals with respect to victim of domestic
violence.

• Lecture – 1 hr Assessment: Written, Viva voce, OSCE

FM4.8 - Describe the Consumer Protection Act-1986 (Medical Indemnity Insurance, Civil
Litigations and Compensations), Workman’s Compensation Act & ESI Act
4.8.1: Discuss on Consumer Protection Act-1986 & 2019 n view of medical services with latest
amendments.
4.8.2: Describe the purpose of Medical Indemnity Insurance in civil litigations and compensations.
4.8.3: Discuss the role of a doctor in awarding compensation to workers or their dependents as per
Workman’s Compensation Act and ESI Act.

SGD – 1 hr Assessment: Practical record, Log book, Viva voce, OSCE

FM4.9 - Describe the medico - legal issues in relation to family violence, violation of human rights,
NHRC and doctors
4.9.1: Define Domestic Violence.
4.9.2: Discuss the salient features of “Protection of women from domestic violence Act, 2005” in relation
to medical and legal responsibilities of a medical practitioner.
4.9.3: Enumerate the cases related to violation of human rights.

57
4.9.4: Discuss the responsibilities of a doctor in cases of violation of human rights.
FM4.10 - Describe communication between doctors, public and media
4.10.1: Describe the communication skills by a doctor with the public and its importance.
4.10.2: Describe the communication skills and precautions to be taken by a doctor while interacting with
the media.
4.10.3: Describe communication skills by a doctor with his/her colleagues

FM4.14 - Describe & discuss the challenges in managing medico-legal cases including development
of skills in relationship management – Human behaviour, communication skills, conflict resolution
techniques
4.14.1: Discuss the challenges in managing the medico legal cases.
4.14.2: Describe the principles of doctor-patient relationship management.
4.14.3: Describe the development of human behavior and communication skills required for managing
doctor-patient relationship.
4.14.4: Discuss the conflict resolution techniques in managing medico-legal cases.
FM4.15 - Describe the principles of handling pressure – definition, types, causes, sources and skills
for managing the pressure while dealing with medico-legal cases by the doctor
4.15.1: Define stress.
4.15.2: Mention the types of pressure while dealing with medico-legal cases by a doctor.
4.15.3: List the causes/ sources of pressure in handling medico-legal cases.
4.15.4: Discuss the skills needed for managing the pressure situations in handling a medico-legal case.

• Lecture – 1 hr Assessment: Written, Viva voce

FM4.16 - Describe and discuss Bioethics
4.16.1: Define bioethics.
4.16.2: Enumerate the issues in medical practice wherein bioethics is applied.
4.16.3: Mention the four main principles of bioethics.
4.16.4: Discuss the medico-legal issues related to bioethics in patient care.

FM4.17 - Describe and discuss ethical Principles: Respect for autonomy, non-malfeasance,
beneficence & justice
4.17.1: Describe respect for patient’s autonomy.
4.17.2: Describe the role of beneficence as a guiding principle in patient care.
4.17.3: Describe the role of non-maleficence as a guiding principle in patient care.
4.17.4: Discuss the application of justice in distributing resources and benefits in medical practice and
research.

FM4.11 - Describe and discuss euthanasia

4.11.1: Define euthanasia.
4.11.2: Describe various types of euthanasia.
4.11.3: Debate around euthanasia- the arguments against and in favour.
4.11.4: Mention the legal status of euthanasia in India and in other countries.
4.11.5: Discuss the landmark case of Aruna Shanbaug and its impact on the status of euthanasia in India.

SGD – 3 hrs Assessment:Written, Viva voce

58
FM4.18 - Describe and discuss medical negligence including civil and criminal negligence,
contributory negligence, corporate negligence, vicarious liability, Res Ipsa Loquitor, prevention of
medical negligence and defenses in medical negligence litigations

4.18.1: Define medical negligence.

4.18.2: Describe the elements of medical negligence.
4.18.3: Describe civil and criminal negligence with examples.
4.18.4: Describe contributory negligence with examples.
4.18.5: Describe the importance of Vicarious liability in medical practice.
4.18.6: Describe Corporate Negligence with examples.
4.18.7: Describe Res Ipsa Loquitur with examples.
4.18.8: Mention the precautionary measures to be taken to avoid medical negligence.
4.18.9: Describe the various defenses for a doctor in medical negligence (including Contributary
negligence, Therapeutic misadventure, Medical maloccurrence, Calculated risk doctrine, Novus actus
interveniens, Res judicata etc).

FM4.19 - Define Consent. Describe different types of consent and ingredients of informed consent.
Describe the rules of consent and importance of consent in relation to age, emergency situation,
mental illness and alcohol intoxication
4.19.1: Define consent.
4.19.2: Describe the different types of consent with suitable examples.
4.19.3: Describe the ingredients of an informed consent.
4.19.4: Describe the rules and regulations associated with consent.
4.19.5: Explain the importance of consent in relation to age, emergency situation, mental illness and
alcohol intoxication (with relevant sections of IPC).
FM4.20 - Describe therapeutic privilege, Malingering, Therapeutic Misadventure, Professional
Secrecy, Human Experimentation
4.20.1: Explain the concept of ‘therapeutic privilege’ in medical practice.
4.20.2: Discuss the legal aspects of Malingering during medical practice.

FM4.21 - Describe Products liability and Medical Indemnity Insurance

4.21.1: Discuss about ‘product liability’ in medical negligence.
4.21.2: Describe medical indemnity insurance and its purpose.

FM4.24 - Enumerate rights, privileges and duties of a Registered Medical Practitioner. Discuss
doctor-patient relationship: professional secrecy and privileged communication
4.24.1: Enumerate the rights and privileges of Registered Medical Practitioner.
4.24.2: Describe the duties of a Registered Medical Practitioner.
4.24.3: Discuss on doctor-patient relationship in clinical practice.
4.24.4: Explain professional secrecy with examples.
4.24.5: Describe Privileged communication with examples.
FM4.22 - Explain Oath – Hippocrates, Charaka and Sushruta and procedure for administration of
Oath
4.22.1: Explain oath as described by Hippocrates, Charaka and Sushruta.
4.22.3: Describe the procedure for administration of oath for a medical practitioner.
FM4.23 - Describe the modified Declaration of Geneva and its relevance
4.23.1: Describe the components of declaration of Geneva.
59
4.23.2: Describe the components of modified declaration of Geneva.
4.23.3: Explain the relevance of Declaration of Geneva in the medical profession.
FM4.25 - Clinical research & Ethics - Discuss human experimentation including clinical trials
4.25.1: Enumerate the need and drawbacks of different types of clinical research on humans.
4.25.2: Describe the phases of clinical trials and its implications.
4.25.3: Describe the ethical regulations and guidelines for clinical research.
4.25.4: Discuss the principles pertaining to human experimentation in Nuremberg code and Belmont
report.
4.25.5: Discuss the steps to be taken for protection of vulnerable population in clinical trials/research

FM4.26 - Discuss the constitution and functions of ethical committees

4.26.1: List the composition of Institutional Ethics Committee (IEC).
4.26.2: Mention the responsibilities and duties of IEC.
4.26.3: Describe the proposals that are required to be presented before IEC.
4.26.4: Discuss limitations of IEC.

FM4.27 - Describe and discuss Ethical Guidelines for Biomedical Research on Human Subjects &
Animals
4.27.1: Describe the international and national ethics guidelines for human and animal research.
4.27.2: Discuss the principles of ICMR guidelines for research involving human participants.
4.27.3: Discuss the rights of human research participants.
4.27.4: Discuss the 5 R's (replace, reduce, refine, reuse, and rehabilitate) of animal research ethics.

SGD – 1 hr Assessment: OSPE, Viva voce

FM4.28 - Demonstrate respect to laws relating to medical practice and Ethical code of conduct
prescribed by Medical Council of India and rules and regulations prescribed by it from time to time
4.28.1: Demonstrate the conduct of doctor with patients as per the Code of Medical Ethics prescribed by
IMC.
FM4.29 - Demonstrate ability to communicate appropriately with media, public and doctors
4.29.1: Demonstrate the skills of communication by a doctor with the public.
4.29.2: Demonstrate the skills of communication by a doctor with the media.
4.29.3: Demonstrate the skills of communication by a doctor with his/her colleagues.
FM4.30 - Demonstrate ability to conduct research in pursuance to guidelines or research ethics
4.30.1: Prepare a research protocol for a study as per the ICMR guidelines.
4.30.2: Demonstrate the procedure of taking informed consent for conducting a research.

Forensic Psychiatry
• Lecture – 1 hr Assessment: Written, Viva voce

FM5.1 - Classify common mental illnesses including post-traumatic stress disorder (PTSD)
5.1.1: Define Forensic Psychiatry.
5.1.2: Define mental illness.
5.1.3: Classify common mental illnesses.
5.1.4: Explain PTSD with examples.
FM5.2 - Define, classify and describe delusions, hallucinations, illusion, lucid interval and
obsessions with exemplification
5.2.1: Define delusion.

60
5.2.2: Describe types of delusions and their medicolegal importance.
5.2.3: Define hallucination.
5.2.4: Describe types of hallucinations and their medicolegal importance.
5.2.5: Define illusion with examples.
5.2.6: Define lucid interval.
5.2.7: Describe the medicolegal importance of lucid interval.
5.2.8: Define Impulse.
5.2.9: Describe impulsive disorders with examples.
5.2.10: Describe the obsessive-compulsive disorders with examples.

• Lecture – 1 hr Assessment: Written, Viva voce

FM5.3 - Describe Civil and criminal responsibilities of a mentally ill person
5.3.1: Describe Civil responsibility of a mentally ill person.
5.3.2: Describe Criminal responsibility of a mentally ill person.
5.3.3: Describe the McNaughten Rule and critics about it.
5.3.4: Discuss the alternate hypotheses/tests in relation to criminal responsibility.
5.3.5: Describe the criminal responsibility in Automatism, Somnambulism, Somnolentia, Hypnotism and
Intoxication.
FM5.4 - Differentiate between true insanity from feigned insanity
5.4.1: Differentiate between true and feigned insanity.
FM5.5 - Describe & discuss Delirium tremens
5.5.1: Define delirium tremens.
5.5.2: Describe the criminal responsibility in delirium tremens.

• SDL – 1 hr Assessment: Written, Viva voce

FM5.6 - Describe the Indian Mental Health Act, 1987 & Indian Mental Healthcare Act 2017 with
special reference to admission, care and discharge of a mentally ill person
5.6.1: Describe the important definitions mentioned in Mental Health Care Act, 2017 (MHCA).
5.6.2: Describe the Rights of mentally ill person including ‘Advance directive’ as per the MHCA.
5.6.3: Describe the guidelines to start and run a ‘Mental health establishment’.
5.6.4: Discuss on ‘Admission, Treatment and Discharge of mentally ill person’ as described in the MHCA.
5.6.5: Discuss on punishment for violation of provisions of MHCA.

Forensic Laboratory investigation in medical legal practice

• SGD – 1 hr Assessment: OSPE, Viva voce

FM6.1 - Describe different types of specimen and tissues to be collected both in the living and dead:
Body fluids (blood, urine, semen, faeces, saliva), Skin, Nails, tooth pulp, vaginal smear, viscera,
skull, specimen for histo-pathological examination, blood grouping, HLA Typing and DNA
Fingerprinting. Describe Locard’s Exchange Principle
6.1.1: Describe the importance of trace evidences in crime investigation.
6.1.2: Explain Locard’s principle of exchange in crime investigation.
6.1.3: Enlist the various trace evidences seen in different type of crimes (living and dead).
6.1.4: Discuss the importance of DNA profiling in forensic investigation.
6.1.5: Enlist body tissue and body fluid suitable for DNA profiling.
6.1.6: Discuss the importance of histopathology and cytology examination in forensic investigation.
61
6.1.7: Discuss importance of blood grouping in forensic investigation.
6.1.8: Discuss significance of HLA typing in forensic investigation.

FM6.2 - Describe the methods of sample collection, preservation, labeling, dispatch, and
interpretation of reports
6.2.1: Describe method of collection, packing, labelling, sealing and dispatch of evidentiary materials to
the laboratory.
6.2.2: Describe the method of interpretation of investigation reports like Chemical analysis,
Histopathological examination, Microbiological examination etc.

FM6.3 - Demonstrate professionalism while sending biological or trace evidences to Forensic

Science lab, specifying the required tests to be carried out, objectives of preservation of evidences
sent for examination, personal discussions on interpretation of findings
6.3.1: Draft requisition letter to be sent along with the samples preserved for laboratory
analysis/examination mentioning type of sample preserved, required tests to be done, and brief history of
the case.
6.3.2: Demonstrate professionalism while sending the samples for analysis such as maintaining
confidentiality and chain of custody.

FM14.21 - To collect, preserve, seal and dispatch exhibits for DNA-Finger printing using various
formats of different laboratories.
14.21.1: Describe the procedure involved in collecting, preserving, sealing and dispatching exhibits for
DNA profiling from a living individual.
14.21.2: Describe the procedure involved in collecting, preserving, sealing and dispatching exhibits for
DNA profiling from a dead individual after conducting medicolegal autopsy.
14.21.3: Describe the procedure involved in collecting samples for DNA profiling depending on the
laboratory policies of collecting blood on dry gauze or EDTA vacutainer or on FTA cards,

Emerging technologies in Forensic Medicine

• SDL – 1 hr Assessment:Written, Viva voce
FM7.1 - Enumerate the indications and describe the principles and appropriate use for:- DNA profiling,
Facial reconstruction, Polygraph (Lie Detector), Narcoanalysis, Brain Mapping, Digital autopsy, Virtual
Autopsy, Imaging technologies
7.1.1: Discuss principle, procedure and medico-legal significance of DNA profiling.
7.1.2: Describe principle and medico-legal significance of Facial reconstruction.
7.1.3: Enlist different Lie detection tests.
7.1.4: Describe principle, procedure and medico-legal significance of Polygraph, Narcoanalysis and Brain
mapping.
7.1.5: Describe principles of Virtual / Digital autopsy.
7.1.6: Describe the uses of different Imaging technologies in crime investigation.

Skills in Forensic Medicine & Toxicology

• SGD – 2 hrs (Practicals) Assessment: OSPE, OSCE, Viva
voce
FM14.4 - Conduct and prepare report of estimation of age of a person for medico-legal and other
purposes & prepare medico-legal report in a simulated/ supervised environment

62
14.4.1: Explain the procedure of taking an informed consent from a person after explaining the importance
and procedure of age estimation in criminal cases (accused/ victim of a crime) and civil cases (joining
employment, obtaining pension, etc).
14.4.2: Estimate the age of a person by using physical, dental and radiological findings.
14.4.3: Prepare the medicolegal report on the age of a person.

• SGD – 10 hr (along with discussion of concerned competencies (Mechanical injuries, firearm

injuries, thermal injuries, asphyxia, sexual offences, etc ) in other SGD)
Assessment: OSPE, Viva voce, Practical record, Log Book
FM14.5 - Conduct & prepare post-mortem examination report of varied etiologies (at least 10) in a
simulated/ supervised environment
14.5.1: Describe the techniques of conducting a medicolegal autopsy.
14.5.2: Describe the postmortem findings (external and internal) in a medicolegal autopsy.
14.5.3: Enumerate the ancillary investigations required (along with appropriate materials for such
investigations) in a medicolegal autopsy.
14.5.4: Draft the postmortem report after a medicolegal autopsy.
Medicolegal autopsies may be a case of unnatural death, natural death, custodial death, alleged medical
negligence, decomposed body, mutilated body.

• SGD – 2 hrs (Practicals) Assessment: OSPE, Viva voce,

Practical record, Log Book
FM14.11 - To identify & describe weapons of medicolegal importance which are commonly used
e.g. lathi, knife, kripan, axe, gandasa, gupti, farsha, dagger, bhalla, razor & stick. Able to prepare
report of the weapons brought by police and to give opinion regarding injuries present on the person
as described in injury report/ PM report so as to connect weapon with the injuries. (Prepare injury
report/ PM report must be provided to connect the weapon with the injuries)
14.11.1: Document the information before commencing the weapon examination.
14.11.2: Examine and document the details of weapons of medicolegal importance.
14.11.3: Prepare a report on the weapon examined.
14.11.4: Opine whether the injuries present in the wound certificate/ postmortem report are possible to be
caused by the weapon examined.
14.11.5: Explain the method of packing and handing over the weapon to concerned police (maintaining
the chain of custody).

FM14.12 - Describe the contents and structure of bullet and cartridges used & to provide medico-
legal interpretation from these
14.12.1: Describe the structure and contents of Rifled cartridge & prepare a medico-legal inference.
14.12.2: Describe the structure and contents of Shotgun cartridge & prepare a medico-legal inference.

• SGD – 1 hr (Practical) Assessment: OSPE, OSCE, Viva voce,

Practical record, Log Book
FM14.16 - To examine & prepare medico-legal report of drunk person in a simulated/ supervised
environment
14.16.1: Take an informed consent for examination of a person with alleged drunkenness.
14.16.2: Describe the procedure of examination and collection of evidentiary material for medicolegal
purpose.
14.16.3: Prepare a medicolegal report and opinion in a drunkenness case.
14.16.4: Explain the procedure of handing over the evidentiary material to the investigating officer.

63
• SGD – 1 hr (Practical) Assessment: OSPE, Viva voce, Practical
record, Log Book
FM14.19 - To identify & prepare medico-legal inference from bone fracture, soot particles, diatoms
& wound healing (slides)
14.19.1: List the microscopic identifying features after examining the histopathological slides of brain
infarct, liver cirrhosis, brain haemorrhage, bone fracture, pulmonary oedema, brain oedema, soot particles,
diatoms & wound healing.
14.19.2: Describe the medico-legal inferences after examining the above mentioned histopathological
slides.

Summary of TL methods and list of competencies to be covered

in Phase III IMBBS part 1andAssessment methods

Sl. Teachinghoursandtype Competencynu Assessmentmethods

No. mbers
1. Lecture / SDL– 1 hr 1.3, 1.4, 1.5,1.6 Noassessment
(Orientationclass)
2. SGD– 2 hrs 14.22, 2.29 Log book / Viva voce / OSCE
(Moot Court)
3. SGD – 1 hr (Role play) 1.7, 14.20 Log book / Viva voce / OSCE
/ Skill station

4. Lecture – 1 hr 1.8, 2.30 Written, Viva voce

5. Lecture – 1 hr 1.9 Written, Viva voce

6. SGD – 1hr (Practical) 1.10.1.11 Written / Viva voce / OSCE
7. SGD – 5 hrs 2.20,2.21,2.22, 2.23, Written / Viva voce
8. SGD – 1 hr 2.24 Written / Viva voce
9. SGD – 1 hr 2.25 Written / Viva voce / OSPE

10. Lecture – 1 hr 2.26 Written, Viva voce

11. SGD – 3hrs 2.27, 2.28, 4.13 Written / Viva voce / OSPE /
log book / Practical record

12. SGD – 4 hrs 3.3 Written, Viva voce, OSCE

13. Lecture – 2hrs 3.4,3.5, 3.6, 3.7, 3.8 Written, Viva voce
14. SGD – 3 hrs 3.9, 3.10 Written, Viva voce, OSCE

15. SGD – 4 hrs 3.11, 3.12 Written, Viva voce, OSCE /

OSPE
16. SGD – 2 hrs (Practicals) 14.1 Log book / Skill station /
Viva voce, OSCE
17. SGD – 1 hr (Practicals) 14.10 Log book / Practical record /
Viva voce, OSPE
18. Lecture – 2 hrs 3.18, 3.19, 3.20 Written, Viva voce
19. Lecture – 2 hrs 3.22, 3.23, 3.26 Written, Viva voce
20. SDL – 1 hr 3.21, 3.24, 3.25 Written, Viva voce
21. Lecture – 1 hr 3.13 Written, Viva voce, OSPE /
OSCE
64
22. Lecture – 1 hr 3.14 Written, Viva voce, OSCE

23. SGD – 3 hrs 3.15, 3.16, 3.17 Written, Viva voce, OSCE
24. SGD – 1hr (Practical) 14.15 Practical record, log book,
Viva voce, OSCE
25. SGD – 1hr (Practical) 14.14 Practical record, log book,
Viva voce, OSCE
26. Lecture – 2 hrs 3.27, 3.28 Written, Viva voce, OSCE
27. Lecture – 1 hr 3.29 Written, Viva voce, OSCE

28. SDL – 1 hr 3.30, 3.31 Written, Viva voce, OSCE

29. SGD – 2 hrs 3.32, 3.33, 14.18 Practical record, Log book,
Viva voce, OSCE
30. Lecture – 3 hrs 4.1, 4.2, 4.3, 4.4, 4.5, Written, Viva voce, OSCE
4.6
31. Lecture – 1 hr 4.7, 4.12, 4.13 Written, Viva voce, OSCE
32. Lecture – 1 hr 4.8 Written, Viva voce, OSCE
33 SGD – 1 hr 4.9, 4.10, 4.14, 4.15 Practical record, Log book,
Viva voce, OSCE
34 Lecture – 1 hr 4.16, 4.17, 4.11 Written, Viva voce
35 SGD – 3hrs 4.18, 4.19, 4.20, 4.21, Written, Viva voce
4.24, 4.22, 4.23, 4.25,
4.26, 4.27
36 SGD – 1 hr 4.28, 4.29, 4.30 OSPE, Viva voce
37 Lecture – 1 hr 5.1, 5.2 Written, Viva voce
38 Lecture – 1 hr 5.3, 5.4, 5.5 Written, Viva voce
39 SDL – 1 hr 5.6 Written, Viva voce
40 SGD – 1 hr 6.1, 6.2, 6.3, 14.21 OSPE, Viva voce
41 SDL – 1 hr 7.1 Written, Viva voce
42 SGD – 2hrs (Practicals) 14.4 OSPE, OSCE, Viva voce
43 SGD – 10 hrs 14.5 OSPE, Viva voce, Practical
record, Log Book
44 SGD – 2hrs (Practicals) 14.11, 14.12 OSPE, Viva voce, Practical
record, Log Book

45 SGD – 1 hr (Practicals) 14.16 OSPE, OSCE, Viva voce,

Practical record, Log Book
46 SGD – 1 hr (Practicals) 14.19 OSPE, OSCE, Viva voce,
Practical record, Log Book

65
Model Time table for Phase II &Phase III part 1 MBBS

Refer to RGUHS website

Competencies in Internship

Certifiable Procedural skills desirable of Indian Medical Graduate in Forensic Medicine &
Toxicology
A. An Intern must have observed or preferably assisted in:
• Documentation and certification of trauma (I)
• Diagnosis and certification of death (D)
• Legal documentation related to emergency cases (D)
• Certification of medico-legal cases e.g. Age estimation, Sexual Violence etc. (D)
• Establishing communication in medico-legal cases with police, public health authorities,
other concerned departments, etc (D)
I- Independently performed on patients,
O- Observed in patients or on simulations,
D- Demonstration on patients or simulations and performance under supervision in patients
B. An Intern must have observed a medicolegal autopsy / postmortem

Compulsory rotating Internship posting of 7 days in Forensic Medicine and Toxicology

Log book to be maintained.
The internship posting has to be extended (repeated) till all the certifiable skills are
achieved.
Use of skill lab is desirable wherever available

66
Sl. Competency Number of Assessment Setting
No times to be
done
1 IMG should independently 02 Skill assessment Casualty / EMD
examine a trauma patient /
simulated patient and document
and certify trauma
2 IMG should demonstrate on 01 Skill assessment / Casualty / EMD /
patients or simulations and DOAP Session Ward / ICU
performance under supervision in
patients the diagnosis and
certification of death

3 IMG should demonstrate the legal 01 Skill assessment / Casualty / EMD

documentation related to DOAP Session
emergency care in a medicolegal
register / accident register
maintained at casualty / EMD
4 IMG should examine, document 01 Skill assessment / Forensic
and certify in a medicolegal case DOAP Session Medicine
of age estimation /Casualty / EMD
5 IMG should examine, document 01 Skill assessment / OBG /Forensic
and certify in a medicolegal case DOAP Session Medicine
of victim of Sexual violence /Casualty / EMD
6 IMG should examine, document 01 Skill assessment / Forensic
and certify in a medicolegal case DOAP Session Medicine
of accused of Sexual violence /Casualty / EMD
7 IMG should demonstrate 01 Skill assessment / Forensic
communication in medicolegal DOAP Session Medicine
cases with police /Casualty / EMD
8 IMG should demonstrate 01 Skill assessment / Forensic
communication in medicolegal DOAP Session Medicine
cases with public health /Casualty / EMD
authorities
9 IMG should demonstrate 01 Skill assessment / Forensic
communication in medicolegal DOAP Session Medicine
cases with Radiology / Pathology / /Casualty / EMD
Microbiology / FSL departments
10 IMG should observe and 01 Skill assessment / Forensic
document a medicolegal autopsy / DOAP Session Medicine
postmortem examination

67
Assessment in Forensic Medicine & Toxicology
Summative Assessment - An assessment conducted at the end of instruction to check how much
the student has learnt.
Formative Assessment - An assessment conducted during the instruction with primary purpose
of providing feedback for improving learning.
Internal Assessment - Range of assessments conducted by the teachers teaching a particular
subject with the purpose of knowing what is learnt and how it is learnt. Internal assessment can
have both formative and summative functions.
Note - Assessment requires specification of measurable and observable entities. This could be in
the form of whole tasks that contribute to one or more competencies or assessment of a
competency per se. Another approach is to break down the individual competency into learning
objectives related to the domains of knowledge, skills, attitudes, communication etc. and then
assess them individually.

Scheduling of Internal Assessment - In Phase II MBBS there will be ONE Internal assessments
in theory and practicals.
- In Phase III part 1 MBBS there will be two Internal assessments in theory and practical. One
of the test should be prelim or pre-university examination
Theory IA can include: Theory tests, seminars, quizzes, interest in subject, scientific attitude etc.
Written tests should have essay questions, short notes and creative writing experiences.
Practical IA can include: practical tests, Objective Structured Practical Examination (OSPE),
Directly Observed Procedural Skills (DOPS), records maintenance and attitudinal assessment.
Assessment of Log-book- Log book should record all activities like seminar, symposia, quizzes
and other academic activities. It should be assessed regularly and submitted to the department. Up
to twenty per cent IA Theorymarks should be for Log book assessment.
Assessment of Practical Record book- Practical book should record all skills and other practical
exercises done during the academic programme. It should be assessed regularly and submitted to
the department. Up to twenty per cent IA Practical marks should be for Log book assessment
Internal Assessment for AETCOM will include: - Written tests comprising of short notes and
creative writing experiences.
OSCE based clinical scenarios and/or viva voce. Skill competencies acquired during the
Professional Development Programme (AETCOM) must be tested during the practical and viva
voce.
Feedback in Internal Assessment - Feedback should be provided to students throughout the
course so that they are aware of their performance and remedial action can be initiated well in
time. The feedbacks need to be structured and the faculty and students must be sensitized to giving
and receiving feedback.
The results of IA should be displayed on notice board within two weeks of the test and an
opportunity provided to the students to discuss the results and get feedback on making their
performance better.
It is also recommended that students should sign with date whenever they are shown IA records
in token of having seen and discussed the marks.

Internal assessment marks will not be added to University examination marks and will
reflect as a separate head of passing at the summative examination. Internal assessment
should be based on competencies and skills.
Criteria for appearing in University examination: Learners must secure at least 50% marks of
the total marks (combined in theory and practical; not less than 40 % marks in theory and practical
separately) assigned for internal assessment in order to be eligible for appearing at the final
University examination

68
Annexure

Teaching Learning Methods

Teaching Learning Methods

• Didactic lectures should be made more interactive by encouraging the more involvement of the
students. In the present digital era, student’s involvement is more with usage of technology. For
examples, many polling sessions, quizzes etc can be done using google slides and other apps like
Kahoot, Socrative, menti.com etc.
• Small group discussion (SGD) should be planned properly and discussed among the faculty
members before taking the class. As for as possible, uniformity should be maintained in the SGD
by various facilitators. Case based learning (CBL) and problem based learning (PBL) may be used
to make the learner understand and learn about the various aspects in order to achieve the particular
competency.
• Encourage the students learn themselves through self-directed learning (SDL). SDL sessions may
be planned with objectives in order to cover the particular competency. These sessions may be
conducted by providing learning material (research articles, public news, videos, etc) by a teacher
and ask the students to search on a particular topic. Students should learn themselves by going
through available resources and come back to classes allotted for SDL sessions where teacher able
to connect the learning of students in order to achieve the competency.
• Integrated classes should be planned in order to cover the competency involving the topics from
different subjects. These classes can be taken using Nesting, Temporal Coordination or Sharing.
Case linkers may be used to link the topic/subject area among different subjects/ departments.
• Skills should be taught using the clinical cases at hospital wards/casualty/EMD, simulation in
skills labs and/or departmental demonstration rooms. Case scenarios may be developed while
teaching at skills lab and/or demonstration rooms.
Example for teaching the clinical examination in poisoning:
• Case scenario: A farmer working in a field was brought with history of breathlessness, vomiting,
excessive sweating and muscle twitching. On examination, the pupils were constricted and heart
rate was decreased. He had defecated in his cloths. Smell of kerosene was present in his breath.
Even the cloths were soiled smelling kerosene.
• Demonstration of clinical examination: Mannequins or standardised patients in the skills lab
may be used for examination and recording of vital parameters like pulse, BP, RR, SPO2 and state
of pupils. Also, response to treatment can be.
• Diagnosis and management: Discuss the differential diagnosis, investigations and definitive
diagnosis. Discuss the various treatment modalities. The response to drugs used for treatment can
be demonstrated using high fidelity mannequins.
• Medicolegal responsibilities: The medicolegal responsibilities such as preservation of gastric
lavage material, medicolegal documentation, and police intimation should be demonstrated in a
simulated environment and using standard formats.

Example for teaching the topic Injuries/ Trauma with integration:

Linker Case: A 30-year-old male while travelling in a motor bike met with an accident with a car
coming from opposite side. As a result of this, he sustained multiple injuries (can be displayed in the
form of photographs).He was brought by his friend to the hospital. On reaching the hospital, patient
69
 was in semiconscious state with difficulty in breathing.

Subjects for integration: Forensic Medicine, General Surgery.

• Forensic Medicine: Topics covered in this subject include different types of mechanical injuries
possible in such accidents and other relevant topics related to mechanical injuries.[Competencies
to be covered: FM 3.3, 3.4, 3.8]
• General Surgery: First aid treatment, Basic life support, Transportation of patient, Basic
management of injuries at hospital. [Competencies to be covered: SU 17.1, 17.2, 17.3]
Type of Integration:
• Horizontal: Temporal coordination can be done if is done in the same phase.
• Vertical: Nesting can be used if it is done in two different phases.
Additional details to case scenario:
• In addition to linker case, case details need to be added by respective departments depending on
the progression of the class (such as clinical features, internal injuries, postmortem findings etc).
• Case details may be introduced step by step in order to involve students in discussion.

Example for teaching the topic Drugs / Substances of abuse with integration:
Linker Case: A 15-year-old student was brought by his parents to the hospital with a history of
addiction to drugs and behavioural changes since 6 months.On examination, the patient was anxious,
restless and was hesitant to talk.
Subjects for integration: Pharmacology, Forensic Medicine, Psychiatry.
• Pharmacology: Topics covered in this subject include Definitions, List of drugs of abuse,
Mechanism of drug addiction. [Competencies to be covered: PH 1.22, 1.23]
• Forensic Medicine: Description of features and management of drugs/substances of
abuse.[Competencies to be covered: FM 12.1]
• Psychiatry: Etiology, clinical features, treatment of drugs/substances of abuse. [Competencies to
be covered: PS 4.1, 4.2, 4.3, 4.4, 4.6, 4.7]
Type of Integration:
• Horizontal: Temporal coordination/ Sharing can be done if is done in the same phase.
• Vertical: Nesting can be used if it is done in two different phases.
Additional details to case scenario:
• In addition to linker case, case details need to be added by respective departments depending on
the progression of the class (such as clinical features, behavioural changes, complications, legal
problems etc).
• Case details may be introduced step by step in order to involve students in discussion.

Annexure

Blue Print& Assessment methods - Theory

Type of questions Marks per question Number of questions Total marks

MCQs 1 10 10
Long Essay questions 10 2 20
Short essay questions 5 8 40
Short answer questions 3 10 30
Number of QPs for the subject: One Theory marks 100
70
 Theory Question Paper: Blue print

This shows the weightage given to each chapter in the summative assessment. This improves the
content validity by distributing the assessment of learners in the competencies that are represented by
learning objectives under each chapter.
Number of QPs for the subject: One.
Only CORE competencies shall be considered for framing questions. Each paper should contain the
following distribution of questions (as shown in below table).

Theory Question Paper:

Only CORE competencies shall be considered for framing questions. Each paper should contain the
following distribution of questions (as shown in below table).

Distribution of marks in suggested blue print:

Section Chapters Marks allotted

Section 1 General information 5 marks

[Dying declaration, Dying deposition, Medical records,
Cause of death]
Section 2 Forensic Pathology 25 marks*
[Thanatology, Medicolegal autopsy, Mechanical
asphyxia, Thermal deaths, Death due to starvation and
neglect, Infanticide]
Section 3 Clinical Forensic Medicine 25 marks*
[Identification, Mechanical injuries, Firearm injuries,
Regional injuries, Sexual offences, Virginity,
Pregnancy, Abortion, Impotence, Sterility, Sterilization,
Artificial Insemination, Torture, Child abuse]
Section 4 Medical Jurisprudence 15 marks
[Medical law and ethics, Euthanasia, Bioethics,
Research ethics]
Section 5 Forensic Psychiatry, Forensic Laboratory Investigation 5 marks
in medico-legal practice
Section 6 General Toxicology, Chemical Toxicology, 25 marks*
Pharmaceutical Toxicology, Biotoxicology,
Sociomedical Toxicology, Environmental Toxicology
Total number of questions 100 marks

The Long essay questions shall be chosen from any two sections of Sections 2, 3 and 6. The distribution
of questions for these sections shall be as follows:
➢ Two sections should contain 2 MCQs, 1 Long essay question, 2 Short essay questions and 1 Short
answer question.
➢ One section should contain 1 MCQ, 3 Short essay questions and 3 Short answer questions.

71
One Long Essay question and One Short Essay question should be of Problem solving or on Clinical
application.
35% questions should be of the Higher order thinking
This shows the weightage given to each topic in the summative assessment. This improves the content
validity by distributing the assessment of learners in the competencies that are represented by learning
objectives under each topic.

Annexure

Blue Print& Assessment methods - Practicals

Practicals 80
Viva Voce 20

Practical Question Paper: Blue print

Excercise No. Exercise Marks

Excercise-1 Wound certificate 10
Excercise-2 Age certificate 15
Excercise-3 Skeletal remains 10
Excercise-4 Victim of rape 10
(Any one exercise) Accused of rape
Drunkenness certificate
Excercise-5 PM certificate 10
Excercise-6 Spotters 10
Excercise-7 MCCD 10
Excercise-8 Preservation of evidentiary materials in living and dead 5
cases

Distribution of exercises among examiners for marking:

Evaluation of practical exercises should be equally distributed among the examiners. Suggested
distribution as follows:
Examiner-1: Exercise 1 (10 marks) + Exercise 7 (10 marks)
Examiner-2: Exercise 2 (15 marks) + Exercise 8(5 marks)
Examiner-3: Exercise 3 (10 marks) + Exercise 6 (10 marks)
Examiner-4: Exercise 4 (10 marks) + Exercise 5 (10 marks)

72
Detailed planning of practical assessment:

Exercise No. Exercise Assessment Marks

Excercise-1 Wound certificate Option-A: 10
• A case scenario containing the details of a
patient, history and part-task trainer with
injuries will be given.
• Student will be asked to draft a certificate
as per the format based on above case
details.
Option-B:
• A case scenario containing the details of a
patient, history, multiple photographs of
injuries with scale attached (printed in a
single page) will be given.
• Student will be asked to draft a certificate
as per the format based on above case
details.
Excercise-2 Age certificate • A case scenario containing the details of a 15
patient / subject, history, findings of
General Physical Examination, Tooth
eruption (picture of dentition or
Orthopantomogram) and X-ray film/s of
various joints will be given.
• Student will be asked to draft a certificate
as per the format based on above case
details.
Excercise-3 Skeletal remains • A case scenario containing the history and 10
relevant findings of scene from where the
bone/s were recovered will be given.
• Student will be asked to examine the
bone/s and draft a report as per the format.

Excercise-4 Victim of rape • A case scenario containing the details of a 10

(Any one patient / subject, history and findings
exercise) related to sexual violence (victim of rape)
will be given.
• Student will be asked to draft a report in a
format (as per MOHFW, GOI) based on
case details and answer questions related to
case scenario.
Accused of rape • A case scenario containing the details of a
patient / subject, history and findings
related to sexual violence (accused of rape)
will be given.

73
 • Student will be asked to draft a report as
per the format based on case details and
answer questions related to case scenario.
Drunkenness • A case scenario containing the details of a
certificate patient / subject, history and findings
related to drunkenness will be given.
• Student will be asked to draft a report as
per the format based on case details and
answer questions related to case scenario.
Excercise-5 PM certificate • A case scenario containing the details of a 10
deceased, history and postmortem findings
will be given.
• Student will be asked to draft the PM
certificate and give opinion on cause of
death, time since death and any other
questions related to case scenario.
Excercise-6 Hair, Semen, & other • It should contain 10 spotters. 10
(Spotters) Biological fluids; • Each spotter will be awarded maximum of
Blood - Identification one mark for correct responses.
of species; • Ideally spotters should contain applied
Photographs /
type of questions related to content of the
Specimens;
Poisons; spotter.
Histopathology Slides; • Evaluation will be based on the marks
Firearm cartridge allotted to structured questions.

Excercise-7 MCCD • A case scenario containing the details of a 10

patient, history and clinical findings related
to MCCD will be given.
• Student will be asked to draft a certificate
as per the format based on above case
details and answer questions related to case
scenario and MCCD.

74
 Excercise-8 Preservation of • A case scenario containing the details of a 5
evidentiary materials living patient or deceased, history and
in living and dead clinical features of any poisoning / disease
cases or injuries condition for histopathology
examination / requirement for DNA
profiling will be given.
• Student will be asked to list the various
evidentiary materials to be preserved in
such cases, write the labels for such
preservation, and write the letters to FSL or
concerned laboratory for analysis.

Annexure

Integration topics
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.

Integration of Forensic Medicine with Other departments:

The suggested topics, competencies and the subjects/departments for integrated teaching are shown in
below table.
Sl. No. Topic for integration Subject [Competencies]
1 Injuries / Trauma Forensic Medicine [FM 3.3, 3.4, 3.8, 3.9, 3.10]
General Surgery [SU 17.1, 17.2, 17.3]
2 Wound healing General Surgery [SU 5.1, 5.2, 5.3, 5.4]
Pathology [PA 5.1]
Forensic Medicine [FM 3.6]
3 Regional injuries Forensic Medicine [FM 3.11, 3.12]
General Surgery [SU 17.4, 17.5, 17.6, 17.7, 17.8, 17.9, 17.10]
4 Burns Forensic Medicine [FM 2.24, 2.25]
General Surgery [SU 4.1, 4.2, 4.3, 4.4]
5 Organ transplantation General Surgery [SU 13.1, 13.2, 13.3, 13.4]
Ophthalmology [OP 4.9, 4.10]
Forensic Medicine [FM 2.4]
6 Pregnancy and labour Forensic Medicine [FM 3.19, 3.20]
OBG [OG 6.1, 7.1]
7 Abortion Forensic Medicine [FM 3.27, 3.28]
OBG [OG 1.3, 9.1, 9.2, 20.1, 20.2]
75
 8 PCPNDT Act OBG [OG 20.3]
Radiodiagnosis [RD 1.13]
Forensic Medicine [FM 3.21]
9 Impotence and Sterility Forensic Medicine [FM 3.22. 3.23, 3.24, 3.25. 3.26]
Pharmacology [PH 1.40]
OBG [OG 28.1, 28.2, 28.3, 28.4]
10 Psychiatric disorders Psychiatry [PS 3.7, 3.8]
Forensic Medicine [FM 5.1, 5.2, 5.3, 5.4, 5.5, 5.6]
11 General toxicology Forensic Medicine [FM 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8]
Pharmacology [PH 1.4, 1.5, 1.11]
General Medicine [IM 21.1, 21.5, 21.6, 21.7, 21.8]
12 Insecticides Forensic Medicine [FM 8.6]
Pharmacology [PH 1.52]
Community Medicine [CM 3.8]
13 Corrosives Forensic Medicine [FM 9.1]
General Medicine [IM 21.3]
14 Heavy metal poisoning Forensic Medicine [FM 9.2, 9.3]
Pharmacology [PH 1.53]
15 Plant poisons General Medicine [IM 21.2]
Forensic Medicine [FM 10.1]
16 Snake, scorpion, insect Forensic Medicine [FM 11.1]
bites General Medicine [IM 20.1, 20.2, 20.3, 20.4, 20.5, 20.6, 20.7,
20.8, 20.9]
17 Alcohol disorders Pharmacology [PH 1.20, 1.21]
Pathology [PA 12.1, 25.4]
General Medicine [IM 5.5]
Forensic Medicine [FM 9.4]
18 Drugs of abuse Pharmacology [PH 1.22, 1.23]
Forensic Medicine [FM 12.1]
Psychiatry [PS 4.1, 4.2, 4.3, 4.4, 4.6, 4.7]

Sl Subject Competenc Competency TL Assessment Vertical Horizon

no y number method Integration tal
Integrati
on
1 Anatomy AN14.3 Describe the Lecture Viva voce / Forensic -
importance of Practicals Medicine
ossification of lower
end of femur & upper
end of tibia
2 Pharmaco PH1.22 Describe drugs of Lecture Written / Psychiatry Forensic
logy abuse (dependence, / SGD Viva voce Medicine
addiction, stimulants,
depressants,
psychedelics, drugs
used for criminal
offences)
76
3 PH5.7 Demonstrate an SGD Short note / - Forensic
understanding of the viva voce Medicine
legal and ethical
aspects of
prescribing drugs
4 Radiodia RD1.13 Describe the Lecture OBG, -
gnosis components of the / SGD Forensic
PC & PNDT act and Medicine
its medicolegal
implications
5 Psychiatr PS19.3 Describe and discuss Lecture Written / Forensic -
y the basic legal and / SGD Viva voce Medicine,
ethical issues in AETCOM
psychiatry
6 General IM20.1 Enumerate the Lecture Written / Forensic
Medicine poisonous snakes of / SGD Viva voce Medicine,
your area and Pharmacolo
describe the gy
distinguishing marks
of each
7 M20.2 Describe, DOAP Skill Forensic
demonstrate in a session assessment Medicine
volunteer or a /Written /
mannequin and Viva voce
educate (to other
health care workers /
patients) the correct
initial management
of patient with a
snake bite in the field
8 M20.3 Describe the initial Lecture Written / Forensic
approach to the / SGD Viva voce Medicine
stabilisation of the
patient who presents
with snake bite
9 M20.4 Elicit and document Bedside Skill Forensic
and present an clinic, assessment Medicine
appropriate history, DOAP
the circumstance, session
time, kind of snake,
evolution of
symptoms in a
patient with snake
bite
10 IM21.2 Enumerate the Lecture Written / Forensic
common plant / SGD Viva voce Medicine,
poisons seen in your Pharmacolo
area and describe gy
their toxicology,
clinical features,
prognosis and
77
 specific approach to
detoxification
11 IM21.3 Enumerate the Lecture Written / Forensic
common corrosives / SGD Viva voce Medicine,
used in your area and Pharmacolo
describe their gy
toxicology, clinical
features, prognosis
and approach to
therapy
12 IM21.4 Enumerate the Lecture Written / Forensic
commonly observed / SGD Viva voce Medicine,
drug overdose in Pharmacolo
your area and gy
describe their
toxicology, clinical
features, prognosis
and approach to
therapy
13 IM21.5 Observe and describe DOAP Document Forensic
the functions and role Session in log book
Medicine,
of a poison centre in Pharmacolo
suspected poisoning gy
14 IM21.6 Describe the medico Lecture Written / Forensic
legal aspects of / SGD / Viva voce / Medicine,
suspected suicidal or DOAP Skill Pharmacolo
homicidal poisoning Session assessment gy
and demonstrate the
correct procedure to
write a medico legal
report on a suspected
poisoning
15 IM21.7 Counsel family DOAP Skill Forensic
members of a patient Session assessment Medicine,
with suspected Pharmacolo
poisoning about the gy
clinical and medico
legal aspects with
empathy
16 IM21.8 Enumerate the DOAP Skill Forensic
indications for Session assessment Medicine,
psychiatric Psychiatry
consultation and
describe the
precautions to be
taken in a patient
with suspected
suicidal
ideation / gesture
17 OBG OG1.3 Define and Discuss Lecture Notes Forensic
still birth and / SGD Medicine
78
 abortion
18 OG9.2 Describe the steps DOAP Viva voce Forensic
and observe/ assist in Session Medicine
the performance of ,
an MTP evacuation Bedside
clinic
19 OG20.1 Enumerate the Lecture Written / Forensic
indications and / SGD Viva voce Medicine
describe and discuss
the legal aspects,
indications, methods
for first and second
trimester MTP;
complications and
management of
complications of
medical
termination of
pregnancy
20 OG20.2 In a simulated DOAP Skill Forensic
environment Session assessment Medicine
administer informed
consent to a person
wishing to undergo
medical termination
of pregnancy
21 OG20.3 Discuss Pre- Lecture Written / Forensic
conception and Pre / SGD Viva voce Medicine
Natal Diagnostic
Techniques (PC&
PNDT) Act 1994 &
its amendments
22 General SU8.1 Describe the Lecture Written / Forensic
Surgery principles of Ethics / SGD Viva voce/ Medicine,
as it pertains to Skill AETCOM
surgery assessment
23 SU8.2 Demonstrate Lecture Written / Forensic
Professionalism and / SGD / Viva voce/ Medicine,
empathy to the DOAP Skill AETCOM
patient undergoing Session assessment
surgery
24 SU8.3 Discuss Medico legal Lecture Written / Forensic
issues in surgical / SGD Viva voce/ Medicine,
practice Skill AETCOM
assessment

79
Annexure

Topics for Electives

Topics for Electives

• Disaster management
• Medicolegal aspects of healthcare / hospital administration
• Deposing evidence in a Court of Law
• Medicolegal aspects in management of emergency cases
• Forensic odontology
• Disaster victim identification
• Forensic anthropology
• Forensic psychiatry
• Forensic radiology
• Forensic toxicology
• Snake bite – species identification and management
• Crime scene examination
• Forensic ballistics

80
Annexure

Reference Books and Journals

Suggested references (as per Vancouver style): (Specification mentioned such as edition – subject to
change with newer edition)
• Basic references
1) Reddy KSN, Murthy OP. The Essentials of Forensic Medicine and Toxicology. 35th edition,
2022. Jaypee Brothers Medical Publishers, New Delhi.
2) Pillay VV. Textbook of Forensic Medicine and Toxicology, 19th edition, 2019, Paras
Medical Publishers, Hyderabad.
3) Biswas G. Review of Forensic Medicine & Toxicology, 5th edition, 2021, Jaypee Brothers
Medical Publishers, New Delhi.
4) Subrahmanyam BV. Parikh’s Textbook of Medical Jurisprudence, Forensic Medicine and
Toxicology, 8th edition, 2019, CBS Publishers.
5) Guharaj PV, Gupta SK. Forensic Medicine and Toxicology, 3rd edition, 2019, Universities
Press (India) Private Ltd., Hyderabad.
6) Ignatius PC. Forensic Medicine and Toxicology, 4th edition, 2019, Elsevier India.
7) Pillay VV. NACPFMT's Practical Medicolegal Manual: Medical Ethics, Clinical Forensics
& Toxicology, 1st edition, 2019, Paras Medical Publishers, Hyderabad.
8) Agarwal SS. NACPFMT's Practical Medicolegal Manual: Forensic Pathology, 1st edition,
2022, CBS Publishers & Distributors Pvt Ltd.
9) Karmakar RN. Forensic Medicine and Toxicology: Theory, Oral and Practical, 5th edition,
2015. Academic Publishers, Kolkata.
10) Nandy A. Principles of Forensic Medicine including Toxicology, 3rd edition, 2010, New
Central Book Agency
11) Bardale R. Principles of Forensic Medicine & Toxicology, 2nd edition, 2016, Jaypee Brothers
Medical Publishers, New Delhi.
12) Vij K. Textbook of Forensic Medicine and Toxicology: Principles and Practice, 6 th edition,
2014, Elsevier Ltd.
13) Bakkannavar SM. Forensic Medicine and Toxicology: Practical manual, 1st edition, 2018,
Elsevier India.
14) Borah. Medical Ethics for Students and Doctors, 1st edition, 2014, Ahuja Publishers.

• Advanced references (may also include journals/ web/ other electronic sources).

1) Kannan K. Modi’s Medical Jurisprudence and Toxicology, 26th edition, 2019, LexisNexis.

81
2) Karmakar RN. JB Mukherjee’s Forensic Medicine and Toxicology, 2007, Academic
Publishers.
3) Dogra TD, Rudra A. Lyon’s Medical Jurisprudence and Toxicology. 11th edition (reprint),
2018. Delhi Law House, Delhi.
4) Saukko P, Knight B. Knight’s Forensic Pathology. 4th edition. 2015, CRC Press
5) Pillay VV. Modern Medical Toxicology, 4th edition, 2013, Jaypee Brothers Medical
Publishers Ltd., New Delhi.
6) Journal of Karnataka Medico-Legal Society.
7) Journal of South India Medico-Legal Association.
8) Journal of Indian Academy of Forensic Medicine.
9) Journal of Indian Society of Toxicology
10) Journal of Forensic and Legal Medicine
11) Journal of Forensic Sciences
12) Indian Journal of Medical Ethics

82
 Annexure

Log Book Format

Rajiv Gandhi University of Health Sciences

Bangalore, Karnataka

FORENSIC MEDICINE and TOXICOLOGY

LOGBOOK
FOR MBBS

AS PER
Competency-Based Medical Education Curriculum

College Name

College Logo
Affiliated to
Rajiv Gandhi University of Health Sciences, Karnataka
College Name
(Affiliated to Rajiv Gandhi University of Health Sciences, Karnataka)

M.B.B.S Log Book

Forensic Medicine and Toxicology

83
Name of the Student :

University Registration Number :

Academic year :

Signature of the Student :

CERTIFICATE

This is to certify that Ms / Mr …………………………………………………………………………… is

student of …………………………………………………………………………………….. Medical

College, ……………………............... He / She has participated in the National Medical Commission

mandated sessions as a part of the Competency Based Medical Education Curriculum in the subject of

Forensic Medicine and Toxicology during the period ……………… to …………………..

Recording of the contents in this Log Book is a bonafide work of the student.

Staff In-charge Head of Department

Date:
Place:

84
GENERAL INSTRUCTIONS

1) Log book is the record of all the relevant academic/co-curricular activities undertaken by the student

in a particular department.

2) The student is responsible for getting the entries in the logbook verified by the Faculty in charge

regularly.

3) Entries in the logbook will reflect the activities undertaken in the department and have to be scrutinized

by the Head of the Department.

4) The logbook is a record of various activities by the student like:

a. Overall participation & performance

b. Attendance

c. Participation in sessions

d. Record of completion of pre-determined activities.

e. Acquisition of selected competencies

5) The logbook is the record of work done by the candidate in that department and should be verified by

the college before submitting the application of the students for the University examination.

85
INDEX

Sl. No. Type of activity Page Numbers

From To

1 MBBS Phase II: Seminars, Tutorials, Projects, Case

discussion, Debate, Quiz etc
2 MBBS Phase II: Skill / Practical Sessions, Postmortem/
Clinical case observation
3 MBBS Phase II: Self-directed learning
4 MBBS Phase II: AETCOM module
5 MBBS Phase II: Attendance and Internal Assessment
6 MBBS Phase III, Part I: Seminars, Tutorials, Projects, Case
discussion, Debate, Quiz etc
7 MBBS Phase III, Part I: Skill / Practical Sessions,
Postmortem/ Clinical case observation
8 MBBS Phase III, Part I: Self-directed learning
9 MBBS Phase III, Part I: AETCOM module
10 MBBS Phase III, Part I: Attendance and Internal Assessment
11 Final Attendance and Internal Assessment marks
12 Certifiable Skill Acquisition in Forensic Medicine and
Toxicology
13 Achievements, Awards, Conference/ CME/ Workshop
attended
14 Certifiable skills in Internship

86
ACTIVITIES DONE IN

MBBS PHASE II

Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’

No. (C) /Repeat s
(R) signatur
e

Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

87
Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

88
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

89
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

90
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

91
Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

92
Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

93
Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

94
Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

95
Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

96
AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

97
AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

98
AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

99
AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

Formative Assessment
(Written test/ MCQs/ Viva Voce/ Quiz/ Debate etc)

Sl Name of Activity Date Rating Faculty’s Feedback Student’s

No signature signature
.

100
Rating: Below Expectations (B) – less than 50 %; Meets Expectations (M) – 51 to 70 %;
Exceeds Expectations (E) – above 70 %.

Formative Assessment
(Written test/ MCQs/ Viva Voce/ Quiz/ Debate etc)

Sl Name of Activity Date Rating Faculty’s Feedback Student’s

No signature signature
.

Rating: Below Expectations (B) – less than 50 %; Meets Expectations (M) – 51 to 70 %; Exceeds
Expectations (E) – above 70 %.

101
Attendance at the end of MBBS Phase II

Percentage of classes attended Student’s Faculty’s signature

signature
Lecture SGD SDL AETCOM

Internal Assessment (IA)

Sl. Type of Assessment Date of Total Marks Student’s Faculty’s

No. Assessment marks scored signature signature

# In theory marks, certain weightage can be given to up-to-date entries of logbook, AETCOM module
reflection, Showing Professionalism during the course, etc.
# In practical marks, certain weightage can be given to acquisition of skills and up-to-date entries of
practical record book.

ACTIVITIES DONE IN

MBBS PHASE III, Part I

Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

102
Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

103
Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

104
Seminars, Tutorials, Projects, Case discussion, Debate, Quiz etc

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

105
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

106
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

107
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

108
Skill / Practical Sessions, Postmortem/ Clinical case observation

Sl Name of Activity Date Completed Faculty’s

No. (C) /Repeat signature
(R)

109
Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:
110
1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:
111
1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:
112
1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

Self-directed learning

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from the above session?

2. How do you apply your knowledge in a medical / medicolegal situation?

3. What knowledge or skill do you need to develop to handle similar situation in future?

Signature of Faculty

AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.
113
4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.
114
3.

4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

AETCOM Session

Module number:

Name of the topic:

Objectives:

1.

2.

3.

4.

Reflective narration:

1. What did you learn from this AETCOM session?

2. How do you apply the knowledge gained in a medical / medicolegal situation?

3. What skill do you need to develop to handle a real situation in future?

Signature of Faculty

Formative Assessment
(Written test/ MCQs/ Viva Voce/ Quizzes/ Debate etc)

Sl Name of Activity Date Rating Faculty’s Feedback Student’s

No signature signature
.

115
Rating: Below Expectations (B) – less than 50 %; Meets Expectations (M) – 51 to 70 %; Exceeds
Expectations (E) – above 70 %.

Formative Assessment
(Written test/ MCQs/ Viva Voce/ Quizzes/ Debate etc)

Sl Name of Activity Date Rating Faculty’ Feedback Student’s

No s signature
. signatur
e

Rating: Below Expectations (B) – less than 50 %; Meets Expectations (M) – 51 to 70 %; Exceeds

116
Expectations (E) – above 70 %.

Formative Assessment
(Written test/ MCQs/ Viva Voce/ Quizzes/ Debate etc)

Sl Name of Activity Date Rating Faculty’s Feedback Student’s

No signature signature
.

Rating: Below Expectations (B) – less than 50 %; Meets Expectations (M) – 51 to 70 %; Exceeds
Expectations (E) – above 70 %.

Attendance at the end of MBBS Phase III, Part I

Percentage of classes attended Student’s Faculty’s signature

signature
Lecture SGD SDL AETCOM

Internal Assessment (IA)

117
 Sl. Type of Assessment Date of Total Marks Student’s Faculty’s
No. Assessment marks scored signature signature

# In theory marks, certain weightage can be given to up-to-date entries of logbook, AETCOM module
reflection, Showing Professionalism during the course, etc.
# In practical marks, certain weightage can be given to acquisition of skills and up-to-date entries of
practical record book.

FINAL ATTENDANCE

Phase Percentage of classes attended Eligible for Student’s Faculty’s

Theory Practical AETCO University signature signature
M examination
(Yes / No)

Attendance at the Not applicable

end of MBBS
Phase II
Attendance at the
end of MBBS
Phase III (Part I)

FINAL INTERNAL ASSESSMENT MARKS

Sl. Type of Assessment Total marks Marks scored Student’s Faculty’s

No. signature signature
1 Theory

2 Practical

Achievements, Awards, Conference/ CME/ Workshop attended

(Related to Forensic Medicine and Toxicology)

Sl Date Particulars Faculty’s

118
 No signature
.

ACTIVITIES DONE

During Internship

Skills in Forensic medicine& Toxicology

Rema
Done under Able to do rks/
Observed Assisted
Skill Supervision independently Com
ments
Date No Date No Date No Date No
Documentation and
certification of trauma(I)
Diagnosis and
certification of death (D)
Legal documentation
related to emergency
cases (D)
Legal documentation
related to emergency
cases (D)

119
Certification of medical-
legal cases - Age
estimation,. (D)

Certification of medical-
legal cases - sexual
violence etc. (D)
Certification of medical-
legal cases - sexual
violence etc. (D)
Establishing
communication in
medico-legal cases with
police, (D)

Establishing
communication in
medico-legal cases with
public health authorities,
(D)
Establishing
communication in
medico-legal cases with
other concerned
departments (D)
Skill Observed Assisted Done under Able to do Rema
Supervision independently rks/
Com
ments

Date No Date No Date No Date No

Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)
Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)
Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)
Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)

120
 Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)
Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)
Prerequisites,
Conduction and Opinion
writing in Medicolegal
Autopsy (D)

Annexure

Model Question papers

Rajiv Gandhi University of Health Sciences, Karnataka

Forensic Medicine & Toxicology
QP Code – XXXXX

Answer all questions, Illustrate your answer with diagrams wherever relevant
Max Marks 100 (This Question paper has XX pages) Max Time 3 hours
Long Essay: (10 M X 2 = 20 M)
1. A 30 year old agricultural labourer was brought to emergency department of the hospital with
symptoms of excessive salivation, tears in the eyes, blurred vision, frequent urination, diarrhea
and difficulty in breathing. Relatives accompanying him give history of hespraying some fluid in
the fields when they saw him collapsed at the field. The doctor on examination found smell of
kerosene emitting from mouth and nostrils, miosis, hypotension, bradycardia.
a) What is the probable diagnosis of poisoning? Give reasons 2M
b) What is the mechanism of action in such poisoning for the expression of different signs and
symptoms 2M
c) Describe the management of such poisoning cases. 2M
d) Describe the postmortem examination features in such poisoning case deaths. 2M
e) Describe the Medicolegal importance of such poisoning cases 2M

2. Classify changes after death. Describe in detail about the mechanism of action, factors affecting,
medicolegal importance and conditions mimicking Rigor mortis.
(2+2+2+2+2= 10M)
Short Essay: (5 M X 8= 40 M)
3. The Police found a human hand in a dust bin with intact fingers and tissues without any
decomposition. How to identify the owner of this hand by examining the skin findings of the finger

121
 tips only? Describe in detail about this method of identification. What is the medicolegal
importance of such method of identification? (1+2+2= 5M)

4. Describe in detail the procedure of calculation of time since death by use of features of late changes
after death in a dead body. 5M

5. Describe in detail the procedure of medicolegal autopsy in a case of Custodial death as per NHRC
(National Human Rights Commission) guidelines. 5M

6. Describe the mechanism of action, clinical features, management, postmortem findings and
medicolegal aspects of chronic lead poisoning (1+1+1+1+1= 5M)

7. Describe the mechanism of action, clinical features, management, postmortem findings and
medicolegal aspects of Organophosphorus poisoning (1+1+1+1+1= 5M)

8. Define Professional Misconduct, Enlist four examples. What is the disciplinary procedure in such
cases by State medical Council? (1+2+2= 5M)
9. Classify Skull fractures. What is Signature fracture and Ring fracture? What is lucid interval of
head injury? (2+2 +1= 5M)

10. Describe the differentiating features between dry flame burns, scalds and chemical burns of skin.
Add a note on Heat hematoma and heat laceration. (3+2=5M)
Short Answer: (3 M X 10 = 30 M)
11. Define Rape under Section 375 IPC 3M

12. Descibe the entry wound of a Rifled firearm of a contact shot over the temple region of skull
3M

13. Name three poisons which can be identified by their characteristic smell / odour in a poisoned
person. (Both Poison name and characteristic smell / odour has to be written)
(1+1+1= 3M)
14. Describe the changes brought out by the MTP Amendment Act of 2021 3M

15. What is Privileged Commmunication, Describe with examples 3M

16. What constitutes Res ipsa loquitor, Describe with examples 3M

17. Describe the Rights of a registered medical practitioner 3M

18. Describe three differences between True insanity and Feigned insanity 3M

19. Describe three acts of Omission for causing Infanticide 3M

20. Describe three differences between Dying Declaration and Dying Deposition 3M
MCQ (Multiple choice questions): (1M X 10 = 10 M)
21.
122
 i. Kleptomania is an example of ……. disorder
a) Delusion b) Impulse c) Hallucination d) Insomnia

ii. Luminal test is used to identify stains of

a) Blood b) Semen c) Feces d) Saliva

iii. Diagnosis of COMA in a dead person is alsoknown as

a) Moment of death b) Mode of death c) Cause of death d) Manner of death

iv. Oochronosis is seen in poisoning of

a) Formic acid b) Nitric acid c) Oxalic acid d) Carbolic acid

v. N-acetyl Cysteine is used as antidote in the poisoning of

a) Paraquat b) Phosphorus c) Paracetomol d) Paraldehyde

22.

i.Certifying Compos mentis by the doctor is done by examining

a) Bicep reflex b) Patellar reflex c) Babinski sign d) Higher mental functions

ii.Suspended animation is also known as

a) Apparent death b) Brain death c) Sudden death d) Instantaneous death

iii.Brush burn is also known as

a) Scalds b) Joule burn c) Dermabrasion d) Grazed abrasion

iv.Penal erasure means

a) Punishment under IPC b) Professional death sentence c) Judicial hanging d) Marking Nut
v.Locard’s method is also known as
a) Poroscopy b) Rugoscopy c) Cheiloscopy d) Palatoscopy

123
 RAJIV GANDHI UNIVERSITY OF MEDICAL SCIENCES, KARNATAKA
MBBS Phase – III, Part I (CBME) Degree Examination
Time: Three hours
Max. Marks: 100 Marks
FORENSIC MEDICINE (RS-4)
Q.P. CODE:
Your answers should be specific to the questions asked
Draw neat labelled diagrams wherever necessary
(Questions No. 21 & 22 will have Multiple Choice Questions)

LONG ESSAYS: 2 x 10 = 20
marks
1. A 42-year-old male was found dead in his house in Mangalore. Autopsy was conducted on the
deceased on 21st February, which revealed a moderately built adult male, measuring 165 cm in
length and weighing 58 kg. Muscles of the jaw, neck, trunk and upper limbs were stiffened. The
back of trunk was bluish to purplish coloured and on pressure over it for about a minute showed
blanching. Body orifices are intact and healthy. Conjunctiva is pale on both sides. No external
injuries are present on the body. Internal examination revealed oedematous lungs, congestion of
liver, kidney and spleen. Heart examination revealed atherosclerotic changes in all the coronary
arteries. Organs were preserved for histopathological examination. Viscera and blood preserved
for chemical analysis. Cause of death kept pending histopathology and chemical analysis reports.
Question 1.1: Name of postmortem changes ‘muscle stiffness of the body’ and ‘bluish colouration
over back of trunk’. (2 marks)
Question 1.2: Enumerate the early postmortem changes after death. (2 marks)
Question 1.3: Describe the mechanism of postmortem change ‘muscle stiffness’. (2 marks)
Question 1.4: Describe the medicolegal importance of postmortem change ‘muscle stiffness’. (2
marks)
Question 1.5: Estimate the time since death in this case with reasons. (2 marks)
2. A 30-year-old male was brought to a casualty with a history of consumption of an unknown poison.
Patient was in semiconscious state with vomitus material on the shirt with kerosene like odour. He
had difficulty in breathing with excessive salivation and profuse sweating. On examination, it was
observed that pupils were constricted with bradycardia, hypotension, abdominal cramps, wheezing
and crepitations on lung auscultation.
Question 2.1: What is the most probable diagnosis in this case? (1 mark)
Question 2.2: Explain the mechanism of this poisoning. (2 marks)
Question 2.3: Interpret the lung findings in this case with reasoning. (2 marks)
Question 2.4: Suggest the investigations required in this case. (2 marks)
Question 2.5: Create a treatment plan for this poisoning. (3 marks)

124
 SHORT ESSAYS: 8 x 5 = 40 Marks
3. Define hanging. Describe the postmortem findings in a complete hanging. (1+4 =5 marks)
4. Explain difference between scald and flame burn. (5 marks)
5. Define Dactylography. Mention it’s types. Explain its medicolegal importance. (1+2+2=5 marks)
6. A 25-year-old unmarried female was arrived to a hospital with history of sexual violence. The
patient was examined by the duty doctor and documented the findings and preserved samples for
medical laboratory and forensic laboratory analysis. After receiving the lab reports, doctor opines
as ‘there are signs suggestive of vaginal intercourse with force’.
Question 6.1: Enumerate the findings of general physical examination. (1 mark)
Question 6.2: Describe the findings of genital examination. (2 marks)
Question 6.3: Enumerate the samples collected for medical & forensic laboratory analysis.
(1 mark)
Question 6.4: Justify with reasons for the doctor’s opinion. (1 mark)
7. Define contusion. Describe its medicolegal importance. (1+4 = 5 marks)
8. A patient visits a doctor complaining of pain abdomen since 2 days. After clinical examination
doctor asks the patient to get a US scan abdomen at XYZ laboratory. Patient pays his professional
fee Rs. 300 and visits the laboratory for scanning. After scanning, the patient was asked to pay Rs.
2000, which was argued by the patient for extra charges and threatened to lodge a complaint.
Finally, lab informs that 50% goes to the doctor as cuts for referring the patient.
Question 8.1: Name the unethical act by the doctor in this case. (1 mark)
Question 8.2: Define the doctor’s offence in this case as per the IMC Act. (1 mark)
Question 8.3: Justify the reason for concluding the doctor’s act as unethical. (2 mark)
Question 8.4: Describe any two punishments for unethical act in this case. (1 mark)
9. Differentiate between venomous and non-venomous snake. (5 marks)
10. Explain the treatment of cyanide poisoning. (5 marks)

SHORT ANSWERS: 10 x 3 = 30 Marks

11. Define dying declaration and explain its medicolegal importance. (1+2 = 3 marks)
12. Describe the skin incisions used for medicolegal autopsy. (3 marks)
13. What is meant by tandem bullet, Dum-Dum bullet and Souvenir bullet. (3 marks)
14. Write briefly on whiplash injury. (3 marks)
15. Enumerate any three indications for MTP. (3 marks)
16. Name any one active principle of Abrusprecatorius, Ricinus and Cannabis. (1+1+1 = 3 marks)
17. Define Bioethics. Enumerate any 4 principles of Bioethics. (1+2 = 3 marks)

125
 18. Define Euthanasia and explain it’s types. (1+2 = 3 marks)
19. What is meant by ‘Res Ipsa Loquitor’? Give any two suitable examples. (1+2 = 3 marks)
20. Explain the Criminal responsibility of an insane person. (3 marks)
MULTIPLE CHOICE QUESTIONS: 10 x 1 = 10 Marks
[Instructions: Write the question number followed by your response.]
21.i) The form used for Medical Certification of Cause of Death in institutional deaths is:
a. Form No. 3
b. Form No. 3A
c. Form No. 4
d. Form No. 4A
21.ii) As per Indian Medical Council (Professional Conduct, Etiquette and Ethics) Regulations, 2002,
a physician has to maintain indoor medical records for a period of:
a. 2 years
b. 3 years
c. 5 years
d. 10 years
21.iii) All the following organs are shrunken in death due to starvation, EXCEPT:
a. Pancreas
b. Spleen
c. Gall bladder
d. Liver
21.iv) The measurement usually taken to calculate the gestational age in Haase’s rule is:
a. Crown-heel length
b. Crown-rump length
c. Crown-toe length
d. Rump-heel length
21.v) For Homologous Artificial Insemination, the semen is obtained from:
a. Husband
b. Donor
c. Sperm bank
d. Both husband and donor

126
22.i) One of the following is NOT a recognized type of consent in medical practice:
a. Implied
b. Expressed
c. Informed
d. Hearsay

22.ii) A false perception in the absence of any sensory stimulus is called as:
a. Delusion
b. Hallucination
c. Illusion
d. Delirium
22.iii) One of the following is NOT a test for detecting seminal stains:
a. Zinc test
b. Florence test
c. Phenolphthalein test
d. Barberio’s test
22.iv) The term “Corrosive sublimate” refers to:
a. Sulfuric acid
b. Carbolic acid
c. Copper sulfate
d. Mercuric chloride
22.v) One of the following opiates does NOT belong to ‘Phenanthrene’ group:
a. Papaverine
b. Thebaine
c. Morphine
d. Codeine

******

127
 CompetencyBased Medical Education
MBBS
Phase III , Part I
CommunityMedicine
(a) Competencies:The learner must demonstrate:
1. Understanding of physical, social, psychological, economic and environmental
determinants of healthand disease,
2. 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
3. AbilitytoImplementandmonitorNationalHealthProgrammesintheprimarycaresetting
4. Knowledgeofmaternalandchildwellnessastheyapplytonationalhealthcareprioritiesandprogr
ammes,
5. Ability to recognize, investigate, report, plan and manage community health problems
including malnutrition and emergencies.

(b) Integration: The teaching should be aligned and integrated horizontally and vertically
in order to allow thelearner to understand the impact of environment, society and
national health priorities as they relate to
thepromotionofhealthandpreventionandcureofdisease.

TEACHINGMETHODS&HOURS
Large Smallgroupteach SDL AETCOM Total Clinical/Field
Posting
groupTe ing/Practical
aching /Tutorials
1stProfessiona 20hours 27hours 5hours - 52hours -
l
2nd 20 hours 30hours 10hours 7hours 60 hours 4weeks
Professional
3rd 40 hours 60hours 5hours - 105hours 6weeks
Professional
Total 80 hours 117hours 20 hours 7 hours 217hours 10weeks

128
COMMUNITY MEDICINE SYLLABUS FOR
FIRST PROFESSIONAL YEAR
Sl TOT
TOPIC LECTURE SGD/DOAP SDL
no HOURS
1 Concept of Health and Disease (CM 01) 8 13 1 22
2 Relationship of social and behavioural
4 3 1 8
to health and disease ( CM 02)
3 Nutrition (CM 05) 5 7 2 14
4 Demography and vital statistics (CM
3 4 1 8
09)
TOTAL HOURS 20 27 5 52

*AETCOM
INTEGRATION / AETCOM 8 HRS
SUPERVISION

COMMUNITY MEDICINE SYLLABUS FOR

SECOND PROFESSIONAL YEAR
Sl TOPIC LECTURE SGD/DOAP SDL TOTAL
no HOURS
1 Environmental health problems (CM 2 19 2 23
3)
2 Epidemiology (CM 7) 10 8 2 20
3 Occupational Health (CM 11) 4 0 1 5
4 Disaster Management (CM 13) 2 0 2 4
5 Mental Health (CM 15) 0 2 2 4
6 International health (CM 18) 2 0 0 2
7 Essential Medicine (CM 19) 0 1 1 2
TOTAL HOURS 20 30 10 60
The number of hours mentioned above are rough guidelines that can be modified to Suit
the specific requirements of a medical college.
It is recommended that didactic teaching be restricted to less than one third of the total
time allotted for that discipline.
Greater emphasis is to be laid on hands-on training, symposia, seminars, small group
discussions, problem-oriented and problem-based discussions and self-directed
learning.
Students must be encouraged to take active part in and shared responsibility for their
Learning.

COMMUNITY MEDICINE SYLLABUS FOR

129
THIRD PROFESSIONAL YEAR
Sl TOPIC LECTURE SGD/ SDL TOTAL
no DOAP HOURS
1 Principles of health promotion and 03 0 0 03
education (CM 04)
2 Basic statistics and its applications (CM 06) 0 12 0 12
3 Epidemiology of communicable and non- 15 30 01 46
communicable diseases (CM 08)
4 Reproductive maternal and child health 10 10 01 21
(CM 10)
5 Geriatric services (CM 12) 01 02 0 03
6 Hospital waste management (CM 14) 01 02 01 04
7 Health planning and management (CM 16) 02 02 0 04
8 Health care of the community (CM 17) 06 0 01 07
9 Recent advances in Community Medicine 02 02 01 05
(CM 20)
TOTAL HOURS 40 60 05 105

Sl Topic
no
1 Concept of Health and Disease ( CM 01)
2 Relationship of social and behavioural to health and disease ( CM 02)
3 Environmental health problems ( CM 3)
4 Principles of health promotion and education (CM 04)
5 Nutrition ( CM 05)
6 Basic statistics and its applications (CM 06)
7 Epidemiology ( CM 7)
8 Epidemiology of communicable and non- communicable diseases (CM 08)
9 Demography and vital statistics ( CM 09)
10 Reproductive maternal and child health (CM 10)
11 Occupational Health ( CM 11)
12 Geriatric services (CM 12)
13 Disaster Management ( CM 13)
14 Hospital waste management (CM 14)
15 Mental Health ( CM 15)
16 Health planning and management (CM 16)
17 Health care of the community (CM 17)
18 International health ( CM 18)
19 Essential Medicine/Integration ( CM 19)
20 Recent advances in Community Medicine (CM 20)

ASSESSMENT/UNIVERSITYEXAMINATION
Summative Assessment - An assessment conducted at the end of instruction to check how much
the studenthaslearnt.
Formative Assessment - An assessment conducted during the instruction with primary purpose
of providingfeedbackforimprovinglearning.
Internal assessment – Range of assessments conducted by the teacher teaching a particular
130
 subject with thepurposeofknowingwhatislearnt.Internalassessmentcanhavebothformativeand
summative functions.
Note - Assessment requires specification of measurable and observable entities. This could be
in the form ofwhole tasks that contribute to one or more competencies or assessment of a
competency per se. Anotherapproach is to break down the individual competency into learning
objectives related to the domains ofknowledge,skills, attitudes, communication etc.and then
assess themindividually.
SchedulingofInternalAssessment-doneonceattheendofeachprofessionalyear
TheoryIAcaninclude:Writtentestsshouldhaveessayquestions,shortnotes,andcreativewritingexp
eriences.
Practical IA can include: Spotters, Problem solving exercises, Objective Structured
Practical/ClinicalExamination(OSPE/OSCE),Clinicosocialcasediscussion,andrecordsmaintena
nceandlogbookassessment.
AssessmentofLog-book-
Logbookshouldrecordallacademicandcurricularactivitieslikeseminar,symposia, and quizzes. It
should be assessed regularly and submitted to the department. Marks should beallotted for
logbookassessment and should beincluded as a part of formative assessment marks
underpractical’s
Assessment of Practical Record book- Practical book should record all skills and other
practical exercisesdone during the academic programme. It should be assessed regularly and
submitted to the department. Marksshould be allotted for practical record and should be included
as a part of formative assessment marks underpractical’s
Assessment for AETCOM will include: - Written tests comprising of short notes and creative
writingexperiencesonlyin internal assessment.
INTERNALASSESSMENT
There will be 3 internal assessment examinations in Community Medicine. The structure of the
internalassessmentexaminations should belikethestructureofUniversityexaminations.
Itis mandatoryforthestudentstoappearforalltheinternalassessmentexaminations.
First internal assessment examination will be held at the end of 1st professional, second internal
assessmentexamination will be held at the end of 2ndprofessional and 3rdinternal assessment
examination will be heldattheend of3rdprofessional asper University Pattern.
Pattern of first and second Internal Assessment are left to the discretion of the individual
institute. However, third internal assessment as to be conducted in the same pattern of the
University exam
Additional internal assessment examination for absent students can be considered due to genuine
reason afterapproval by the head of the department. It should be taken before the submission of
internal assessment marks to the University.
Internal assessment marks allotment for theory and practical for the first and second internal
assessment areleft to the discretion of the respective institutes. Marks allotted in the third (final)
Internal Assessment should be preferably for 100 marks each for Theory and Practical.
20% of the internal assessment marks should be from Formative Assessment in Practical
internalassessment

131
 Feedback in Internal Assessment - Feedback should be provided to students throughout the course
so that theyare aware of their performance and remedial action can be initiated well in time. The
feedbacks need to bestructuredand thefacultyandstudents must besensitized to
givingandreceivingfeedback.
The results of IA should be displayed on notice board within two weeks of the test and an
opportunityprovidedto the studentsto discusstheresults and get feedback onmakingtheir
performancebetter.
It is also recommended that students should sign with date whenever they are shown IA records in
token ofhavingseenand discussed the marks.
Internal assessment marks will not be added to University examination marks and will reflect as a
separateheadof passingat thesummative examination.
Internalassessmentshouldbebasedoncompetenciesandskills.
Criteria for appearing in University examination: Learners must secure at least 50% marks of the
total marks(combined in theory and practical; not less than 40 % marks in theory and practical separately)
assigned forinternalassessment in order to beeligibleforappearingat thefinal Universityexamination.
Averagemarksobtainedinallthreeinternalassessmentsshould becalculatedto40 marks.
A candidate who has not secured requisite aggregate in the internal assessment may be subjected
to remedialassessment by the institution. If he/ she successfully complete the same, he/she is eligible to
appear forUniversity Examination. Remedial assessment shall be completed before submitting the
internal assessmentmarksonline to the University.

132
 Annexures
BlueprintforTheoryandPracticalassessment

133
 SCHEMEOFEXAMINATION
Internal assessment

134
TABLE SHOWING SCHEME FOR CALCULATION OF INTERNAL EXAMINATION MARKS

First Theory Second Third Theory IA *

IA Theory IA
Theory paper Marks 80 80 Paper 1- 100 Marks
Paper 2- 100Marks
Periodic test 1 5 5 NIL
Periodic test 2 5 5 NIL
Periodic test 3 5 5 NIL
Professionalism 5 5 NIL
Total Marks 100 100 200
THEORY INTERNAL ASSESSMENT
Note: * Subjects having single paper will have one paper for 100 marks only.
** Subjects taught in more than one year will have an theory IA in each year also

PRACTICALS INTERNAL ASSESSMENT

First Second Third Practical IA

Practical IA Practical IA
Marks 80 80 100 (University pattern,
including viva voce)
Formative Assessment 20 (record+ 20 (record+ NIL
log book) log book)
Total 100 100 100

**Subjects with clinical postings in more than one year will have an end-of-posting after
each clinical posting in addition

3.Guidelines for Remedial measures for students who are unable to score qualifying marks
and attendance :
Academic council of respective institutes / Colleges to provide the guidelines for remedial
measures

GENERALINSTRUCTIONS
• Questionsineachpapershouldbeasperdistributionofcompetenciesineachprofessionalyear.
• TheSLOtobereferredwhilesettingthequestionpaper
• Repetitionofquestionsfrom thesameSLOto beavoided
• Themarksallottedtothe different topics &sectionstobeadhered
• Therewillbe at least one question onAETCOM in thetheorypapers.
• Internalassessment needs to be for 40marks in theory and 40marks for Practical
• Internalassessment fortheorymayconstituteLongessay, Short essay,and short answers
• 20%oftheinternalassessmentmarkswillbecontributedbyformativeassessmentinboththeory
• Total internal assessment marks of 40 will be 32 for internal assessment and 8 for formative
assessment conducted. (32+8=40)
• Marks allocated for record and logbook maintenance will be added to practical internal
135
 assessmentmarks.
FORMATIVEASSESSMENT
• CBMEmandatesconductofformativeassessments, institutionscanconductformativeassessments as
per their convenience however the formative assessment would contribute
towardstheinternal assessments.
• Institutions can select from the suggested methods of formative assessment that are given
belowhowever theinstitutions can adapt methods that complywith that of theMCIregulations.
• Feedback to students regarding formative assessment have to be documented and should be
thebasisformarkallocation.
• The logbook in community medicine is a record of all activities of the students. Allcompetenciesat
a “Shows How” level in the Miller’s pyramid should be documented in the logbook. In
addition,logbook also contains documentation of attendance, involvement in departmental
academic andextracurricular activities and feedback given to the student. The logbook should be
signed byfacultyona regular basis.Atotalof 10 marksshouldbe allotted to logbookinthe
secondprofessionalyear. Thisshould bereduced andadded to formativeassessment marks.
• The practical record in community medicine contains documentation of the practical sessions
headduring the course.A total of 10 marks should be allotted to practical record and should be
reducedandadded to formativeassessment marks inthe second professionalyear.
• SuggestedmethodsforFormativeAssessmentsare:
o MCQs
o Essays
o Assignments
o Seminarpresentations
o Projectwork
o OSCE
o OSPE

UniversityExaminationMarks
Total UniversityExaminationMarks InternalAssessment
marks Theory Clinical/ Practical Viva Theory Practical

136
Theory Paper1=100 • Case Discussion (35) 20 100 100
Two Paper2=100 • Epidemiological
papers Exercises (35)
200 Long Essay 10X2 • Spotters (10)
=80
Short essay 8x5=40 marks
Practicals
80 Short answer 10x3=30marks

MCQs 10x1=10marks

Passmarks Mandatory50% in theory and Practical 50% combined in

theory and
Practical
(notlessthan40%
in each) for
eligibility
ofappearing the
University
Examination

137
 RGUHS
Distribution of Topics/Competencies for Paper 1 & Paper 2 Community
Medicine for the University Examination

Paper 1 Paper 2

Competency Competency
Topic Topic
No. No.

Relationship of social and

CM 01 Concept of Health and Disease CM 02 behavioural to health and
disease
Epidemiology of communicable
CM 03 Environmental health problems CM 08 and non-communicable
diseases

Principles of health promotion Reproductive maternal and

CM 04 CM 10
and education child health

CM 05 Nutrition CM 12 Geriatric services

Basic statistics and its

CM 06 CM 13 Disaster Management
applications

CM 07 Epidemiology CM 15 Mental Health

Health planning and

CM 09 Demography and vital statistics CM 16
management

CM 11 Occupational Health CM 17 Health care of the community

CM 14 Hospital waste management CM 19 Essential Medicine

Recent advances in Community

CM 18 International Health CM 20
Medicine

138
Sl Classes Teaching Competency Integration Misc. Assessment
No. method

PRINCIPLES OF HEALTH PROMOTION AND

EDUCATION (CM 04)
1 Describe the models of LGT CM4.1 Written/
Health Viva-voce
education&Describe
variousmethodsofhealthedu
cationwiththeiradvantagesa
ndlimitations
2 Describe the methods of SGT CM4.2 Written/
organizing health Viva-voce
promotion
andeducationand
counselingactivitiesatindivi
dualfamilyandcommunity
3 Demonstrateanddescribeth SGT CM4.3 Written/
estepsinevaluation Viva-voce/
ofhealthpromotionandeduc Skill
ationprogram Assessment
Note: L- Lecture (03); SGD- Small group discussion (00); SDL-Self-directed
learning (0)

BASIC STATISTICS AND ITS APPLICATIONS [CM 6 - 6.1 TO 6.4]

1. Discuss and introduce the SGD CM 6.1 V.I with General Medicine Practical Written/
topic of biostatistics and its -1 &Paediatrics Viva-voce/
applications. Skill
Formulate a research Assessment
question for a study
2. Describe and discuss the SGD CM 6.2 V.I with General Medicine Practical Written/
principles and demonstrate -2 &Paediatrics Viva-voce/
the methods of collection Skill
and classification of Assessment
statistical data
3. Enumerate, discuss and SGD CM 6.4 V.I with General Medicine Practical Written/
demonstrate common -3 &Paediatrics Viva-voce/
sampling techniques Skill
Assessment
4. Describe and discuss the SGD CM 6.2 V.I with General Medicine Practical Written/
principles and demonstrate -4 &Paediatrics Viva-voce/
the methods of analysis Skill
and interpretation Assessment
5. Describe and discuss the SGD CM 6.2 & V.I with General Medicine Practical Written/
principles and demonstrate -5 6.4 &Paediatrics Viva-voce/
the methods of presentation Skill
of statistical data using Assessment
frequency distribution and
139
 other appropriate methods
6. Describe and discuss the SGD CM 6.4 V.I with General Medicine Practical Written/
elementary statistical -6 &Paediatrics Viva-voce/
methods - central tendency Skill
and dispersion Assessment
7. Demonstrate the SGD CM 6.4 V.I with General Medicine Practical Written/
application of measures of -7 &Paediatrics Viva-voce/
central tendency and Skill
dispersion for discrete data Assessment
8. Demonstrate measures of SGD CM 6.4 V.I with General Medicine Practical Written/
central tendency and -8 &Paediatrics Viva-voce/
dispersion for continuous Skill
data Assessment
9. Describe, discuss and SGD CM 6.3 V.I with General Medicine Practical Written/
demonstrate the application -9 &Paediatrics Viva-voce/
of test of significance in Skill
various study designs – Assessment
normal distribution and
significance of ‘P’-value.
10.Demonstrate the SGD CM 6.3 V.I with General Medicine Practical Written/
application of test of -10 &Paediatrics Viva-voce/
significance for large Skill
samples Assessment
11.Demonstrate the SGD CM 6.3 V.I with General Medicine Practical Written/
application of test of -11 &Paediatrics Viva-voce/
significance for small Skill
samples Assessment
12.Demonstrate the SGD CM 6.3 V.I with General Medicine Practical Written/
application of test of -12 &Paediatrics Viva-voce/
significance – Chi square Skill
test Assessment

140
 THIRD PROFESSIONAL YEAR

Sl No. Classes Teaching Compete Integration Misc. Assessment

method ncy method
EPIDEMIOLOGY OF COMMUNICABLE AND
NON- COMMUNICABLE DISEASES [CM 8 - 8.1
TO 8.7]
1. Discuss the lessons learnt Lecture-1 CM 8.1 V.I with General Written/
from Smallpox Medicine &Paediatrics Viva-voce
eradication. H.I with Microbiology
Describe and discuss the & Pathology
epidemiological and
control measures
including the use of
essential laboratory
tests at the primary care
level for Chickenpox.
2. Describe and discuss the Lecture-2 CM 8.1 V.I with General Written/
epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for, Mumps and
Rubella
3. Describe and discuss the Lecture-3 CM 8.1 V.I with General Written/
epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for Influenza
4. Describe and discuss the Lecture-4 CM 8.1 V.I with General Written/
epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for Diphtheria,
Whooping Cough and
Meningococcal
Meningitis
5. Describe and discuss the SGD-1 CM 8.1 & V.I with General Epidemiolo Written/
epidemiological and 8.3 Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of & Pathology
essential laboratory
141
 tests at the primary care
level for Measles and
ARI
6. Describe and discuss the SGD-2 CM 8.1 V.I with General Epidemiolo Written/
epidemiological and Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise/
including the use of & Pathology CSCD
essential laboratory
tests at the primary care
level for SARS
including novel Corona
Virus.

7. Describe and discuss the SGD-3 CM 8.1 V.I with General Epidemiolo Written/
epidemiology of TB up Medicine &Paediatrics gical Viva-voce
to Tuberculin test H.I with Microbiology exercise
& Pathology
8. Describe and discuss SGD-4 CM 8.1 V.I with General Epidemiolo Written/
the prevention and Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of & Pathology
essential laboratory
tests at the primary care
level for Tuberculosis
9. Describe and discuss SGD-5 CM 8.1 & V.I with General Epidemiolo Written/
NTEP 8.3 Medicine &Paediatrics gical Viva-voce
H.I with Microbiology exercise &
&Pathology Visit
10. Describe and discuss Lecture-5 CM 8.1 V.I with General Written/
the epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for Poliomyelitis
11. Describe and discuss SGD-6 CM 8.1 & V.I with General Epidemiolo Written/
NPSP 8.3 Medicine &Paediatrics gical Viva-voce
H.I with Microbiology exercise/
& Pathology CSCD
12. Describe and discuss Lecture-6 CM 8.1 V.I with General Written/
the epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for Viral Hepatitis
13. Describe and discuss SGD-7 CM 8.1 & V.I with General Epidemiolo Written/
the epidemiological and 8.3 Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of 142 & Pathology
 essential laboratory
tests at the primary care
level for Acute
Diarrheal Diseases &
ADD control
Programme
14. Describe and discuss SGD-8 CM 8.1 V.I with General Epidemiolo Written/
the epidemiological and Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercises
including the use of & Pathology
essential laboratory
tests at the primary care
level for Cholera, Food
Poisoning
15. Describe and discuss SGD-9 CM 8.1 V.I with General CSCD Written/
the epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for Typhoid fever
16. Describe and discuss Lecture-7 CM 8.1 V.I with General Written/
the epidemiological and Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests at the primary care
level for Amoebiasis,
Soil Transmitted
Helminthiasis
&Dracunculiasis with
its related programme
17.Describe and discuss the SGD-10 CM 8.1 V.I with General Epidemiolo Written/
epidemiological and Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of & Pathology
essential laboratory
tests at the primary care
level for The Dengue
Syndrome
18. Describe and discuss SGD-11 CM 8.1 V.I with General Epidemiolo Written/
the epidemiology of Medicine &Paediatrics gical Viva-voce
Malaria till approaches H.I with Microbiology exercise/
and strategies of & Pathology CSCD
malaria control
19. Describe and discuss SGD-12 CM 8.1 V.I with General Epidemiolo Written/
the control measures Medicine &Paediatrics gical Viva-voce
including the use of H.I with Microbiology exercise/
essential laboratory & Pathology CSCD
tests at the primary care
143
 level for malaria control
including the diagnosis
and treatment of
malaria in India as per
2013 guidelines
20.Describe and discuss the Lecture-8 CM 8.1 V.I with General Written/
control measures Medicine &Paediatrics Viva-voce
including the use of H.I with Microbiology
essential laboratory & Pathology
tests at the primary care
level for Lymphatic
Filariasis and National
filarial control
programme
21.Describe and discuss the Lecture-9 CM 8.1 V.I with General Written/
control measures Medicine &Paediatrics Viva-voce
including the use of H.I with Microbiology
essential laboratory & Pathology
tests at the primary care
level for Japanese
encephalitis,
Chikungunya, Yellow
Fever, Zika Virus
disease
22.Describe and discuss the SGD-13 CM 8.1 V.I with General Epidemiolo Written/
control measures Medicine &Paediatrics gical Viva-voce
including the use of H.I with Microbiology exercise
essential laboratory & Pathology
tests at the primary care
level for KFD
23.Describe and discuss the Lecture- CM 8.1 V.I with General Written/
epidemiological and 10 Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests for Nipah Virus,
Brucellosis and Human
Salmonellosis
24.Describe and discuss the SGD-14 CM 8.1 V.I with General Epidemiolo Written/
epidemiological and Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of & Pathology
essential laboratory
tests for Rabies
25.Describe and discuss the Lecture- CM 8.1 V.I with General Written/
epidemiological and 11 Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests for Leptospirosis,
144
 Plague,
Rickettsialdiseases
26.Describe and discuss the SGD-15 CM 8.1 V.I with General Epidemiolo Written/
epidemiological and Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of & Pathology
essential laboratory
tests for Trachoma and
Tetanus
27.Describe and discuss the Lecture- CM 8.1 V.I with General Written/
epidemiological and 12 Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests for Taeniasis,
Hydatid disease and
Leishmaniasis
28.Describe and discuss the SGD-16 CM 8.1 V.I with General Epidemiolo Written/
epidemiologyof Medicine &Paediatrics gical Viva-voce
Leprosy till diagnosis H.I with Microbiology exercise/
& Pathology CSCD
29.Describe and discuss the SGD-17 CM 8.1 & V.I with General Epidemiolo Written/
epidemiological and 8.3 Medicine &Paediatrics gical Viva-voce
control measures for H.I with Microbiology exercise/
Leprosy and describe & Pathology CSCD
and discuss NLEP
30.Describe and discuss the SGD-18 CM 8.1 & V.I with General Epidemiolo Written/
epidemiological and 8.3 Medicine &Paediatrics gical Viva-voce
control measures H.I with Microbiology exercise
including the use of &Pathology
essential laboratory
tests for STD along
with syndromic
approach
31.Describe and discuss the Lecture- CM 8.1 V.I with General Written/
epidemiological and 13 Medicine &Paediatrics Viva-voce
control measures H.I with Microbiology
including the use of & Pathology
essential laboratory
tests for endemic
treponematosis – Yaws
eradication programme
32.Describe and discuss the SGD-19 CM 8.1 V.I with General Epidemiolo Written/
epidemiology of Medicine &Paediatrics gical Viva-voce
HIV/AIDS including H.I with Microbiology exercise
the use of essential & Pathology
laboratory tests
33.Describe and discuss the SGD-20 CM 8.1 V.I with General Epidemiolo Written/
epidemiological and Medicine &Paediatrics gical Viva-voce
control measures for 145 H.I with Microbiology exercise
 HIV/AIDS & Pathology
34.Describe and discuss SGD-21 CM 8.1 & V.I with General Epidemiolo Written/
NACP 8.3 Medicine &Paediatrics gical Viva-voce
H.I with Microbiology exercise
& Pathology
35.Describe and discuss SGD-22 CM 8.1 V.I with General Epidemiolo Written/
emerging and re- Medicine &Paediatrics gical Viva-voce
emerging Infectious H.I with Microbiology exercise
diseases. & Pathology

36.Describe and discuss SGD-23 CM 8.1 V.I with General Epidemiolo Written/
Hospital acquired Medicine &Paediatrics gical Viva-voce
infections H.I with Microbiology exercise
& Pathology
37.Describe and discuss the SGD-24 CM 8.2 V.I with General Epidemiolo Written/
epidemiological and Medicine gical Viva-voce
control measures exercise/
including the use of CSCD
essential laboratory
tests for Cardiovascular
diseases and Coronary
heart disease
38.Describe and discuss the SGD-25 CM 8.2 V.I with General Epidemiolo Written/
epidemiological and Medicine gical Viva-voce
control measures exercise/
including the use of CSCD
essential laboratory
tests for Diabetes
Mellitus and Obesity
39.Describe and discuss the SGD-26 CM 8.2 V.I with General Epidemiolo Written/
epidemiological and Medicine gical Viva-voce
control measures exercise/
including the use of CSCD
essential laboratory
tests for Hypertension
40.Describe and discuss the Lecture- CM 8.2 V.I with General Written/
epidemiological and 14 Medicine Viva-voce
control measures
including the use of
essential laboratory
tests for Stroke, RHD
and Cancer
41.Describe and discuss Lecture- CM 8.2 & V.I with General Written/
NPCDCS 15 8.3 Medicine Viva-voce
42.Describe and discuss the SGD-27 CM 8.2 & V.I with General Epidemiolo Written/
epidemiological and 8.3 Medicine gical Viva-voce
control measures exercise
forVisual Impairment
and Blindness along
with control programme 146
 43.Describe and discuss the SGD-28 CM 8.2 V.I with General Epidemiolo Written/
epidemiological and Medicine gical Viva-voce
control measures for exercise
Accidents and Injuries
44. Describe and discuss SGD-29 CM 8.5 V.I with General PBL Written/
the principles of Medicine &Paediatrics Viva-voce
planning, implementing
and
evaluating control
measures for disease at
community level
bearing
in mind the public
health importance of the
disease
45. Describe the principles Lecture- CM 8.7 Written/
of management of 16 Viva-voce
information systems.
46. Educate and train health SGD-30 CM 8.6 Family Skill-
workers in disease Study assessment
surveillance, control &
treatment and health
education.
47. Observe the reporting SDL-1 CM 8.6 Assignment Written/
of IDSP in our hospital Viva-voce
and health centres

Note: SGD- Small group discussion (12)

Note: L- Lecture (15); SGD- Small group discussion (30); SDL-Self-directed learning (1)

Sl No. Classes Teaching Compet Integration Misc. Assessment

method ency method
REPRODUCTIVE MATERNAL AND CHILD
HEALTH [CM 10 - 10.1 TO 10.9]
1. Describe the current Lecture-1 CM V.I with OBG Written/
status of Reproductive, 10.1 &Paediatrics Viva-voce
maternal, newborn and
Child Health
2. Enumerate and describe Lecture-2 CM V.I with OBG Written/
the methods of screening 10.2 &Paediatrics Viva-voce
high risk groups
and common health
problems
3. Describe local customs SGD-1 CM V.I with OBG Family Written/
and practices during 10.3 &Paediatrics Study Viva-voce
pregnancy, childbirth,
lactation and child
feeding practices
147
4. Describe the SGD-2 CM V.I with OBG CSCD Written/
reproductive, maternal, 10.4 &Paediatrics Viva-voce
newborn& child health
(RMNCH); child survival
and safe motherhood
interventions
5. Describe Universal SGD-3 CM V.I with Paediatrics Epidemiol Written/
Immunization Program; 10.5 ogical Viva-voce
Integrated Management exercise
of Neonatal and
Childhood Illness
(IMNCI) and other
existing
Program including
RBSK, BFHI, IYCF
6. Observe and classify SDL-1 CM V.I with Paediatrics Assignmen Written/
neonatal and childhood 10.5 t Viva-voce
illnesses in our hospital/
health centres according
to IMNCI
7. Describe the physiology, SGD-4 CM Tutorial Written/
clinical management and 10.8 Viva-voce
principles of
adolescent health
including ARSH, RKSK,
WIFS
8. Describe and discuss SGD-5 CM Tutorial Written/
gender issues and women 10.9 Viva-voce
empowerment including
gender bias
9. Describe and discuss SGD-6 CM V.I with Paediatrics Tutorial Written/
NRHM 10.5 Viva-voce
10. Describe and discuss SGD-7 CM V.I with Paediatrics Tutorial Written/
NUHM 10.5 Viva-voce
11. Describe and discuss Lecture-3 CM V.I with Paediatrics Written/
NHM 10.5 Viva-voce
12. Describe and discuss Lecture-4 CM V.I with Paediatrics Written/
Ayushman Bharat 10.5 Viva-voce
13. Describe and discuss Lecture-5 CM V.I with Paediatrics Written/
INAP 10.5 Viva-voce
14. Describe and discuss SGD-8 CM V.I with Paediatrics Tutorial Written/
various public health 10.5 & Viva-voce
legislations MTP Act and 20.4
PNDT Act, PFA Act and
CP Act
15. Describe and discuss Lecture-6 CM V.I with OBG Written/
School health program 10.4 & &Paediatrics Viva-voce
10.5
16. Describe and discuss Lecture-7 CM V.I with OBG Written/
148
 Behavioral problems and 10.4 & &Paediatrics Viva-voce
Handicapped children and 10.5
ICF
17. Describe and discuss Lecture-8 CM V.I with OBG Written/
prevention of congenital 10.4 &Paediatrics Viva-voce
malformations and
describe and discuss
rights of persons with
disabilities bill-2016,
18. Describe and discuss Lecture-9 CM V.I with OBG Written/
children in difficult 10.4 &Paediatrics Viva-voce
circumstances, battered
baby syndrome, the
children act 1960 and
National policy for
children, rights of women
and children
19. Describe and discuss Lecture- CM V.I with OBG Written/
Juvenile delinquency and 10 10.4 &Paediatrics Viva-voce
Juvenile justice act 1986,
2000 & 2015
20. Describe and discuss SGD-9 CM V.I with OBG Tutorial Written/
Street children, Refugee 10.4 &Paediatrics Viva-voce
and displaced children,
Child labor and child
exploitation, child
trafficking, child
marriage, Child abuse
21. Describe and discuss SGD-10 CM V.I with OBG Tutorial Written/
Child guidance clinic and 10.4 &Paediatrics Viva-voce
child placement
22. Describe and discuss Lecture- CM V.I with Paediatrics Written/
MNP and 20 11 10.5 Viva-voce
pointprogramme
23. Describe and discuss Lecture- CM V.I with OBG Written/
tribal Health 12 10.4 & &Paediatrics Viva-voce
10.5

Note: L- Lecture (10); SGD- Small group discussion (10); SDL-Self-directed learning (1)

Sl No. Classes Teaching Compete Integration Misc. Assessment

method ncy
GERIATRIC SERVICES [CM 12 - 12.1 TO 12.4]
149
 1. Define and describe the Lecture-1 CM 12.1 V.I with General Written/
concept of Geriatric Medicine Viva-voce
services
2. Describe health problems SGD-1 CM 12.2 V.I with General CSCD Written/
of aged population Medicine Viva-voce
3. Describe the prevention SGD-2 CM 12.3 V.I with General CSCD Written/
of health problems of & 12.4 Medicine Viva-voce
aged population.
Describe National
program for elderly
Note: L- Lecture (1); SGD- Small group discussion (2)

Sl No. Classes Teaching Compete Integration Misc. Assessment

method ncy
HOSPITAL WASTE MANAGEMENT [CM 14 -
14.1 TO 14.3]
1. Define and classify Lecture-1 CM 14.1 H.I with Microbiology Written/
hospital waste Viva-voce
2. Describe various methods SGD-1 CM 14.2 H.I with Microbiology Field visit Written/
of treatment of hospital Viva-voce
waste
3. Describe laws related to SGD-2 CM 14.3 H.I with Microbiology Field visit Written/
hospital waste Viva-voce
management
4. Observe the hospital SDL-1 CM 14.2 H.I with Microbiology Assignmen Written/
waste management done t Viva-voce
at hospital/ Maridi

150
Note: L- Lecture (1); SGD- Small group discussion (2); SDL-Self-directed learning (1)

Sl No. Classes Teaching Competency Integration Misc. Assessment

method
HEALTH PLANNING AND MANAGEMENT [CM 16 -
16.1 TO 16.4]
1. Define and describe the Lecture-1 CM 16.1 Written/
concept of Health Viva-voce
planning
2. Describe planning cycle Lecture-2 CM 16.2 Written/
Viva-voce
3. Describe Health SGD-1 CM 16.3 Tutorial Written/
management techniques Viva-voce
4. Describe health planning SGD-2 CM 16.2 Tutorial Written/
in India and National Viva-voce
policies related to
health and health
planning
Note: L- Lecture (2); SGD- Small group discussion (2)
Note: L- Lecture (6); SDL-Self-directed learning (1)

Sl No. Classes Teaching Competency Integration Misc. Assessment

Sl No. Classes Teaching Competency Integra Misc. Assessment

method tion
HEALTH CARE OF THE COMMUNITY [CM 17 - 17.1 TO
17.5]
1. Define and describe the Lecture-1 CM 17.1 Written/
concept of health care to Viva-voce
community
2. Describe community Lecture-2 CM 17.2 Written/
diagnosis Viva-voce
3. Describe primary health Lecture-3 CM 17.3 Written/
care, its components and Viva-voce
principles
4. Describe National policies Lecture-4 CM 17.4 Written/
related to health and health Viva-voce
planning and
millennium development
goals
5. Describe Sustainable Lecture-5 CM 17.4 Written/
development goals Viva-voce
6. Describe health care Lecture-6 CM 17.5 Written/
delivery in India Viva-voce
7. Observe the health care SDL-1 CM 17.5 Assignment Written/
delivery in different level of Viva-voce
health systems at primary,
secondary and tertiary
151
 method
RECENT ADVANCES IN COMMUNITY MEDICINE
[CM 20 - 20.1 TO 20.4]
1. List important public SDL-1 CM 20.1 Assignmen Written/
health events of last t Viva-voce
five years
2. Describe various issues SGD-1 CM 20.2 Tutorials Written/
during outbreaks and Viva-voce
their prevention
3. Describe any event Lecture-1 CM 20.3 Written/
important to Health of Viva-voce
the Community
4. Discuss the laws Lecture-2 CM 20.4 Written/
pertaining to practice Viva-voce
of medicine
5. Demonstrate SGD-2 CM 20.4 Tutorials Written/
awareness about laws Viva-voce
pertaining to practice
of medicine such as
Clinical establishment
Act and Human Organ
Transplantation Act
and its implications
Note: L- Lecture (2); SGD- Small group discussion (2); SDL-Self-directed learning (1)

Specific Learning Objectives for 3rd Professional, Part - I

CM 4 - Principles of Health Promotion & Education

Competency4.1:
Describe various methods of health education with their advantages and limitations
Level: Knows How
Specific Learning Objectives
At the end of the session, the learner should be able to:
1. Define health education
2. Describe the various methods of health education
3. Describe the advantages and limitations of each health education method

Content and TL methods 152

 Sl Content TL methods Time allotted
No
1 Definition of health education Lecture discussion 05 minutes
2 Methods of health education Lecture discussion 30 minutes

3 Advantages and limitations of each Lecture discussion 10 mins

health education method

Evaluation
1. Long essay (example)
a. Discuss in brief the different methods of ‘Group Health Education’

2. Short essay (example)

a. Health education and health propaganda
b. Socratic and didactic methods in communication

3. Multiple choice questions (example)

a) In which method of group teaching, there is no active participation from learners:

i. Lecture
ii. Group discussion
iii. Symposium
iv. Role play

Competency 4.2
Describe the methods of organizing health promotion and education and counselling activities
at individual family and community settings

Level: Knows How

Specific Learning Objectives
At the end of the course, the learner should be able to:
1. Describe the methods of organizing health promotion and education and counselling
activities at Individual, family and community settings

2. Plan a health education session at Individual/ family / community settings by selecting

appropriate methods

3. Conduct a training session for given scenarios /target audience on the given topic

Content and TL methods

Sl No Content TL methods Time
allotted
1. Brief description of the methods of health Interactive 15 minutes
promotion and counselling activities at discussion
Individual, family and community settings
2. Allocation of scenarios for batches of 10 Interactive 15 minutes
students each. Students are asked to prepare a discussion
153
 training plan under the following headings:
• Topic
• Pre test
• Set induction
• Key messages
• Methodology to deliver the key messages
• Training material and other resources needed
• Time scheduling
• Post test
3 Development of training material by students Group work 30 minutes

4 Implementation of the training program Group 1 hour

presentation

Evaluation
1. Scores for the training program by faculty using a structured checklist that may include
the following
a. Quality of the training plan
b. Session objectives
c. Design of pretest and post test questions
d. Key messages
e. Implementation of the training program
f. Training material
g. Team work and coordination
h. Audience involvement

2. Similar scoring to be used for health education program during ROP and CHAP

Competency 4.3:

Demonstrate and describe the steps in evaluation of health promotion and education program

Level: Shows How

Specific Learning Objectives

At the end of the session, the learner should be able to:
1.Enumerate the steps in evaluation of health education program
2.Describe the steps in evaluation of health education program
3.Demonstrate and Apply the steps in evaluation of a health program

Content and TL methods

154
 Sl Content TL methods Time
No allotted
1. Steps in evaluation of health education program Interactive 15 minutes
discussion

2. Application of the steps in evaluation of health Interactive 30 minutes

promotion program : discussion
Following implementation of training program
(Competency4.2), Students are asked to evaluate the
sessions conducted by them

3 Debriefing by faculty Interactive 05 minutes

discussion

Evaluation
1. Scores for the evaluation session using a structured checklist

CM 06 - BASIC STATISTICS AND ITS APPLICATIONS

Competency 6.1: (1hr)

Formulate research question for the study.
Level – know how

Specific Learning Objectives

At the end of the session, the learner should be able to:
a)Introduction to health research and biostatistics
b)Difference between qualitative and quantitative approaches to research
c)Elements of research question
d)Steps in framing a research question, criteria in framing research question.
Evaluation:
Describe various steps in research methodology.

Competency 6.2:

Small group field activity (2hrs)

Level – Know how

Describe and discuss the principles and the methods, classification, interpretation and
presentation of statistical data.
Specific Learning Objectives
At the end of the session, the learner should be able to:
a) Making of questionnaire based on research
b) They will do the data collection using data questionnaire
c) How to classify the data.
d) Steps in analysis and interpretation
Competency 6.3:
155
Describe, discuss and demonstrate the application of elementary statistical methods including test
of significance in various study designs.
Level – Show how
Specific Learning Objectives
At the end of the session, the learner should be able to:
a) Able to calculate Mean, Median and Mode, Standard deviation, Standard error.
b) To know various methods of graphical representation of data.
c) To know various data entry tools- MS excel, Epinfo, Google forms, Google sheets.

EVALUATION:
1) Calculate mean,median and mode.
2) Describe Normal distribution curve.

Competency 6.4:
Enumerate, discuss and demonstrate common sampling techniques, simple statistical methods,
frequency distribution, measures of central tendency and dispersion.
Level – Show how
Specific Learning Objectives
At the end of the session, the learner should be able to:
a)To know various sampling techniques and sample error.
b)To know correlation and regression
c)Able to calculate chisquare test

EVALUATION:
1) Describe various sampling techniques.
2) Chisquare test

Epidemiology of Communicable and Non- Communicable diseases (CM 08)

Competency 8.1
Describe and discuss the epidemiological and control measures including the use of essential
laboratory tests at the primary care level for communicable diseases
Specific Learning Objectives
At the end of the course, the learner should be able to:
1. Describe the epidemiology of the following groups of communicable diseases
 Respiratory diseases
 Gastrointestinal infections
 Vector borne diseases
 Surface infections
2. Apply the concept of dynamics of disease control to the communicable disease under
the above groups
3. Describe the salient features of national programs for the prevention and control of
communicable diseases

Content
156
 Theory
1. Overview of communicable diseases
2. Epidemiology of the following communicable diseases……….
 Respiratory diseases
 Measles
 Tuberculosis
 Influenza
 Diphtheria
 Pertusis
 Gastrointestinal infections
 Cholera
 Typhoid
 Poliomyelitis
 Viral hepatitis
 Helminthiasis
 Vector borne diseases
 Malaria
 Dengue
 Surface infections
 HIV
 Leprosy
 Tetanus
 Zoonotic diseases
 Emerging and reemerging diseases
 Hospital acquired infections

………under the following headings

 Burden
 Epidemiological triad
 Chain of transmission for that disease
 How to break the chain of transmission
3. Explain the following national health programs…………..
 Revised national tuberculosis control program
 National polio surveillance program
 National vector borne disease control program
 National AIDS control program
...........under the following headings
 Relevance and need for the program
 Objectives
 Strategies
 Infrastructure for service delivery
 Monitoring and evaluation indicators

Practical
Discuss public health scenarios on the following:
 Respiratory diseases
 Gastrointestinal infections
 Vector borne diseases
 Surface infections

Clinico-social case discussions

157
 1. Dengue
2. Typhoid
3. Acute respiratory tract infection
4. Acute diarrheal disease
5. HIV
6. Rabies
For the above diseases, focus on the following:
 Clinical features
 Assessment of determinants
 Recommendations at individual, family and community level

Assessment questions
1. Which of the following disease is covered under the national vector borne disease
control program
a. Sleeping sickness
b. Kala azar
c. Yellow fever
d. Tick typhus
2. The population covered by a Tuberculosis Unit (TU) under RNTCP is
a. 500,000
b. 100,000
c. 50,000
d. 30,000
3. Purified Chick Embryo Cell Rabies vaccine is given by which of the following ways
a. Infiltration locally into the wound
b. Intramuscularly in the deltoid
c. Intramuscularly in the gluteal region
d. Subcutaneously in the abdomen
4. A district is classified under the category “Neonatal Tetanus Elimination” if it meets
which of the following criteria:
a. NNT rate <0.1/1000 live births, TT coverage >90% and attended deliveries
>75%
b. NNT rate <1/1000 live births, TT coverage >90% and attended deliveries
>75%
c. NNT rate <1/1000 live births, TT coverage >70% and attended deliveries
>50%
d. NNT rate <1/1000 live births, TT coverage >70% and attended deliveries
>75%
5. What is the WHO clinical staging of HIV disease in a in a person who is HIV positive and
has pulmonary tuberculosis?
a. Clinical stage 1
b. Clinical stage 2
c. Clinical stage 3
d. Clinical stage 4

158
Competency 8.2

Describe and discuss the epidemiological and control measures including the use of essential
laboratory tests at the primary care level for Non Communicable diseases (diabetes, Hypertension,
Stroke, obesity and cancer etc.)

Specific Learning Objectives

At the end of the course, the learner should be able to:
1. Explain the characteristics of a non communicable disease
2. Explain the meaning of the term “risk factor”
3. Describe the epidemiology of the following non communicable diseases
 Hypertension
 Diabetes
 Coronary heart disease
 Cancers
 Blindness
 Accidents
4. Apply the concept of levels of prevention to the above non communicable disease
5. Describe the salient features of national programs for the prevention and control of
NCDs

Essential content
Theory
2. Introduction to NCDs
 What are NCDs
 Characteristics
 Risk factor
 Prevention and control

3. Epidemiology, prevention and control of the following diseases……….

 Hypertension
 Diabetes
 Coronary heart disease
 Cancers
 Blindness
 Accidents

……..under the following headings

 Burden
 Time trends
 Place and person distribution
 Risk factors (and web of causation)
 Primordial, primary and secondary and tertiary prevention
 Key initiatives at international and national level

Practical
Case studies on diabetes, RHD and stroke
Clinico-social case discussions
1. Hypertension
2. Diabetes
3. Coronary heart disease
159
4. Stroke

For the above diseases, focus on the following:

 Clinical features
 Assessment of risk factors
 Anthropometric measurements
 Recommendations at individual, family and community level

Assessment questions
1. Tracking of hypertension is an example for :
a. Treatment Strategy
b. Evaluation Strategy
c. High Risk Strategy
d. Diagnostic Strategy

2. The true statement regarding a “Risk Factor” is:

a. Risk factors are the same as an agent in a non communicable disease
b. Risk factors are observable only after the onset of disease
c. Risk factors are significantly associated with the development of disease.
d. If a risk factor is modified, the probability of occurrence of the disease will not change.

3. Which of the following statements is TRUE :

A. HPV is implicated in the development of cancer cervix
B. Mycobacterium tuberculosis is implicated in the development of lung cancer
C. Plasmodium falciparum is implicated in the development of blood cancer
D. Infective agents are not implicated in the development of cancers

4. The type of time trend seen in coronary heart disease is:

A. Secular Trend
B. Cyclic Trend
C. Seasonal Trend
D. Periodic Trend

160
 Competency 8.3

Enumerate and describe disease specific National Health Programs including their
prevention and treatment of a case

Specific Learning Objectives

At the end of the course, the learner should be able to:
1. List the national health programs in India
2. Describe the objectives and strategies for the following national health programs
a. RMNCH+A
b. RNTCP
c. NVBDCP
d. NACP
e. NLEP
f. ICDS
g. NPCDCS
h. NBCP

Contents: (linked to competency 8.7)

Describe the salient features of the following national programs
a. RMNCH+A
b. RNTCP
c. NVBDCP
d. NACP
e. NLEP
f. ICDS
g. IDSP
h. NPCDCS
i. NBCP
j. NHM
…. under the following headings
• Need for national program (in terms of burden of problem)
• Objectives
• Strategies
• Infrastructure for service delivery and personnel at each level of care
• Monitoring indicators

Evaluation

Long essay (example)

1. Describe the strategies under RMNCH+A to prevent maternal deaths in India.

Short essay (example)

1. Daily drug regimen under RNTCP

161
 Competency 8.4

Describe the principles and enumerate the measures to control a disease epidemic

Specific Learning Objectives

At the end of the session, the learner should be able to:
1. To be able to list the definition of epidemic
2. To be able to list the steps of investigation out break
3. To be able to list the factors leading to an outbreak in the community
Content:
1. Definition of epidemic, endemic and sporadic
2. Objectives of an epidemic investigation
3. 10 Steps of an outbreak investigation with example
4. Epidemiological case sheet
5. Epidemic curve
6. Report writing
7. List the control measures based on the epidemic with actual examples

Assessment:
1. Prepare an epidemiological case sheet for an outbreak of food poisoning in the hostel

Competency 8.5:
Describe and discuss the principles of planning, implementing and evaluating control measures for
disease at community level bearing in mind the public health importance of the disease
Level: Knows
Specific Learning Objectives
At the end of the session, the learner should be able to:
4. Describe the meaning of the terms “control”, “elimination” and “eradication” of disease
5. List the problems of public health importance in India
6. Describe the steps of the planning cycle (Link to competency 16.2 on planning cycle) and
apply the steps of the planning cycle to common problems of public health importance
7. Describe the methods to prevent and control disease with two examples (one communicable
and one non communicable disease)
8. Describe the strategies being used in the corresponding national program for the control of
the two diseases chosen in SLO 5 (Link to competency 8.3 on national health programs)
9. Describe the steps in evaluation of a health program
10. Apply the steps in evaluation of a health program
Content and TL methods
Sl Content TL methods Time allotted
No
1 Meaning of “control”, Lecture discussion 30 minutes
“elimination” and “eradication” (Theory, 2 Professional)
nd

of disease
2 Problems of public health Lecture discussion 30 minutes
importance in India (Theory, 2nd Professional)

3 Application of the steps of Large group activity and 2 hours

planning cycle to a public health interactive discussion
162
 problem (Theory, 2nd Professional)
4 Prevention and control of Small group activity (UOP, 1 hour
disease (with two examples - 2nd Professional)
one communicable and one non
communicable disease)
5 Strategies used in the Small group activity (UOP, 1 hour
corresponding national program 2nd Professional)
for the control of the two
diseases chosen in SLO 4
6 Steps in evaluation of a health Small group activity 30 minutes
program (Practicals,3ndProfessional)
7 Application of steps in Small group activity 1 hour
evaluation of a health program (Practicals3nd Professional)
to a health program

Evaluation
4. Long essay (example)
a. Describe the epidemiology, prevention and control of tuberculosis
b. You are the district health officer of Kolar district. Describe the steps in evaluating a
campaign for the prevention and control of cardiovascular diseases your district.

5. Short essay (example)

a. National immunization day
b. Steps to be followed by ANM to plan a VHSND in a village

6. Multiple choice questions (example)

a. Use of chemoprophylaxis in malaria is an example for
i. Primordial prevention
ii. Primary prevention
iii. Secondary prevention
iv. Tertiary prevention
Integration
• Medicine
• Microbiology
• Pharmacology

Competency 8.6
Educate and train health workers in disease surveillance, control &treatment and health
education

Level: Shows how

Specific Learning Objectives
At the end of the course, the learner should be able to:
4. Conduct a training session for health workers on the given topic

5. Conduct a health education program for a target audience (Link to competency 4.2 on health
promotion. Covered as a part of a) ROP – community program b) ROP – child to child
program and c) CHAP – health education in school)
163
Note :
a) Heath workers to include nursing aids, nurses, workers from allied health departments like
housekeeping, laundry etc, ASHAs, Anganwadi workers etc
b) The sessions will involve prior preparation by faculty to identify the target audience, topic,
evaluation material, chart paper, markers, permissions etc
c) The topic for health education will depend on the audience and will be allotted by faculty.
Suggested topics include handwashing, dengue, healthy lifestyle, tobacco control etc

Content and TL methods

Sl No Content TL methods Time allotted
1 Allocation of topic and division into Interactive 15 minutes
groups of 10 students each. Students discussion
are asked to prepare a training plan Practical, 3nd
on the allotted topic under the Professional
following headings:
• Topic
• Pre test
• Set induction
• Key messages
• Methodology to deliver the key
messages
• Training material and other
resources needed
• Time scheduling
• Post test
2 Development of training material by Group work 1 hour
nd
students Practical, 3
Professional
3 Review of training plan by faculty Group 45 minutes
presentation
Practical, 3nd
Professional
4 Implementation of the training Group 1 hour
program for the target audience presentation
Practical, 3nd
Professional
5 Debriefing by faculty Interactive 30 minutes
discussion

Evaluation
3. Scores for the training program by faculty using a structured checklist that may include
the following
a. Quality of the training plan
b. Session objectives
c. Design of pretest and post test questions
d. Key messages
e. Implementation of the training
164
program
 f. Training material
g. Team work and coordination
h. Audience involvement

4. Similar scoring to be used for health education program during ROP and CHAP

Integration
• Nursing & allied health sciences
• Government functionaries

Competency 8.7:

Describe the principles of management of information systems

Specific Learning Objectives

At the end of the session, the learner should be able to:
1. Define health management information system [HMIS]
2. List the uses of HMIS
3. Describe the flow of data in HMIS in the public health system in India
4. List the sources of health information in India

Content
1. Definition of HMIS
2. Distinction between data and information
3. WHO requirements for health information systems
4. Uses of HMIS
5. Sources of health information
6. HMIS in public health system in India
TL methods
Lecture discussion, 3nd Professional
Evaluation
1. Short essay (example)
a. Describe the uses of health information
b. Sample registration system
2. Multiple choice question (example)
a. Which of the following is an advantage of hospital records?
i. They are a good guide to the estimation of disease frequency in the community
ii. They provide good data on association between different diseases
iii. They provide data from patients from a defined catchment area
They provide uniform data from different types of hospitals

165
 Reproductive Maternal and Child Health (CM 10)

Competency 10.1:
Describe the current status of Reproductive, maternal, newborn and child health
Level: Knows
Specific Learning Objectives
At the end of the session, the learner should be able to:
a) Enumerate and discuss the indicators to measure the status of Maternal and child health-
MMR, PMR, NMR, PNMR, IMR and Under 5 Mortality rate
b) Define Maternal mortality rate and maternal mortality ratio.
c) Discuss the approaches for measuring maternal mortality.
d) Discuss the status of maternal mortality in India and rest of the world
e) Discuss the direct and indirect causes of maternal mortality
f) Discuss the global strategy for women’s , children’s and adolescents health(2016-2030)
g) Describe the various interventions to prevent and reduce maternal mortality
h) Define foetal deaths
i) Define still birth rate
j) Define Perinatal Mortality rate, neonatal and post neonatal mortality rate
k) Discuss causes of PMR, NMR and PNMR

Content and TL methods

Sl No Content TL methods Time allotted
1 Current status of Lecture 1 hour
Reproductive,
maternal, new
born and child
health

Evaluation
1. Define maternal mortality ratio and list the causes and preventive measures of MMR.
2. Enumerate causes of PMR, NMR and PNMR

Integration
Obstetrics and Gynaecology
Paediatrics

Competency 10.2:
Enumerate and describe the methods of screening high-risk groups and common health problems.
Level: Knows
Specific Learning Objectives
At the end of the session, the learner should be able to:
a) Enumerate the screening methods for high-risk groups among antenatal women.
b) Describe high risk approach in antenatal care
c) Discuss the preventive services for antenatal mother- Antenatal checkup, investigations and
prenatal advices.
166
 d) Enumerate common health problems among antenatal women and its management and
prevention- Iron deficiency anemia, PIH, GDM, Rh incompatibility
e) Discuss the complications of post- partal period and its management

Content and TL methods

Sl No Content TL methods Time allotted
1 The methods of Lecture 30 minutes
screening high-risk
groups among
antenatal women

2 Common health Lecture 30 minutes

problems among
antenatal women

Evaluation
1) Describe the screening methods for high risk antenatal women
2) Enumerate the common health problems among infants

Integration
Obstetrics and Gynaecology

Competency 10.3:
Describe local customs and Practices during Pregnancy, Child birth, Lactation and Child feeding
practices
Level: Knows
Specific Learning Objectives
At the end of the session, the learner should be able to:
a) Describe the Dietary Practices for a pregnant woman
b) List the Pre-natal customs and Practices in detail
c) List the Child Bearing Practices that a mother should know
d) Enumerate the importance of Institutional delivery
e) Enumerate the Advantages and Disadvantages of the Practice of Domiciliary Mid wifery services
f) Describe the Nutritional Practices of a Post-natal mother
g) Describe the practice of Post-natal exercises as well as the Psychological and Social support in a
Post-natal women
h) Enumerate the Benefits of the Practice of “Rooming In”
i) Enlist the Advantages of Practice of Breast Feeding both Exclusive Breast Feeding and later
j) Describe the various Family Planning Practices that a mother should adopt, according to her
convenience.
167
 Content and TL methods
Sl Content TL methods Time allotted
No
1 Prenatal Lecture 30 minutes
customs
and
practices
2 Child Lecture 30 minutes
bearing
practices
and Child
care

Evaluation
1) Enlist the Advantages of Practice of Breast Feeding both Exclusive Breast Feeding and later
2) Enumerate the Benefits of the Practice of “Rooming In”

INTEGRATION
Obstetrics and Gynaecology
Paediatrics

Competency 10.4:
Describe the RMNCH and CSSM interventions
Level: Knows
Specific Learning Objectives
At the end of the session, the learner should be able to:

I REPRODUCTIVE
1)Enlist causes of STI
2)Describe the syndromic approach
3)Enumerate various FP methods
II MATERNAL HEALTH
1) Enlist objectives of Antenatal Care
2) Enlist objectives of Intra natal Care and Postnatal Care
3) Define Maternal Mortality Rate (MMR) and describe causes of maternal mortality
4) List out preventive services for mothers
5) Describe High Risk Approach
6) Describe Essential and Emergency Obstetric Care
III NEWBORN
1)Describe Essential New Born Care
2)Discuss Baby Friendly Hospital Initiative
3)Define Exclusive Breastfeeding
IV CHILD
1)Define IMR and discuss causes of infant mortality and its prevention.
2)Discuss causes of Under-five mortality
3)Discuss causes and prevention of ARI and diarrhoeal diseases
4)List objectives of Under-five clinics
5)Demonstrate ORS preparations
6)Classify ARI and diarrhoeal diseases
V ADOLESCENT 168
1)Enlist adolescent health problem
2)Describe adolescent health program

Content and TL methods

Sl Content TL methods Time allotted
No
1 STI and Family Lecture 60 minutes
planning methods

2 Antenatal, Intranatal Lecture 90 minutes

and Postnatal care

3 Newborn care, Child Lecture 90 minutes

and Adolescent
health

Evaluation
1) Describe Essential New Born Care and Discuss Baby Friendly Hospital Initiative
2) Discuss causes and prevention of ARI and diarrhoeal diseases

Integration
Obstetrics and Gynaecology
Paediatrics

Competency 10.5:
Level: Shows how
Specific Learning Objectives
A. UNIVERSAL IMMUNIZATION PROGRAMME
At the end of the session, the learner should be able to:
11. Outline the National Immunization Schedule .
12. Explain goals and targets of Mission Indradhanush and Intensified Mission Indradhanush.
13. Describe schedule, dose, route, site of administration, storage and AEFI of different vaccines.
14. Identify different components of Cold Chain.

Content and TL methods

Sl Content TL methods Time allotted
No
1 National immunization Small group 30minutes
schedule discussion
2 Visit to UHTC and Small group 60 minutes
Demonstrate steps in activity and
vaccine administration interactive
and storage discussion
3 Steps in surveillance of Small group 30 minutes
AFP and reporting and discussion
management of AEFI

Evaluation 169
 7. Long essay (example)
a. Describe universal immunization programme. Explain components of cold chain
maintenance. Add a brief note on vaccine vial monitoring (VVM).
b. For a case of Acute Flaccid Paralysis (AFP) , describe the steps for AFP surveillance
and measures for prevention and control of further cases.

8. Short essay (example)

a. National immunization day.
b. Write a brief note on AEFI.

9. Multiple choice questions (example)

a. Which of the following is the most heat sensitive vaccine among the below :
i. OPV
ii. JE Vaccine
iii. DPT
iv. DT

Integration
• Paediatrics
• Obstetrics

B.INTEGRATED MANAGEMENT OF NEONATAL AND CHILDHOOD ILLNESS (IMNCI)

At the end of the session, the learner should be able to:
• Enlist the principles of IMNCI.
• Classify the childhood illnesses according to colour coding of IMNCI.
• Describe salient features of NavjatShishu Suraksha Karyakram, Janani Shishu Suraksha
Karyakram, Baby Friendly Hospital Initiative
• Interpretation of growth charts.

Content and TL methods

Sl Content TL methods Time allotted
No
1 IMNCI-STRATEGY, STEPS, SMALL GROUP 30 Minutes
COMPONENTS DISCUSSION
2 IMNCI CASE MANAGEMENT SMALL GROUP 30 minutes
WITH SCENARIO ACTIVITY AND
INTERACTIVE
DISCUSSION
3 NEWBORN & CHILD HEALTH SMALL GROUP 30 minutes
PROGRAMS DISCUSSION
4 GROWTH MONITORING & SMALL GROUP 30 minutes
GROWTH CHART DISCUSSION

Evaluation
1. Visit to uhtcpaediatricopd to classify of illness of children according to color coding of
IMNCI. 170
 2. Interpreting growth charts.
Long Essay:
1. Describe the strategy, steps and components of IMNCI.
Short Essay:
1. Note on Baby Friendly Hospital Initiative.
Multiple choice:
1. NavjatShishu Suraksha karyakram addresses the below except:
a) Care of baby at birth
b) Care of antenatal mother
c) Prevention of hypothermia
d) Transport of neonates

Integration
• PAEDIATRICS

CM10.6 Enumerate and describe various family planning methods, their advantages and
shortcomings
Domain – Knowledge,
Level - Knows How,
Core competency – Y

Specific Learning objectives

At the end of the session the learner should be able to
1. Classify and enumerate the different Family planning methods / contraception (Spacing
methods and Permanent methods)
2. Describe the various family planning methods – including ideal candidates for each method
3. Enumerate the disadvantages and failure rates for the family planning methods
4. Explain the concept of failure rates of contraceptives (Pearl index) and the method of
calculating the same
5. Describe Medical termination of Pregnancy, its legal basis. The circumstances/ indications
under which it can be performed. The setting where it can be performed and qualifications to
perform the same. The role of MTP in Reproductive and Child health care
6. Explain the concept of emergency contraception and various methods.

Content and teaching learning methods

Teaching Time
Sl Content
Method Allotted
1 List the contraceptive methods. SGD 1 hour
Describe ‘Condom’, ‘Mala N/Mala D’, ‘Saheli’ & ‘Antara’ under
the following headings (a) Description (b) Method of use (c)
Advantages (d) Disadvantages (e)Failure Rate (f) Social Marketing

2 Describe Contraceptive Methods ‘Copper T 380A’, ‘No Scalpel SGD 1 hour

Vasectomy’ & ‘Minilap’ under the following headings (a)
Description (b) Method of use (c) Advantages (d) Disadvantages
(e)Failure Rate (f) Incentives

171
 3 Describe the various methods of emergency contraceptive methods. Lecture 1 hour
Describe the various methods of Medical Termination of Pregnancy
(MTP).
Describe the circumstances under which MTP can be performed.
Describe the settings & qualifications required to perform MTP.
3 hrs

Evaluation

LONG ESSAY
1. Describe the contraceptive methods used for spacing under RCH.
2. Describe the terminal contraceptive methods.

SHORT ESSAY
1. Describe ‘Condom’ under the following headings (a) Description (b) Method of use (c)
Advantages (d) Disadvantages (e)Failure Rate (f) Social Marketing
2. Describe ‘Mala N/Mala D’ under the following headings (a) Description (b) Method of use (c)
Advantages (d) Disadvantages (e)Failure Rate (f) Social Marketing
3. Describe ‘Saheli’ & ‘Antara’ under the following headings (a) Description (b) Method of use (c)
Advantages (d) Disadvantages (e)Failure Rate
4. Describe ‘Copper T 380A’ under the following headings (a) Description (b) Method of use (c)
Advantages (d) Disadvantages (e)Failure Rate
5. Describe ‘No Scalpel Vasectomy’ under the following headings (a) Description (b) Method of
use (c) Advantages (d) Disadvantages (e)Failure Rate (f) Incentives
6. Describe ‘Minilap’ under the following headings (a) Description (b) Method of use (c)
Advantages (d) Disadvantages (e)Failure Rate (f) Incentives
7. Describe the various methods of emergency contraceptive methods.
8. Describe the various methods of Medical Termination of Pregnancy (MTP).
9. Describe the circumstances under which MTP can be performed.
10. Describe the settings & qualifications required to perform MTP.

MCQs
1)What is the maternal mortality rate (MMR) of India according to SRS(2018-2020)?
a) 113/1, 00,000 live births
b) 173/100,000 live births
C] 188/100,000 live births
D] 211/100,000 live births

2) What is the Infant Mortality Rate[IMR] of India according to SRS(2018-20)?

a) 57/ 1000 live births
b) 57/one lakh live births
c) 32/1000 live births
d) 32/one lakh live births

3) All the following are prelacteal feeds EXCEPT

a) Honey
b) zamzam
c) Sugar
d) Colostrums
172
4) According to WHO Exclusive breast feeding to be continued till
a) 1 year
b) 6 months
c) 5 months
d) 4 months

5) What is the route of administration of Rotaviral vaccine ?

a)Intramuscular
b) Subcutaneous
c) Intradermal
d) Oral

Integration – no integration has been suggested in the NMC document

CM 10.7 Enumerate and describe the basis and principles of the Family Welfare Program
including the organization, technical and operational aspects
Domain – Knowledge,
Level - Knows How,
Core competency – Y

Specific Learning objectives

At the end of the session the learner should be able to
1. Describe the historical evolution of family planning/ family welfare programme in India
2. Define family planning. Explain the sociological and demographical basis of family
planning
3. Explain how family planning programme is planned at various levels (National, State,
District and PHC level, including various fertility related statistics)
4. Explain how family planning programme is implemented at the district level and below
5. Explain basics of evaluation of family planning programme (needs, plans, performance,
effects and impact)
6. Explain the National Population Policy – historical evolution, current NPP2000. Goals,
objectives and targets
Content and teaching learning methods
Sl Content TL methods Time allotted
No
1 Definition, demographic & Lecture 30 mins
Sociological basis of family
planning in India and evolution of
FP/FW program
2 Indicators used for calculation of Practical / Lecture 60 mins
Family welfare targets. Actual
calculation of eligible couple
number, indenting of FP methods
3 Organizational pattern of Family SDL 30 mins
planning Program at District level
and below.
4 Community needs assessment Lecture 60 Mins
survey. Types & Steps of health
173
 program evaluation
5 NPP 2000 Historical evolution, Lecture 30 mins
current NPP2000. Goals,
objectives and targets

3 hrs 30 mins

Evaluation
Long Essay
Describe the goals, objectives and targets of National Population policy 2000. (2+3+5)
Short Essay
MCQs
1) Failure rate of Copper- T is
a) 0.8%
b) 0.5%
c) 1%
d) 2%

2) The IUD used in PHC under the National Programme is

a) Copper T 220C
b) Copper T 380A
c) Copper T 200B
d) Multiload 375

3) Mechanism of action of OCPS is

a) Prevent the release of ovum form the ovary
b) Cervical mucus thickening
c) Inhibit tubal motility
d) All of the above

4) The drugs used as post coital pills EXCEPT

a) Levonorgestrol 0.75mg
b) Ethinyl estradiol 50mcg
c) Mifepristone 10mg
d) Misoprostol 35mcg

5) The effectiveness of MALA D and MALA N is

a) 100%
b) 80%
c) 90%
d) 70%

Integration – no integration has been suggested in the NMC document

CM 10.8 Describe the physiology, clinical management and principles of adolescent health
including ARSH (total hrs of teaching required 2 hrs 30 mins)
Domain – Knowledge,
174
Level - Knows How,
Core competency – Y

Specific Learning objectives

At the end of the session the learner should be able to
1. Enumerate the physiological changes taking place during adolescence in male and females
and how it is assessed
2. List the priority interventions under Adolescent Health Programme and describe the
various services provided at clinic, outreach/ sub center, family and community level
3. Explain the need for a separate adolescent reproductive and sexual
healthprogramme(ARSH) under RMNCH+A and how it is to be delivered.
4. Explain the topics to be covered while counseling for adolescent health.
5. Describe the global strategy for women’s, children’s and adolescents’s health 2016-2030
Content and teaching learning methods
Sl Content TL methods Time allotted
No
1 Physiological changes in Lecture 15 min
adolescence and its assessment
2 Adolescent health programme – Lecture, SGD, Field 30 min
components and services delivered visits
3 Sensitivity involved in delivering SGD 45 min
reproductive and sexual health
programme for adolescents,
components of ARSH,
service delivery in PHCs, CHCs,
THs and District Hospitals
4 Counselling Adolescents – steps in SGD 45 mins
counselling, contents of adolescent
health education (physiological
changes, changes in personality,
both males and females, general
health, reproductive and sexual
health, counselling regarding not
using habit forming substances)
5 Global strategy for Women’s, Lecture 15 mins
children’s and adolescents’ health
2016-2030
2hrs 30mins (total)

Evaluation
Long Essay
Describe Health needs and problems of adolescents. (5+5)
Short Essay
MCQs 175
1) Under the MTP Act Medical termination is allowed up to
a) 18 weeks
b) 20 weeks
c) 24 weeks
d) 28 weeks

2) How many days after normal delivery can copper T be inserted?

a) Immediately after delivery
b) After 1& half months
c) After 3 months
d) After 9 months

3) Content of MALA D is
a)Ethinyl Estradiol 0.03mg &Levonorgestrol 0.3mg
b) Ethinyl Estradiol 0.3mg &Levonorgestrol 0.03mg
c) Ethinyl Estradiol 0.1mg &Levonorgestrol 0.33mg
d) Ethinyl Estradiol 0.03mg &Levonorgestrol 0.1mg

4) What is cafeteria approach in National Family Welfare Programme?

a) Giving the option to couples to choose for contraceptives
b)Advising them to choose a right contraceptive
c) Giving the advantages and disadvantages of different contraceptives and giving them option to
choose
d) none of the above

5) The present National Family Welfare Programme is under

a) NRHM
b) RMNCHA
c) National Family Planning Programme
d) NHM
Integration – no integration has been suggested in the NMC document

CM10.9 Describe and discuss gender issues and women empowerment

Domain – Knowledge,
Level - Knows How,
Core competency – Y

Specific Learning objectives

At the end of the session the learner should be able to
1. Explain the difference between “sex” and “gender” in terms of biological and social
perspective.
2. Explain the difference between patriarchal and matriarchal societies with positive and
negative aspects of both.
3. Explain how “gender” is a determinant of health and why it has been mentioned
(specifically women and children) in the Directive principles of state policy of the
Constitution of India
4. Describe the concept of women empowerment with examples
Content and teaching learning methods
sl.no Content TL Methods Time allocated
176
 1 Explain the difference between sex Lecture/SGD 30minutes
and gender in terms of biological
and social perspective

2 Explain the difference between SGD 30minutes

patriarchal and matriarchal society
and its adv and disadvantages
3 Explain how gender is the Lecture 1 hour
determinant of health and why the
importance of girl child have been
mentioned as the directive policy
of constitution of India
4 Discuss the concept of women Small group discussion 30 minutes
empowerment and role of self help
group in empowering women
5 Explain about gender bias and Group discussion 30 minutes
medical and social problem faced
by girl child at different ages
3 hrs

Evaluation
Long Essay
Define sex ratio. Describe socio-cultural determinants of sex ratio in India. Add a note on steps taken
for women empowerment. (2+4+4).Short Essay
MCQs
1)Habit disorders are all EXCEPT
a)Thumb sucking
b) bed wetting
c) nail-biting
d)day-dreaming

2) Juvenile means a boy who has not attained the age of

a) 16 years
b) 18 years
c) 21 years
d)25 years

3. Beneficiaries of Integrated child development scheme are all EXCEPT

a) Pregnant women
b) Children less than 6 years of age
c) Children 7-14 years of age
d) Nursing mothers

4. Components of UJJAWALA scheme to combat child trafficking are

a) Rescue
b) Rehabilitate
c) Reintegrate
d) Repatriation
e) All of the above
177
5. All are ACTS to preserve the rights of the children in India except
a) Child labour (prohibition and regulation) ACT
b) Child Placement ACT
c) Juvenile justice ACT
d) Children ACT
Integration – no integration has been suggested in the NMC document

For CM 10.1 to CM 10.9 (total 21 hrs – Lecture 10 hrs and SGD/ Practicals/ SDL – 11hrs)

GERIATRIC SERVICES [(CM 12) - 12.1 TO 12.4]

Sl No. Classes Teaching Competency Integration Misc. Assessment
method
GERIATRIC SERVICES [CM 12 - 12.1 TO 12.4]
1 Define and describe the Lecture-1 CM 12.1 V.I with Written/
concept of Geriatric services General Viva-voce
Medicine
2 Describe health problems of SGD-1 CM 12.2 V.I with CSCD Written/
aged population General Viva-voce
Medicine
3 Describe the prevention of SGD-2 CM 12.3 & V.I with CSCD Written/
health problems of aged 12.4 General Viva-voce
population. Medicine
Describe National program
for elderly

Competency 12.1:
Define and describe the concept of Geriatric services
Specific Learning Objectives
At the end of the session, the learner should be able to:
1. Delineate the age group that is described as elderly.
2. Discuss the characteristic features of geriatric health care services
3. Discuss the challenges in providing geriatric health care services.

Content
1. Who can be called an elderly?
2. Classify the elderly as young old, old old and old older.
3. Discuss the impact of demographic and epidemiologic transition on providing geriatric
health care services
4. Discuss accessibility, availability, acceptability and quality of health care services with
respect to geriatric health services
5. Discuss the economic, logistic, psychosocial, socio cultural challenges in providing
geriatric health care services.
6. Discuss comprehensive geriatric health care services.

TL methods
Lecture discussion or SGD 6th term
Evaluation
178
 3. Short essay(example)
Discuss the implications of demographic transition on health services.

4. Multiple choice question (example)

Proportion of elderly in India as per 2011 census is
a. 7.4%
b. 8.0%
c. 8.6%
d. 9.0%
Ans: c

Competency 12.2:
Describe health problems of aged population
Specific Learning Objectives
At the end of the session, the learner should be able to:
1. Classify the problems faced by the elderly.
2. Discuss the health problems of the elderly

Content
1. Health problems due to ageing
2. Problems due to chronic illness.
3. Health problems specific to gender.

TL methods
Lecture discussion or SGD 6th term
Evaluation
1. Short essay(example)
Discuss the health problems of the elderly.

2. Multiple choice question (example)

Of the following diseases select the one that is not the primary disease of elderly age group.
(a) Parkinsonism (b) Alzheimer’s (c) Multiple sclerosis (d) Cerebrovascular disease
Ans: C

Competency 12.3 & 4:

Describe the prevention of health problems of aged population.

Describe National program for elderly
Specific Learning Objectives
At the end of the session, the learner should be able to:
1. Explain the concept of healthy ageing
2. Describe the multipronged approach to prevention of health problems of the elderly
3. State the objectives and strategies of National health program for the aged.

Content
1. Multipronged approach for prevention of health problems of the elderly including health,
social sectors.
2. Concept of healthy ageing
179
 3. Explain the policies and welfare programs applicable to elderly
4. Objectives, strategies and implementation of national program for the elderly
5. Importance of creation of elderly friendly environment in terms of elderly friendly
walkways, elderly friendly homes, elderly friendly public transport system
6. Discuss the policies for the elderly.
TL methods
Lecture discussion or SGD 6th term
Evaluation
1. Short essay(example)
State the objectives and discuss the strategies of National program for the elderly.

2. Multiple choice question (example)

Health communication regarding prevention and control of health problems of elderly should
be targeted to:
(a) Elderly (b) People in late adulthood (c) Younger people (d) All of the above
Ans: d

HOSPITAL WASTE MANAGEMENT [CM 14 - 14.1 TO 14.3]

Sl Classes Teaching Competency Integration Misc. Assessment

No. method

1 Define and classify Lecture-1 CM 14.1 H.I with Written/

hospital waste Microbiology Viva-voce
2 Describe various SGD-1 CM 14.2 H.I with Field visit Written/
methods of treatment of Microbiology Viva-voce
hospital waste
3 Describe laws related to SGD-2 CM 14.3 H.I with Field visit Written/
hospital waste Microbiology Viva-voce
management
4 Observe the hospital SDL-1 CM 14.2 H.I with Assignment Written/
waste management done Microbiology Viva-voce
at hospital and Common
Biomedical Waste
Treatment
Facility(CBWTF)

180
Competency 14.1:

Define and classify hospital waste

Specific Learning Objectives
At the end of the session, the learner should be able to:
5. Define Biomedical Waste
6. Differentiate between Biomedical waste, Health care waste and Hospital waste
7. Describe effects of improper management of biomedical waste on environment and human
health.
8. Enlist the different types of waste generated in the hospital
9. Classify biomedical waste

Content
7. Definition of Biomedical waste, Health care waste and Hospital waste
8. Effect of improper management of Biomedical waste on the environment such as Air, water
and soil pollution.
9. Effect of Persistent organic pollutants on human health in terms of cancers and endocrine
disorders.
10. List the different types of waste generated in the Hospital
11. Classification of biomedical waste as per WHO classification and BMWM Rules 2016
TL methods
Lecture discussion or SDL, 6th term
Evaluation
5. Short Answer (example)
• Define Biomedical waste
• Enlist the different categories of waste generated in a hospital
• Classify biomedical waste

6. Multiple choice question (example)

Competency 14.2:

Describe various methods of treatment of hospital waste

Specific Learning Objectives
At the end of the session, the learner should be able to:
1. Enlist the various methods of treatment of Biomedical waste.
2. Explain the advantages and disadvantages between burn and non burn technologies for
treatment of biomedical waste
3. Explain the importance of pre-treatment of certain categories of Biomedical waste.

Content
1. Describe the available technologies for treatment of various categories of biomedical
waste such as- Chemical treatment, Incineration, disinfection and shredding.
2. Describe the working of incineration and the difference between incineration and burning.
3. Describe the working of autoclave and microwave. Discuss the difference between
sterilization and disinfection.
4. Discuss the advantages and disadvantages of autoclave and microwave over incineration
5. Discuss the treatment methods available for waste water treatment from the hospital
181
 6. Discuss specifically the treatment to be followed as per the BMWM Rules 2016 for the
various categories of waste.
TL methods
Lecture discussion6th term
Evaluation
7. Short essay(example)
Describe the process of incineration for Biomedicalwaste treatment

8. Multiple choice question (example)

Microwave is not suitable for treatment of _____________

a. Clinical lab wastes
b. Chemotherapeutic wastes
c. Sample collection containers
d. Items contaminated with blood

Answer: b. Chemotherapeutic wastes

The sources of waste water from the hospital are ________________.
i. Laundry
ii. Laboratories
iii. Operation theaters
iv. Hospital kitchen

a. i and iii
b. ii and iv
c. i,ii and iii
d. All of the above

Answer: c. i,ii and iii

The environmental risks of waste water from the hospital are __________
a. Pollute the water bodies
b. Emergence of microbial resistance.
c. Outbreaks of water borne diseases
d. All of the above

Ans d. All of the above

Competency 14.3:
Describe laws related to hospital waste management
Specific Learning Objectives
At the end of the session, the learner should be able to:
1. Describe the scope and applicability of BMWM Rules 2016.
2. Discuss the processes of segregation, collection, transportation and final disposal mechanisms
as per BMWM Rules 2016
3. Discuss the roles and responsibilities of Regulatory authorities in implementation of BMWM
Rules 2016

Content 182
 1. Describe the Scope and applicability of BMWM Rules 2016
2. Explain the role and process of segregation in Biomedical waste management as per
BMWM 2016.
3. Describe the process of collection and transportation as per BMWM Rules 2016
4. Describe the role of bar coding and tracking of waste as described in BMWM Rules 2016.
5. Describe the roles of various committees such as Infection control committee or
Biomedical waste management
6. Describe Spill management process.

TL methods
Lecture discussion6th term
Evaluation
9. Short essay(example)
Justify Segregation of biomedical waste is the heart of biomedical waste
management.

10. Multiple choice question (example)

1. Identify the statement that correctly represents segregation of biomedical waste? Select the
correct answer.
a. Putting different categories of biomedical waste into single bin
b. Putting different categories of biomedical waste into appropriate color coded bin
c. Putting same category of biomedical waste into different color coded bin
d. None of the above
Answer: b. Putting different categories of waste into different color coded bin

Competency 14.4:

Observe the Biomedical waste management done at hospital or Common Biomedical Waste
Treatment Facility(CBWTF)
Specific Learning Objectives
At the end of the observation session, the learner should be able to:
1. Identify the steps involved in biomedical waste management in a hospital as per BMWM
Rules 2016
2. Enlist the documents that are to be maintained at the hospital as per BMWM Rules 2016

Content
1. Student will use an observation check list and observe the segregation, collection, in house
transportation, temporary storage, documentation process and use of personal protective
equipment by the personnel.
2. Student will visit various locations in the hospital to observe the biomedical waste
management process.
TL methods
Demonstration of Biomedical waste management processes in the hospital. Interaction with nursing
personnel.
Evaluation
Evaluate the report of the visit submitted by the student

183
Topic: Health planning and management (CM 16)
Total time allotted - 4 hours (2 hours large group and 2 hours small group learning)
Competen Competen Domai Level Phase TL Integrati Assessmen Remarks
cy No cy n metho on t*
K/S/A/ d
C
16.1 Define and K K 3 Interac SAQ
describe tive SEQ
the lecture
concept of
Health
Planning
16.2 Describe K K 3 Interac LAQ
planning tive SEQ
Cycle lecture SAQ
16.3 Describe K/S KH/S 2 and 3 SGD LAQ
Health H Practic SEQ
Manageme al SAQ
nt PHC/ MCQ
Technique DHO Assignme
s visit nt and log
book entry
Reflection
writing
16.4 Describe K KH 3 Interac SAQ Pandemic
Health tive SEQ module,
planning in lecture MCQ PM 2.4)
India and
National FC 3.1
policies (foundati
related to on course
health and
health
planning
*Formative Assessment tools for Interactive lecture
• Quiz/MCQ test (app or google form)
• One minute paper
• Directed paraphrasing
• Muddiest point
• Buzz groups
• Exit slip/ticket
• Yes/No response (color cards)
• Log book/portfolio

Formative assessment for small group learning (some of them are used both for teaching and
assessment)
• Checklist completion
• Peer assessment
• Think, Pair and share
• Round robin charts
184
 • Jigsaw method
• Feedback forms
• Informal presentations
• Group discussions
• Poster making
• Role play
• Debates
• Logbook/practical record/portfolio

CM 16.1- Define and Describe the concept of Health Planning

SLOs: At the end of teaching learning session the student should be able to
1. Define Health planning as per WHO
2. Identify the purpose of health planning
3. Define health needs (Postings during second year/family survey)
4. Define health demands (Postings during second year/family survey)
5. Differentiate between Goal, Target and Objective using suitable examples.
Content:
• Need for planning in health
• Pre requisites for planning
• Examples of planning in health care (national programs, hospitals and during health crisis)
• Health needs and demands
Assessment:
Sample Short answer Question:
Differential between goal, target and objective using suitable examples- 3 marks
CM 16.2- Describe planning cycle
SLOs: At the end of teaching learning session the student should be able to
1. Define Planning Cycle
2. Describe the 8 steps of the Planning Cycle in the correct order with an example
Content:
• Planning cycle at various levels with examples’
• Gantt chart
• Types of planning
Assessment:
Sample Long answer question:
Describe the steps of planning cycle with an example – 10 marks
CM 16.3- Describe Health management techniques
SLOs: At the end of teaching learning session the student should be able to
1. Define health management
2. Describe the principles of health management
3. Differentiate between management, organisation and administration in health
4. Describe the modern health management techniques with suitable examples
Content:
• Management and administration
• Organisational control
• Budgeting
• Inventory management
• Network analysis
• Time management
Assessment:
185
 Sample Long answer question- 10 marks
As a new medical officer of the primary health centre of a tribal area, you are planning to implement
the mother and child health programmes as per the needs of the community.
Answer the following questions in the context of the above scenario
a) What is the importance of planning?
b) Describe your plan of action using planning cycle.
Sample Short answer: 3 marks
What is Cost-benefit and Cost- effective Analysis?
Sample Long Essay: 10 marks
Describe Inventory management techniques with example
Sample MCQ
Which of the following is NOT a inventory management technique?
1. ABC analysis
2. FSN analysis
3. VED analysis
4. PHC analysis
Key- 4
CM 16.4- Describe health planning in India and National policies related to health and health planning
SLOs: At the end of teaching learning session the student should be able to
1. Describe the steps to prepare a micro plan for vaccination activity at PHC level (Pandemic
module, PM 2.4)
2. List the goal, key principles and objectives of National Health Policy 2017
3. Demonstrate the understanding of the national health goals and policies FC 3.1
(foundation course)
4. Describe the thrust areas under National Health Policy 2017
5. Enumerate the recommendations of the various Health Committees in India
6. List the functions of NITI in Health planning in India
7. Describe role of Five-year plans with respect to health care in India
Content:
• NITI AYOG and health
• Five-year plans and health
• Health committee recommendations
• National Health policy 2017 highlights
Assessment:
Sample Short Essay- 5 marks

• Describe the key features of national health policy 2017

Faculty Guide:
Sample lesson plan
Topic: Health Planning
Competency:
CM16.1- Define and describe the concept of Health planning
CM16.2- Describe planning cycle
Specific Learning Objective:
At the end of teaching learning session, a Phase 3 student should be able to
1. Define Health planning correctly as per WHO definition.
2. Identify the purpose of health planning correctly.
3. Define health needs and health demands.
4. Differentiate between Goal, Target and Objective 186
correctly using examples.
5. Define the Planning Cycle correctly.
6. Describe the steps of the Planning Cycle correctly.
Domain - Knowledge
Level – Knows, Knows how
Core – Yes
Integration: NIL

LESSON PLAN
Sl. Content TL Method TL Media Time
No.

1. Set induction- Need/ Purpose for Health Brainstorming Black/white 5 min

Planning board

2. Define Health planning as per WHO definition Lecture PPT 5 min

3. Differentiate between Goal, Target and Lecture PPT 5 min

Objective using examples

4. D Define planning Cycle Lecture PPT 5 min

5. Formative assessment MCQ Kahoot 5 min

6. D Describe the steps of the Planning Cycle Lecture PPT 20 min

7 A Assessment Summative: 5 min

Q&A session

8 S Summary Brainstorming PPT, White/ 5 min

Black board

9 A Attendance 5 min

187
 Faculty guide:
Assessment of small group learning:
Rubric for Small group Discussion
Score Criteria for assessment
5 Is a proactive participant showing a balance between listening, initiating, and focusing
discussion. Displays a proactive use of the whole range of discussion skills to keep
discussion going and to involve everyone in the group. Understands the purpose of the
discussion and keeps the discussion focused and on topic. Applies skills with confidence,
showing leadership and sensitivity.
4 Is an active participant showing a balance between listening, initiating, and focusing
discussion. Demonstrates all the elements of discussion skills but uses them less
frequently and with less confidence than the above level. Keeps the discussion going but
more as a supporter than a leader. Tries to involve everyone in the group. Demonstrates
many skills but lacks the confidence to pursue them so that the group takes longer than
necessary to reach consensus. Demonstrates a positive approach but is more focused on
getting done than on having a positive discussion.
3 Is an active listener but defers easily to others and lacks confidence to pursue personal
point of view even when it is right. Participates but doesn’t use skills such as
summarizing and clarifying often enough to show confidence. Limits discussion skills to
asking questions, summarizing, and staying on topic. Lacks balance between discussion
and analytical skills. Either displays good analysis skills and poor discussion skills or
good discussion skills and poor analysis skills.
2 Is an active listener but defers easily to others and tends not pursue personal point of
view, lacking confidence. Limits discussion skills to asking questions, summarizing, and
staying on topic. Rarely demonstrates analysis skills because doesn’t understand the
purpose of the discussion, and as a result, offers little evidence to support any point of
view.
1 Demonstrates no participation or effort. Participates only when prompted by the teacher.
Only responds to others and initiates nothing. Provides limited responses that are often
off topic. Participates minimally so that it is impossible to assess analysis skills or
understanding of the issues.

1 to 3 =Below Expectations
4 =Meets Expectations
5 =Above Expectations

HEALTH CARE OF THE COMMUNITY (CM 17)

188
Competency 17.1/2/3
Define and describe the concept of health care to community/ Describe community diagnosis/
Describe primary health care, its components and principles.
Specific learning Objectives
At the end of the session the learner will be able to:
a. Define Health care.
b. Classify levels of health care.
c. Definite Primary Health Care.
d. Describe Principles and Elements of Primary Health Care.
e. Define community diagnosis

Competency 17.4
Describe National policies related to health and health planning and millennium development goals.
Specific learning Objectives
At the end of the session the learner will be able to:
a. Describe National PopulationPolicy.
b. Describe National ChildrenPolicy.
c. Describe National policy for olderpersons.
d. Describe Sustainable Development Goals (SDG) and targets.

Competency 17.5
Describe health care delivery in India.

Specific learning Objectives

At the end of the session the learner will be able to:
a. Describe Health Systems in India – Centre, State,
b. District Level: Panchayati Raj and Rural Development
c. Describe Health Care Systems, Indigenous systems of medicine and its advantages and
disadvantages in India.
d. Describe the IPHS standards for PHC and Health and wellness centre, subcentre
e. Describe the voluntary health agencies working in India
f. Define evaluation
g. Describe steps involved in evaluation of Health Service
h. Describe Health Systems Research and Health Forecasting
LONG ESSAY
1. Define primary health care. Describe principals and elements of primary healthcare.
2. Describe Primary health care inIndia.
Short essay
1. Levels of health care inIndia
2. Enumerate functions of primary healthcentre
3. Primary Health careworkers
4. Describe IPHS standards forPHC.

Short notes :
1. Appropriate technology withexample
2. List 4 functions of ASHAworker
3. List 4 functions of anganwadiworker.
4. List 4 voluntary health agency working inIndia
5. Enumerate 4 functions of Medical officer ofPHC.
189
 MCQ :
1. The population covered by a Primary health centre in
rural areais a) 15000 b) 20000 c) 25000 d)30000

2. Thepopulationcoveredbyahealthandwellnesscentre,
subcentreinatribalareais a) 5000 b) 30000 c)4000 d)6000

Ans : 3000

3. Treatment of locally endemic diseases is a job responsibility

of PHC MO a). true b).false

Ans : True

Recent advances in Community Medicine

(CM 20)
Total time allotted – 2 hours

Competency Competency Domain Level Phase TL Assessment* Remarks

No K/S/A/C method
CM 20.1 List important K KH 3 SGD Reflective Participate in the
public health SDL writing public health
events of last events in their
five years college or state
CM 20.2 Describe K KH 3 SGD SAQ Reflective
various issues writing by the
during previous
outbreaks and pandemic
their experiences
prevention • To be
covered
in
Pandemic
module
CM 20.3 Describe any K KH 3 SGD Assignment Participate in the
event important and log book public health
to Health of the entry events in their
Community Reflection college or state
writing
CM 20.4 Demonstrate K KH 3 SGD MCQ
awareness SDL
about laws
pertaining to
practice of
medicine such
as Clinical
establishment
190
 Act and Human
Organ
Transplantation
Act and its
implications

Formative assessment for small group learning (some

• Checklist completion
• Peer assessment
• Think, Pair and share
• Feedback forms
• Informal presentations
• Group discussions
• Poster making
• Role play
• Debates
• Logbook/practical record/portfolio

CM 20.1- List important public health events of last five years

SLOs: At the end of teaching learning session the student should be able to
6. List the important public health events
7. Know the importance of it and the theme of that year
8. Events conducted in their college or district and participate
Assessment:
Log book – Reflective writing
CM 20.2- Describe various issues during outbreaks and their prevention
SLOs: At the end of teaching learning session the student should be able to
3. Define Pandemic and should be able to describe the steps taken in containment of the
pandemic
4. Should know the various government bodies and non Govt agencies which help in the
outbreaks
5. Various problems faced by the health care professionals in during pandemic
Assessment:
Log book – reflective writing

CM 20.3 - Describe any event important to Health of the Community

SLOs: At the end of teaching learning session the student should be able to
1. List the important health event
2. Know the importance of it and participate in it
Assessment:
Log book – reflective writing
CM 20 .4- Demonstrate awareness about laws pertaining to practice of medicine such as
Clinical establishment Act and Human Organ
Transplantation Act and its implications
SLOs: At the end of teaching learning session the student should be able to
8. Demonstrate awareness about various laws in the state and in India
9. And the implications on health
Assessment:
Log book – reflective writing
AETCOM
191
3.1 The Foundations of Communication- 3
A. Healthcare as a right:
1) What are the implications of healthcare as a right?
2) What are social and economic implications of healthcare as a right?
3) What are the implications of doctor?
Evaluation:
Write a short note on barriers of implementation of healthcare as a universal right.

B. Working In a healthcare team:

1) Demonstrate ability to work in a team of peers and superiors.
2) Demonstrate respect in relationship with patients, fellow team members, superiors and
other healthcare workers.

C. Doctor-patient relationship
1) Demonstrate empathy in patient encounters.
2) Communicate care options to patient and family with a terminal illness in a simulated
environment.

3.3 The Foundations of Communication-4

(For Assessment of AETCOM competency please refer “AETCOM-Competency for the

Indian medical Graduate 2018, MCI New Delhi Document)

ELECTIVES:
Electives : Department of Community Medicine

Name of Block Block 1

Name of Elective Assessment of client satisfaction of
ANC services in urban and rural health
center
Location of hospital Lab or Urban/Rural health training center of -
research facility ---
Name of internal preceptor(s) Dr.
Dr.
Dr.
Dr.
Name of external preceptor(s) NA
Learning objectives of 1. Writing objectives of the study
elective 2. Sample size calculation, sampling
method
3. Review of literature Study tool
designing
4. Data collection methods and
techniques
5. Data analysis
6. Report writing
Number of students that can be 10
192
accommodated
Prerequisites Good communication skills

List of activities of student 1. Orientation to research methods

participation 2. Protocol writing
3. Review of literature
4. Preparing questionnaire
5. Data collection
6. Data analysis and interpretation
7. Project report writing and
presentation

Learning resources Books on Research methodology

Books on biostatistics
Antenatal mothers
Portfolio Activity Book with photos

Logbook Satisfactory completion of posting

with a “meets expectation ‘(M)’
grade”
Assessment Attendance: Successful completion of
objectives and log book entry

Comments

Name of Block Block 1

Name of Elective Community based research
Location of hospital Lab or Urban/Rural field practice area of ----
research facility
Name of internal preceptor(s) Dr.
Dr.
Dr.
Dr.
Name of external preceptor(s)
Learning objectives of elective 1. To select the research topic
2. To frame objectives of research
topic
3. To write methodology for research
4. To collect data and analyze the
results.
5. To present abstract to the group.
Number of students that can be 10
accommodated
Prerequisites Communication skills

193
 List of activities of student 1. Work with supervisor in selecting
participation the topic, framing the objectives
2. Write up the Introduction, Review
of literature.
3. Work up with statistician to write
up methodology and to do analysis to
the data collected
4. Present abstract of the research
done

Learning resources Leon Gordis: Clinical Epidemiology

Portfolio Data collection notes

Statistical work sheet
Abstract created
Logbook Satisfactory completion of posting
with a “meets expectation ‘(M)’
grade”
Assessment Attendance
Successful completion of objectives
and log book entry
Comments

LOGBOOK:
(Refer RGUHS 2nd Professional Document ordinance.)

Reference Books
(Refer RGUHS 2nd Professional Document ordinance.)
REFERENCEBOOK

1. K.Park,Park’stextbookofpreventive and social medicine, M/s BanarasidasBha not

Publishers, Jabalpur.-
2. B.K.Mahajan&M.Gupta Text book of preventive and social medicine, Jaypee
Brothers.
3. Mahajan’s Methods in Biostatistics for Medical Students and Research
Workers. Jaypee Publishers
4).D.KMahabalaraju., Essentials of CommunityMedicine, Practicals.
5) Sundar Lal,Textbook of Community Medicine, CBS Publishers.

LevelII
1) AM Kadri. IAPSM’s Textbook of Community Medicine.
2) J Kishore. Kishore's National Health Programs of India
3) RajvirBhalwar ,Textbook of Public Health and Community
Medicine, Published in Collaboration with WHO.
3) Principles of Medical Education: Dr.TSingh
4) AHSurya kanth Community Medicine with Recent Advances.
194
5) PSS Sundar Rao.Introduction to biostatistics and research methods

Level-III
1. DonaldHunter,(2018)TheDiseaseofOccupations,LatestEdition,Hodder&Stoughto
nLondon,Sydney,Auckland,Toronto.
2. InternationalLabourOrganization,EncyclopaediaofOccupationalHealthandSafety,
Volume1&2.ILO,Geneva,Switzerland
3. Jallifee,ClinicalNutrition,WHO.,Geneva

Model Question paper

Department of Community Medicine
Rajiv Gandhi University of Health Sciences, Karnataka

MBBS PHASE III PART I MODEL QUESTION PAPER

Total 100 Marks
LONG ESSAY: (2 x 10 = 20 Marks)
1) .A 40-year male with sedentary lifestyle came to a medical centre with complaints of
weakness and lethargy along with the history of increased thirst and appetite during the
day and night. He told the doctor that his sleep is disturbed during the night due to increase
in frequency of micturition (2 to 3 visits to toilet). He further said to the doctor that his
father is 72 year and has been suffering from diabetes and hypertension.
a)What level of prevention is applicable for this specific scenario? (2M)
b)What measures are required to prevent from further disability? (2M)
c)What measure patient could have taken to delay the onset of a disease? (2M)
d)Describe the modes of intervention under each level of prevention with suitable
examples. (4M) - 10M
2) Enumerate the maternal and child health indicators. Define perinatal mortality rate.
Write the causes and measures to reduce perinatal mortality in India.(4+2+4)

SHORT ESSAY: (5 x 8 = 40 Marks)

3) Discuss various methods of nutritional assessment in the community.
4) Write in detail about Adverse Events Following Immunization(AEFI) and precautions
to be taken.
5) Radiation – hazards(biological effects) and prevention.
6) What is sampling. Enumerate different methods.
7) Carrier state in disease. Salient features. Classification with examples.
8) Surveillance of drinking water quality.
9) What is Neurolathyrism? Mention the causes, clinical features and interventions for
the control of the problem.
10) Intrauterine device. Ideal candidate, advantages, contraindications and side-effects.

195
SHORT ANSWERS : (3 x 10 = 30 Marks)
11) Role of Immunoglobulins in disease prevention.
12) Population pyramid.
13) What are social factors affecting health.
14) Breakpoint chlorination.
15) Essential new-born care.
16) Emporiatrics and its components.
17) Uses of screening.
18) Social security.
19) Balwadi nutrition programme
20) Healthcare delivery indicators.

MCQS : (1 x 10 = 10 Marks)
21) Human living standards can be compared in different countries by:
a. HDI
b. PQLI
c. HPI
d. DALY
(ANS=b)

22) Which of the following is the aggregation of two or more epidemics?

a. Endemic
b. Syndemic
c. Poly epidemic
d. Pandemic
(ANS=b)
23) All are true about milk as a diet except:-
a. It is low in iron content but rich in calcium,sodium and potassium.
b. The major carbohydrates is lactose
c. The chief proteins are caseinogens and lactalbumin
d. It is rich in vit C and D but poor in vit A and Riboflavin
(ANS=d)

24) Which of the following has the highest glycemic index?

a. Icecream
b. Dextron
c. Dextrose
d. Bread
(ANS=c)

25) Which of the following pollutant gases is not produced both naturally
and as a result of industrial activity?
a. CFCs
b. CO2
c. NO2
d. Methane
196
 (ANS=a)

26) Range of values surrounding the estimate which has a specified probability of
including the true population values
a. Standard deviation
b. Standard error
c. Confidence interval
d. Correlational coefficient

(ANS=c)

27) Which fitness campaign of India has recently been applauded by WHO?
a. Fitness ka Dose Aadha Ghanta Roz
b. Indian Swasthya Abhiyan
c. Hum Swasth to Jan Swasth
d. None of the above
(ANS=a)

28) NRHM seeks to strengthen:

a. Private healthcare system
b. Public healthcare system
c. Private and public healthcare system
d. None of these
(ANS=c)
29) Which of the following is an important determinant of population change?
a. Migration
b. Human development report
c. Net attendance ratio
d. Life expectancy
(ANS=a)
30) If arithmetic mean is 82 and median is 78 them the appropriate value of mode
will be.
a. 50
b. 60
c. 70
d. 80
(ANS=d)

197
198
 RajivGandhiUniversityofHealthSciences

UNDERGRADUATELOGBOOK
For1st2ndand3rdProfessionalYearMBBSStudents

DEPARTMENTOFCOMMUNITY MEDICINE
NameofCollege,address&Logo

199
 PREFACE

TheMedicalCouncilofIndiahasrevisedtheundergraduatemedicaleducationcurriculumso that
the Indian Medical Graduate (IMG) is able to recognize “Health for all” as a national
goal.He/sheshouldalsobeabletofulfilhis/hersocietalobligations.Therevisedcurriculumhasspecified the
competencies that a student must attain and clearly defined teaching learning strategiesfor the same.
With this goal in mind, integrated teaching, skill development, AETCOM and self-directed learning
have been introduced. There would be emphasis on communication skills,
basicclinicalskills,andprofessionalism.Thereisaparadigmshiftfromthetraditionaldidacticclassroom-
basedteachingtolearningenvironmentswherethereisemphasisonlearningbyexploring, questioning,
applying, discussing, analysing, reflecting, collaborating, and doing. Therecognition of this need is
enshrined by a greatly enhanced allocation of time to these methods andalso the assessment
techniques. With this view in mind the logbook has been designed as per
theguidelinesofCompetencyBased Curriculum.

INSTRUCTIONS

1) The logbook is a record of the academic and co-curricular activities of thedesignated

student,whowould be responsibleformaintaininghis/herlogbook.

2) Thestudentisresponsiblefor

3) Gettingthe entriesin thelogbook verified bythefacultyinchargeregularly.

4) Entries in the logbook will reflect the activities undertaken in the department &have to
bescrutinized bythe Head of theconcerned department.

5) Thelogbookis arecordofvarious activities bythestudent like:

• Overallparticipation&performance
• Attendance
• Participationinsessions
• Recordofcompletionof pre-determinedactivities.
• Acquisitionofselectedcompetencies

6) The logbook is the record of work done by the candidate in that department /specialty andshould
be verified by the college before submitting the application ofthe students for
theuniversityexamination.

1
BASICINFORMATION

Passportsize photo

Name

RollNo

UniversityRegistrationNumber

Batch

ContactNo

Email Id

Guardian/Parent
Name

ContactNumber
FacultyMentor

NameDepa
rtment

2
 LOGBOOK CERTIFICATE

This is to certify that this log book is the bonafide record ofMr./Ms…

....................................................................................................................... Registrationnumber

…............................. and admitted to this Institution in the academic year

....................................whoseparticularsaregivenabove.His/Herlogo ofcompetenciesacquired,

are as noted in the entries in this log book in the subject of COMMUNITYMEDCINE and

related AETCOM modules as per the Competency Based

UndergraduateMedicalEducationCurriculum,GraduateMedicalRegulation2019,duringthe

period

…………..to………………..

She / He is not eligible / eligible to appear for the summative (University) assessment as onthe

dategiven below.

Signature

of FacultyMentorNameand

Designation

CountersignedbyHeadoftheDepartment

Place:
Date:
3
 INDEX

Topic PageNos. Signatureof

Faculty

CoreActivities

Attendanceextract -------
Internalassessmentmarks Withrecord
feedback

Communicationactivity
Familystudy
Clinico-socialCase
Seminar
Self-DirectedLearning
RecordMaintenance
HealthDays
VolunteeringinNationalHealthProgramRelatedField
Activities

FieldVisit

AETCOM
Research
InvestigationofanEpidemic*
Non-CoreActivities

Co-CurricularActivities
(Quiz,Poster,Debate,Essay,Skits)

CME/Conference/Workshop
Awards/recognition
Overallassessmentofstudent

4
 ATTENDANCEEXTRACT

Classesconducted Classesattended Percentage

Professional
year
Theory Practical Theory Practical Theory Practical

First

Second

Third

Total

Signatureoffacultyanddate

Note:

Every candidate shouldhaveattendance not less than 75%ofthe total classes conducted intheory
which includes didactic lectures and self-directed learning and not less than 80% of thetotal
classes conducted in practical which includes small group teaching, tutorials, integratedlearning
and practical sessions in each calendar year calculated from the date of commencement ofthe term to
the last working day as notified by the University in each of the subjects prescribed to beeligibleto
appearfortheuniversityexamination.

ThePrincipalshouldnotifyattheCollegetheattendancedetails attheendofeachterm
withoutfailunderintimation to thisUniversity

5
 INTERNALASSESSMENTMARKS

Theory Practicals

Professionalyear

Totalmarks Obtained Total Obtained

First

Feedbackgiven
Date
Signatureoffaculty
Signatureofstudent

Second

Feedbackgiven
Date
Signatureoffaculty
Signatureofstudent

Third

Feedbackgiven
Date
Signatureoffaculty
Signatureofstudent

76
 SUMMARY OF FORMATIVE ASSESSMENT FOR THE ENTIREYEAR

Sl. TypeofAssessment Total Marks Signatureof Signatureof

No. marks scored student Teacherwithdate
1 Seminars/Tutorials/othe 10
ractivities/SGD

2 Professionalism 10

TOTAL 20

Note: Learners must secure at least 50% marks of the total marks (combined in
theoryandpractical / clinical; not less than 40 % marks in theory and practical
separately)assignedforinternalassessmentin aparticularsubjectin
ordertobeeligibleforappearingatthefinal University examination of that subject. Internal
assessment marks will reflectasseparatehead of passingat thesummativeexamination.

77
 RUBRICFORASSESSINGTHEPROFESSIONALISM

Phase Areasassessed Signature Signature

of ofteacher
student
Regular Submissio Behaviourin Dresscodeandp Total
forClas n ofrecords class resentability (20)
ses (5) anddisciplin (5)
(5) e
(5)
At
theend
of
1stIA
At
theend
of
2ndIA
At
theend
of
3rdIA
Average
score
atthe
endofthe
year

78
 COMMUNICATIONACTIVITY

Competenciescovered

: Demonstratetheroleofeffective
communicationskillsinhealthinasimulatedenvironment
: Demonstrate the important aspects of the doctor patient relationship in a
simulatedenvironment
4.3: Demonstrate and describe the steps in evaluation of health promotion and
educationprogram

Attempt Rating Decision

Competency Name Datec atactivity Below offaculty Initial Feedbackr
#addressed ofActivity ompl FirstorOnly (B)expectatio Completed offacul eceived
eted (F)Repeat nsMeets (C)Repeat tyandd Initialoflea
(R)Remedia (M)expectatio (R)Remedi ate rner
l(Re) ns al(Re)
Exceeds
(E)expectatio
ns

79
 FAMILYSTUDY

Competenciescovered

:Describe the steps and perform clinic-socio-cultural and demographic assessment of the
individual, family, and community
:Describe the socio-cultural factors, family (types), its role in health and disease &
demonstrate in a simulated environment the correct assessment of socio-
economicstatus
:Describe and demonstrate in a simulated environment the assessment of barriers to
good health and health seeking behaviour
5.2: Describe and demonstrate the correct method of performing a nutritional assessment
of individuals, families, and the community by using the appropriate method
5.4: Plan and recommend a suitable diet for the individuals and families based on local
availability of foods and economic status, etc in a simulated environment

Attempt Rating Decision

Competency Name Datecom atactivity Below offaculty Initial Feedbackr
#addressed ofActivit pleted FirstorOnly (B)expecta Completed offacul eceived
y (F)Repeat tionsMeets (C)Repeat tyandd Initialoflea
(R)Remedia (M)expect (R)Remedi ate rner
l(Re) ationsExce al(Re)
eds
(E)expecta
tions

71
 CLINICO–SOCIALCASE

Competenciescovered

:Describe the steps and perform clinic-socio-cultural and demographic assessment of the
individual, family, and community
:Describe the socio-cultural factors, family (types), its role in health and disease &
demonstrate in a simulated environment the correct assessment of socio-
economicstatus
:Describe and demonstrate in a simulated environment the assessment of barriers to
good health and health seeking behaviour
5.2: Describe and demonstrate the correct method of performing a nutritional assessment
of individuals, families, and the community by using the appropriate method
5.4: Plan and recommend a suitable diet for the individuals and families based on local
availability of foods and economic status, etc in a simulated environment

Attempt Rating Decision

Competency Name Datecompl atactivity Below offaculty Initial Feedback
#addressed ofActivi eted FirstorO (B)expectatio Completed offacul received
ty nly(F)Re nsMeets (C)Repeat tyandd Initialofle
peat (M)expectatio (R)Remedi ate arner
(R)Reme nsExceeds(E) al(Re)
expectations
dial(Re)

71
 SEMINAR

Competenciescovered

1.9:
Demonstratetheroleofeffectivecommunicationskillsinhealthinasimulatedenvi
ronment
4.3: Demonstrate and describe the steps in evaluation of health promotion and
educationprogram

Attempt Rating Decision

Competency Topic Datecompl atactivity Below offaculty Initial Feedbac
#addressed eted FirstorOnly (B)expectati Completed offaculty kreceive
(F)Repeat onsMeets (C)Repeat anddate d
(R)Remedia (M)expectati (R)Remed Initialofl
l(Re) ons ial(Re) earner
Exceeds
(E)Expecta
tions

71
 STUDENTSEMINAREVALUATIONRUBRIC

Nameof thestudent:
Reg.No.

Nameof theTopic: DateofPresentation:

Please tick mark ( ) the response which best represents your answer for the
followingquestions.

S. Strongly Disagre Uncertai Agree Strongly

No. Disagre e(2) n(3) (4) Agree(
e(1) 5)
Content:

1. Thetopicchosen wasrelevantto
thecourse
2. Theobjectivesofthetopicwere
Clearlystated.
3. Therewasadequatereviewofthe
literature.
4. Thestudent maintainedgood
Continuityofthoughtsthroughou
tthepresentation.
5 Thestudentdemonstratedagood
Understandingofthetopic.
6. The material presented
wasappropriateforthetimeallo
tted.
Presentation:
1. Thepresentationwaswell
organized.
2. Theaudiovisualswerewell
prepared.
3. Thevoicewasclear andaudible.
4. Thestudent
maintainedregulareyeContactwith
theaudience.
5. The student adhered to the
expectedstyleofascientifictalk.
6. The student maintained the
interestof the audience
throughout thepresentation.
7. Thestudent maintainedproper pace
Duringthepresentation.
8. The student
andledallthequestionswell.
9. The student summarized the
topicwellemphasizingatake
home.

SuggestionsforImprovement:

71
 AnyotherComments
:
Overall Score: Evaluatedby:NameoftheFaculty:

71
SMALL GROUP DISCUSSION–ASSESSMENT AND FEEDBACK

Module# Name of Datecomp Score InitialOffac Feedback

SGD/SDLActivit leted ultyanddate Received
y
Initial
oflearner

71
Thes mall group discussions will be scored based on the following criteria.Marks to be given

Score Criteriaforassessment
5 Is a proactive participant showing a balance between listening, initiating,
and focusing discussion. Displays a proactive use of the whole range of
discussion skills to keep discussion going and to involve every one in the
group.Underst and the purpose of the discussion and keeps the discussion
focused and o ntopic.
Applies skills with confidence, showing leader ship and sensitivity.
4 Is an active participant showing a balance between listening, initiating, and
focusing discussion. Demonstrates all the elements of discussion skills but
uses them less frequently and with less confidence than the above level.
Keeps thediscussiongoingbut moreasasupporterthana leader.Tries to
involve every one in the group. Demonstrates many skills but lacks the
confidence to pursue themso that the group takes longer than necessary to
reach consensus. Demonstrates appositive approachbut is more focused on
getting done than on having a positive discussion.
3 Is an active listener but defers easily to others and lacks confidence to pursue
personal point of view even when it is right. Participates but doesn’t use
skillssuch as summarizing and clarifying often enough to show confidence.
Limits discussion skills to asking questions, summarizing, and staying on
topic.Lacks
balance between discussion and analytical skills. Either displays good analys
is skills and poor discussion skills or good discussion skills and pooranalysis
skills.
2 Isanactivelistenerbut deferseasily to others and tends not pursue personal
point of view, lacking confidence. Limits discussion skills to asking
questions,summarizing, and staying on topic. Rarely demonstrates analysis
skills because doesn’t understand the purpose of the discussion, and as a
result,offers little
Evidence to support any point of view.
1 Demonstrates no participation or effort. Participates only when prompted
by theteacher. Only responds to others and initiates nothing. Provides
limited responses that are often off topic.Participates minimally so that it is
impossible to assess
Analysis skill sorunder standing of the issues.

71
 EVALUATION OF SGLSESSIONS

COURSE TITLE:

PHASE DATE:
Scale:1-Never
2- Occasionally
3- Some times
4- Often
5- Always
1 2 3 45

1. Assembles for the session in time

2. Contributes relevant information in discussions
3. Shares learning resources relevant to the topic
4. Give scritical feedback
5. Take scriticis min a healthy manner
6. Seeks answers to learning questions
7. Integrates old and new knowledge (across the courses)
8. Shows consideration for group process
9. Shows confidence in areas of understanding
10. Shows commitment to correct deficiencies
Total

STUDENT TUTOR

SIGNATURE SIGNATURE

NAME: NAME:

REG.NO. DEPARTMENT:

71
Documentation and feedback for Self-Directed Learning

Sl no Date TopicofSDL Feedback Signature of

faculty/mentor
1

10

11

12

71
Reflection on Self-directed learning Experience

Topic:
Date:

Signature of Teacher-in- charge

71
 RECORD MAINTAINANCE

Scoring: Excellent(8-10) Good(6-7) Average(4-5)Poor(<4)

Criterion Rating Signature of faculty and date

Completion

Quality of content

Appropriate diagrams where required

Neatness

Total

71
WORLD HEALTH DAY

Health day observed

Date

Location

Role o fthe student Participated Observed

Details of the program

Reflection by student

Signature of faculty and date

72
VOLUNTEERING IN NATIONAL HEALTH PROGRAM RELATED FIELD
ACTIVITIES

NameoftheNationalH
ealthProgram

Date

Location

Roleofthe student Participated Observed

Details of theactivity

Reflection bystudent

Signatureoffacultyanddate

72
 FIELD OR CLINIC VISIT

Nameof thevisit Date Reportwritteninr Signature

ecord offaculty

The following are there commended field visits for undergraduate students
1. PHC
2. Anganwadi
3. DOTSCentre
4. HospitalWaste Management Facility
5. WaterTreatmentPlant
6. ART/ ICTCCentre

72
CheckListforEvaluationofFieldVisitReport

Field Visit Report will be marked on five-point Likert Scale:

1=Strongly Disagree,2=Disagree,3=Neutral,4=Agree,5=Strongly Agree

1 2 3 4 5

1.There is a comment on whether the

objectives of the visit have been fulfilled,
if not which objective has not been covered

2. There is Clear Description of student

observation/ skill learned.
3.Analysis of strengths and weaknesses of the
services in light of theory and key concepts
of the course
4.Report include information that supports
student analysis [Pictures,maps,forms]
5.There is evidence of active participation of
student during the visit
6.There is statement of Limitation/suggestions

72
AETCOM

Competency NameofActivity Date Signature Feedback Received

#addressed offaculty Initial of learner

72
 RESEARCH

Competencies covered

: Describe and discuss the principles and demonstrate the methods of collection,
classification, analysis, interpretation, and presentation of statistical data
: Describe, discuss, and demonstrate the application of elementary statistical methods
including test of significance in various study designs
: Enumerate, discuss, and demonstrate Common sampling techniques, simple statistical
methods, frequency distribution, measures of central tendency and dispersion
7.9: Describe and demonstrate the application of computers in epidemiology

Activity

Objectives

Studydesign and samplesize

Studytool

Mainresults

Results presented in
conference/ department
Signature of faculty guide

72
 INVESTIGATION OF EPIDEMIC

Competencies covered

7.7: Describe and demonstrate the steps in the Investigation of an epidemic of

communicable disease and describe the principles of control measures/ If this activityis
not possible a case scenario/ simulated event may be given for completion of this
activity

Nameof the exercise Date Documentation in record Signature of faculty

72
CME/CONFERENCE/ WORK SHOP

Nameofevent Date Role Learnings Signature

of faculty

72
CO-CURRICULAR ACTIVITIES

Details of event Date Role Learnings Signature

of faculty

72
AWARDS/ RECOGNITION

SlNo Details

72
 OVER ALL ASSESSMENT OF THE STUDENT

STRENGTHS

SUGGESTIONS

Signatureof Mentor Signature of HOD

72
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Ophthalmology Curriculum
as per
Competency-Based Medical Education Curriculum

RGUHS Ophthalmology Curriculum as per the new Competency Based Medical Education
Preamble
The NMC envisages that the Indian Medical Graduate, should function as the Physician of first contact in the
community, to provide holistic health care to the evolving needs of the nation and the world. To fulfil this the
IMG should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a
professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based
72 training model that has become the new
standard of medical education internationally. This new curriculum is being implemented across the country
and the first batch has been enrolled since the academic year 2019. The regulatory and accrediting body NMC
had started the process by training faculty across the country in the key principles of CBME and developing
key competencies for each speciality with the input from expert groups under each speciality.
Ophthalmology is one of the most advanced specialities in the field of medicine. Ophthalmology deals with
preserving vision, the most important special sense. The eye is a unique organ, with none other to match it in
structure, function, and gross appearance. Most disorders of the eye lend itself to direct visualisation. The
advances in ophthalmology are frequent both in diagnostics and treatment options. It is an interesting area of
study. The Ophthalmology undergraduate curriculum provides the IMG the requisite knowledge, essential
skills, and appropriate attitudes to be able to diagnose and treat common ocular disorders and to be able to
recognise serious eye conditions and refer appropriately.
The NMC, in the Graduate medical regulations 2019, has provided the list of ophthalmology competencies
required for an IMG and these have been included in this ophthalmology curriculum document. The Specific
learning objectives (SLO’s) to achieve each competency has been listed along with the suggested Teaching-
Learning methods and preferred assessment methods both formative and summative.
Following this is a detailed blueprint showing the weightage and the assessment tool for a particular chapter.
This blueprint will ensure that there is an alignment between the SLOs’, TL methods and the assessment. A
question paper layout has also been added to ensure that there is consistency among different paper setters.
Finally, the list of practical skills along with the most appropriate TL and assessment methods has been laid
out.

Goals and Objectives of the RGUHS Ophthalmology Curriculum

Goals
The broad goal of the ophthalmology curriculum is to equip the IMG with sufficient knowledge, skills
and attitude to diagnose and appropriately treat common ophthalmic disorders affecting our population.
Objectives
A) Knowledge
At the end of the course student should be able to:
a. Describe the applied anatomy, physiology and biochemical attributes of the normal eye and
adnexa.
b. Describe the pathophysiology, clinical features, and management of diseases of the eye, orbit and
adnexa.
c. Demonstrate the ability to apply the knowledge
72 in a clinical setting.
(B) Skills
At the end of the course the student should be able to:
a. Elicit a detailed clinical history and perform an ocular examination in both outpatient and ward
setting.
b. Apply the elicited history and examination to arrive at correct diagnosis and plan treatment.
c. Perform minor diagnostic and therapeutic procedures in an emergency situation prior to referral
to higher centres

C) Attitude and communication skills

At the end of the course the student should be able to:
a. Communicate effectively with patients, their families and the public at large.
b. Communicate effectively with peers and teachers demonstrate the ability to work effectively with
peers in a team.
c. Demonstrate professional attributes of punctuality, accountability and respect for teachers and
peers.
d. Appreciate the issues of equity and social accountability while undergoing all clinical encounters

72
List of all Ophthalmology Competencies with their specific learning objectives, with suggested
teaching-learning and assessment methods

Competencies Specific learning Teaching When Formative Summative

objectives learning T-L assessment assessment
methods will be
done
Topic: Refractive errors
OP Describe the Anatomy of retina and Lecture 6th term MCQs at Short
1.1 physiology of vision fovea the end of essay/viva
Visual pathway lecture voce
Mechanism of vision
Theories of color
vision
OP Define, classify and Definition of myopia, Lectures 6th term MCQs/SAQ Essay/SAQ/
1.2 describe the hypermetropia and Tutorial to 's at the end viva voce
types and methods astigmatism reinforce of lecture
of correcting Describe the Types of learning and or a group
refractive errors. myopia prevent decay of lectures
Describe Types of
hypermetropia
Describe Types of
astigmatism
Enumerate the
Treatment options for
myopia
Enumerate the retinal
findings in myopia
Enumerate the
Treatment options of
hypermetropia
Describe the treatment
of astigmatism
List the indications
and advantages,
complications of
contact lenses

OP Demonstrate the Assess visual acuity DOAP 1st Skill End of 1st
1.3 steps in performing using Snellen's chart session posting assessment posting –
the visual acuity Demonstrate use of during during OSCE or
assessment for pin hole in visual clinical clinics short case
distance acuity posting Logbook
vision,nearvision,col testing and interpret
ourvision,the pin the findings
hole test and the Assess near vision
menace and blink using Times new

Page. 4
 reflexes Roman charts
Elicit the blink reflex
and menace reflex in
an adult patient
Assess color vision
using Isihara'scolor
plates
OP Enumerate the Enumerate the types Lecture 6th term MCQ's/SA Short
1.4 indications and of refractive surgery Q/ Viva essay/viva
describe the Enumerate the voce at the voce
principles of indication for end of
refractive surgery refractive surgery lecture
Briefly describe the
priciple of LASIK
OP Define, enumerate Define amblyopia Lecture 6th term MCQ's/SA Short
1.5 the types and the Enumerate the types Q/ Viva essay/viva
mechanism by of amblyopia voce at the voce
which strabismus Describe briefly the end of
leads to amblyopia mechanism of lecture
strabmismic
amblyopia
Topic: Lids and Adnexa, Orbit Number of Competencies: (08)

OP Enumerate the Describe the etiology, Lecture, 6th MCQs/SAQ Short

2.1 causes, describe and clinical features of Small group term / Viva voce essay/viva
discuss the common conditions of discussion voce
aetiology, clinical the lid and adnexa like tutorials,
presentations and including Hordeolum PBL or CBL
diagnostic features externum/ internum,
of common blepharitis, preseptal
conditions of the lid cellulitis,
and adnexa dacryocystitis,
hemangioma,
dermoid,
ptosis,entropion, lid
lag, lagopthalmos
OP Demonstrate the Elicit signs and DOAP 1st Skill End of 1st
2.2 symptoms & clinical symptoms of common session clinical Assessment posting –
signs of conditions eyelid conditions during posting during OSCE or
enumerated in Diagnose accurately clinical clinics short case
OP2.1 common lid posting Logbook
conditions based on
the elicited signs and
symptoms
Accurately prescribe
the local medication
for common lid
conditions
Counsel a patient with
Page. 5
 lagophthalmos the
need for tarrsoraphy
OP Demonstrate under Elicit Bell's DOAP 1st Skill End od 1st
2.3 supervision clinical phenomenon sessionduring clinical Assessment posting –
procedures perform lacrimal sac clinical posting during OSCE or
performed in the lid regurgitation test posting clinics short case
including: bells Demonstrate the Logbook
phenomenon, correct technique of
assessment of lacrimal sac massage
entropion/ectropion, for congenital
perform the nasolacrimal duct
regurgitation test of obstruction to the
lacrimal sac. mother
Massage technique
in cong.
dacryocystitis, and
trichiatic cilia
removal by epilation
OP Describe the Discuss the Lecture, 7th MCQs/ Short
2.4 aetiology, clinical etiopathogenesis of Small group term SAQ/ Viva essay/viva
presentation. orbital cellulitis discussion voce voce
Discuss the Describe the clinical
complications and features of OC
management of Discuss the
orbital cellulitis management of OC
OP Describe the clinical Enumerate the Lecture 7th MCQs/SAQ Short
2.5 features on ocular predisposing factors term / Viva voce essay/viva
examination and for cavernous sinus voce
management of a thrombosis
patient with Compare and contrast
cavernous sinus clinical features of OC
thrombosis and cavernous sinus
thrombosis
Describe the
management of CST
OP Enumerate the Discuss causes of Lecture, SGD 7th MCQs/ Short
2.6 causes and describe unilateral proptosis term SAQ/ Viva essay/viva
the differentiating Enumerate the causes voce voce
features, and clinical of bilateral proptosis
features and
management of
proptosis
OP Classify the various Lecture, SGD 7th term Written/ Short
2.7 types of orbital Viva voce essay/viva
tumours. voce
Differentiate the
symptoms and signs
of the presentation
of various types of
Page. 6
 ocular tumours
OP List the Lecture, SGD 7th Written/ Short
2.8 investigations term Viva voce essay/viva
helpful in diagnosis voce
of orbital
tumours.Enumerate
the indications for
appropriate referral
Topic: Conjunctiva Number of Competencies (09)

OP Elicit document and Elicit appropriate DOAP 1st Skill End of 1st
3.1 present an history in a patient session clinical assessment posting –
appropriate history presenting with "Red during posting Logbook OSCE or
in a patient eye" clinical short case
presenting with a Perform ocular posting
“red eye” including examination including Logbook
congestion, vision assessment,
discharge, pain pupil examination in a
patient with "red eye"
Counsel a patient with
conjunctivitis on
appropriate hand
hygiene to prevent
spread of infection
OP Demonstrate Demonstrate correct DOAP 1st Skill End of 1st
3.2 document and method of digital session clinical assessment posting –
present the correct tonometry posting Logbook OSCE or
method of Discuss the short case
examination of a differential diagnosis
“red eye” including of "red eye"
vision assessment,
corneal lustre, pupil
abnormality, ciliary
tenderness
OP Describe the Describe the clinical Lecture 6th SAQ Viva Essay/SAQ
3.3 aetiology, features of ophthalmia term voce
pathophysiology, neonatorum according
ocular features, to the pathogenetic
differential agent
diagnosis, Describe the
complications. and management of
management of Ophthalmia
various causes of neonatorum
conjunctivitis Compare the clinical
features of
conjunctivitis of
different aetiologies
Describe the
management of
Page. 7
 bacterial conjunctivitis
OP Describe the Describe the clinical Lecture 6th MCQs/SAQ Essay/SAQ
3.4 aetiology, features of Trachoma term / Viva voce
pathophysiology, Describe the
ocular features, management of
differential Trachoma
diagnosis, Describe the WHO
complications, and classification og
management of Trachoma
trachoma. Discuss the National
programme for control
of blindness due to
Trachoma
OP Describe the Describe the clinical Lecture, 6therm Written/ Essay/SAQ
3.5 aetiology, features of vernal Viva voce
pathophysiology, catarrh
ocular features, How will you manage
differential a patient with vernal
diagnosis, catarrh
complications and
management of
vernal catarrh
OP Describe the Elicit appropriate Lecture 6th Skill Essay/SAQ
3.6 aetiology, history and clinical term assessment
pathophysiology, signs of pterygium SAQs
ocular features, Enumerate causes of
differential decreased vision due
diagnosis, to pterygium
complications and Describe the different
management of surgical options for
pterygium pterygium
OP Describe the Enumerate causes and Lecture 6th MCQs/SAQ SAQ
3.7 aetiology, complications of term / Viva voce
pathophysiology, symblepharon
ocular features,
differential
diagnosis,
complications and
management of
symblepharon
OP Demonstrate correct Demonstrate correct DOAP 1st Skill
3.8 technique of removal technique of removal session clinical assessment
of foreign body from of foreign body from during posting Logbook
the eye in a the eye in a simulatedclinical
simulated environment posting
environment Logbook
OP Demonstrate the Demonstrate the DOAP 1st Skill
3.9 correct technique of correct technique of session clinical assessment
instillation of eye instillation of eye during posting Logbook
Page. 8
 drops in a simulated drops in a simulated clinical
environment environment posting
Logbook
OP Demonstrate the Demonstrate the DOAP 1st Skill
3.10 correct technique of correct technique of session clinical assessment
applying an eye pad applying an eye pad during posting Logbook
clinical
posting
Logbook
Topic: Cornea Number of Competencies: (10)

OP Enumerate, describe Discuss the Lecture 6th MCQs/SAQ Essay/SAQ

4.1 and discuss the types pathogenesis of term / Viva voce
and causes of corneal corneal ulcer Skill
ulceration Discuss the clinical assessment
features based on
etiological agent
Elicit signs and
symptoms of corneal
ulcer
Describe the general
principles of
management of
corneal ulcers
OP Enumerate and Enumerate the causes Lecture, SGD 6th Written/ Essay/SAQ
4.2 discuss the of infective keratitis term Viva voce
differential diagnosis Compare and contrast
of infective keratitis the clinical features of
bacterial and fungal
corneal ulcer
OP Enumerate the Enumerate the causes Lecture 6th Written/ SAQ
4.3 causes of corneal of corneal edema term Viva voce
edema
OP Enumerate the Describe briefly the Lecture, SGD 6th SAQs/ Viva Essay/SAQ
4.4 causes and discuss Physiology of Tear term voce
the management of film
dry eye Describe briefly the
tests done to detect dry
eyes
Enumerate different
modalities of
treatment of dry eyes
OP Enumerate the Enumerate the causes Lecture, SGD 6th Written/ SAQ
4.5 causes of corneal of corneal blindness term Viva voce
blindness
OP Enumerate the Enumerate the Lecture, SGD 6th Viva voce Essay/SAQ
4.6 indications and the indications and the term
types of types of keratoplasty
keratoplasty
Page. 9
OP Enumerate the Enumerate the Lecture 6th Written/ Essay/SAQ
4.7 indications and indications and term Viva voce
describe the methods describe the methods
of tarsorraphy of tarsorraphy
OP Demonstrate Demonstrate DOAPduring 6th Logbook SAQ
4.8 technique of removal technique of removal clinical term
of foreign body in of foreign body in the posting
the cornea in a cornea in a simulated
simulated environment
environment
OP Describe and discuss Enumerate the Lecture 6th Written/ Essay/SAQ
4.9 the importance and contraindications for term Viva voce
protocols involved in eye donation
eye donation and eye List all methods of
banking corneal button storage
OP Counsel patients and Counsel patients and DOAPduring 1st Logbook
4.10 family about eye family about eye clinical clinical
donation in a donation in a posting posting
simulated simulated environment
environment
Topic: Sclera Number of competencies: (02)
OP Define, enumerate Define scleritis Lecture, SGD 6th Written/ Essay/SAQ
5.1 and describe the Discuss the etiology of term Viva voce
aetiology, associated scleritis
systemic conditions,
clinical features
complications
indications for
referral and
management of
episcleritis
OP Define, enumerate, Describe the clinical Lecture, SGD 6th Written/ Essay/SAQ
5.2 and describe the features, and treatment term Viva voce
aetiology, associated of scleritis
systemic conditions, Enumerate the
clinical features, complications of
complications, scleritis
indications for
referral and
management of
scleritis
Topic: Iris and Anterior chamber Number of Competencies (10)
OP Describe clinical Describe the etiology, clinical Lecture 6th term MCQs/SAQ Essay/
6.1 signs of intraocular features of iridocyclitis , SGD / Viva voce SAQ
inflammation and Describe the distinguishing
enumerate the features of granulomatous and
features that non-granulomatous iridocyclitis
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10
 distinguish What is the etiology of
granulomatous from granulomatous iridocyclitis
non-granulomatous
inflammation.
Identify acute
iridocyclitis from
chronic condition
OP Identify and Define acute and chronic Lecture 6th term MCQs/SAQ Essay/
6.2 distinguish acute iridocyclitis , SGD / Viva voce SAQ
iridocyclitis from Mention the differentiating
chronic iridocyclitis features between acute and
chronic iridocyclitis
OP Enumerate systemic Enumerate the systemic Lecture 6th term MCQs/SAQ Essay/
6.3 conditions that can conditions associated with , SGD / Viva voce SAQ
present as iridocyclitis
iridocyclitis and Enumerate the other ocular
describe their ocular manifestations
manifestations
OP Describe and What is hyphema and what are Lecture 6th term MCQs/SAQ Essay/
6.4 distinguish hyphema its causes / Viva voce SAQ
and hypopyon How will you manage a case of
hyphema
What is a hypopyon and what
are its causes
OP Describe and discuss Describe the anatomy of the Lecture 6th term MCQs/SAQ Essay/
6.5 the angle of the angle of the anterior chamber / Viva voce SAQ
anterior chamber and How will you grade the angle of
its clinical correlates the anterior chamber
OP Identify and Describe the clinical features of Lecture 6th term MCQs/SAQ Essay/
6.6 demonstrate the Primary open angle glaucoma , SGD / Viva voce SAQ
clinical features and Describe the management of
distinguish and POAG
diagnose common What is Trabeculectomy and
clinical conditions describe its steps
affecting the anterior Describe the clinical features
chamber and management of Primary
angle closure glaucoma
Describe the clinical features
and management of congenital
glaucoma
OP Enumerate and What are the causes of shallow Lecture 6th term MCQs/SAQ Essay/
6.7 discuss the and deep anterior chamber , SGD / Viva voce SAQ
aetiology, the What is gonioscopy
clinical What is perimetry and what are
distinguishing the visual field changes in
features of shallow glaucoma
and deep anterior
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 chamber. Choose What is tonometry and how is it
appropriate measured
investigations for Demonstrate digital tonometry
patients with above
conditions of the
anterior chamber
OP Enumerate and Describe the investigations in a Lecture 6th term MCQs/SAQ Essay/
6.8 choose the patient with iridocyclitis , SGD / Viva voce SAQ
appropriate
investigation for
patients with
conditions affecting
the Uvea
OP Choose the correct Describe the management of a Lecture 6th term MCQs/SAQ Essay/
6.9 local and systemic patient with iridocyclitis , SGD / Viva voce SAQ
therapy for Enumerate the side effects of
conditions of the steroid use
anterior chamber and Discuss various routes of
enumerate their administration of steroids in ocular
indications, adverse disease
events and
interactions

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OP Counsel Counsel a patient with uveitis DOAP 1st OSCE OSCE/
6.10 patients with regarding the need for compliance during posti short
conditions of clinical ng case
the iris and posting examinat
anterior ion
chamber
about their
diagnosis,
therapy and
prognosis in
an empathetic
manner in a
simulated
environment
Topic: Lens Number of Competencies: (06)
OP Describe the Describe the anatomy of the lens Lecture 6th MCQs/S Essay/S
7.1 surgical Describe the metabolism of the term AQ/ Viva AQ
anatomy and lens voce
the
metabolism
of the lens
OP Describe and Describe the etiopathogenesis of Lecture/S senile 6th MCQs/S Essay/S
7.2 discuss the cataract GD term AQ/ Viva AQ
etio- Stages of cortical and nuclear cataract voce
pathogenesis, Complications of senile cataract
stages of Discuss etiology and morphology of
maturation complicated cataract
and
complications
of cataract
OP Demonstrate Differentiate between immature, matureDOAP 1st OSCE OSCE/sh
7.3 the correct and hypermature cataract during posti ort case
technique of Demonstrate the presence of iris shadow clinical ng examinat
ocular Macular function tests posting ion
examination
in a patient
with a
cataract
OP Enumerate Describe the steps of cataract surgerySGD/Lect 6th MCQs/S Essay/S
7.4 the types of Mention the intraoperative complications ure term AQ/ Viva AQ
cataract Mention the early and late postoperative voce
surgery and complications
describe the Treatment of After cataract
steps,intra-
operative and
post-
operative

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 complications
of
extracapsular
cataract
extraction
surgery.
OP To participate Discuss the preoperative preparation Learner-
of a 2nd OSCE OSCE/sh
7.5 in the team patient for cataract surgery doctor posti ort case
for cataract Experience a walkthrough of a single ng examinat
surgery patient from advising for surgery till ion
discharge of the patient
OP Administer Administer informed consent and DOAP 2nd OSCE OSCE/sh
7.6 informed counsel patients for cataract during posti ort case
consent and surgery in a simulated environment clinical ng examinat
counsel posting ion
patients for
cataract
surgery in a
simulated
environment
Topic: Retina & optic Nerve Number of Competencies (05)
OP Discuss the Describe the etiology, pathology, clinical Lecture/S 7th MCQs/S Essay/S
8.1 aetiology, features, and management of Retinal GDvein term AQ/ Viva AQ
pathology, occlusions voce
clinical Describe the etiology, pathology, clinical
features and features, and management of Retinal artery
management occlusions
of vascular What is cherry red spot and what are its
occlusions of causes
the retina
OP8. Enumerate What is the pathogenesis of diabetic Lecture/S 7th MCQs/S Essay/S
2 the retinopathy GD term AQ/ Viva AQ
indications What are the stages of diabetic retinopathy voce
for laser and maculopathy
therapy in the What is the managemnt for each of the
treatment of stages
retinal What are the grades of hypertensive
diseases retinopathy?What is Keith Wagner
(including classification
retinal
Enumerate the types of retinal detachment
detachment,
and its management
retinal
What is age related macular degeneration?
degenerations
What are the clinical features and
, diabetic
management
retinopathy &
hypertensive
retinopathy)
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OP8. Demonstrate Demonstrate the correct technique ofDOAP
using in 6- OSCE
3 the correct a direct ophthalmoscope. skills lab 7thter
technique of a Describe a normal fundus with the help of m
fundus a diagram
examination
and describe
and
distinguish
the
funduscopic
features in a
normal
condition and
in conditions
causing an
abnormal
retinal exam
OP8. Enumerate Enumerate the various disease conditions
Lecture/S 7th MCQs/S Essay/S
4 and discuss of the retina GD term AQ/ Viva AQ
treatment Enumerate the treatment modalities of the voce
modalities in above conditions
management
of diseases of
the retina
OP8. Describe and Describe the anatomy of the Optic nerveLecture/S 7th MCQs/S Essay/S
5 discuss the
Describe the clinical GD
features, term AQ/ Viva AQ
correlative investigations and management of Optic voce
anatomy, neuritis
aetiology, Describe the clinical features,stages and
clinical fundus picture, investigations, and
manifestation management of Papilledema
s, diagnostic Describe the clinical
tests, imagingfeatures,classification, investigations and
and management of Optic Atrophy
management Describe the anatomy of the visual
of diseases ofpathway
the optic
Describe the visual field defects occurring
nerve andin diseases affecting the visual pathway
visual
Describe the pupillary pathway
pathway
Describe the clinical features of the various
pupillary abnormalities-
Hutchisonspupil,ARP,AdiesPupil,Marcus
Gunn Pupil
Demonstrate swinging flashlight test
PA Describe the Discuss the pathogenesis, Lecture/S 7th MCQs/S Essay/S
36.1 etiology, histopathology and genetics of GD term AQ/ Viva AQ
genetics, retinoblastoma voce
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 pathogenesis, Enumerate the causes of leukocoria
pathology, Describe the staging and clinical
presentation, features of retinoblastoma
sequelae, and Discuss the treatment options for
complications the various stages of
of retinoblastoma
retinoblastom
a
Topic: Miscellaneous Number of Competencies (05) Number of procedures that require
certification: (01)
OP9. Demonstrate List the extraocular muscles, DOAP their 1st&2 Logbook
nd
1 the correct insertions, and their actions during
technique to Demonstrate the correct technique clinical
to posti
examine extra examine extra ocular posting
movements ng
ocular (Uniocular & Binocular)
movements
(Uniocular &
Binocular)
OP9. Classify, List the types of strabismus Lecture/S 7th MCQs/S Essay/S
2 enumerate the GD
What are the differences between Paralytic term AQ/ Viva AQ
types, squint and Concomitant squint voce
methods of Enumerate and demonstrate the tests done
diagnosis and in a case of Squint (Hirschberg’s test, Head
indications posture)
for referral in List the conditions in which a patient with
a patient with strabismus has to be referred
heterotropia/
strabismus
OP9. Describe the Enumerate the causes of headache andLecture/S
list 7th MCQs/S Essay/S
2 role of the differentiating features to suggest
GD an term AQ/ Viva AQ
refractive ocular cause voce
error List the type of headaches which require
correction in a referral
patient with
headache and
enumerate the
indications
for referral
OP9. Enumerate, What are the causes of avoidable blindness
Lecture/S 7th MCQs/S Essay/S
4 describe and What is NPCB. What are the diseases GD term AQ/ Viva AQ
discuss the included in this voce
causes of What is vision 2020
avoidable Define legal blindness, social blindness
blindness and and economical blindness
the National
Programs for
Control of

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 Blindness
(including
vision 2020)
OP9. Describe the List the types of ocular injuries Lecture/S 7th MCQs/S Essay/S
5 evaluation GD term AQ/ Viva AQ
and List the effects of blunt trauma to the eye voce
enumerate the
steps List the steps of initial management of
involved in chemical injuries
the Demonstrate the correct method of eye
stabilisation, irrigation
initial List the steps of initial management of an
management open globe injury
and indication
for referral in
a patient with
ocular injury
Integration – Anatomy
AN Explain effect Describe the visual field changes in Lecture/S 7th MCQs/S Essay/S
30.5 of pituitary pituitary tumors GD term AQ/ Viva AQ
tumours on Discuss the anatomical basis of VF voce
visual changes in pituitary lesions
pathway
AN31 Describe What is Horner’s syndrome? Lecture/S 7th MCQs/S Essay/S
.3 anatomical Differentiate acquired from GD term AQ/ Viva AQ
basis of congenital HS voce
Horner's Describe the anatomical basis for
syndrome HS due to various causes
AN Explain the Describe the anatomy of the 3rd,4th Lecture/S 7th MCQs/S Essay/S
31.5 anatomical and 6th cranial nerves GD term AQ/ Viva AQ
rd th
basis of Enumerate the causes of 3 ,4 and voce
oculomotor, 6th cranial nerve palsies
trochlear and
abducent
palsy
AN Describe & Lecture/S 7th MCQs/S Essay/S
41.1 demonstrate GD term AQ/ Viva AQ
parts and voce
layers of
eyeball
AN Describe the Lecture/S 7th MCQs/S Essay/S
41.2 anatomical GD term AQ/ Viva AQ
aspects of voce
cataract,
glaucoma &
central
AN Describe the Lecture/S 7th MCQs/S Essay/S

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41.3 position, GD term AQ/ Viva AQ
nerve supply voce
and actions of
intraocular
muscles
Integration- Physiology
PY Describe and Describe the theories of color Lecture/S 7th MCQs/S Essay/S
10.17 discuss vision GD term AQ/ Viva AQ
functional Describe the pupillary pathway voce
anatomy of Describe the clinical features of the
eye, various pupillary abnormalities
physiology of
image
formation,
physiology of
vision
including
colour vision,
Refractive
errors, colour
blindness,
Physiology of
pupil and
light
reflex
PY Describe and Draw a neat, labelled diagram of Lecture/S 7th MCQs/S Essay/S
10.18 discuss the the visual pathway GD term AQ/ Viva AQ
physiological Describe the field defects of lesions voce
basis of lesion affecting the visual pathway
in visual
pathway
PY Describe and Lecture/S 7th MCQs/S Essay/S
10.19 discuss GD term AQ/ Viva AQ
auditory & voce
visual evoke
potentials
PY Demonstrate Assess visual acuity, colour vision Lecture/S 7th MCQs/S Essay/S
10.20 testing of and visual field in a simulated GD term AQ/ Viva AQ
visual acuity, patient voce
colour and
field of vision
in a simulated
environment
PH Describe Describe the mechanism of action, Lecture/S 7th MCQs/S Essay/S
1.58 drugs used in dosage, duration, modes of GD term AQ/ Viva AQ
Ocular delivery and side effects of the voce
disorders following groups of drugs used in

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 Ophthalmology
Anti-glaucoma drugs, antibiotics,
antifungals, mydriatic and
cycloplegics, steroids
IM Describe and List the causes of acute painless Lecture/S 7th MCQs/S Essay/S
24.15 discuss the loss of vision in the elderly and GD term AQ/ Viva AQ
aetiopathogen their systemic causes voce
esis, clinical List the causes of acute painful loss
presentation, of vision in the elderly and their
identification, systemic causes
functional Discuss the systemic investigations
changes, thatis required in acute loss of
acute care, vision in the elderly
stabilization, Discuss the treatment of acute loss
management of vision in the elderly
and
rehabilitation
of vision and
visual loss in
the elderly

Summary of course content, teaching and learning methods and student assessment for the
undergraduate (MBBS) Curriculum in Ophthalmology

Course content
The course content been given in detail in the above Table, which includes competencies, specific learning
objectives for each competency and the suggested Teaching-Learning methods and assessment methods
both formative and summative. The competencies have been developed by an expert group nominated by
NMC, while the SLOs, T-L methods and assessments methods have written by the expert committee
constituted by Rajiv Gandhi University of Health Sciences.

Teaching-Learning methods and Time allotted

Lectures Small group Self-directed Total Clinical postings
discussion learning hours
Ophthalmology 30hours 60hours 10hours 100 Two postings of 4 weeks
hours each. First posting in 3-
4th terms (15hours/week)
and Second posting in 6-
7th terms (18hours/week)

• Teaching-learning methods shall be learner centric and shall predominantly include small group
learning, interactive teaching methods and case-based learning. Didactic lectures not to exceed
one-third of the total teaching time. The teaching learning activity focus should be on application
of knowledge rather than acquisition of knowledge.
• The curricular contents shall be vertically and horizontally aligned and integrated to the maximum
extent possible to enhance learner’s interest and eliminate redundancy and overlap. The
integration allows the student to understand the structural basis of ophthalmologic problems, their

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 management and correlation with function, rehabilitation, and quality of life
• Acquisition and certification of skills shall be through experiences in patient care, diagnostic and
skill laboratories. Use of skill lab to train undergraduates in Direct Ophthalmoscopy although not
mandatory, but it is desirable.
• The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from
Monday to Friday)
• The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day
from Monday to Saturday)
• Newer T-L method like Learner-doctor method (Clinical clerkship) should be mandatorily
implemented, from 1st clinical postings in ophthalmology itself.
• The goal of this type of T-L activity is to provide learners with experience in longitudinal patient
care, being part of the health care team, and participate in hands-on care of patients in outpatient
and inpatient setting. During the 1st clinical postings, the students are oriented to the working of
the department. During the second clinical posting the students are allotted patients, whom they
follow-up through their stay in the hospital, participating in that patient’s care including case
work-up, following-up on investigations, presenting patient findings on rounds, observing
surgeries if any till patient is discharged.
• The development of ethical values and overall professional growth as integral part of curriculum
shall be emphasized through a structured longitudinal and dedicated programme on professional
development including attitude, ethics, and communication which is called the AETCOM module.
The purpose is to help the students apply principles of bioethics, systems-based care, apply
empathy and other human values in patient care, communicate effectively with patients and
relatives and to become a professional who exhibits all these values. This will be a longitudinal
programme spread across the continuum of the MBBS programme including internship. MBBS
Phase 3 Part 1, has to complete 5 modules of 5hours each. The Ophthalmology faculty will have
the responsibility of conducting 1-2 modules as per the decision and logistics of each institution.
Assessment
Eligibility to appear for university examinations is dependent on fulfilling criteria in two main areas –
attendance and internal assessment marks
Attendance
Attendance requirements are 75% in theory and 80% in clinical postings for eligibility to appear for the
examinations in Ophthalmology.
75% attendance in AETCOM Module is required for eligibility to appear for final examination in 3rd
professional year 3 part 1.
Internal Assessment
• Progress of the medical learner shall be documented through structured periodic assessment that
includes formative and summative assessments. Logs of skill-based training shall be also
maintained.
• There shall be no less than three internal assessment examinations in Ophthalmology. An end of
posting clinical assessment shall be conducted for each of the Ophthalmology clinical posting.
• Day to day records and logbook (including required skill certifications) should be given
importance in internal assessment. Internal assessment should be based on competencies and
skills.
• Learners must secure at least 50% marks of the total marks (combined in theory and clinical; not
less than 40 % marks in theory and practical separately) assigned for internal assessment in
Ophthalmology in order to be eligible for appearing at the final University examination.
• Internal assessment marks will reflect as separate head of passing at the summative examination.

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 • The results of internal assessment should be displayed on the notice board within 1-2 weeks of
the test.
• Remedial measures should be offered to students who are either not able to score qualifying marks
or have missed on some assessments due to any reason.
• Learners must have completed the required certifiable competencies for that phase of training and
Ophthalmology logbook entry completed to be eligible for appearing at the final university
examination.
• AETCOM assessment will include: (a) Written tests comprising of short notes and creative writing
experiences, (b) OSCE based clinical scenarios / viva voce.
University examinations
Third Professional Part I shall be held at end of third Professional part 1 of training (12 months) in the
subjects of Ophthalmology, Otorhinolaryngology, Community Medicine and Forensic Medicine and
Toxicology
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/her to function effectively and appropriately as a physician of
first contact. Assessment shall be carried out on an objective basis to the extent possible.
Marks allotted
Ophthalmology Theory Clinical examination
Total marks 100 marks 100 marks
Long essay 2X10= 20 Two cases x40marks=80marks
Short essay 8x5=40 marks Viva voce 2x10=20marks
Short answer question 10x3=30marks
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short Answers
Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each part should be indicated
separately.
All the question papers to follow the suggested blueprint(APPENDIX 1). It is desirable that the marks
allotted to a particular topic are adhered to.
A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum
of 20% can be from the desirable to know component. All main essay questions to be from the must
know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30%
of questions should be clinical case scenario based. Questions to be constructed to test higher cognitive
levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the examination must
be common conditions that the learner may encounter as 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, attitudinal, ethical and
professional values. Candidate’s skill in interpretation of common investigative data, X-rays, identification
of specimens, ECG, etc. is to be also assessed.
At least one question in each paper of the clinical specialties in the University examination should test
knowledge competencies acquired during the professional development programme. Skill competencies
acquired during the Professional Development Programme must be tested during the clinical, practical and

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viva voce.
There shall be one main examination in an academic year and a supplementary to be held not later than 90
days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for
appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical +
viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the University to a
learner for clearing the examination as a whole but not for clearing a subject resulting in exemption.

Appointment of Examiners
Person appointed as an examiner in the 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/approved/permitted medical college.
For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners, out of whom
not less than 50% must be external examiners. Of the four examiners, the senior-most internal examiner will
act as the Chairman and coordinator of the whole examination programme so that uniformity in the matter
of assessment of candidates is maintained.
Where candidates appearing are more than 100, two additional examiners (one external & one internal) for
every additional 50 or part there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal examiners
by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate
the questions.
All theory paper assessment should be done as central assessment program (CAP) of concerned university.

APPENDIX 1: Blueprint for Ophthalmology theory Examinations

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 Topics Marks allotted
Eyelids disorders 6
Conjunctival diseases 10
Corneal disorders 10
Refractive errors 6
Lacrimal Drainage system 6
Tear Film abnormalities 5
Diseases of Sclera 3
Diseases of Lens 8
Glaucoma 10
Uveitis 5
Diseases of Retina and choroid 10
Orbital diseases 5
Neuroophthalmological conditions 8
Community Ophthalmology 5
Strabismus 3
Total 100

Sample Ophthalmology Question Paper

Ophthalmology Paper
Time: 3 hours
Marks: 100
Your answers should be specific to the questions asked.
Draw neat, labelled diagrams wherever necessary.
Long essays (2 X 10 = 20 marks)
1. A 42year old male, farmer by profession seeks treatment for painful loss of vision in the left eye 1 week
duration after he sustained trauma with vegetable matter while working. On examination his visual acuity
is CF 3meters with a central whitish lesion on the cornea.
What is the most likely diagnosis? Describe the clinical features of this condition? Discuss the investigations
and treatment for this condition. Describe briefly the complications associated with this condition
(1+3+4+2=10)
2. Describe the staging of diabetic retinopathy with the clinical features and treatment of each stage. Add a
note on anti-VEGF treatment (8+2=10)
Short essays (8x5=40marks)
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3. A 3month old male child was brought with complaints of watering of right eye since birth with
intermittent yellowish-white discharge. What is the most probable diagnosis and how will you manage this
child?
4. Describe the WHO classification of vitamin A deficiency. Add a note on treatment of vitamin A
deficiency
5. Discuss the etiological classification of entropion. Discuss the etiopathogenesis and management of senile
entropion
6. Describe the visual field changes in Primary open angle glaucoma
7. Describe the Classification of Hypermetropia and management
8. A 48year old female presents with gradually progressive loss of vision in the right eye since 8months.
What is the probable differential diagnosis and how will you investigate and manage this patient?
9.Enumerate the causes and discuss the investigations and treatment of non-granulomatous iridocyclitis.
10. Discuss the etiology, clinical features and management of optic neuritis
Short answer questions (10x3=30marks)
11. What is Paracentesis? Enumerate the indications
12. Enumerate the Differential diagnosis of Leukocoria
13. Briefly describe the tests for dry eyes
14. Causes of Anisocoria
15. Describe briefly the actions and nerve supply of Extraocular muscles
16. Write a short note on the uses of Atropine in Ophthalmology
17. Classification of scleritis
18. Write briefly on the Treatment of trachoma
19. Write a note on clinical features of orbital cellulitis
20. Enumerate the indications for keratoplasty
Multiple choice questions (10x1=10marks, with no negative marking)
21. (i) Corneal perforation is an expected complication of
A) Hypopyon ulcer
B) Fasicular ulcer
C) Mooren’s ulcer
D) Dendritic ulcer

21. (ii) Surgery of choice in “Buphthalmos” is

A) cyclocryo therapy
B) iridectomy
C) trabeculectomy
D) trabeculotomy
21. (iii) A vertically oval mid-dilated pupil unresponsive to light is diagnostic of
A) acute anterior uveitis
B) acute mucopurulent conjunctivitis
C) acute congestive glaucoma
D) acute nodular scleritis

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21. (iv) Orbicularis oculi is innervated by which cranial nerve?
A) 4th
B) 5th
C) 6th
D) 7th
21. (v) Proptosis is measured using
A) Keratometer
B) Tonometer
C) Exophthalmometer
D) Gonioscope
22. (i) Formation of a “Cyclitic membrane” leads to all the following EXCEPT
A) Hypotony
B) Glaucoma
C) Loss of vision
D) Pthisis bulbi
22, (ii) In an adult male presenting with acute severe purulent conjunctivitis, preauricular lymph node
enlarged and tender with associated constitutional symptoms the treatment of choice is
A) Ceftriaxone 1gm intramuscularly with intensive topical penicillin therapy
B) Intensive topical penicillin therapy alone
C) Fluoroquinolones 500mg BID intravenously with topical tetracycline therapy
D) Intensive topical tetracycline therapy alone
22. (iii) Topical Mitomycin C is used in the treatment of pterygium to
A) Prevent malignant transformation
B) Improve circulation
C) Prevent recurrence
D) Prevent calcification
22. (iv) “Pizza pie” appearance is typically seen in
A) Retinitis pigmentosa
B) CMV retinitis
C) Toxoplasma retinitis
D) Tuberculous retinitis

22. (v) “Homonymous hemianopia with macular sparing” is seen in lesions of

A) Occipital cortex
B) Optic radiation
C) Optic chiasm
D) Optic nerve

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 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

OPHTHALMOLOGY
LOGBOOK
FOR
PHASE III MBBS
AS PER

Competency-Based Medical Education Curriculum

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26
 Insert Student
institution Name and address of the college photo
logo

Ophthalmology
Logbook

Name of the student:

Contact Number:

Email id:

Date of admission to MBBS course:

Date of beginning of the current phase:

Reg. No. (College ID):

Reg. No. (University ID):

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INDEX

Sl PAGE
CONTENT
NO. NUMBER
1 BONAFIDE CERTIFICATE 1
2 PREFACE 2
3 GENERAL INSTRUCTIONS 3
4 SUMMARY OF ATTENDANCE 4
5 SUMMARY OF INTERNAL ASSESSMENT (IA) 5
SECTION- 1
CBME CURRICULUM IN OPHTHALMOLOGY
6
1A. COMPETENCIES IN KNOWLEDGE DOMAIN 6
1B. COMPETENCIES IN SKILL DOMAIN 7
SECTION-2
7 8
AETCOM MODULES
SECTION-3
FORMATIVE ASSESSMENTS
8
3A. SCHEME OF FORMATIVE ASSESSMENT 12
3B. SUMMARY OF FORMATIVE ASSESSMENT 13 -15
SECTION-4
9 ESSENTIAL SKILLS-CERTIFIABLE 16
non- CERTIFIABLE 17-18
SECTION-5
ADDITIONAL ACTIVITIES
10 5.1 CO-CURRICULAR ACTIVITIES
19
5.2 EXTRACURRICULAR ACTIVITIES
5.3 ACHIEVEMENTS AND AWARDS

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 11 SUMMARY PAGE 20

BONAFIDE CERTIFICATE

ST. JOHN’S MEDICAL COLLEGE

This is to certify that the candidate ……………………………………………

Reg No……………...... has satisfactorily completed all requirements mentioned in this Logbook for

Phase III MBBS in OPHTHALMOLOGY including related AETCOM modules as per the

Competency-Based Undergraduate Medical Education Curriculum, Graduate Medical Regulation

2019 during the period from …….... ……….to ……………...

He/She is eligible to appear for the summative (University) assessment.

Faculty Mentor: Head of Department:

Name: Name:

Signature: Signature:

Place:
Date:

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PREFACE

This logbook is designed to follow and record your academic journey through the Ophthalmology course.
The knowledge, skills and desirable attitudes you acquire in order to function as a primary care physician
of first contact will be documented and certified in this logbook.

Section1 contains the CBME competencies in Ophthalmology. It includes the competencies that would
be covered during the course.
Section 2 records your participation in Attitude, Ethics and Communication (AETCOM) modules related
toOphthalmology.
Section 3 consists of the schemeand summary of formative assessmentsin Ophthalmology, including the
internal assessments.
Section 4 documents the procedures that require certification and those that do not require
certification but only need to be maintainedinthe logbook.
Section 5 documents additional-curricular activities (Seminars, conference, workshops attended,
scientific project presentations, outreach activities, etc.) and extracurricular activities.
We hope that this logbook serves as a guide and facilitates your progress through the year.

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GENERAL INSTRUCTIONS
1. This logbook is a record of the academic/co-curricular activities in Ophthalmology of the
designated student.
2. The student is responsible for getting the entries in the logbook verified by the faculty in-charge
regularly.
3. Entries in the Logbook will reflect the activities performed by you in the department of
Ophthalmology during your course.
4. The student has to get this logbook verified by the mentor and the Head of the department before
submitting the application of the University examination.
5. All signatures must be done with a date stamp.

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SUMMARY OF ATTENDANCE

Percentage of classes Eligible for

University Signature of Signature of
attended
Block/Phase examination student with teacher with
Theory Practical (Yes / No) date date

First Block

Second Block

Third Block

Attendance at
the end of
MBBS Phase II

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SUMMARY OF INTERNAL ASSESSMENT (IA)

Total marks Marks scored Signature

Signature
Sl. Internal Date of of
of student
No. Assessment Assessment Theory Practical Theory Practical teacher
with date
with date

1 First

2 Second

3 Third

4 Remedial

Note: A candidate who has not secured requisite aggregate in the internal assessment may be subjected to
remedial assessment by the institution. If he/she successfully completes the same, he/she is eligible to appear
for University Examinations. The remedial assessment shall be completed before submitting the internal
assessment marks online to the University.

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SECTION: 1
Competencies in Ophthalmology

Competency-Based Medical Education (CBME) curriculum in Ophthalmology

Competencies in Ophthalmology:
There are 60 competencies in ophthalmology that have been listed in the CBME curriculum by the MCI
(Refer Annexure 1). They can be categorized into knowledge, skills and affect domains as given below.
There are 43 competencies in the knowledge domain

1.A Competencies in the knowledge domain

Sl no Topic Competency
1 Visual acuity assessment OP 1.1, 1.2, OP1.4, 1.5
2 Lids, adnexa and orbit OP 2.1, OP2.4 to 2.8
3 Conjunctiva OP 3.3 to 3.7
4 Cornea OP4.1 to 4.7, OP 4.9
5 Sclera OP5.1, 5.2
6 Iris and anterior chamber OP 6.1 to 6.5, OP6.7 to 6.9
7 Lens OP 7.1, 7.2
8 Retina and optic nerve OP 8.1, 8.2 OP8.4, 8.5
9 Miscellaneous OP 9.2 to 9.5

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Competencies in Skills: There are 15 competencies in this domain. These are as given below.

1.B Competencies in Skills

Topics Competency Description

Visual acuity OP 1.3 Demonstrate steps in visual acuity assessment- distance, near,
colour vision and pinhole
Lids, adnexa OP 2.2 Demonstrate clinical signs of hordeolum, ptosis, lagophthalmos
and orbit OP 2.3 Demonstrate (under supervision) clinical procedures: bells
phenomenon, assessment of entropion/ectropion, perform the
regurgitation test of lacrimal sac, massage technique in
congenital dacryocystitis and trichiatic cilia removal by epilation
Conjunctiva OP 3.1 Elicit detailed history for red eye
OP 3.2 Demonstrate clinical examination of a patient with red eye-
corneal lustre, pupil, anterior chamber depth
OP 3.8 Removal of FB in simulated environment
OP 3.9 Demonstrate eyedrop instillation in simulated environment
Cornea OP 4.8 Removal of FB in simulated environment
Iris and OP 6.6? Identify and demonstrate the clinical features and distinguish and
diagnose common clinical conditions affecting the anterior
anterior
chamber
chamber
Lens OP 7.3 Demonstrate technique of examination in cataract
OP 7.4 Enumerate types, explain steps, complications of cataract
surgery
OP 7.5 To participate in the team of cataract surgery
OP 7.6 Administer informed consent and counsel patients of cataract
surgery in a simulated environment
Retina and OP 8.3 Demonstrate the correct technique of fundus examination in
normal fundus and in abnormal retinal exam- skills lab
optic nerve
Miscellaneous OP 9.1 Demonstrate the correct technique to examine the extra-ocular
movements(Uniocular& binocular)

SECTION 2:
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FORMAT OF AETCOM Modules Report

AETCOM Module Number:

Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
1. What did you learn from this AETCOM session based on the objectives?
2. What change did this session make in your learning?
3. How will you apply this knowledge in future?

Remarks by Facilitator

Signature of facilitator with date

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AETCOM Module Number:
Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
1. What did you learn from this AETCOM session based on the objectives?
2. What change did this session make in your learning?
3. How will you apply this knowledge in future?

Remarks by Facilitator

Signature of facilitator with date

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SECTION: 3
Formative Assessment 1

Maximum Marks
Feedback and Signature
marks obtained
Formative assessment
Theory
50

Formative assessment
Practical
25

Formative Assessment 2

Maximum Marks
Feedback and Signature
marks obtained
Formative assessment
Theory
50

Formative assessment
Practical
25

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 Formative Assessment 3

Maximum Marks
Feedback and Signature
marks obtained
Formative assessment
Theory
100

Formative assessment
Practical
25

Rubric for Assessing Professionalism

Areas assessed Signature Signature

Phase
of student of teacher
Regular in Behaviour Dress code Total
Regular
completing in class and and (20mar
for classes
assignments discipline presentation
(5marks) ks)
(5marks) (5marks) (5marks)
At the
end of 1st
IA

At the
end of
2nd IA

At the
end of
3rd IA

Average
score at
the end
of the
year
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Note: Parameters will be assessed at the Departmental level to consider eligibility (Minimum of 50% at
the end of the year) of the candidate to appear for the university examination. Not considered for internal
assessment marks.

Evaluation and feedback

on self-directed learning (SDL)- 10 hours

Signature of
Sl no. Date Topic of SDL Feedback
faculty/mentor
1

10

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Section 4
Essential skills both Certifiable and non-certifiable skills

Certifiable skill 1

Skill: Demonstrate the correct technique to examine the extra-ocular movements (Uniocular& binocular)

Domain: Skills and knowledge

Level of competency: Perform
Core: Yes

The student must perform this activity twice to be certified

Attempt Faculty decision Rating

Faculty
Date Remedia Not signature Below Meets Exceeds
First Repeat Complet
l Complet with date expectation expectation expectation
F R ed
Re ed B M E

Overall remarks:

In-charge faculty signature with date:

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 Competency # Attempt at Rating Decision of Initial of
activity faculty faculty &
First or Only (B): Below Completed (C) date
(F) expectations
SLO Repeat (R) (M) : Meets Repeat (R)
expectations
Remedial (E): Exceeds Remedial
(Re) expectations (Re)*
Or
Numerical
Score
OP Demonstrate the
6.6& technique of
7.3 examining the eye in
anterior segment
disorders including
cataract, uveitis and
glaucoma
OP OP 7.6: Administer
7.5 informed consent and
& counsel patients of
7.6 cataract surgery in a
simulated
environment
OP OP 8.3: Demonstrate
8.3 the correct technique
of fundus
examination in the
skills lab

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Competency Attempt at Rating Decision of faculty
# activity
First or Only (B): Below Completed (C)
(F) expectations
Repeat (R) (M): Meets Repeat (R)
expectations
Remedial (E): Exceeds Remedial (Re)*
(Re) expectations
Or Numerical
Score
Measure visual
OP1.3 acuity including -
distance, near,
colour vision and
pinhole
OP2.2 Elicit the clinical
signs of common
eyelid disorders
including Bell’s
phenomenon
OP2.3 Perform the lacrimal
regurgitation test of
lacrimal sac, and
lacrimal sac massage
technique in
congenital
dacryocystitis
OP 3.1 Elicit detailed
history in a patient
with red eye
OP 3.2 Demonstrate clinical
examination of a
patient with red eye-
corneal lustre, pupil,
anterior chamber
depth
OP 3.8 Demonstrate
removal of FB in
simulated
environment
OP 3.9 Demonstrate the
correct technique of
eyedrop instillation
in simulated
environment

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 Case presentation 1st posting

Sl.No. Name of patientDiagnosis Presented/ Faculty

participated signature
1
2
3
4
5
6
7
8
9
10

Case presentation 2nd posting

Sl.No. Name of patientDiagnosis Presented/ Faculty

participated signature
1
2
3
4
5
6
7
8
9
10

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 Section 5:Additional Curricular and extracurricular Activities

5.1 Additional curricular activities

(Seminar, conferences, outreach activities, Workshops etc.)

Sl no Date Particulars Signature of the faculty

5.2 Extracurricular activities

Sl no Date Particulars Signature of the faculty

5.3 Achievements/awards

Sl no Date Particulars Signature of the faculty

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 FINAL SUMMARY

Dates
Attendance Signature of the
Sl Status *
Description in teacher with
no.
percentage date

From To

1 Certifiable skills

AETCOM
2
Modules

Internal
3 assessment
Marks

Signature of Head of department Date:

* Status: Complete/Incomplete: For skills and AETCOM modules

Eligible/Ineligible: For Internal marks

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Learner doctor method

Posting 1

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at
admission and followed up. The student will interact with the patient and the treating team to make daily
notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status , communication and
patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

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Learner doctor method

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Learner doctor method

Reflection on the learner doctor method of learning;

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What happened?

So what ?

What next?

Signature of faculty: Date :

Learner doctor method

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Posting 1

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at
admission and followed up. The student will interact with the patient and the treating team to make daily
notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status , communication and
patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

Learner doctor method

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Learner doctor method

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Reflection on the learner doctor method of learning;

What happened?

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So what ?

What next?

Signature of faculty: Date :

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 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Otorhinolaryngology Curriculum
as per
Competency-Based Medical Education

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Preamble
The NMC envisages that the Indian Medical Graduate shouldfunction as the Physician of first contact in the
community, to provide holistic health care to the evolving needs of the nation and the world. To fulfil this,
the IMG should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a
professional and a team leader.
Competency-based medical education (CBME) is an outcome-based training model that has become the
new standard of medical education internationally. This new curriculum is being implemented across the
country and the first batch has been enrolled since the academic year 2019. The regulatory and accrediting
body NMC had started the process by training faculty across the country in the key principles of CBME and
developing key competencies for each speciality with the input from expert groups under each speciality.
The field of Otorhinolaryngology (ENT) came to be recognized as a separate entity in medicine at the end
of the 19thcentury. It has been evolving as aseparate surgical speciality since then owing to the contributions
of pioneers in understanding the disease processes.
ENT as a speciality has been steered into new heights today due to the many technological advances in
microsurgery by stalwarts in this field. Otology, Laryngology, Rhinology, Endoscopic Skull Base Surgery,
Head and Neck Surgery, Facial Plastic Surgery, Neuro-otology, Pediatric ENT and Phonosurgery are the
various sub-specialities that ENT has ramified into. ENT related medical problems are commonly
encountered at a primary care and for this, an MBBS graduate requires a basic knowledge and skill in the
speciality of ENT. The new CBME curriculum equips the undergraduate students with the skill and
knowledge to face these challenges using innovative teaching learning methods.

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Goals and Objectives of the RGUHS Otorhinolaryngology Curriculum

Goals
The Goal of training in this subject is to make the candidate familiar with common ENT problems.
The IMG should be competent enough to diagnose and treat routine ENT diseases and should be
able to identify the cases, which require specialist care and identify deaf individuals at the earliest
and refer them for proper rehabilitation

Competencies

The Learner must demonstrate :-

1. Knowledge of the common Otorhinolaryngological(ENT) emergencies
and problems
2. Ability to recognize, diagnose and manage common ENT emergencies
and problems in primary care setting
3. Ability to perform simple ENT procedures as applicable in a primary
care setting
4. Ability to recognize hearing impairment and refer to the appropriate
Hearing impairment rehabilitation programme.

Skills
1. Examine and diagnose common disorders of the Ear, Nose and Throat region and manage at first
level of care.
2. Recognize premalignant and malignant cases of head and neck region at an
early stage.
3. Remove foreign bodies in the ear and nose.
4. Perform life saving surgical procedures in patients with airway emergencies.
5. Should be familiar with drainage of intra oral and neck abscesses.
6. Able to do anterior and posterior nasal packing to control Epistaxis

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

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Attitude and communication skills

At the end of the course the student should be able to:

e. Communicate effectively with patients, their families and the public at large.
f. Communicate effectively with peers and teachers; demonstrate the ability to work effectively
with peers in a team.
g. Demonstrate professional attributes of punctuality, accountability and respect for teachers and
peers.
h. Appreciate the issues of equity and social accountability while undergoing early clinical
exposure.

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Interactive Lectures – 25 hours
Proposed topics
Sl No Topics
1 Anatomy & Physiology of Ear
2 Anatomy & Physiology of Nose
3 Anatomy & Physiology of Throat
4 Anatomy &Physiologyof Head & Neck
5 Diseases of the External Ear
6 Non-infectious disordersof Middle Ear
7 Infections of Middle Ear
8 Diseases of Inner Ear
9 Hearing Loss & Tinnitus
10 Vertigo & Balance Disorders
11 Facial Nerve Paralysis
12 Diseases of Nasal Septum
13 Non-infectious Rhinitis
14 Acute & Chronic Rhinosinusitis
15 Epistaxis &Head & neck Trauma
16 Tumors of Nose & PNS
17 Tumors of Nasopharynx & JNA
18 Diseases of Salivary glands
19 Acute & chronic Pharyngitis& Tonsillitis
20 Head & Neck Space Infections
21 Laryngeal Infections &Benign disorders of Larynx
22 Malignancy of Larynx &Hypopharynx
23 Stridor & management ofAirway Emergencies
24 Diseases of Oesophagus
25 HIV manifestationsof the ENT

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Small Group Teaching– 40 hours
Proposed topics

Sl No of SG TL methods
Topics hours
No
1 Anatomy & Physiology of Ear 2 Seminars & Model/chart making
3 Otoscopic examination of the Tympanic 2 Simulation (DOAP)
membrane
4 Otomicroscopic examination in a simulated 2 Simulation (DOAP)
environment
5 Tuning fork Tests 2 DOAP
6 Foreign body removal from ear / 2 Simulation (DOAP)
Syringing wax from ear
7 Assessment & Rehabilitation of Hearing 2 Seminars & SGD (DOAP)
impaired & NPPCD
8 Interpretation of Pure Tone Audiograms & 2 SGD (Discussion of patient
Impedance audiograms reports)
9 Surgical Procedures of the Ear 3 Seminars & Video demonstration
10 Diagnostic nasal endoscopy & 3 Seminars, Video demonstration
anatomy of Nose & Simulation
11 Smell and taste perception 2 Seminars, SGD – chart making
12 Epistaxis & Anterior Nasal packing 3 Seminars, Video demonstration
& Simulation
13 Foreign bodies in the nose & Upper respiratory3 Video demonstration &
tract & their management Simulation
14 Surgical procedures of the Nose 2 Seminars & Video
demonstration
15 Anatomy & Physiology of throat 2 Seminars & Model/chart making
16 Surgical procedures of the throat 2 Seminars & Video demonstration
17 Airway emergencies & management of Stridor 3 Seminars, Video demonstration
(including Tracheostomy) & Simulation
18 Counsel &Administer informed consent 1 Simulation -DOAP
19 Malignant & pre- malignant ENT diseases 1 Seminars, SGD
20 The national programs for prevention of 1 Seminars, Awareness activities
deafness, cancer, noise & environmental (Poster making)
pollution

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Topics for Integration with Otorhinolaryngology from other Departments
Sl. Integrated with
Integrated Teaching
No (Department)
Describe the (1) morphology, relations, blood supply and applied
1 Human Anatomy
anatomy of palatine tonsil and (2) composition of soft palate
2 Describe the components and functions of waldeyer’s lymphatic ring Human Anatomy

3 Describe the boundaries and clinical significance of pyriform fossa Human Anatomy
Describe the anatomical basis of tonsillitis, tonsillectomy, adenoids and
4 Human Anatomy
peri-tonsillar abscess
5 Describe the clinical significance of Killian’s dehiscence Human Anatomy
Describe & demonstrate features of nasal septum, lateral wall of nose,
6 Human Anatomy
their blood supply and nerve supply
7 Describe location and functional anatomy of paranasal sinuses Human Anatomy

8 Describe anatomical basis of sinusitis & maxillary sinus tumours Human Anatomy
Describe the morphology, identify structure of the wall, nerve supply,
9 Human Anatomy
blood supply and actions of intrinsic and extrinsic muscles of the larynx
10 Describe the anatomical aspects of laryngitis Human Anatomy

11 Describe anatomical basis of recurrent laryngeal nerve injury Human Anatomy

12 Explain the anatomical basis of hypoglossal nerve palsy Human Anatomy

Describe & identify the parts, blood supply and nerve supply of external
13 Human Anatomy
ear
Describe & demonstrate the boundaries, contents, relations and
14 Human Anatomy
functional anatomy of middle ear and auditory tube
15 Describe the features of internal ear Human Anatomy

16 Explain anatomical basis of otitis externa and otitis media Human Anatomy

17 Explain anatomical basis of myringotomy Human Anatomy

18 Describe and discuss perception of smell and taste sensation Physiology

Describe and discuss functional anatomy of ear and auditory pathways
19 Physiology
& physiology of hearing
Describe and discuss pathophysiology of deafness. Describe hearing
20 Physiology
tests
Demonstrate (i) hearing (ii) testing for smell and (iii) taste sensation in
21 Physiology
volunteer/ simulated environment
Community
22 Describe the health hazards of air, water, noise, radiation and pollution.
Medicine
Discuss the prevalence of oral cancer and enumerate the common types
23 Dentistry
of cancer that can affect tissues of the oral cavity
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 Discuss the role of etiological factors in the formation of precancerous
24 Dentistry
/cancerous lesions
25 Identify potential pre-cancerous /cancerous lesions Dentistry
Counsel patients to risks of oral cancer with respect to tobacco, smoking,
26 Dentistry
alcohol and other causative factors
Describe and discuss the etiopathogenesis, clinical presentation,
27 identification, functional changes, acute care, stabilization, management General Medicine
and rehabilitation of hearing loss in the elderly
Discuss the risk factors, clinical features, Diagnosis and management of Paediatrics/Gener
28
Kerosene ingestion al Medicine
Discuss the etio-pathogenesis, clinical features and management of Naso
29 Paediatrics
pharyngitis
30 Discuss the etio-pathogenesis of Pharyngo Tonsillitis Paediatrics

31 Discuss the clinical features and management of Pharyngo Tonsillitis Paediatrics

Discuss the etio-pathogenesis, clinical features and management of
32 Paediatrics
Acute Otitis Media (AOM)
Discuss the etio-pathogenesis, clinical features and management of
33 Paediatrics
Epiglottitis
Discuss the etio-pathogenesis, clinical features and management of
34 Paediatrics
Acute laryngo-trachea-bronchitis
Discuss the etiology, clinical features and management of Stridor in
35 Paediatrics
children
Discuss the types, clinical presentation, and management of foreign body
36 Paediatrics
aspiration in infants and children
Elicit, document and present age appropriate history of a child with upper
37 Paediatrics
respiratory problem including Stridor
38 Perform otoscopic examination of the ear Paediatrics

39 Perform throat examination using tongue depressor Paediatrics

40 Perform examination of the nose Paediatrics

Interpret X-ray of the paranasal sinuses and mastoid; and /or use written
report in case of management. Interpret CXR in foreign body aspiration
41 Paediatrics
and lower respiratory tract infection, understand the significance of
thymic shadow in pediatric chest X-rays
Describe the etio-pathogenesis, management and prevention of Allergic
42 Paediatrics
Rhinitis in Children
Describe the etio-pathogenesis, clinical features and management of
43 Paediatrics
Atopic dermatitis in children
Describe etiopathogenesis of oral cancer, symptoms and signs of
44 pharyngeal cancer. Enumerate the appropriate investigations and discuss General Surgery
the principles of treatment.

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Self-Directed Learning

Proposed topics

Sl. No Topics
1 Hearing Loss
2 Vertigo
3 Allergy
4 Rhinosinusitis
5 Head & Neck Tumors

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OTORHINOLARYNGOLOGY

Core competencies – color Blue Non - Core competencies – color Green

TOPIC: ANATOMY AND PHYSIOLOGY OF EAR, NOSE, THROAT, HEAD & NECK

Number of competencies:(02) Number of procedures that require certification:(NIL)

EN1.1Describe the Anatomy & physiology of ear, nose, throat, head & neck
Domain – K Level - KH
Vertical Integration – Human Anatomy

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN1.1.1 Describe the Anatomyof ear Lecture, Written,
Demonstration viva-voce
EN1.1.2 Describe the Anatomy of nose Lecture, Written,
Demonstration viva-
voce
EN1.1.3 Describe the Anatomy of throat Lecture, Written,
Demonstration viva-
voce
EN1.1.4 Describe the Anatomy of head & neck Lecture, Written,
Demonstration viva-
voce
EN1.1.5 Describe the Physiology of ear Lecture, Written,
Demonstration viva-
voce
EN1.1.6 Describe the Physiology of nose Lecture, Written,
Demonstration viva-
voce
EN1.1.7 Describe the Physiology of throat Lecture, Written,
Demonstration viva-
voce
EN1.1.8 Describe the Physiology of head & neck Lecture, Written,
Demonstration viva-
voce

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EN1.2 Describe the patho-physiology of common diseasesin ENT
Domain – K Level - KH
Vertical Integration – Pathology

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN1.2.1 Describe the patho-physiology of Lecture, Written,
common diseases of the ear Demonstration, viva-voce
Bedside clinics
EN1.2.2 Describe the patho-physiology of Lecture, Written,
common diseases of the nose Demonstration, viva-
Bedside clinics voce
EN1.2.3 Describe the patho-physiology of Lecture, Written,
common diseases of the throat Demonstration, viva-
Bedside clinics voce
EN1.2.4 Describe the patho-physiology of Lecture, Written,
common diseases of the head & neck Demonstration, viva-
Bedside clinics voce

TOPIC: CLINICAL SKILLS

Number of competencies: (15)

Number of procedures that require certification: (NIL)
To be taught and assessed in bed-side clinics and / or simulated environment.

EN2.1 Elicit document and present an appropriate history in a patientpresenting with an ENT
complaint
Domain – K/S/A/C Level – SH

EN2.2 Demonstrate the correct use of a headlamp in the examination of theear, nose and throat
Domain – S Level – SH

EN2.3 Demonstrate the correct technique of examination of the ear includingOtoscopy

Domain – K/S/A Level – SH

EN2.4 Demonstrate the correct technique of performance and interpret tuningfork tests

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Domain – K/S/A Level – SH

EN2.5 Demonstrate the correct technique of examination of the nose &paranasal sinuses including
the use of nasal speculum
Domain – S Level – SH

EN2.6 Demonstrate the correct technique of examining the throat including theuse of a tongue
depressor
Domain – S Level – SH

EN2.7 Demonstrate the correct technique of examination of neck includingelicitation of laryngeal

crepitus
Domain – S Level – SH

EN2.8 Demonstrate the correct technique to perform and interpret pure toneaudiogram& impedance
audiogram
Domain –K/S Level – SH

EN2.9 Choose correctly and interpret radiological, microbiological &histological investigations

relevant to the ENT disorders
Domain –K/S Level – SH

EN2.10 Identify and describe the use of common instruments used in ENT surgery
Domain –K Level – SH

EN2.11 Describe and identify by clinical examination malignant & pre- malignantENT diseases
Domain –K/S Level – SH

EN2.12 Counsel and administer informed consent to patients and their familiesin a simulated
environment
Domain –S/A/C Level – SH

EN2.13 Identify, resuscitate and manage ENT emergencies in a simulatedenvironment (including

tracheostomy, anterior nasal packing, removalof foreign bodies in ear, nose, throat and upper
respiratory tract)
Domain –K/S/A Level – SH

EN2.14 Demonstrate the correct technique to instilling topical medications intothe ear, nose and
throat in a simulated environment
Domain –K/S Level – SH

EN2.15 Describe the national programs for prevention of deafness, cancer,noise& environmental
pollution
Domain –K Level – KH
TOPIC: DIAGNOSTIC AND THERAPEUTIC PROCEDURES IN ENT

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Number of competencies:(06) Number of procedures that require certification: (NIL)

To be taught and assessed in bed-side clinics and / or simulated environment.

EN3.1 Observe and describe the indications for and steps involved in the performance of Oto-
microscopic examination in a simulated environment
Domain –S Level – KH

EN3.2 Observe and describe the indications for and steps involved in theperformance of diagnostic
nasal Endoscopy
Domain –S Level – KH

EN3.3 Observe and describe the indications for and steps involved in theperformance of
Rigid/Flexible Laryngoscopy
Domain –K Level – KH

EN3.4 Observe and describe the indications for and steps involved in the removal of foreign bodies
from ear, nose & throat
Domain –K Level – KH

EN3.5 Observe and describe the indications for and steps involved in thesurgical procedures in ear,
nose & throat
Domain –K Level – KH

EN3.6 Observe and describe the indications for and steps involved in the skillsof emergency
procedures in ear, nose & throat
Domain –K Level – KH

TOPIC: MANAGEMENT OF DISEASES OF EAR, NOSE & THROAT

Number of competencies: (53) Number of procedures that require certification: (NIL)

EN4.1 Elicit, document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Otalgia
Domain – K/S Level - SH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.1.1 List the causes of Otalgia Lecture Written,
viva-voce
EN4.1.2 Elicit correct history in patients with Bedside clinic Skill
Otalgia assessment

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 EN4.1.3 Document and present correct history in Bedside clinic Skill
patients with Otalgia assessment
EN4.1.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Otalgia assessment
EN4.1.5 Choose the correct investigations in a Bedside clinic Viva voce
patient presenting with Otalgia
EN4.1.6 Describe the principles of management of Lecture ,Bedside Viva voce
Otalgia clinic

EN4.2 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of diseases of the external
Ear
Domain – K/S Level - SH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.2.1 List the diseases of external ear Lecture Written,
viva-voce
EN4.2.2 Elicit correct history in patients Bedside clinic Skill
presenting with disease of the external assessment
Ear
EN4.2.3 Document and present correct history in Bedside clinic Skill
patients with diseases of the external Ear assessment
EN4.2.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with diseases of the external assessment
Ear
EN4.2.5 Choose the correct investigations in a Bedside clinic Viva voce
patient presenting with diseases of the
external Ear
EN4.2.6 Describe the principles of management of Lecture ,Bedside Viva voce
diseases of the external Ear clinic

EN4.3Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of ASOM
Domain – K/S Level - SH

Number Specific Learning objective Teaching- Assessment

Learning methods
methods
EN4.3.1 Elicit correct history in patients presenting with ASOM Bedside Skill
clinic assessment
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 EN4.3.2 Document and present correct history in patients with Bedside Skill
ASOM clinic assessment
EN4.3.3 Describe the clinical features in a patient presenting Bedside Skill
with ASOM clinic assessment
EN4.3.4 Choose the correct investigations in a patient Bedside Viva voce
presenting with ASOM clinic
EN4.3.5 Describe the principles of management of ASOM Lecture Viva
,Bedside voce/Written
clinic

EN4.4 Demonstrate the correct technique to hold visualize and assess the mobility of the tympanic
membrane and its mobility and interpret and diagrammatically represent the findings
Domain – K/S/A Level - SH

Number Specific Learning objective Teaching- Assessment

Learning methods
methods
EN4.4.1 Describe the normal appearance of Tympanic Lecture Viva voce
membrane
EN4.4.2 Demonstrate the correct technique to hold & visualize DOAP Skill
the tympanic membrane session assessment
EN4.4.3 Demonstrate the correct technique to assess the DOAP Skill
mobility of the tympanic membrane session assessment
EN4.4.4 Interpret and diagrammatically represent the findings Bedside Viva voce
of the tympanic membrane assessment clinics
EN4.5 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of OME
Domain – K/S Level - SH

Number Specific Learning objective Teaching- Assessment

Learning methods
methods
EN4.5.1 Elicit correct history in patients presenting with OME Bedside Skill
clinics assessment
EN4.5.2 Document and present correct history in patients with Bedside Skill
OME clinics assessment
EN4.5.3 Describe the clinical features in a patient presenting Lecture, Skill
with OME Bedside assessment
clinics
EN4.5.4 Choose the correct investigations in a patient Bedside Viva voce
presenting with OME clinics

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 EN4.5.5 Describe the principles of management of OME Lecture Written,
viva voce

EN4.6 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Discharging ear
Domain – K/S Level - SH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.6.1 List the causes of Discharging ear Lecture Written,
viva-voce
EN4.6.2 Elicit correct history in patients Bedside clinic Skill
presenting with Discharging ear assessment
EN4.6.3 Document and present correct history in Bedside clinic Skill
patients with Discharging ear assessment
EN4.6.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Discharging ear assessment
EN4.6.5 Choose the correct investigations in a Bedside clinic Viva voce
patient presenting with Discharging ear
EN4.6.6 Describe the principles of management of Lecture ,Bedside Written, Viva
Discharging ear clinic voce
EN4.7 Elicit document and present a correct history demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management ofmucosal type of CSOM
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.7.1 Elicit correct history in patients Bedside clinic Skill
presenting with mucosal type of CSOM assessment
EN4.7.2 Document and present correct history in Bedside clinic Skill
patients with mucosal type of CSOM assessment
EN4.7.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with mucosal type of CSOM assessment
EN4.7.4 Choose the correct investigations in a Bedside clinic Viva voce,
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70
 patient presenting with mucosal type of written
CSOM
EN4.7.5 Describe the principles of management of Lecture ,Bedside Written, Viva
mucosal type of CSOM clinic voce

EN4.8 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of squamosal type of
CSOM
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.8.1 Elicit correct history in patients Bedside clinic Skill
presenting with squamosal type of assessment
CSOM
EN4.8.2 Document and present correct history in Bedside clinic Skill
patients with squamosal type of CSOM assessment
EN4.8.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with squamosal type of assessment
CSOM
EN4.8.4 Choose the correct investigations in a Bedside clinic Viva voce,
patient presenting with squamosal type written
of CSOM
EN4.8.5 Describe the principles of management of Lecture ,Bedside Written, Viva
squamosal type of CSOM clinic voce

EN4.9 Demonstrate the correct technique for syringing wax from the ear in a simulated environment
Domain –S Level - SH

Page.
71
 Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.9.1 Describe the correct technique for DOAP Skill
syringing wax from the ear assessment
EN4.9.2 Demonstrate the correct technique for DOAP Skill
syringing wax from the ear in a simulated assessment
environment

EN4.10 Observe and describe the indications for and steps involved in myringotomy and
myringoplasty
Domain –S Level - KH

Number Specific Learning objective Teaching-Learning

Assessment
methods methods
EN4.10.1 Enumerate the indications for Lecture Written , viva
myringotomy voce
EN4.10.2 Describe the steps of myringotomy Lecture, video Written , viva
demonstration voce
EN4.10.3 Observe steps involved in myringotomy Clinical (OT) Written , viva
voce
EN4.10.4 Enumerate the indications for Lecture Written , viva
myringoplasty voce
EN4.10.5 Describe the steps of myringoplasty Lecture, video Written , viva
demonstration voce
EN4.10.6 Observe steps involved in myringoplasty Clinical (OT) Written , viva
voce

EN4.11Enumerate the indications describe the steps and observe a Mastoidectomy

Domain – K/S Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.11.1 Enumerate the indications for Lecture Written , viva
Mastoidectomy voce
EN4.11.2 Describe the steps of Mastoidectomy Lecture Written , viva
voce
EN4.11.3 Observe steps involved in Clinical (OT) Written , viva
Mastoidectomy voce

EN4.12 Elicit document and present a correct history demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Hearing loss
Domain – K/S Level - SH

Page.
72
 Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.12.1 List the causes of Hearing loss Lecture Written,
viva-voce
EN4.12.2 Elicit correct history in patients Bedside clinic Skill
presenting with Hearing loss assessment
EN4.12.3 Document and present correct history in Bedside clinic Skill
patients with Hearing loss assessment
EN4.12.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Hearing loss assessment
EN4.12.5 Choose the correct investigations in a Bedside clinic Viva voce
patient presenting with Hearing loss
EN4.12.6 Describe the principles of management of Lecture ,Bedside Written, Viva
Hearing loss clinic voce
EN4.13 Describe the clinical features, investigations and principles of management of Otosclerosis
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.13.1 Describe the clinical features of Lecture Written
Otosclerosis
EN4.13.2 Describe the investigations required for Bedside clinic Viva voce
patient with Otosclerosis
EN4.13.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Otosclerosis clinic voce

EN4.14 Describe the clinical features, investigations and principles of management of Sudden
Sensorineural Hearing Loss
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.14.1 Describe the clinical features of Sudden Lecture Written
Sensorineural Hearing Loss
EN4.14.2 Describe the investigations required for Bedside clinic Viva voce
patient presenting with Sudden
Sensorineural Hearing Loss
EN4.14.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Sudden Sensorineural Hearing Loss clinic voce

EN4.15 Describe the clinical features, investigations and principles of management of Noise Induced
Hearing Loss
Domain – K Level - KH

Page.
73
 Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.15.1 Describe the clinical features of Noise Lecture Written
Induced Hearing Loss
EN4.15.2 Describe the investigations required for Bedside clinic Viva voce
patient presenting with Noise Induced
Hearing Loss
EN4.15.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Noise Induced Hearing Loss clinic voce

EN4.16 Observe and describe the indications for and steps involved in the performance of pure tone
audiometry
Domain –S Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.16.1 Enumerate the indications for pure tone Lecture Written, viva
audiometry voce
EN4.16.2 Describe the steps involved in the DOAP viva voce
performance of pure tone audiometry
EN4.16.3 Observe the steps involved in the DOAP viva voce
performance of pure tone audiometry

EN4.17 Enumerate the indications and interpret the results of an audiogram

Domain –S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
E
EN4.17.1 Enumerate the indications for an Bedside clinics, Viva voce
audiogram DOAP
EN4.17.2 Interpret the results of an audiogram DOAP Skill
assessment

N4.18 Describe the clinical features, investigations and principles of management of Facial Nerve
palsy
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.18.1 Describe the clinical features of Facial Lecture Written, viva
Nerve palsy voce
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74
 EN4.18.2 Describe the investigations required for Bedside clinics Written, viva
patient presenting with Facial Nerve voce
palsy
EN4.18.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Facial Nerve palsy clinic voce

EN4.19 Describe the clinical features, investigations and principles of management of Vertigo
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.19.1 Describe the clinical features of patient Lecture Written, viva
presenting with Vertigo voce
EN4.19.2 Describe the investigations required for Bedside clinics Written, viva
patient presenting with Vertigo voce
EN4.19.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Vertigo clinic voce
EN4.20 Describe the clinical features, investigations and principles of management of Meniere’s
Disease
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.20.1 Describe the clinical features of patient Lecture Written, viva
presenting with Meniere’s Disease voce
EN4.20.2 Describe the investigations required for Bedside clinics Written, viva
patient presenting with Meniere’s voce
Disease
EN4.20.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Meniere’s Disease clinic voce
EN4.21 Describe the clinical features, investigations and principles of management of Tinnitus
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.21.1 Describe the clinical features of patient Lecture Written, viva
presenting with Tinnitus voce
EN4.21.2 Describe the investigations required for Bedside clinics Written, viva
patient presenting with Tinnitus voce
EN4.21.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Tinnitus clinic voce

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75
EN4.22 Elicit document and present a correct history demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Nasal Obstruction
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.22.1 List the causes of Nasal obstruction Lecture Written,
viva-voce
EN4.22.2 Elicit correct history in patients Bedside clinic Skill
presenting with Nasal obstruction assessment
EN4.22.3 Document and present correct history in Bedside clinic Skill
patients with Nasal obstruction assessment
EN4.22.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Nasal obstruction assessment
EN4.22.5 Choose the correct investigations in a Bedside clinic Viva voce
patient presenting with Nasal
obstruction
EN4.22.6 Describe the principles of management of Lecture ,Bedside Written, Viva
Nasal obstruction clinic voce

EN4.23 Describe the clinical features, investigations and principles of management of DNS
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.23.1 Describe the clinical features of patient Lecture Written, viva
presenting with DNS voce
EN4.23.2 Describe the investigations required for Bedside clinics Written, viva
patient presenting with DNS voce
EN4.23.3 Describe the principles of management of Lecture ,Bedside Written, Viva
DNS clinic voce

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76
EN4.24 Enumerate the indications observe and describe the steps in a septoplasty
Domain –S Level - KH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.24.1 Enumerate the indications for Lecture Written , viva
septoplasty voce
EN4.24.2 Describe the steps of septoplasty DOAP - video Written , viva
demonstration voce
EN4.24.3 Observe steps involved in septoplasty DOAP - Clinical Written , viva
(OT) voce
EN4.25 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Nasal Polyps
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.25.1 Elicit correct history in patients Bedside clinic Skill
presenting with Nasal polyps assessment
EN4.25.2 Document and present correct history in Bedside clinic Skill
patients with Nasal polyps assessment
EN4.25.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with Nasal polyps assessment
EN4.25.4 Choose the correct investigations in a Bedside clinic Viva voce
patient presenting with Nasal polyps
EN4.25.5 Describe the principles of management of Lecture ,Bedside Written, Viva
Nasal polyps clinic voce

EN4.26 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Adenoids
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.26.1 Elicit correct history in patients Bedside clinic Skill
presenting with Adenoids assessment
EN4.26.2 Document and present correct history in Bedside clinic Skill
patients with Adenoids assessment
EN4.26.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with Adenoids assessment
EN4.26.4 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Adenoids
EN4.26.5 Describe the principles of management of Lecture ,Bedside Written, Viva
Adenoids clinic voce

Page.
77
EN4.27 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Allergic Rhinitis
Domain – K/S Level - SH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.27.1 Elicit correct history in patients Bedside clinic Skill
presenting with Allergic Rhinitis assessment
EN4.27.2 Document and present correct history in Bedside clinic Skill
patients with Allergic Rhinitis assessment
EN4.27.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with Allergic Rhinitis assessment
EN4.27.4 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Allergic Rhinitis
EN4.27.5 Describe the principles of management of Lecture ,Bedside Written, Viva
Allergic Rhinitis clinic voce

EN4.28 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Vasomotor Rhinitis
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.28.1 Elicit correct history in patients Bedside clinic Skill
presenting with Vasomotor Rhinitis assessment
EN4.28.2 Document and present correct history in Bedside clinic Skill
patients with Vasomotor Rhinitis assessment
EN4.28.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with Vasomotor Rhinitis assessment
EN4.28.4 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Vasomotor
Rhinitis
EN4.28.5 Describe the principles of management of Lecture ,Bedside Written, Viva
Vasomotor Rhinitis clinic voce

EN4.29 Elicit document and present a correct history demonstrate an describe the clinical features,

Page.
78
choose the correct investigations and describe the principles of management of Acute & Chronic
Rhinitis
Domain – K/S Level - SH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.29.1 Elicit correct history in patients Bedside clinic Skill
presenting with Acute Rhinitis assessment
EN4.29.2 Document and present correct history in Bedside clinic Skill
patients with Acute Rhinitis assessment
EN4.29.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with Acute Rhinitis assessment
EN4.29.4 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Acute Rhinitis
EN4.29.5 Describe the principles of management of Lecture ,Bedside Written, Viva
Acute Rhinitis clinic voce
EN4.29.6 Elicit correct history in patients Bedside clinic Skill
presenting with Chronic Rhinitis assessment
EN4.29.7 Document and present correct history in Bedside clinic Skill
patients with Chronic Rhinitis assessment
EN4.29.8 Describe the clinical features in a patient Bedside clinic Skill
presenting with Chronic Rhinitis assessment
EN4.29.9 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Chronic Rhinitis
EN4.29.10 Describe the principles of management of Lecture ,Bedside Written, Viva
Chronic Rhinitis clinic voce

EN4.30 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Epistaxis
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.30.1 Enumerate the causes of Epistaxis Lecture Written, Viva
voce
EN4.30.2 Elicit correct history in patients Bedside clinic Skill
presenting with Epistaxis assessment
EN4.30.3 Document and present correct history in Bedside clinic Skill
patients with Epistaxis assessment
EN4.30.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Epistaxis assessment
EN4.30.5 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Epistaxis
EN4.30.6 Describe the principles of management of Lecture ,Bedside Written, Viva
Epistaxis clinic voce

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79
EN4.31Describe the clinical features, investigations and principles ofmanagement of trauma to the
face & neck
Domain – K/S Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.31.1 Describe the clinical features in a patient Lecture Written, Viva
presenting with trauma to face voce
EN4.31.2 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with trauma to face
EN4.31.3 Describe the principles of management of Lecture ,Bedside Written, Viva
trauma to face clinic voce
EN4.31.4 Describe the clinical features in a patient Lecture Written, Viva
presenting with trauma to neck voce
EN4.31.5 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with trauma to neck
EN4.31.6 Describe the principles of management of Lecture ,Bedside Written, Viva
trauma to neck clinic voce

EN4.32 Describe the clinical features, investigations and principles ofmanagement of nasopharyngeal
Angiofibroma
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.32.1 Describe the clinical features in a patient Lecture Written, Viva
presenting with nasopharyngeal voce
Angiofibroma
EN4.32.2 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with nasopharyngeal
Angiofibroma
EN4.32.3 Describe the principles of management of Lecture ,Bedside Written, Viva
nasopharyngeal Angiofibroma clinic voce

Page.
80
EN4.33 Elicit document and present a correct history demonstrate and describethe clinical features,
choose the correct investigations and describe the principles of management of Acute
&ChronicSinusitis
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.33.1 Elicit correct history in patients Bedside clinic Skill
presenting with Acute Sinusitis assessment
EN4.33.2 Document and present correct history in Bedside clinic Skill
patients with Acute Sinusitis assessment
EN4.33.3 Describe the clinical features in a patient Bedside clinic Skill
presenting with Acute Sinusitis assessment
EN4.33.4 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Acute Sinusitis
EN4.33.5 Describe the principles of management of Lecture ,Bedside Written, Viva
Acute Sinusitis clinic voce
EN4.33.6 Elicit correct history in patients Bedside clinic Skill
presenting with Chronic Sinusitis assessment
EN4.33.7 Document and present correct history in Bedside clinic Skill
patients with Chronic Sinusitis assessment
EN4.33.8 Describe the clinical features in a patient Bedside clinic Skill
presenting with Chronic Sinusitis assessment
EN4.33.9 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Chronic Sinusitis
EN4.33.10 Describe the principles of management of Lecture ,Bedside Written, Viva
Chronic Sinusitis clinic voce

EN4.34 Describe the clinical features, investigations and principles of management of Tumors of
Maxilla
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.34.1 Describe the clinical features in a patient Lecture Written, Viva
presenting with Tumors of Maxilla voce
EN4.34.2 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Tumors of
Maxilla
EN4.34.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Tumors of Maxilla clinic voce

Page.
81
EN4.35 Describe the clinical features, investigations and principles of management of Tumors of
Nasopharynx
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.35.1 Describe the clinical features in a patient Lecture Written, Viva
presenting with Tumors of Nasopharynx voce
EN4.35.2 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Tumors of
Nasopharynx
EN4.35.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Tumorsof Nasopharynx clinic voce

EN4.36 Describe the clinical features, investigations and principles ofmanagement of diseases of the
Salivary glands
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.36.1 Describe the clinical features in a patient Lecture Written, Viva
presenting with Diseases of salivary voce
glands
EN4.36.2 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Diseases of
salivary glands
EN4.36.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Diseases of salivary glands clinic voce

EN4.37 Describe the clinical features, investigations and principles of management of Ludwig’s
angina
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.37.1 Describe the clinical features in a patient Lecture Written, Viva
presenting with Ludwig’s angina voce
EN4.37.2 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Ludwig’s angina
EN4.37.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Ludwig’s angina clinic voce

Page.
82
EN4.38 Elicit document and present a correct history demonstrate and describethe clinical features,
choose the correct investigations and describe theprinciples of management of type of dysphagia
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.38.1 Enumerate the causes of Dysphagia Lecture Written, Viva
voce
EN4.38.2 Elicit correct history in patients Bedside clinic Skill
presenting with Dysphagia assessment
EN4.38.3 Document and present correct history in Bedside clinic Skill
patients with Dysphagia assessment
EN4.38.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Dysphagia assessment
EN4.38.5 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Dysphagia
EN4.38.6 Describe the principles of management of Lecture ,Bedside Written, Viva
Dysphagia clinic voce

EN4.39 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe theprinciples of management of Acute
&ChronicTonsillitis
Domain – K/S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.39.1 Elicit correct history in patients Bedside clinic Skill
presenting with Acute Tonsillitis assessment
EN4.39.2 Document and present correct history Bedside clinic Skill
in patients with Acute Tonsillitis assessment
EN4.39.3 Describe the clinical features in a Bedside clinic Skill
patient presenting with Acute assessment
Tonsillitis
EN4.39.4 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Acute
Tonsillitis
EN4.39.5 Describe the principles of management Lecture ,Bedside Written, Viva
of Acute Tonsillitis clinic voce
EN4.39.6 Elicit correct history in patients Bedside clinic Skill
presenting with Chronic Tonsillitis assessment
EN4.39.7 Document and present correct history Bedside clinic Skill
in patients with Chronic Tonsillitis assessment
EN4.39.8 Describe the clinical features in a Bedside clinic Skill
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 patient presenting with Chronic assessment
Tonsillitis
EN4.39.9 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Chronic
Tonsillitis
EN4.39.10 Describe the principles of management Lecture ,Bedside Written, Viva
of Chronic Tonsillitis clinic voce
EN4.40 Observe and describe the indications for and steps involved in a tonsillectomy /
adenoidectomy
Domain – S Level – KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.40.1 Enumerate the indications for Lecture, Bedside Written, Viva
tonsillectomy clinic voce
EN4.40.2 Observe the steps involved in a Video Viva voce
tonsillectomy demonstration,
DOAP (OT)
EN4.40.3 Describe the steps involved in a DOAP (OT), Viva voce
tonsillectomy Bedside clinic
EN4.40.4 Enumerate the indications for Lecture, Bedside Written, Viva
adenoidectomy clinic voce
EN4.40.5 Observe the steps involved in an Video Viva voce
adenoidectomy demonstration,
DOAP (OT)
EN4.40.6 Describe the steps involved in an DOAP (OT), Viva voce
adenoidectomy Bedside clinic

EN4.41 Describe the clinical features, investigations and principles of management of Acute
& chronic abscesses in relation to Pharynx
Domain – K/S Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.41.1 List the abscesses in relation to pharynx Lecture, Bedside Written, Viva
clinic voce
EN4.41.2 Describe the clinical features of acute Bedside clinic Viva voce
abscesses in relation to pharynx
EN4.41.3 Choose the correct investigations in a DOAP, Bedside Viva voce
patient presenting with an acute abscess clinic
related to the pharynx

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 EN4.41.4 Describe the principles of management Lecture, DOAP Viva voce
of a patient presenting with an acute
abscess related to the pharynx
EN4.41.5 Describe the clinical features of chronic Bedside clinic Viva voce
abscesses in relation to pharynx
EN4.41.6 Choose the correct investigations in a DOAP, Bedside Viva voce
patient presenting with chronic abscess clinic
related to the pharynx
EN4.41.7 Describe the principles of management Lecture, DOAP Viva voce EN4.42
of a patient presenting with chronic Elicit,
abscess related to the pharynx
document and present a correct history, demonstrate and describe the clinical features, choose the
correct investigations and describe the principles of management of hoarseness of voice
Domain – K/S Level – SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.42.1 Enumerate the causes of hoarseness of Lecture Written, Viva
voice voce
EN4.42.2 Elicit correct history in patients Bedside clinic Skill
presenting with hoarseness of voice assessment
EN4.42.3 Document and present correct history in Bedside clinic Skill
patients with hoarseness of voice assessment
EN4.42.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with hoarseness of voice assessment
EN4.42.5 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with hoarseness of
voice
EN4.42.6 Describe the principles of management of Lecture ,Bedside Written, Viva
a patient with hoarseness of voice clinic voce

EN4.43Describe the clinical features, investigations and principles of management of Acute &
Chronic Laryngitis
Domain – K Level - KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.43.1 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Acute Laryngitis clinic voce
EN4.43.2 Choose the correct investigations in a Lecture, DOAP Viva voce
patient presenting with Acute Laryngitis
EN4.43.3 Describe the principles of management of Lecture ,Bedside Written, Viva
Acute Laryngitis clinic voce
EN4.43.4 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Chronic Laryngitis clinic voce
EN4.43.5 Choose the correct investigations in a Lecture, DOAP Viva voce
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 patient presenting with Chronic
Laryngitis
EN4.43.6 Describe the principles of management of Lecture ,Bedside Written, Viva
Chronic Laryngitis clinic voce
EN4.44 Describe the clinical features, investigations and principles of management of benign lesions
of the vocal cord
Domain – K Level – KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.44.1 Enumerate the benign lesions of the vocal Lecture ,Bedside Written, Viva
cord clinic voce
EN4.44.2 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with benign lesions of the clinic voce
vocal cord
EN4.44.3 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with benign lesions of
the vocal cord
EN4.44.4 Describe the principles of management of Lecture ,Bedside Written, Viva
benign lesions of the vocal cord clinic voce

EN4.45 Describe the clinical features, investigations and principles of management of Vocal cord
palsy
Domain – K Level – KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.45.1 Enumerate the causes of Vocal cord palsy Lecture ,Bedside Written, Viva
clinic voce
EN4.45.2 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Vocal cord palsy clinic voce
EN4.45.3 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Vocal cord palsy
EN4.45.4 Describe the principles of management of Lecture ,Bedside Written, Viva
Vocal cord palsy clinic voce
EN4.46 Describe the clinical features, investigations and principles of management of Malignancy of
the Larynx & Hypopharynx
Domain – K Level – KH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.46.1 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Malignancy of the clinic voce
Larynx
EN4.46.2 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Malignancy of
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 the Larynx
EN4.46.3 Describe the principles of management Lecture ,Bedside Written, Viva
of Malignancy of the Larynx clinic voce
EN4.46.4 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Malignancy of the clinic voce
Hypopharynx
EN4.46.4 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Malignancy of
the Hypopharynx
EN4.46.4 Describe the principles of management Lecture ,Bedside Written, Viva
of Malignancy of the Hypopharynx clinic voce

EN4.47 Describe the clinical features, investigations and principles of management of Stridor
Domain – K Level – KH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.47.1 Enumerate the causes of Stridor Lecture ,Bedside Written, Viva
clinic voce
EN4.47.2 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Stridor clinic voce
EN4.47.3 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Stridor
EN4.47.4 Describe the principles of management of Lecture ,Bedside Written, Viva
Stridor clinic voce

EN4.48 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of Airway Emergencies
Domain –S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.48.1 Enumerate the causes of Airway Bedside clinic, Viva voce
emergencies DOAP
EN4.48.2 Elicit correct history in patients Bedside clinic Skill
presenting with Airway emergencies assessment
EN4.48.3 Document and present correct history in Bedside clinic Skill
patients with Airway emergencies assessment
EN4.48.4 Describe the clinical features in a patient Bedside clinic Skill
presenting with Airway emergencies assessment
EN4.48.5 Choose the correct investigations for a DOAP Viva voce
patient presenting with Airway
emergencies
EN4.48.6 Describe the principles of management of Bedside clinic Viva voce
Airway emergencies

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EN4.49 Elicit document and present a correct history, demonstrate and describe the clinical features,
choose the correct investigations and describe the principles of management of foreign bodies in the
air & food passages
Domain –S Level - SH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.49.1 Elicit correct history in patients Bedside clinic Skill
presenting with foreign bodies in the air assessment
passages
EN4.49.2 Document and present correct history Bedside clinic Skill
in patients presenting with foreign assessment
bodies in the air passages
EN4.49.3 Describe the clinical features in a Bedside clinic Skill
patient presenting with foreign bodies assessment
in the air passages
EN4.49.4 Choose the correct investigations in a DOAP Viva voce
patient presenting with foreign bodies
in the air passages
EN4.49.5 Describe the principles of management Bedside clinic Viva voce
of foreign bodies in the air passages
EN4.49.6 Elicit correct history in patients Bedside clinic Skill
presenting with foreign bodies in the assessment
food passages
EN4.49.7 Document and present correct history Bedside clinic Skill
in patients presenting with foreign assessment
bodies in the food passages
EN4.49.8 Describe the clinical features in a Bedside clinic Skill
patient presenting with foreign bodies assessment
in the food passages
EN4.49.9 Choose the correct investigations in a DOAP Viva voce
patient presenting with foreign bodies
in the food passages
EN4.49.10 Describe the principles of management Bedside clinic Viva voce
of foreign bodies in the food passages

EN4.50 Observe and describe the indications for and steps involved in tracheostomy
Domain – S Level - KH
Number Specific Learning objective Teaching-Learning Assessment
methods methods
EN4.50.1 Enumerate the indications for Bedside clinics Viva voce
Tracheostomy
EN4.50.3 Observe steps involved in Tracheostomy DOAP - Clinical Viva voce
(OT), video
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 demonstration
EN4.50.3 Describe the steps of Tracheostomy DOAP - video Viva voce
demonstration

EN4.51 Observe and describe the care of the patient with a tracheostomy
Domain – S Level – KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.51.1 Observe steps involved in care of the DOAP - Clinical Viva voce
patient with a tracheostomy (OT), video
demonstration
EN4.51.2 Describe the steps involved in care of the DOAP - video Viva voce
patient with a tracheostomy demonstration

EN4.52 Describe the Clinical features, Investigations and principles of management of diseases of
Oesophagus
Domain – K Level – KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.52.1 Enumerate the Diseases of Oesophagus Lecture ,Bedside Written, Viva
clinic voce
EN4.52.2 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with Disease of Oesophagus clinic voce
EN4.52.3 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with Disease of
Oesophagus
EN4.52.4 Describe the principles of management of Lecture ,Bedside Written, Viva
Diseases of Oesophagus clinic voce

EN4.53 Describe the clinical features, investigations and principles of management of HIV
manifestations of the ENT (vertical integration- General Medicine)
Domain – K Level – KH

Number Specific Learning objective Teaching-Learning Assessment

methods methods
EN4.53.1 Enumerate the HIV manifestations of the Lecture ,Bedside Written, Viva
ENT clinic voce
EN4.53.2 Describe the clinical features in a patient Lecture ,Bedside Written, Viva
presenting with HIV manifestations of clinic voce
the ENT
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 EN4.53.3 Choose the correct investigations for a Lecture, DOAP Viva voce
patient presenting with HIV
manifestations of the ENT
EN4.53.4 Describe the principles of management of Lecture ,Bedside Written, Viva
HIV manifestations of the ENT clinic voce

Summary of course content, teaching and learning methods and student assessment for the
undergraduate (MBBS) Curriculum in Otorhinolaryngology

Teaching-Learning methods and Time allotted -Otorhinolaryngology

Lectures Small group Self- Total hours Clinical postings
discussion directed
learning
25 hours 40 hours 5 hours 70 hours Two postings of 4 weeks each.
First posting in II MBBS(15hours
/week) and Second posting II MBBS
Part I(18hours/week)

Teaching-learning methods shall be learner centric and shall predominantly include small group learning,
interactive teaching methods and case-based learning. Didactic lectures not to exceed one-third of the total
teaching time. The teaching learning activity focus should be on application of knowledge rather than
acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the maximum extent
possible to enhance learner’s interest and eliminate redundancy and overlap. Acquisition and certification
of skills shall be through experiences in patient care, diagnostic and skill laboratories.
The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from Monday to
Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day from Monday
to Saturday)
Newer T-L method like Learner-doctor method (Clinical clerkship) should be mandatorily implemented,
from 1st clinical postings in Otorhinolaryngology itself. The goal of this type of T-L activity is to provide
learners with experience in longitudinal patient care, being part of the health care team, and participate in
hands-on care of patients in outpatient and inpatient setting.During the 1st clinical postings, the students are
oriented to the working of the department. During the second clinical posting the students are allotted
patients, whom they follow-up through their stay in the hospital, participating in that patients care including
case work-up, following-up on investigations, presenting patient findings on rounds, observing surgeries if
any till patient is discharged.
AETCOM module. Thepurpose is to help the students apply principles of bioethics, systems based care,
apply empathy and other human values in patient care, communicate effectively with patients and relatives
and to become a professional who exhibits all these values.

Assessment
Eligibility to appear for University examinations is dependent on fulfilling criteria in two main areas –
attendance and internal assessment marks
Attendance
Attendance requirements are 75% in theory and 80% in clinical postings for eligibility to appear for the

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examinations in Otorhinolaryngology.
75% attendance in AETCOM Module is required for eligibility to appear for final examination in
3rdprofessional year 3 part 1.
Internal Assessment
Formative and summative assessments should be carried out periodically. Log book of skill-based training
shall be also maintained.
There shall be no less than three internal assessment examinations (Theory and Clinical) in
Otorhinolaryngology. Learners must secure at least 50% marks of the total marks (combined in theory and
clinical; not less than 40 % marks in theory and practical separately) assigned for internal assessment in
Otorhinolaryngology in order to be eligible for appearing at the final University examination.
Learners must have completed the required certifiable competencies for that phase of training and
Otorhinolaryngology logbookentry completed to be eligible for appearing at the final university
examination.
University examinations
Third Professional Part I shall be held at end of third Professional part 1 of training (12 months) in the
subjects of Ophthalmology, Otorhinolaryngology, Community Medicine and Forensic Medicine and
Toxicology
Marks allotted
Otorhinolaryngology Theory Clinical examination
Total marks 100 100
Long essay 2X10= 20 Two cases x40marks=80marks
Short essay 8x5=40 marks Viva voce 2x10=20marks
Short answer question
10x3=30marks
MCQs 10x1=10marks

Theory Blueprint

Sl Competency No - Topics Marks

No allotted
1 EN1.1 - Anatomy & Physiology of Ear, Nose & throat 5
2 EN4.2 - Diseases of the External Ear 3
3 EN4.5, 4.13 - Non-infectious disorders of Middle Ear 8
EN4.13-Otosclerosis
EN4.5-Serous Otitis Media
EN4.18 - Facial Nerve Paralysis
4 EN4.6, 4.7, 4.8 - Infections of Middle Ear 10
EN4.10 Myringotomy, Myringoplasty, Mastoidectomy
5 EN4.14, 4.15 - Diseases of Inner Ear 5
EN4.20-Meniere’s Disease
6 EN4.12, 4.21 - Hearing Loss & Tinnitus 3
EN4.19, 4.20 - Vertigo & Balance Disorders

EN4.22, 4.23, 4.24 - Diseases of Nasal Septum 8

7 EN4.27, 4.28 - Non-infectious Rhinitis
EN4.27-Allergic Rhinitis
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 8 EN4.29, 4.33 - Acute & Chronic Rhinosinusitis including complications 8
EN4.25 Nasal polyps
9 EN4.30, 4.31 - Epistaxis & Head & neck Trauma 10
10 EN4.34 - Tumors of Nose & PNS EN4.35, 6
4.32 - Tumors of Nasopharynx & JNA

11 EN4.26 – Adenoids 10
EN4.39-EN4.42 - Acute & chronic Pharyngitis & Tonsillitis
EN4.37 -Head & Neck Space Infections
EN4.36 - Diseases of Salivary glands
12 EN4.43, 4.44 - Laryngeal Infections & Benign disorders of Larynx 8
EN4.46 - Malignancy of Larynx & Hypopharynx
EN4.45- Vocal cord Palsy
13 EN4.47, 4.48 - Stridor & management of Airway Emergencies 10
EN4.50 Tracheostomy
14 EN4.38 Dysphagia,EN4.49 FB Bronchus 6
EN4.52 - Diseases of Oesophagus EN4.53
- HIV manifestations of the ENT
Total 100

The theory paper should include different types such as structured essays, short essays, Short Answers
Questions (SAQ) and MCQs (Multiple ChoiceQuestions). Marks for each part should be indicated
separately.
A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum
of 20% can be from the desirable to know component. All main essay questions to be from the must
know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30%
of questions should be clinical case scenario based. Questions to be constructed to test higher cognitive
levels.
Clinical examinations will be conducted in thehospital wards. Clinical cases kept in the examination must
be common conditions that thelearner may encounter as a physician of first contact in the community.
Emphasis should be oncandidate’s capability to elicit history, demonstrate physical signs, write a case
record, analyze thecase 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, etc. is to be also assessed.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for
appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical +
viva)
Sample Otorhinolaryngology Question Paper
Otorhinolaryngology Paper

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 Time: 3 hours
Marks: 100
Your answers should be specific to the questions asked.
Draw neat, labelled diagrams wherever necessary.
Long essays (2 X 10 = 20 marks)

1. A 14 year old adolescent boy presents with left nasal obstructions and recurrent episodes of
spontaneous, profuse and self limiting epistaxis. On examination pinkish mass was found in left nasal
cavity along with fullness of left cheek
a) What is the most likely diagnosis?
b) Describe the etiopathogenesis of this condition?
c) Discuss the laboratory investigations for diagnosing the above condition.
d) Write a note on various modalities of treatment.
(1+3+2+4)
2. A 35year old woman complaints of bilateral hearing loss for 5 years, which had worsened during her
pregnancy 1 year back. She does not give any past history of ear discharge.
a) What is the most likely disease she is suffering from?
b) Discuss the etiopathogenesis & types of this disease?
c) Describe the investigations for confirming the diagnosis?
d) Discuss the treatment modalities along with their contraindications?
(1+3+3+3)
Short essays (8x5=40marks)
3. A 38 year old female complains of fever, sore throat and pain during swallowing Since3 days. On
examination, the left tonsil is congested and enlarged and bulge in the soft palate on left side, and
uvula pushed to the right.
a) What is the diagnosis of this condition?
b) What are the symptoms and signs of this condition?
c) How do you manage this patient? (1+2+2)
4. Write a note on Graft materials for tympanoplasty.
5. Discuss Vocal rehabilitation following total laryngectomy.
6. Describe the Clinical features & management of acute Epiglottits.
7. Discuss the Causes & management of nasal septal perforation.
8. Write a note on Corticosteroids in ENT.
9. Discuss the Clinical features & management of Post Covid-19 mucormycosis -.
10. A 27 year old male patient who met with a road traffic accident was seen in the emergency room with
complaint of clear watery nasal discharge.
a) What are the bed side clinical tests to diagnose this condition?
b) What are the investigations that need to be done for this patient?
c) What is the treatment for this condition?
(1+2+2
Short answer questions (10x3=30)
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11. Write a note on Siegles speculum.
12. Enumerate three causes for Bell’s palsy.
13. Write three Topodiagnostic tests for facial nerve palsy.
14. Constrictions of Oesophagus.
15. Write a note on Objective tests of hearing.
16. Blood supply of Adenoids.
17. Three causes forReferred Otalgia
18. Removal of Ear foreign body.
19. Stylalgia.
20. Informed consent for tracheostomy.

MCQ’s (10 x 1=10)

21. (i) Cart wheel appearance of tympanic membrane is seen in
a) ASOM
b) Glomus tumor
c) OME
d) CSOM
(ii) Cricothyroid muscle is supplied by :
a) External laryngeal nerve
b) Recurrent laryngeal nerve
c) Internal laryngeal nerve
d) Glossopharyngeal nerve
(iii) Which of the following is known as gateway of tears
a) Killian’s dehiscence
b) Rathke’s pouch
c) Waldeyer ring
d) Sinus of Morgagni
(iv) Bony septal perforation is seen in :
a) TB
b) Syphilis
c) Leprosy
d) Sarcoidosis
(v) Which of the following is not the component of Gradenigotriad :
a) Involvement of Vth and VIth cranial nerve
b) Persistent otorrhea
c) Palatal palsy
d) Retro- orbital pain
(vi) Laryngocele arises from

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 a) Anterior commissure
b) True cords
c) Saccule of ventricle
d) False cords
(vii) Woodruff’s plexus is located at :
a) Posterior end of middle turbinate
b) Posterior end of inferior turbinate
c) Posterior end of superior turbinate
d) None of the above
(viii) Steeple sign is seen in :
a) Quinsy
b) Larngomalacia
c) Acute epiglottitis
d) Croup
(ix) Grommet insertion with myringotomy is done at
a) Antero-inferior quadrant
b) Postero- inferior quadrant
c) Antero superior quadrant
d) Postero superior quadrant
(x) Caldwell view is done for :
a) Sphenoid sinus
b) Ethmoid sinus
c) Maxillary sinus
d) Frontal sinus
References:
1. Diseases of Ear, Nose & Throat. Mohan Bansal, 3rd Edition.
2. Diseases of Ear, Nose and Throat & Head and Neck Surgery. P L Dhingra, 8th Edition.

RAJIV GANDHI UNIVERSITY OF

HEALTH SCIENCES
BANGALORE, KARNATAKA

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 ENT LOGBOOK
For
MBBS PHASE II and III

As Per
Competency-Based Medical Education Curriculum

NAME OF THE CANDIDATE :

NAMEOFTHECOLLEGE :

UNIVERSITY REGISTER NUMBER:

ACADEMIC YEAR :

BASIC PROFORMA OF THE STUDENT

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96
 Photo

PARTICULARS OF THE STUDENT:

Name of the student :

MBBS Batch :

Father’s name :

Mother’s name :

Roll No :

RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature:....................................

INDEX

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Sl. CONTENT PAGE NO
No.
01 BONAFIDE CERTIFICATE 04

02 GENERAL INFORMATION AND GUIDELINES FOR LOG 05 - 07

BOOK
03 ATTENDANCE EXTRACT 08

04 INTERNAL ASSESSMENTS 09

05 FORMATIVE ASSESSMENT 10

06 COMPETENCY ASSESSMENT- CERTIFIABLE SKILLS 11 -18

07 CERTIFICATION OF SKILLS 19 – 20

08 COMPETENCY ASSESSMENT– NON CERTIFIABLE 21 - 23

(SHOWS HOW) ACTIVITIES
09 AETCOM MODULES 24 – 26

10 SMALL GROUP DISCUSSION 27 – 30

11 SELF-DIRECTED LEARNING (SDL) 31

12 VERTICAL INTEGRATION 32

13 CONFERENCE/CME/WORKSHOPS ATTENDED 33

14 SCIENTIFIC PROJECT LIKE ICMR/ PRESENTATIONS/ OUT 34

REACH ACTIVITIES
15 ACHIVEMENTS / EXTRA CURRICULAR ACTIVITIES 35

16 FINAL SUMMARY 36

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98
 INSTITUTE OF MEDICAL SCIENCES

DEPARTMENTOF ENT

BONAFIDE CERTIFICATE

This is to certify that the candidate ……………………………………………Reg No……………......

has satisfactorily completed all requirements mentioned in this Logbook for Phase III MBBS in ENT

including related AETCOM modules as perthe Competency-Based Undergraduate Medical

Education Curriculum, GraduateMedical Regulation 2019 during the period from …….... ……….to

……………... He/She is eligible to appear for the summative (University) assessment.

Faculty Incharge: Head of Department:

Name: Name:

Signature: Signature:

Place: Place:

Date: Date:

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PREFACE

This logbook is designed to follow and record your academic journey through the ENT course. The
knowledge, skills and desirable attitudes you acquire in order to function as a primary care physician of
first contact will be documented and certified in this logbook.

This logbook contains the CBME competencies in ENT. It includes the topics that would be
covered during the course, records your participation in Attitude, Ethics and Communication
(AETCOM) modules related toENT.

This logbook consists of the schemeand summary of formative assessmentsin ENT, including
the internal assessments and documents the procedures that require certification and those that do not
require certification but only need to be maintainedinthe logbook.

This logbook also contains additional-curricular activities (Seminars, conference, workshops

attended, scientific project presentations, outreach activities, etc.) and extracurricular activities.

We hope that this logbook serves as a guide and facilitates your progress through the year.

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100
GENERAL INSTRUCTIONS
6. This logbook is a record of the academic/co-curricular activities in ENT of the designated student.
7. The student is responsible for getting the entries in the logbook verified by the faculty in-charge
regularly.
8. Entries in the Logbook will reflect the activities undertaken in the department of ENTduring your
course.
9. The student has to get this logbook verified by the mentor and the Head of the department before
submitting the application of the University examination.
10. All signatures must be done with a date stamp.

SUGGESTED GUIDELINES FOR

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 LOGBOOK:
GENERAL INFORMATION:

1) The logbook is a record of the academic/co-curricular activities of the designated student, who
would be responsible for maintaining his/her logbook.

2) The student is responsible for getting the entries in the logbook verified by the Faculty In-charge
regularly.

3) Entries in the logbook will reflect the activities undertaken in the department & have to be
scrutinized by the Head of the concerned department.

4) The logbook is a record of various activities by the student like:

a) Overall participation & performance

b) Attendance
c) Participation in sessions
d) Record of completion of pre-determined activities.
e) Acquisition of selected competencies

5) The logbook is the record of work done by the candidate in that department/specialty and should
be verified by the college before submitting the application of the students for the University
examination.

SUMMARY OF ATTENDANCE

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 Clinical Postings Theory Classes Signature
Signature
of
of student
Total Total Percentage Total Total Percentage Faculty
Conducted Attended Conducted Attended

Phase II

Phase III
Part I

Attendan
ce at the
end of
MBBS
PhaseIII
Part I

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SUMMARY OF INTERNAL ASSESSMENT (IA)

Internal Date of Total marks Marks scored Signature Signature

Assessment Assessment of student of teacher

Theory Practical Theory Practical

First

Second

Third

Remedial

Average
IA

Note: A candidate who has not secured requisite aggregate in the internal assessment may be subjected to
remedial assessment by the institution. If he/ she successfully completes the same, he/she is eligible to appear
for University Examination. Remedial assessment shall be completed before submitting the internal
assessment marks online to the University.

Page. 104
Formative Assessments

Sl no Signature Signature
Maximum Marks
Type Feedback of of the
marks obtained
Student faculty

Page. 105
 Competency Assessment- Certifiable Skills

Date Attempt Rating Decision Initial of Feed

Compete Name of the Completed at Activity Below of Faculty the Back
ncy Activity First (F) Expectation(B) Complete faculty Received
Repeat (R) Meets d (C) and date Initial of
Remidial Expectations Repeat (R) the
(RE) (M) Remedial learner
ExceedsExpec (RE)
Demonstrate the tations(E)
EN 2.2 correct use of
headlamp in
examination of Ear,
Nose & Throat

Demonstrate the
correct technique of
EN 2.3
examination of the
ear including
Otoscopy

Demonstrate the
EN 2.4 correct technique of
performance and
interpret tuning
fork tests

Page. 106
 Competency Assessment- Certifiable Skills

Date Attempt Rating Decision Initial Feed

Compete Name of the Activity Completedat Below of of the Back
ncy Activity Expectation(B) Faculty faculty Receive
First (F) MeetsExpecta Complete and d
Repeat tions (M) d (C) date Initial of
(R) ExceedsExpec Repeat the
Remedial tations(E) (R) learner
(RE) Remedial
(RE)

Demonstrate the correct

EN 2.5 technique of Examination
of the nose & paranasal
sinuses including the use of
nasal speculum

Demonstrate the correct

EN 2.6
technique of examining the
throat including the use of
a tongue depressor

Demonstrate the correct

EN 2.7 technique of examination
of neck including
elicitation of laryngeal
crepitus

Page. 107
Competency Assessment- Certifiable Skills

Date Attempt at Rating Decision Initial of Feed

Competency Name of the Complted Activity Below of Back
Activity First (F) Expectation(B) Faculty the Received
Repeat (R) MeetsEx Complete Initial of
Remdi pectation d (C) faculty
al s (M)
Exceeds Repeat the
(RE)
Expectati (R) and date
ons(E) Remed learner

Observe and ial

describe the
indications for (RE)
EN 3.1
and steps involved
in the
performance of
Otomicroscopic
examination in a
simulated
environment and
Observe
describe the
indications for
EN 3.2
and steps involved
in the
performance of
diagnostic nasal
endoscopy

Demonstration
the correct
technique for
EN 4.9
syringing wax
from the ear in a
simulated
environment

Page. 108
 Competency Assessment- Certifiable Skills
Date Attempt Rating Decision Initial Feed
Compet Name of the Activity at Below of of the Back
ency Comple Activity Expectation(B) Faculty faculty Receive
ted First (F) MeetsExpecta Complete and d
Repeat tions (M) d (C) date Initial of
(R) ExceedsExpec Repeat the
Remedial tations(E) (R) learner
(RE) Remedial
Demonstration the (RE)
EN
correct technique the
4.10
indications for and steps
involved in myringotomy
and myringoplasty

Observe and describe the

EN indications for and steps
4.16 involved in the
performance of pure tone
audiometry

Enumerate the
EN
indications and interpret
4.17
the results if an
audiogram

Page. 109
 Competency Assessment- Certifiable Skills

Date Attempt at Rating Decision Initial of Feed

Competency Name of the Activity Completed Activity Below of Faculty the Back
First (F) Expectation(B) Completed faculty Received
Repeat (R) MeetsExpectati (C) and date Initial of
Remedial ons (M) Repeat (R) the learner
(RE) ExceedsExpect Remedial
ations(E) (RE)
Enumerate the
indications observe
EN 4.24
and describe the steps
in a septoplasty

Page. 110
 Observe and describe
the indications for
EN 4.40
and steps involved in
a tonsillectomy /
adenoidectomy

Elicit document and

present a correct
history, demonstrate
EN 4.49
and describe the
clinical features,
choose the correct
investigations and
describe the
principles of
management of
foreign bodies in the
air and food passages

Competency Assessment- Certifiable Skills

Date Attempt Rating Decision Initial Feed

Name of the Activity Completed at Below of of the Back
Activity Expectation(B) Faculty faculty Receive
First (F) MeetsExpecta Complete and d
Repeat tions (M) d (C) date Initial of
(R) ExceedsExpec Repeat the
EN Observe and describe Remedial tations(E) (R) learner
4.50 the indications for and (RE) Remedial
steps involved in (RE)
tracheostomy

Compet
ency
Page. 111
EN Observe and describe
4.51 the care of the patient
with a tracheostomy

Demonstrate (i) hearing

PY
(ii) testing for smell and
10.20
(iii) taste sensation in
volunteer/simulated
environment

Page. 112
 Date Attempt Rating Decision Initial Feed
Compete Name of the Activity Completeat Below of of the Back
ncy d Activity Expectation(B) Faculty faculty Recei
First (F) MeetsExpecta Complete and ved
Repeat tions (M) d (C) date Initial
(R) ExceedsExpec Repeat of the
Elicit document and present Remedial tations(E) (R) learne
PE 28.9 age appropriate history of a (RE) Remedial r
child with upper respiratory (RE)
problem including stridor

PE
Perform otoscopic
28.10
examination of the ear

PE
Perform throat examination
28.11
using tongue depressor

Competency Assessment- Certifiable Skills

Page. 113
 Competency Assessment- Certifiable Skills

Date Attempt Rating Decision Initial Feed

Compete Name of the Activity Completeat Below of of the Back
ncy d Activity Expectation(B) Faculty faculty Receive
First (F) MeetsExpecta Complete and d
Repeat tions (M) d (C) date Initial of
(R) ExceedsExpec Repeat the
Remedial tations(E) (R) learner
(RE) Remedial
PE (RE)
Perform examination of the
28.12
nose

Interpret X-ray of the

paranasal sinuses and
mastoids; and/or use written
PE report in case of management
28.17 interpretCXR in foreign body
aspiration and lower
respiratory tract infection,
understand the significance of
thymic shadow in peadiatric
chest X-rays

Page. 114
CERTIFICATIONS OF SKILLS

Sl. Competency Topic Certification Signature of

No. No. Date Faculty
EN 2.2 Demonstrate the correct use of headlamp in
01
examination of Ear, Nose & Throat
EN 2.3 Demonstrate the correct technique of
02
examination of the ear including Otoscopy
EN 2.4 Demonstrate the correct technique of
03
performance and interpret tuning fork tests
Demonstrate the correct technique of
EN 2.5
04 Examination of the nose & paranasal sinuses
including the use of nasal speculum
EN 2.6 Demonstrate the correct technique of examining
05
the throat including the use of a tongue depressor
Demonstrate the correct technique of
EN 2.7
06 examination of neck including elicitation of
laryngeal crepitus
Observe and describe the indications for and
steps involved in the performance of
EN 3.1
07 Otomicroscopic examination in a simulated
environment

Observe and describe the indications for and

EN 3.2 steps involved in the performance of diagnostic
08
nasal endoscopy

Demonstration the correct technique for

EN 4.9
09 syringing wax from the ear in a simulated
environment
Demonstration the correct technique the
EN 4.10
10 indications for and steps involved in
myringotomy and myringoplasty
Observe and describe the indications for and
EN 4.16
11 steps involved in the performance of pure tone
audiometry
EN 4.17 Enumerate the indications and interpret the
12
results if an audiogram
Page. 115
 EN 4.24 Enumerate the indications observe and describe
13
the steps in a septoplasty
Observe and describe the indications for and
EN 4.40
14 steps involved in a tonsillectomy /
adenoidectomy
Elicit document and present a correct history,
demonstrate and describe the clinical features,
EN 4.49
15 choose the correct investigations and describe the
principles of management of foreign bodies in
the air and food passages
EN 4.50 Observe and describe the indications for and
16
steps involved in tracheostomy
EN 4.51 Observe and describe the care of the patient with
17
a tracheostomy
Demonstrate (i) hearing (ii) testing for smell and
PY 10.20
18 (iii) taste sensation in volunteer/simulated
environment
Elicit document and [resent age appropriate
PE 28.9
19 history of a child with upper respiratory problem
including stridor
PE 28.10
20 Perform otoscopic examination of the ear
PE 28.11 Perform throat examination using tongue
21
depressor
PE 28.12
22 Perform examination of nose
Interpret X-ray of the paranasal sinuses and
mastoids; and/or use written report in case of
PE 28.17 management. InterpretCXR in foreign body
23
aspiration and lower respiratory tract infection,
understand the significance of thymic shadow in
peadiatric chest X-rays

Page. 116
NON-CERTIFIABLE (SHOWS HOW) ACTIVITIES

#Competency Name of Activity Date Rating Decision Initial of Feedba

completed Below of faculty faculty ckRecei
Expectations(C) Complete with date ved
Meets dRepeat Initial
Expectations(B) Remedial of
Exceeds learner
Expectations(A)

Page. 117
 1. Duplicate of this template shall be made depending on the activities planned

2. Activities may be skill sessions, seminars, tutorials, projects, etc.

NON-CERTIFIABLE (SHOWS HOW) ACTIVITIES

#Competency Name of Activity Date Rating Decision Initial of Feedback

completed Below of faculty faculty Received
Expectations(C) Completed with date Initial of
Meets Repeat learner
Expectations(B) Remedial
Exceeds
Expectations(A)

Page. 118
 1. Duplicate of this template shall be made depending on the activities planned

2. Activities may be skill sessions, seminars, tutorials, projects, etc.

NON-CERTIFIABLE (SHOWS HOW) ACTIVITIES

Competency Name of Activity Date Rating Decisioof Initial of Feedback

completed Below faculty faculty with Received
Expectations(C) Complete date Initial of
Meets dRepeat learner
Expectations(B) Remedial
Exceeds
Expectations(A)

Page. 119
1. Duplicate of this template shall be made depending on the activities planned

2. Activities may be skill sessions, seminars, tutorials, projects, etc.

Page. 120
FORMAT OF AETCOM MODULES REPORT

AETCOM Module Number:

Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
4. What did you learn from this AETCOM session based on the objectives?
5. What change did this session make in your learning?
6. How will you apply this knowledge in future?

Remarks by Facilitator

Signature of facilitator with date

AETCOM Module Number:

Page. 121
 Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
4. What did you learn from this AETCOM session based on the objectives?
5. What change did this session make in your learning?
6. How will you apply this knowledge in future?

Remarks by Facilitator

Signature of facilitator with date

RUBRIC FOR ASSESSING PROFESSIONALISM

Page. 122
 Areas assessed Signature Signature
of student of teacher
Regular in Behaviour Dress code Total
Regular for
completing in class and and (20
classes
assignments discipline presentation
(5marks) marks)
(5marks) (5marks) (5marks)
At the
end of 1st
IA

At the
end of
2nd IA

At the
end of
3rd IA

Average
score at
the end
of the
year

Note: Parameters will be assessed at the Departmental level to consider eligibility (Minimum of 50% at the end
of the year) of the candidate to appear for the university examination. Not considered for internal assessment
marks.

Page. 123
Small Group Discussion

Sl. Date Competency and Topic Level of Participation Signature of

No. (Attended /Actively Faculty
Participated/Presented

Small Group Discussion

Page. 124
Sl. Date Competency and Topic Level of Participation Signature of
No. (Attended /Actively Faculty
Participated/Presented

Small Group Discussion

Sl. Date Competency and Topic Level of Participation Signature of

No. (Attended /Actively Faculty
Page. 125
 Participated/Presented

The small group discussions will be scored based on the following criteria. Marks to be given

Score Criteria for assessment

Page. 126
5 Is a proactive participant showing a balance between listening, initiating, and focusing on
discussion. Displays a proactive use of the whole range of discussion, skills to keep
discussion going and to involve everyone in the group. Understands the purpose of the
discussion and keeps the discussion focused and on topic. Applies skills with confidence,
showing leadership and sensitivity.
4 Is an active participant showing a balance between listening, initiating, and focusing on
discussion. Demonstrates all the elements of discussion skills but uses them less frequently
and with less confidence than the above level. Keeps the discussion going but more as a
supporter than a leader. Tries to involve everyone in the group. Demonstrates many skills
but lacks the confidence to pursue them so that the group takes longer than necessary to
reach consensus. Demonstrates a positive approach but is more focused on getting done
than on having a positive discussion.
3 Is an active listener but defers easily to others and lacks confidence to pursue personal point
of view even when it is right. Participates but doesn’t use skills such as summarizing and
clarifying often enough to show confidence. Limits discussion skills to asking questions,
summarizing, and staying on topic. Lacks balanced between discussion and analytical skills.
Either displays good analysis skills and poor discussion skills or good discussion skills and
poor analysis skills.
2 Is an active listener but defers easily to others and tends not to pursue personal point of
view, lacking confidence. Limits discussion skills to asking questions, summarizing and
staying on topic. Rarely demonstrates analysis skills because doesn’t understand the
purpose of the discussion, and as a result, offers little evidence to support any point of view.
1 Demonstrates no participation or effort. Participates only when prompted by the teacher.
Only responds to others and initiates nothing. Provides limited responses that are often
off topic.
Participates minimally so that it is impossible to assess / analyze skills or understanding of
the issues.

SELF-DIRECTED LEARNING (SDL)- 5 hours

Signature of
Sl no. Date Topic of SDL Feedback
faculty/mentor
1

6
7
Page. 127
 8

10

Sl. No Date Topic Attendance Signature of

faculty

Page. 128
CONFERENCE/CME/WORKSHOPATTENDED

SL DATE PARTICULARS REMARK SIGNATURE

NO SIFANY OF FACULTY

SCIENTIFIC PROJECT PRESENTATIONS/REPORTS/OUTREACH ACTIVITIES

SL.NO DATE PARTICULARS SIGNATURE

OFSTAFF

Page. 129
 EXTRACURRICULAR ACTIVITIES

Sl no Date Particulars Signature of the faculty

ACHIEVEMENTS/AWARDS

Sl no Date Particulars Signature of the faculty

FINAL SUMMARY

Attendance Signature of the

Dates Status *
Sl no. Description in teacher with
percentage date

Page. 130
 From To

1 Certifiable skills

AETCOM
2
Modules

Internal
3 assessment
Marks

Signature of Head of department Date:

* Status: Complete/Incomplete: For skills and AETCOM modules

Eligible/Ineligible: For Internal marks

Acknowledging the Contributors to the development of Curriculum of 3rd MBBS Part 1

Subject Name College

Page. 131
Forensic Medicine Dr Jagadeesh N - Vydehi Institute of Medical Sciences & Research
Centre, Whitefield, Bangalore
Dr Nagesh K R - Father Muller Medical College, Mangalore
Dr Hemanth Raj M N - Shridevi Institute of Medical Sciences & Research
Hospital, Tumkur
Dr Arun M - JSS Medical College, Mysore
Dr Pramod Kumar G N - Karwar Institute of Medical Sciences, Karwar
Dr Srinivasa Reddy - Sri Devaraj Urs Medical College, Kolar
Dr Umesh Babu R - Kodagu Institute of Medical Sciences, Madikeri
Dr Raghavendra Babu Y P- Koppal Institute of Medical Sciences, Koppal
Dr Vijayamahantesh S N - S Nijalingappa Medical College, Bagalkot
Dr Naveen Kumar T - Kempegowda Institute of Medical Sciences,
Bangalore
Dr Shankar M Bakkannavar - Kasturba Medical College, Manipal
Dr Uday Shankar B S - Sapthagiri Institute of Medical Sciences &
Research Centre, Bangalore
Dr Dayananda R - Mysore Medical College & Research Institute, Mysore
Dr Lohith Kumar R and Dr Ravindra Kumar - Chickmagalur Institute of
Medical Sciences, Chickmagalur
Dr Yadukul S - AIIMS, Bibinagar, Hyderabad
Community Dr Ranganath TS, and Dr Ravish KS - Bangalore Medical College and
Medicine Research Institute, Bangalore
Dr Farah Fatima- St. John’s Medical College, Bangalore,
Dr Suman, - M.S. Ramaiah Medical College, Bangalore
Dr Manjunath SN - Mysore Medical College and Research Institute,
Mysore
Dr Harish BR and Dr Subash Babu - Mandya Institute of Medical Sciences,
Mandya
Dr Ramesh Masti - Kempegowda Institute of Medical Sciences, Bangalore
Dr Sudhir Prabhu – Fr Muller’s Medical College
Dr Ajay Kumar - Gulbarga Institute of Medical Sciences,
Dr Ashok Dorle – SNMC, Bagalkot
Ophthalmology Dr Suneetha Nithyanandam and Dr Shubashree Karat - St. John’s
Medical College, Bangalore
Dr Suresh Babu - Bangalore Medical College and Research Institute,
Bangalore
Otorhinolaryngology Dr Ravi D, Mandya Institute of Medical Sciences, Mandya
Dr Swetha Naidu- Kodagu Institute of Medical Sciences,

Page. 132
 Revised Ordinance Governing
MBBS DEGREE COURSE AND CURRICULUM of
Phase III Part 2 Subjects- RS4

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES, KARNATAKA

4th T Block, Jayanagar, Bengaluru- 560041

Page. 133
RGU/AUTH/MBBS-UG/176th/164/2018-19 Date: 15/12/2022

NOTIFICATION

Sub: - Ordinance pertaining to Regulations and Curriculum of MBBS

Phase Ill Part l and Part 2 as per CBNIE Guidelines for RS4 Batch.

Ref:- 1. No. MCI-34(41)/2019-Med/161726, Dated 04/11/2019

2. Proceedings of 176th meeting of Syndicate held on 24/11/2022.
-**-

In exercise of the powers vested under section 35(2) of RGUHS Act, 1994, the Revised
Ordinance pertaining to Regulations and Curriculum of MBBS Phase Ill Part l and Part 2 as per
CBME guidelines for RS4 batch is notified herewith as per Annexure.

Copy to:

7. The Principal Secretary to Governor, Raj Bhavan, Bangalore — 560001

8. The Principal Secretary Medical Education, Health & Family Welfare Dept. M S Building, Dr.
B R Ambedkar Veedhi, Bangalore -560001.
9. The Principals of All affiliated Medical College of RGUHS, Bangalore
10. PA to Vice-chancellor/ PA to Registrar/ Registrar (Eva.)/Finance Officer, Rajiv Gandhi
University of Health Sciences, Bangalore.
11. All Officers of the University Examination Branch/ Academic Section.
12. Guard File/ Office copy.

Page. 134
GMER - SECTION I7/15/2022

PREAMBLE

Introduction to CBME based curriculum

The Medical Council of India has revised the undergraduate medical education curriculum so that the Indian
Medical Graduate is able to recognize ʺhealth for allʺ as a national goal and should be able to fulfill his/her
societal obligations. The revised curriculum has attempted to enunciate the competencies the student must
be imparted and should have learnt, with clearly defined teaching-learning strategies and effective methods
of assessment. Communicating effectively and sympathetically with patients and their relatives has been
visualized as a core area of the revised curriculum. These and other goals identified in the curriculum are to
be implemented in all medical colleges under the ambit of Medical Council of India from August 2019 and to
smoothen this process Guidelines have been prepared for its effective implementation. In response to the
need for a seamless introduction of the curriculum into theUndergraduate system, all medical colleges need
to upgrade the teaching‐learning skills of their faculty. Earlier experience with implementation of curricular
changes suggests that a carefully managed, sustainable approach is necessary to ensure that every college
has access to the new skills and knowledge enunciated in the new curriculum. Faculty training and
development thus assumes a key role in the effective implementation and sustenance of the envisaged
curricular reforms.

Page. 135
 INTRODUCTION

The undergraduate medical curriculum of the medical council of India is created to ensure that the medical
doctor who emerges from the MBBS training program is capable of assisting the nation to achieve its goal
of health for all. In addition, it aspires to ensure that the “graduate” meets or exceeds global bench‐mark in
knowledge, attitude, skills and communication. This intent is at the core of the Graduate Medical
Regulations, 2019.

The Graduate Medical Regulations, 2019 represents the first major revision to the medical curriculum since
1997 and hence incorporates changes in science and thought over two decades. A significant advance is the
development of global competencies and subject‐wise outcomes that define the roles of the “Indian Medical
Graduate”. Learning and assessment strategies have been outlined that will allow the learner to achieve
these competencies/outcomes. Effective appropriate and empathetic communication, skill acquisition,
student‐doctor method of learning, aligned and integrated learning and assessment are features that have
been given additional emphasis in the revised curriculum.

The revised curriculum is to be implemented by all medical colleges under the ambit of Medical Council of
India from August 2019. The roll out will be progressive over the duration of the MBBS course.

This document represents a compilation of the resource material that was used in the Curricular
Implementation Support Program (CISP) and has attempted to provide a stepwise and comprehensive
approach to implement the curriculum. It details the philosophy and the steps required in a simple and
richly illustrated manner. Teaching slide decks, faculty guides and online resource material supplement
this document. The document is to be used in conjunction with the Competency document, AETCOM
module and the GMR document.

Indian Medical Graduate Training Programme

The undergraduate medical education programme 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 theIndian Medical Graduate training programme are hereby prescribed: -
National Goals
At the end of undergraduate program, the Indian Medical Graduate should be able to:
(f) Recognize “health for all” as a national goal and health right of all citizens and by undergoing
training for medical profession to fulfill his/her social obligations towards realization of this goal.
(g) Learn every aspect of National policies on health and devote her/him to its practical
implementation.
(h) Achieve competence in practice of holistic medicine, encompassing promotive, preventive,
curativeand rehabilitative aspects of common diseases.
(i) Develop scientific temper, acquire educational experience for proficiency in profession and
promotehealthy living.
(j) Become exemplary citizen by observance of medical ethics and fulfilling social and
Page. 136
professionalobligations, so as to respond to national aspirations.

Page. 137
Institutional Goals
(2) 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 his/her 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“essential medicines” and their common adverse effects.
(d) be able to 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.
(f) be familiar with the basic factors which are essential for the implementation of the National
Health Programmes including practical aspects of the following:
(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
(vi) Indian Public Health Standards (IPHS), at various levels of service delivery
(vii) Bio-medical waste disposal
(viii) Organizational and/or institutional arrangements.
(g) acquire basic management skills in the area of human resources, materials and resource
managementrelated to health care delivery, hospital management, 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.
(i)be able to work as a leading partner in health care teams and acquire proficiency in
communicationskills.
(j) be competent to work in a variety of health care settings.
(k) have personal characteristics and attitudes required for professional life such as personal
integrity,sense of responsibility and dependability and ability to relate to or show concern for

Page. 138
other individuals.

Page. 139
 All efforts must be made to equip the medical graduate to acquire the skills as detailed in Table
11 Certifiable procedural skills – A Comprehensive list of skills recommended as desirable for
Bachelor of Medicine and Bachelor of Surgery (MBBS) – Indian Medical Graduate.

Goals and Roles for the Learner

In order to fulfil the goal of the IMG training programme, the medical graduate must be able to
functionin the following roles appropriately and effectively
• Clinician who understands and provides preventive, promotive, curative, palliative and
holistic carewith compassion.
• Leader and member of the health care team and system with capabilities to collect
analyze,synthesize and communicate health data appropriately.
• Communicator with patients, families, colleagues and community.
• Lifelong learner committed to continuous improvement of skills and knowledge.
• Professional, who is committed to excellence, is ethical, responsive and accountable to
patients, community and profession.
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 fulfil the roles as listed in clause 2, the Indian Medical Graduate would have obtained
the following set of competencies at thetime of graduation:
Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care
with compassion
• Demonstrate knowledge of normal human structure, function and development from a
molecular, cellular, biologic, clinical, behavioural and social perspective.
• Demonstrate knowledge of abnormal human structure, function and development from a
molecular, cellular, biological, clinical, behavioural and social perspective.
• Demonstrate knowledge of medico-legal, societal, ethical and humanitarian principles that
influence health care.
• 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.
• 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.
• Demonstrate ability to elicit and record from the patient, and other relevant sources
including relatives and caregivers, a history that is contextual to gender, age, vulnerability, social
and economic status, patient preferences, beliefs and values.

Page.
140
• Demonstrate ability to perform a physical examination that is complete and relevant to
disease identification, disease prevention and health promotion.
• Demonstrate ability to perform a physical examination that is contextual to gender, social
and economic status, patient preferences and values.

Page.
141
• Demonstrate effective clinical problem solving, judgment and ability to interpret and
integrateavailable data in order to address patient problems, generate differential diagnoses and
develop individualized management plans that include preventive, promotive and therapeutic
goals.
• Maintain accurate, clear and appropriate record of the patient in conformation with legal
andadministrative frame works.
• Demonstrate ability to choose the appropriate diagnostic tests and interpret these tests
based on scientific validity, cost effectiveness and clinical context.
• 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 programmes and policies for the following:
(i) Disease prevention,
(ii) Health promotion and cure,
(iii) Pain and distress alleviation, and
(iv) Rehabilitation.
• Demonstrate ability to provide a continuum of care at the primary and/or secondary
level thataddresses chronicity, mental and physical disability.
• Demonstrate ability to appropriately identify and refer patients who may require
specialized oradvanced tertiary care.
• Demonstrate familiarity with basic, clinical and translational research as it applies to the
care of thepatient.
Leader and member of the health care team and system
• Work effectively and appropriately with colleagues in an inter-professional health care team
respecting diversity of roles, responsibilities and competencies of other professionals.
• Recognize and function effectively, responsibly and appropriately as a health care team
leader in primary and secondary health care settings.
• 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.
• 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.
• Participate appropriately and effectively in measures that will advance quality of health care
and patient safety within the health care system.
• Recognize and advocate health promotion, disease prevention and health care quality
improvement through prevention and early recognition: in a) life style diseases and b) cancers,
in collaboration with other members of the health care team.

Communicator with patients, families, colleagues and community

Page.
142
• 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 satisfactionand health care outcomes.

Page.
143
• Demonstrate ability to establish professional relationships with patients and families
that arepositive, understanding, humane, ethical, empathetic, and trustworthy.
• Demonstrate ability to communicate with patients in a manner respectful of patient’s
preferences,values, prior experience, beliefs, confidentiality and privacy.
• Demonstrate ability to communicate with patients, colleagues and families in a manner
thatencourages participation and shared decision-making.
Lifelong learner committed to continuous improvement of skills and knowledge
• Demonstrate ability to perform an objective self-assessment of knowledge and skills,
continuelearning, refine existing skills and acquire new skills.
• Demonstrate ability to apply newly gained knowledge or skills to the care of the patient.
• Demonstrate ability to introspect and utilize experiences, to enhance personal and
professionalgrowth and learning.
• Demonstrate ability to search (including through electronic means), and critically
evaluate themedical literature and apply the information in the care of the patient.
• Be able to identify and select an appropriate career pathway that is professionally
rewarding andpersonally fulfilling.
Professional who is committed to excellence, is ethical, responsive and accountable to patients,
community and the profession
• Practice selflessness, integrity, responsibility, accountability and respect.
• Respect and maintain professional boundaries between patients, colleagues and society.
• Demonstrate ability to recognize and manage ethical and professional conflicts.
• Abide by prescribed ethical and legal codes of conduct and practice.
• Demonstrate a commitment to the growth of the medical profession as a whole.

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144
 Broad Outline on training format
In order to ensure that training is in alignment with the goals and competencies listed in sub-
clause 2 and3 above:
• There shall be a "Foundation Course" to orient medical learners to MBBS programme, and
provide them with requisite knowledge, communication (including electronic), technical and
language skills.
• The curricular contents shall be vertically and horizontally aligned and integrated to the
maximum extent possible in order to enhance learner’s interest and eliminate redundancy and
overlap.
• Teaching-learning methods shall be learner centric and shall predominantly include small
group learning, interactive teaching methods and case-based learning.
• Clinical training shall emphasize early clinical exposure, skill acquisition, certification in
essential skills; community/primary/secondary care-based learning experiences and
emergencies.
• Training shall primarily focus on preventive and community-based approaches to health and
disease, with specific emphasis on national health priorities such as family welfare,
communicable and noncommunicable diseases including cancer, epidemics and disaster
management.
• Acquisition and certification of skills shall be through experiences in patient care, diagnostic
and skill laboratories.
• The development of ethical values and overall professional growth as integral part of
curriculum shall be emphasized through a structured longitudinal and dedicated programme
on professional development including attitude, ethics and communication.
• Progress of the medical learner shall be documented through structured periodic assessment
that includes formative and summative assessments. Logs of skill-based training shall be also
maintained.
Appropriate Faculty Development Programmes shall be conducted regularly by institutions to
facilitate medical teachers at all levels to continuously update their professional and teaching
skills, and align their teaching skills to curricular objectives.

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145
SECTION II

Admission to the Indian Medical Graduate Programme

NATIONAL ELIGIBILITY-CUM-ENTRANCE TEST AND COMMON COUNSELLING

SECTION III

Migration
AS PER MCI GUIDELINES

SECTION IV

REGULATIONS GOVERNING MBBS DEGREE COURSE

[Eligibility for Admission, Duration, Attendance and Scheme of Examination]

9. ELIGIBILITY

As per guidelines of National Medical Council of India

10. DURATION OF THE COURSE

Every learner shall undergo a period of certified study extending over 4 ½ academic years,
divided into nine semesters from the date of commencement of course to the date of completion of

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146
examination which shall be followed by one year of compulsory rotating internship.
Each academic year will have at least 240 teaching days with a minimum of eight hours of working
on eachday including one hour as lunch break
The period of 4 ½ years is divided as follows:

• Pre-Clinical Phase [(Phase I) - First Professional phase of 13 months preceded by Foundation

Course of one month]: will consist of preclinical subjects – Human Anatomy, Physiology, Biochemistry,
Introduction to Community Medicine, Humanities, Professional development includingAttitude, Ethics
& Communication (AETCOM) module and early clinical exposure, ensuring both horizontal and vertical
integration.
• Para-clinical phase [(Phase II) - Second Professional of 12 months]: will consist of Para-clinical
subjects namely Pathology, Pharmacology, Microbiology, Community Medicine, Forensic Medicine and
Toxicology, Professional development including Attitude, Ethics & Communication (AETCOM) module
and introduction to clinical subjects ensuring both horizontal and vertical integration.

• Clinical Phase – [(Phase III) Third Professional (28 months)]

(d) Part I (13 months) - The clinical subjects include General Medicine, General Surgery,
Obstetrics & Gynaecology, Pediatrics, Orthopaedics, Dermatology, Otorhinolaryngology,
Ophthalmology, Community Medicine, Forensic Medicine and Toxicology, Psychiatry,
Respiratory Medicine, Radiodiagnosis & Radiotherapy and Anaesthesiology &
Professional development includingAETCOM module.
(e) Electives (2 months) - To provide learners with opportunity for diverse learning
experiences, todo research/community projects that will stimulate enquiry, self-directed
experimental learning and lateral thinking [9.3].
(f) Part II (13 months) - Clinical subjects include:
vi. Medicine and allied specialties (General Medicine, Psychiatry, Dermatology
Venereology
and Leprosy (DVL), Respiratory Medicine including Tuberculosis)
vii. Surgery and allied specialties (General Surgery, Orthopedics [including trauma]),
Dentistry,Physical Medicine and rehabilitation, Anaesthesiology and Radiodiagnosis)

viii. Obstetrics and Gynecology (including Family Welfare)

ix. Pediatrics

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147
 x. AETCOM module
The clinical exposure to learners will be in the form of learner-doctor method of clinical
training in allphases. The emphasis will be on primary, preventive and comprehensive health
care. A part of training during clinical postings should take place at the primary level of health
care. It is desirable to provide learning experiences in secondary health care, wherever
possible. This will involve:
(d) Experience in recognizing and managing common problems seen in outpatient,
inpatient andemergency settings,
(e) Involvement in patient care as a team member,
(f) Involvement in patient management and performance of basic procedures.

• A learner shall not be entitled to graduate after 10 years of his/her joining of the
first partof the MBBS course

Calendar for the MBBS Course for the new CBME curriculum

Jan Feb Ma Apr May Jun Jul Aug Sep Oct Nov Dec
r
Founda
tion I MBBS
course
I MBBS Phase I II MBBS
exam

II MBBS Phase III MBBS PART 1

II
exam
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148
 III MBBS PART 1 Phase Electives
III and skills
part 1
exam
III MBBS PART 2
Phase III Internship
part 2 exam
Internship

DISTRIBUTION OF SUBJECTS BY PROFESSIONAL PHASE

Phase Subjects and new teaching elements Duration University

andYear examinatio
of MBBS n
Training
First • Foundation course (1month) 1+13 Ist Professional
profession • Human Anatomy, months
alMBBS Physiology&Biochemistry
• Introduction of
CommunityMedicine,
Humanities
• Early Clinical Exposure
• Attitude. Ethics and
Communication
Module(AETCOM)

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149
 Second • Pathology, Microbiology, 12 IInd Professional
professio Pharmacology, Forensic months
nalMBBS MedicineAnd Toxicology
• Introduction to clinical
subjectsincluding community
Medicine
• Clinical postings
• AETCOM
Third • General Medicine ,General 12 IIIrd
profession Surgery,OBG, Paediatrics, months Professional
alMBBS- Orthopaedics, Dermatology, PartI
part I Psychiatry, Otorhinolaryngology,
Ophthalmology, Community
Medicine, Forensic Medicine and
Toxicology, Respiratory Medicine,
Radiodiagnosis & Radiotherapy,
Anaesthesiology
• Clinical Subjects /postings
• AETCOM

Electives • Electives ,skills and assessment 2 months

Third • General Medicine ,Paediatrics, 13 IIIrd
professio General Surgery, Orthopaedics, months Professional
nalMBBS- Obstetrics and Gynaecology, PartII
part II including Family welfare and
alliedspecialties
• Clinical Postings /subjects
• AETCOM

11. ATTENDANCE

• Every candidate should have attendance not less than 75% of the total classes conducted
in theory and not less than 80% of the classes conducted in practical in each calendar
year calculated from the date of commencement of the term to the last working day as
notified by the University in each of the subjects prescribed to be eligible to appear for the
university examination.
• Seventy five percent (75%) attendance in Professional Development Programme
(AETCOM Module) is required for eligibility to appear for final examination in each
professional year (vide Medical Council of India Notification on Graduate Medical Education
(Amendment) Regulations 2019, published in the Gazette of India Part III, Section 4,
Extraordinary issued on 4th November 2019)
• In subjects that are taught in more than one phase – the learner must have 75%
attendance in theory and 80% in practical in each phase of instruction in that subject.
• If an examination comprises more than one subject (for e.g., General Surgery and allied

Page. 150
branches), the candidate must have 75% attendance in each subject and 80%attendance
in each clinical posting. Learners who do not have at least 75% attendance in the
electives will not be eligible for the Third Professional - Part II examination.

Page. 151
The Principal should notify at the College the attendance details at the end of each term without fail under
intimation to this University.

A candidate lacking in the prescribed attendance and progress in any subject(s) in theory or
practicalshould not be permitted to appear for the examination in that subject(s).

12. TEACHING HOURS: Third Professional Part 2

Subjects Teaching Tutorials/seminars Self-directed Total

hours - Integrated learning
lectures teaching
General 70 125 15 210
Medicine
General surgery 70 125 15 210
Obstetrics & 70 125 15 210
Gynecology
Pediatrics 20 35 10 65
Orthopedics 20 25 5 50
AETCOM 28 15 43
Electives 200
Total 250 435 60 1780

• Teaching and learning shall be aligned and integrated across specialties both vertically and
horizontally for better learner comprehension. Learner centered learning methods should
include problem oriented learning, case studies, community-oriented learning, self- directed and
experiential

• 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.
Table : Clinical postings for all clinical Subjects

Subjects Period of training in weeks Total

II III III MBBS Part 2 (weeks)
MBBS MBBS
Part 1
Electives 8(4weeks clinical
postings to continue)
General Medicine 4 4 8+4 20
General Surgery 4 4 8+4 20
Obstetrics and 4 4 8+4 20
Gynecology
Pediatrics 2 4 4 10
Orthopaedics 2 4 2 8
including Trauma
Community Medicine 4 6 - 10

Otorhinolaryngology 4 4 - 8

Ophthalmology 4 4 - 8

Dermatology 2 2 2 6

Psychiatry 2 2 - 4

Respiratory Medicine 2 - - 2

Radiodiagnosis 2 - - 2

Dentistry & - 2 - 2
Anesthesiology
Casualty - 2 - 2
Total 36 42 44 126
AETCOM modules in 3rd MBBS Part 2

AETCOM Title Department

Module
number
4.1 The foundations of communication - 5 General Surgery
4.2 Case studies in medico-legal and ethical Obstetrics and Gynaecology
situations
4.3 Case studies in medico-legal and ethical Internal Medicine
situations
4.4 Case studies in ethics empathy and the General Surgery
doctor-patient relationship
4.5 Case studies in ethics: the doctor-industry Paediatrics
relationship
4.6 Case studies in ethics and the doctor - Orthopaedics
industry relationship
4.7 Case studies in ethics and patient autonomy Paediatrics
4.8 Dealing with death Internal Medicine
4.9 Medical Negligence Obstetrics and Gynaecology

SCHEME OF EXAMINATION
INTERNAL ASSESSMENT:

• Regular periodic examinations shall be conducted throughout the course. There shall be no less
than three examinations in each clinical subject in the final professional year (3rd MBBS Part2)
and one in each of the other years that the clinical subjects are taught in.
• The third internal examination should be conducted on the lines of the university
examination(Preliminary examination).
• An end of posting clinical assessment shall be conducted for each clinical posting in each
professional year.
• 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, General Medicine
must be assessed in second Professional, third Professional Part I and third Professional Part II,
independently.
• 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.
• 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.
• An average of the marks scored in all internal assessment examinations and the average of all
marks scored in the end of posting clinical assessment will be considered as the final internal
assessment scores and eligibility for University examinations.
• Learners must secure at least 50% marks of the total marks (combined in theory and practical /
clinical; not less than 40 % marks in theory and practical separately) assigned for internal
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 under separate head in the marks card of the university
examination. The internal assessment marks (theory and practical) will not be added to the
marks secured (theory/practical) in the university examination for consideration of pass
criteria, pass percentage, award of first class/distinction/gold medal.
• The results of internal assessment should be displayed on the notice board within a 1-2 weeks
of the test.
• Colleges should formulate policies for remedial measures for students who are either not able to
score qualifying marks or have missed on some assessments due to any reason.
• 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.

13. UNIVERSITY EXAMINATION

Examination schedule
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Foundatio
ncourse I MBBS
I MBBS PhaseI II MBBS
exam

II MBBS PhaseII III MBBS PART 1

exam

III MBBS PART 1 Phase Electives

III and skills
part 1
exam
III MBBS PART 2
Phase III Internship
part 2
exam
Internship

General guidelines

• 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/her to function
effectively and appropriately as a physician of first contact. Assessment shall be carried
out on an objective basisto the extent possible.
• Nature of questions will include different types such as structured essays (Long Answer
Questions - LAQ), Short Essays, Short Answers Questions (SAQ) and Multiple-choice questions
(MCQs). Marks for each part should be indicated separately.
• The learner must secure at least 40% marks in each of the two papers with minimum
50% of marks in aggregate (both papers together) to pass, in subjects with more than
one paper.
• In subjects with one question paper the learner must secure a minimum of 50% marks to
pass.
• Clinical examinations will be conducted at the bedside in the hospital wards. The objective
will be to assess proficiency and skills to elicit a detailed history, perform clinical
examination, interpret data and form logical conclusion, wherever applicable.
• There shall be one main examination in an academic year and a supplementary to be
held not later than 90 days after the declaration of the results of the main
examination.
• A learner shall not be entitled to graduate after 10 years of his/her joining of the first
part of the MBBS course.
• A maximum number of four permissible attempts would be available to clear the first
Professional University examination, whereby the first Professional course will have
to be cleared within 4 years of admission to the said course. Partial attendance at any
University examination shall be counted as an availed attempt.

• THIRD PROFESSIONAL PART 2 EXAMINATION:

This examination shall be held at the end of t h e f ou rt h -ye a r o f t ra in i ng(13 months),
in the subjects of Internal medicine, General Surgery including Orthopaedics, Obstetrics
and Gynaecology, and Paediatrics.

Table: Examination components, Subjects and Distribution of Marks

THEORY Internal Surgery & Obstetrics & Pediatrics
Medicine Orthopedics Gynecology
Written Paper
No. of Papers & Maximum 2×100=200 2×100=200 2×100=200 1x100=100
Marks for each paper.
Total theory 200 200 200 100
PRACTICAL
1. Practical exam 160 160 160 80
2. Viva-voce 40 40 40 20
Total practical 200 200 200 100
Internal assessment*
Internal Assessment (Theory) 200 200 200 100
Internal assessment 200 200 200 100
(Practical)
* Internal assessment marks will reflect under separate head in the marks card of the university
examination.
 Type, number of questions and distribution of marks for written paper

TYPES OF QUESTION NUMBER OF QUESTIONS MARKS FOR EACH

QUESTION
Long essay 2 10
Short essay 8 5
Short answers 10 3
MCQs 10 1
Total 100

A blueprint for theory paper indicating the topics and marks allotted for each are given for each of the subjects
below. The blueprint provided is an estimate only, the spirit of the blueprint must be honoured while setting
the paper. This document will guide teachers/ students and evaluators on what to focus on. The focus should
be on providing clinical oriented questions rather than purely theoretical questions.
The distribution of topics in paper 1 and paper 2, are also given in clinical subjects with more than one theory
paper. The given division of topics is only a guideline, as the topics are often a continuum, making clear
demarcation difficult.

14. SUBMISSION OF LOGBOOK

a. At the time of Clinical Examination each candidate shall submit to the Examiners his/her
logbook record duly certified by the Head of the Department as a bona fide record of the work
done by the candidate.

15. ELIGIBILITY TO APPEAR FOR EXAMINATION

The following criteria to be met by the students to be eligible for the university exams:

e. Shall have undergone satisfactorily the approved course of study in the subject/subjects for
theprescribed duration.
f. Shall have attended not less than 75% of the total classes conducted in theory and not less
than 80%of the total classes conducted in practical separately to become eligible to appear for
examination inthat subject/subjects.
g. Minimum of 40% marks to be obtained separately in theory and practical AND at least 50%
marksof the total marks combined in theory and practical assigned for internal assessment is
to be obtained in a particular subject to appear for university exam. (average of 3 internal
assessments theory and practical separately)
h. Learners must have completed the required certifiable competencies for that phase of training
andcompleted the logbook appropriate for that phase of training to be eligible for appearing
 at the final university examination of that subject.

16. CRITERIA FOR PASS

For declaration of pass in any subject in the University examination, a candidate shall pass both in
Theory and Practical examination components separately as stipulated below:

• The Theory component consists of marks obtained in University Written papers only. For a
pass in theory, a candidate must secure at least 40% marks in each of the two papers with
minimum 50% of marks in aggregate (both papers together).
• For a pass in practical examination, a candidate shall secure not less than 50% marks in
aggregate, i.e., marks obtained in university practical examination and viva voce added
together.
• Internal assessment marks will reflect as a separate head of passing at the university
examination.
• The IA marks will not be added to the marks obtained in the University examination
and will NOT be used to calculate pass percentage, award of class, distinction and
GOLD medal.
• A candidate not securing 50% marks in aggregate in Theory or Practical examination + viva
in a subject shall be declared to have failed in that subject and is required to appear for both
Theory and Practical again in the subsequent examination in that subject.

17. DECLARATION OF CLASS

e. A candidate having appeared in all the subjects in the same examination and passed that
examination in the first attempt and secures 75% of marks or more of grand total marks
(university examination + internal assessment) prescribed will be declared to have
passed the examination with distinction.

f. A candidate having appeared in all the subjects in the same examination and passed that
examination in the first attempt and secures 65% of marks or more but less than 75% of
grand totalmarks (university examination + internal assessment) prescribed will be
declared to have passed the examination in First Class.

g. A candidate having appeared in all the subjects in the same examination and passed that
examination in the first attempt and secures 50% of marks or more but less than 65% of
grand totalmarks (university examination + internal assessment) prescribed will be
declared to have passed the examination in Pass Class.

h. A candidate passing a university examination in more than one attempt shall be placed in
Pass class irrespective of the percentage of marks secured by him/her in the examination.

Note: Please note fraction of marks will not be rounded off for clauses (a), (b) and (c)

Appointment of Examiners
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 collegeaffiliated to a recognized/approved/permitted medical college.
b. For the Practical/ Clinical examinations, there shall be at least four examiners for 100
learners, outof whom not less than 50% must be external examiners. Of the four examiners,
the senior-most internal examiner will act as the Chairman and coordinator of the whole
examination programme so that uniformity in the matter of assessment of candidates is
maintained. Where candidates appearing are more than 100, two additional examiners (one
external & one internal) for every additional 50 or part there of candidates appearing, be
appointed.
c. External examiners may not be from the same University.

d. The internal examiner in a subject shall not accept external examinership for a college from
whichexternal examiner is appointed in his/her subject.
e. A University having more than one college shall have separate sets of examiners for each
college, with internal examiners from the concerned college.
f. External examiners shall rotate at an interval of 2 years.
g. There shall be a Chairman of the Board of paper-setters who shall be an internal examiner
and shall moderate the questions.
h. All eligible examiners with requisite qualifications and experience can be appointed internal
examiners by rotation in their subjects.
i. All theory paper assessment should be done as central assessment program (CAP) of
concerned university.
j. Internal examiners should be appointed from same institution for unitary examination
insame institution. For pooled examinations at one centre approved internal examiners from
same university may be appointed.
The grace marks up to a maximum of five marks may be awarded at the discretion of the University
to a learner for clearing the examination as a whole but not for clearing a subject resulting in
exemption
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Internal Medicine Curriculum including Respiratory Medicine

as per
Competency Based Curriculum

RGUHS Internal Medicine Curriculum as per the new Competency Based Curriculum
 Preamble
The NMC envisages that the Indian Medical Graduate should function as the Physician of first contact in the
community, to provide holistic health care to the evolving needs of the nation and the world. To fulfil this, the IMG
should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a professional and a
team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become the new
standard of medical education internationally. This new curriculum is being implemented across the country and the
first batch has been enrolled since the academic year 2019. The regulatory and accrediting body NMC had started
the process by training faculty across the country in the key principles of CBME and developing key competencies for
each specialty with the input from expert groups under each specialty.
The NMC, in the Graduate medical regulations 2019, has provided the list of internal medicine competencies required
for an IMG and these have been included in this document.
The document begins with the goals and objectives of the medicine curriculum, then a summary of phase wise hours
allotted to internal medicine and their distribution across didactic lecture, small group discussion and self-directed
learning. Subsequently, this document suggests phase wise topics in the 4 clinical postings , directory of minimum
cases to be seen, and suggested clinical assessment methods for the postings. The blueprint for theory exams and
sample question paper is also included.

This is followed by the competencies to be delivered, along with the SLOs, suggested TL methods, and suggested
assessment methods.

The document also Includes the competencies of Respiratory medicine. They have been divided Into the three main
domains of teaching-learning.
 Goals and Objectives of the medicine curriculum
Goals
The broad goal of the medicine curriculum is to equip the IMG with sufficient knowledge, skills and
attitude to diagnose and appropriately treat common disorders affecting the adult population.

Objectives
A) Knowledge
At the end of the course student should be able to:
d. Describe the pathophysiology of common diseases of adults
e. Describe the clinical features, diagnosis and management of the above
c. Be well versed with the preventive aspects of the internal medical curriculum, specifically patient
education, lifestyle modification and adult vaccination.
(B) Skills
At the end of the course the student should be able to:
d. Demonstrate the ability to elicit a detailed clinical history and perform a general physical and systemic
examination, in outpatient and inpatient settings.
e. Demonstrate the ability to apply the elicited history and examination to arrive at correct diagnosis and
plan treatment.
f. Demonstrate the ability to deliver immediate care to commonly seen emergencies prior to referral to
higher centre.

C) Attitude and communication skills

At the end of the course the student should be able to:
i. Communicate effectively with patients, their families and the public at large
j. Communicate effectively with peers and teachers demonstrate the ability to work effectively with peers
in a team.
k. Demonstrate professional attributes of punctuality, accountability and respect for teachers and peers.
l. Appreciate the issues of equity and social accountability
 Summary of course content, teaching and learning methods and student assessment for the undergraduate (MBBS) Curriculum in Internal medicine –

Distribution of hours :
Phase Lecture Small group discussion Self-directed learning
Phase 2 25
Phase 3, part 1 25 35 5
Phase 3, part 2 70 125 15

Time allotted excludes time reserved for internal / University examinations, and vacation.
Teaching-learning methods shall be learner centric and shall predominantly include small group learning, interactive teaching methods and case-based learning. Didactic lectures not to
exceed one-third of the total teaching time. 25% of allotted time (non-clinical time) of third Professional shall be utilized for integrated learning with pre- and para- clinical subjects. This will
be included in the assessment of clinical subjects.
The teaching learning activity focus should be on application of knowledge rather than acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the maximum extent possible to enhance learner’s interest and eliminate redundancy and overlap.

Small group discussion (SGD) may include the following

1.Tutorials
2.Case based discussion
3. Skill lab sessions
Unless otherwise mentioned, in the TL methods suggested in the competency table, SGD sessions are for 2 hours, and lectures for 1 hour and skill lab sessions are for 4 hours

Phase wise competencies suggested

Phase 2 : Introduction to history taking, introduction to systems
Phase 3 part 1 : 4,6,9,11,12,16,25
Phase 3 part 2 : remaining competencies and pandemic module

Suggested SDL topics, both Phases together. The individual institutions can modify according to their need.

Topics for self-directed learning in Phase 1 (1 hour each)

1. KFD/ JE
2. Acromegaly & hyperprolactinemia

3. Posterior pituitary disorders

4. Sideroblastic anemia

5. Haemolytic anemias

Topics for SDL in phase 2

1. Introduction to cardiovascular disease in adults

2. Cardiomyopathies
3. Pneumoconiosis
4. Nephrotic syndrome
5. Epilepsy
6. Drug induced liver injury
7. Hepatic transplantation
8. physiologic effects of acute blood and volume loss
9. therapy of bee sting allergy
10. Heat stroke
11. medico legal aspects of suspected suicidal or homicidal poisoning
12. multiple endocrine neoplasia syndrome
13. Autoimmune hepatitis
14. Systemic sclerosis
15. Primary biliary cirrhosis

Clinical posting, certifiable skills, case matrix, clinical skills assessment , clerkship , skill lab topics
Acquisition and certification of skills shall be through experiences in patient care, diagnostic and skill laboratories. Use of skill lab to train undergraduates in listed skills
should be done mandatorily.
The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from Monday to Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day from Monday to Saturday)

Acquisition and certification of skills shall be through bedside clinics, clerkship ( student doctor) , diagnostic and skill laboratories.
Clinical postings – phase wise objectives
Posting 1 : The student , at the end of the posting, would have practiced the following
A. Building a rapport with the patient
Eliciting history in native language of patient
Examining vital signs – pulse, blood pressure, temperature, jugular venous pressure
General physical examination – pallor, icterus, cyanosis, lymphadenopathy, edema
Observation of systemic examination
Posting 2
Practice of skills attained in posting 1
Systemic examination ( inspection, palpation, percussion, auscultation) of cardiovascular system, respiratory system, abdomen, and central nervous system
Posting 3
Practice of skills attained in posting 1 and 2
Fluent, confident systemic examination
Ability to distinguish between normal and abnormal physical findings
Collating history and examination findings to arrive at differential diagnoses

Posting 4
Practice and refinement of skills attained in postings 1, 2 and 3

Certifiable skills

1 Perform and interpret a capillary IM

blood glucose test 11.12
 2 Perform and interpret a urinary ketone estimationwith a IM 11.13
dipstick

3 Describe and discuss the indications for and insert a IM10.21

peripheral intravenous catheter

4 IM 1.18, IM 2.10,
Perform and interpret a 12 lead ECG IM 8.17

5 Describe and discuss the indications to perform an ABG IM 10.20

and to interpret the results. to
perform arterial blood gas analysis: interpret the data

6 Perform and demonstrate in a mannequin BLS IM 2.22

7 Perform and interpret a gram stain and AFB stain IM 3.14, IM6.14

8 Describe, perform and interpret a peripheral smear and IM 9.10

stool occult blood

Case matrix
Sl. Topic/System Case
No.
1. Cardiovascularsystem Heart Failure
Coronary Artery Disease
Hypertension
Valvular heart disease
2. Respiratory System Pneumonia
Pleural effusion
Fibrosis
COPD
3. Gastrointestinal andhepatobiliary Hepatitis
System GI Bleed
Diarrheal disorders
4. Central NervousSystem Cerebrovascular accident
Movement disorders
Peripheral Neuropathy
Spinal Cord Disorders

5. Endocrine system Diabetes Mellitus

Thyroid disorders
Obesity
6. Infectious diseases Fever and febrile disorders
HIV
Miscellaneous Infections
7. Musculoskeletal Rheumatological disorders
System
8. Nutrition Anemia
Nutrition and vitamin
deficiencies
9. Geriatrics Comprehensive geriatric
assessment
10. Renal System Acute kidney injury and chronic
kidney disease
 11. Miscellaneous Common Malignancies
Envenomation
Poisoning

Clerkship: should be mandatorily implemented, from 1st clinical postings in Medicine .

The goal of this type of T-L activity is to provide learners with experience in longitudinal patient care, being part of the health care team, and participate in hands-on care of patients in outpatient
and inpatient setting. During the 1st clinical postings, the students are oriented to the working of the department. During the subsequent clinical posting the students are allotted patients, whom
they follow-up through their stay in the hospital, participating in that patient’s care including case work-up, following-up on investigations, presenting patient findings on rounds, observing
surgeries if any till patient is discharged.

Goal: To provide learners with experience in:

(a) Longitudinal patient care,

(b) Being part of the health care team,

(c) Hands-on care of patients in outpatient and inpatient setting.

(d) No learner will be given independent charge of the patient

(e) The supervising physician will be responsible for all patient care decisions

The learner will function as a part of the health care team with the following responsibilities:

Be part of the unit’s outpatient services on admission days,

Remain with the admission unit until 6 PM except during designated class hours,

Be assigned patients admitted during each admission day for whom he/she will undertake responsibility, under the supervision of a senior resident or faculty member,

Participate in the unit rounds on its admission day and will present the assigned patients to the supervising physician,
Perform simple tasks, including nebulisation, patient education

Follow the patient’s progress throughout the hospital stay until discharge,

Participate, under supervision, in procedures, surgeries, deliveries etc. of assigned patients

Participate in unit rounds on at least one other day of the week excluding the admission day, Discuss ethical and other humanitarian issues during unit rounds,
Attend all scheduled classes and educational activities,
Document his/her observations in a prescribed log book / case record.

Clerkship phase wise

Eligibility to appear for Professional examinations

(a) Attendance
1. Attendance requirements are 75% 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% attendance in theory and 80% in practical in each phase of instruction in that subject.
2. If an examination comprises more than one subject (for e.g., Internal Medicine and allied branches), the candidate must have 75% attendance in each subject and 80%
attendance in each clinical posting.
3. Learners who do not have at least 75% attendance in the electives will not be eligible for the Third Professional - Part II examination.
(b) Internal Assessment:

Theory assessment
A 100-mark question paper covering the topics of part 1 may be conducted. Mark division will be as follows:
100 marks
Long essay 2X10= 20
Short essay 8x5=40 marks
Short answer question 10x3=30marks
MCQs 10x1=10marks

A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay questions to be
from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be constructed to test
higher cognitive levels.

Internal Assessment
Progress of the medical learner shall be documented through structured periodic assessment that includes formative and summative assessments. Logs of skill-based training shall be also
maintained.

Log book

1. (a) A designated faculty member in each unit will coordinate and facilitate the activities of the learner, monitor progress, provide feedback and review the log book/ case
record.
2. (b) The log book/ 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.
3. (c) The log book should also include records of patients assigned. Submission of the log book/ case record to the department is required for eligibility to appear for the
final examination of the subject.

There shall be no less than four theory internal assessment (One each in 2nd MBBS and 3rd MBBS Part1 and Two in 3rd MBBS Part2) excluding the prelims in Medicine. An end of posting clinical
assessment shall be conducted for each of the clinical postings in Medicine. Internal assessment may be conducted as follows

AETCOM assessment will include: (a) Written tests comprising of short notes and creative writing experiences, (b) OSCE based clinical scenarios / viva voce

The competencies to be delivered in AETCOM have been summarized at the end of the competency table. The question paper must include a least one question based on AETCOM competencies
covered in that phase. AETCOM competencies must also be tested in the viva voce.

Internal assessment at the end of clinical postings

Internal assessment marks at the end of each posting will be a sum of log book ( documentation of skills practiced, clerkship, assessment of behaviour in posting) and clinical internal assessment
marks. Internal assessment may be conducted as follows in postings
Posting 1 – long case focusing on history, vital signs and general physical examination
Posting 2 – OSCE with the following stations – history, vital signs, general physical examination, CVS, RS, Abdomen, CNS, diagnostic skills, communication
Posting 3 – Long case or OSLER ( Objective Structured Long Examination Record)
Posting 4 – short case and/or long case

There will be one Theory and Clinical preliminary exam before the student is eligible for university exams.
Day to day records and logbook (including required skill certifications) should be given importance in internal assessment. Internal assessment should be based on competencies and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and clinical; not less than 40 % marks in theory and practical separately) assigned for internal assessment in
Medicine to be eligible for appearing at the final University examination.
Internal assessment marks will reflect as separate head of passing at the summative examination.
The results of internal assessment should be displayed on the notice board within 1-2 weeks of the test.
Remedial measures should be offered to students who are either not able to score qualifying marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of training and Medicine logbook entry completed to be eligible for appearing at the final university
examination.
.
University examinations
University examinations Third Professional Part II - (Final Professional) examination shall be at the end of training (14 months including 2 months of electives) in the subjects of General Medicine,
General Surgery, Obstetrics & Gynaecology and Paediatrics.
The discipline of Psychiatry and Dermatology, Venereology and Leprosy (DVL), Respiratory Medicine including Tuberculosis will constitute 25% of the total theory marks in General Medicine
incorporated as a separate section in paper II of General Medicine.
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/her to function effectively and appropriately as a physician of first contact. Assessment shall be carried out on an objective basis to the
extent possible.

Marks allotted
Medicine Theory Clinical examination
Total marks 2 papers of 100 marks each for Medicine 200 marks
. The pattern of each question paper is
given below
Long essay 2X10= 20 One long case for 80 marks
Short essay 8x5=40 marks Two short cases for 40 marks each
Short answer question 10x3=30marks Viva-voce for 40 marks.
Station-1: Xray & ECG
Station-2: Instruments
 Station-3: Specimens
Station-4: Drugs & case scenarios
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each part should be
indicated separately.
.
A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay questions to be
from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be constructed to test
higher cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the examination must be of common conditions that the learner may encounter as 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, analyse the case and develop a management plan.
Viva/oral examination should assess approach to patient management, emergencies, attitudinal, ethical, and professional values. Candidate’s skill in interpretation of common investigative data,
X-rays, identification of specimens, ECG, etc. is to be also assessed.
At least one question in each paper of the clinical specialties in the University examination should test knowledge competencies acquired during the professional development programme. Skill
competencies acquired during the Professional Development Programme must be tested during the clinical, practical and viva voce.
There shall be one main examination in an academic year and a supplementary to be held not later than 90 days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the University to a learner for clearing the examination as a whole but not for clearing a subject resulting in
exemption.
Appointment of Examiners
Person appointed as an examiner in the 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/approved/permitted medical college.
For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners, out of whom not less than 50% must be external examiners. Of the four examiners, the senior-most
internal examiner will act as the Chairman and coordinator of the whole examination programme so that uniformity in the matter of assessment of candidates is maintained.
Where candidates appearing are more than 100, two additional examiners (one external & one internal) for every additional 50 or part there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal examiners by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of concerned university.
BLUEPRINT FOR ASSESSMENT
RATIONALE BEHIND THE BLUEPRINTING WITH EXCERPTS FROM NMC DOCUMENT ON ASSESSMENT
As per NMC guidelines, a balance should be drawn between the action verbs which are specified in the Bloom’s taxonomy along with a balance of the topics of the curriculum
Levels of Bloom’s Taxonomy with Suggested Verbs in the questions are specified below.
Knowledge Define, Describe, Draw, Find, Enumerate, Cite, Name, Identify, List, label, Match,
Sequence, Write, State
Comprehension Discuss, Conclude, Articulate, Associate, Estimate, Rearrange, Demonstrate
understanding, Explain, Generalise, Identify, Illustrate,
Interpret, Review, Summarise
Application Apply, Choose, Compute, Modify, Solve, Prepare, Produce, Select, Show, Transfer,
 Use
Analysis Analyse, Characterise, Classify, Compare, Contrast, Debate, Diagram, Differentiate,
Distinguish, Relate, Categorise
Synthesis Compose, Construct, Create, Verify, Determine, Design, Develop, Integrate,
Organise, Plan, Produce, Propose, rewrite
Evaluation Appraise, Assess, Conclude, Critic, Decide, Evaluate, judge, Justify, Predict, Prioritise,
Prove, Rank

The blueprint for Internal Medicine theory paper indicating the topics and marks allotted for each are given below. The blueprinting provided is an estimate only, the spirit of the blueprint must
be honoured while setting the paper. This document will guide teachers/ students and evaluators on what to focus on. The focus should be on providing clinical oriented questions rather than
purely theoretical questions
The distribution of topics in paper 1 and paper 2 in Internal Medicine is also given below. The given division of topics is only a guideline, as the topics are often a continuum, making
clear demarcation difficult.

Number Topic Marks on 200

1 Heart failure 10
2 Acute Myocardial infarction 9
3 Pneumonia 9
4 Basic sciences including Pharmacology 10
5 Fever and febrile syndromes (miscellaneous
12
infections)
6 Liver disease 6
7 HIV 4
8 Rheumatological disease 6
9 HTN 10
10 Anaemia and other blood disorders 8
11 AKI/CKD 8
12 DM 10
13 Thyroid and other endocrine disorders 5
14 Common malignancies 4
15 obesity 5
16 GI bleeding 4
17 Diarrhoeal diseases 5
18 Headache 6
19 Cerebrovascular accidents 10
20 Envenomation 4
21 Movement disorder 2
22 Poisonings 7
23 Mineral, Fluid Electrolyte and Acid base Disorder 10
24 Nutritional and Vitamin Deficiencies 5
25 Geriatrics 6
26 Chronic respiratory diseases 10
27 Dermatology 7
28 Psychiatry 8
Total marks 200
Distribution of topics In Paper 1 and Paper 2 for University Examination

Internal Medicine Paper 1 Internal Medicine paper 2

Topic Topic
1 Basic sciences including pharmacology 1 Psychiatry
2 Nutrition including obesity 2 Dermatology
3 Cardiovascular disorders 3 Respiratory diseases including Pneumonia and Tuberculosis
4 Gastrointestinal disorders including diarrheal diseases 4 Geriatrics
5 Immunology including rheumatology 5 Central nervous system including Headache, movement
disorder
6 Diabetes and other endocrine disorders 6 Infectious diseases including PUO and HIV
7 Hypertension 7 Nephrology
8 Poisoning, envenomation and environmental disorders 8 Haematology- oncology including Anemia and other
malignancies

General Medicine- Paper 1

LONG ESSAYS 2 ×10 =20 Marks
1. Discuss the aetiology, clinical features and management of Acute ischemic stroke. (2+3+5)
2. A 45 year old man undertook an 18 hour air flight. After his flight he noticed swelling of right lower limb swelling. Two days later he developed sudden onset of left sided chest pain and
hemoptysis. What is the most probable diagnosis? How would you confirm the diagnosis and manage the patient. (2+3+5)
SHORT ESSAYS 8×5 =40 marks
3. Secondary hypertension
4. Infective endocarditis
5. Management of acute STEMI
6. Atypical pneumonia
7. Pyrexia of unknown origin
8. Spontaneous bacterial peritonitis
9. Microangiopathic hemolytic anemia
10. Dengue shock syndrome

SHORT ANSWERS 10×3=30 Marks

11. Paradoxical split
12. Variceal bleed acute management
13. Integrase inhibhitors
14. Falls in the elderly
15. Dermatological manifestations in HIV
16. Pseudohyperkalemia
17. Chorea
18. Non alcoholic steatohepatitis
19. Bedaquiline
20. Lupus nephritis

MULTIPLE CHOICE QUESTIONS 10×1=10 Marks

Choose one single answer. There is no negative marking.
21. Which are the following antimicrobials is associated with prolongation of QT intervals
A) Isoniazid B) Co- amoxiclav c) Erythtomycin d) Gentamicin
22. Which one of the following trace elements is implicated as a cause of cardiomyopathy
A )Copper B) Selenium C) Magnesium D)Zinc
23. A 54-year-old man presents with central crushing chest pain. Examination is normal. 12-lead ECG shows ST segment elevation in leads II, III, aVF, and ST depression in V1, V2 and V3.
Which coronary artery is occluded?
A) Circumflex B) Right coronary artery C) Left anterior descending
D) Obtuse marginal
24. A 26-year-old professional footballer collapses while playing football. He is rushed to the Emergency Department, and is found to be in ventricular tachycardia. He is defibrillated successfully
and his 12 lead ECG following resuscitation demonstrates left ventricular hypertrophy. Ventricular tachycardia recurs and despite prolonged resuscitation he dies. Which of the following is the most
likely diagnosis?
A) Hypertrophic cardiomyopathy B) Pulmonary embolis C) Myocardial infarction D) Aortic stenosis
25. Which of the following statement is true of infections with Mycobacterium tuberculosis?
A) A positive tuberculin test indicates active disease B) In pregnant women treatment should not be given until after delivery C) Lymph node positive disease requires longer
treatment than pulmonary disease D) Non-sputum producing patients are non-infectious

26. A 45-year-old woman was diagnosed with bacterial endocarditis. What is the characteristic fundoscopic feature of this disease?
A) Janeway lesions B) Macular star C) Retinal artery aneurysms D) Roth's spots
27. To which of the following drug classes does the oral hypoglycaemic agent pioglitazone belong?
A) biguanide B) A peroxisome proliferator activated receptor (PPAR)-alpha agonist C) A peroxisome proliferator activated receptor (PPAR)-gamma agonist D) A sulphonylurea
28. A 64-year-old man comes to the clinic for review of his type 2 diabetes. He is currently managed with metformin 1 g BD and sitagliptin 100 mg. On examination his blood pressure is 156/90
mmHg, his pulse is 80 and his BMI is 30. Of note on routine investigations is a raised triglyceride level. Which of the following is associated with elevated triglycerides?
A) Decreased hepatic fat B) Increased insulin resistance C) Increased subcutaneous fat D) Reduced cardiovascular risk
29. Which of the following is activated by cholera toxin?
A) Adenylate cyclase B) Guanylate cyclase C)Peroxisome proliferator receptor (PPAR) gamma D)Sodium/potassium ATPase
30 A 55-year-old male is admitted with vomiting. He has a long history of alcohol abuse, appears slightly jaundiced, and is dishevelled and unkempt. He was started on an intravenous glucose
infusion and diazepam and he symptomatically improved. One day later he became confused, developed vomiting and diplopia, and was unable to stand. What is the most likely diagnosis?
A) Delirium tremens B)Hepatic encephalopathy C) Subdural haematoma
D)Vitamin B deficiency

General Medicine- Paper 2

LONG ESSAYS 2 ×10 =20 Marks
1. Describe the aetiology, clinical features and investigation of bronchial asthma. Discuss briefly the management of and acute severe asthma. (1+2+2+5)
2. Discuss the aetiopathogenesis, clinical examination, and management of Pyogenic Meningitis. (2+3+5)
SHORT ESSAYS 8×5 =40 marks
3. Psoriatic arthritis
4. Temporal arteritis
5. Management of DKA
6. Thyrotoxic crisis
7. Obstructive sleep apnea
8. Cobra bite
9. Yellow phosphorus poisoning
10. Falls in the elderly
SHORT ANSWERS 10×3=30 Marks
11. Renal replacement therapy
12. SGLT 2 inhibhitors
13.Philadelphia chromosome
14.Chronic diarrhea
15. Migraine prophylaxis
16. Metabolic acidosis
17.Hypophosphatemia
18. Scabies
19.Post traumatic stress disorder
20. Erythema nodosum leprosum
MULTIPLE CHOICE QUESTIONS 10×1=10 Marks

21. A 29-year-old woman who is known to have one episode of severe allergy to egg protein in childhood comes to the vaccination clinic for review. She is travelling with her partner to South
America and inquires about which vaccinations she is able to have. Which of the following vaccinations should definitely be avoided?
A)MMR B)Recombinant influenza vaccine C) Typhoid D) Yellow fever
22. A 19-year old student is diagnosed with bipolar disorder and is started on olanzapine. Which of the following is the most common side effect that she may experience?
A)Elevated transaminases B)Thrombocytopaenia C)Urinary retention D)Weight gain
23. A 27-year-old patient presented to his GP with persistent cough and weight loss. He had night sweats. He was diagnosed with TB and referred to the respiratory clinic. He was started on treatment.
His urine became orange in colour. Which one of the following drugs causes this?
A)Ethambutol B) Isoniazide C) Pyrazinamide D) Rifampicin
24. A patient is prescribed warfarin for prophylaxis of DVT. Which vitamin does warfarin antagonise?
a)B6 B)C C)D D)K
25. A 23-year-old man with known peanut allergy presented to the Emergency department with anaphylaxis. He has a swollen face and lips. His BP is 90/60 mmHg, pulse 110 bpm and he is wheezy.
Which of the following formulations of adrenaline should be given?
A)0.5 ml of 1:10000 adrenaline IM B) 0.5 ml of 1:1000 adrenaline IM C) 5 ml of 1:1000 adrenaline IM D)10 ml of 1:10000 adrenaline IV
26. A patient is suspected of having taken a substance with anticholinesterase effects. Which of the following combinations of signs, if present, would be the most likely to confirm this effect?
A)Bradycardia and miosis B)Bradycardia and mydriasis C) Bradycardia and urinary retention D)Tachycardia and diarrhoea
27. A 52-year-old woman with a three year history of sero-positive erosive rheumatoid arthritis has recently commenced methotrexate therapy initiated at the rheumatology clinic. Which one of the
following agents should she also be receiving in conjunction with her methotrexate?
A) Omeprazole B)Thiamine C)VitaminC D)Folic Acid
28. A 62-year-old female with colonic carcinoma is treated with chemotherapy and is receiving ondansetron for intractable nausea and vomiting. Which of the following best describes the
pharmacologcal actions of ondansetron?
A) Dopaminergic antagonists B)H1 antihistamine C)5-HT3 antagonist D) Anticholinergic
29. A 51-year-old man presents with wheals and urticaria. He takes a variety of medications. Which drug is the most likely to have caused this reaction?
A) Aspirin B) Glyceryl trinitrate C)Omeprazole D)Paracetamol
30 A 72-year-old man presents with painful lumps in his feet and is diagnosed with gout. Following initial treatment with non-steroidal anti-inflammatory agents he is started on allopurinol. How
does allopurinol work?
A) Inhibits cyclooxygenase II B) Inhibits macrophage tubular formation C)Inhibits nitric oxide synthase D)Inhibits xanthine oxidase
Competency & SLO table : competencies in 3rd MBBS Part 1 : 4,6,9,11,12,16,25. All others in 3rd MBBS Part 2. The following are guidelines, and modifications may be made in SLOs,
TL methods and assessment based on institution infrastructure and practices.

Number COMPETENCY SLOs Suggested Suggested Assessment Vertical Integration

The student should be Learning methods
able to methods

Topic: Heart Failure

IM1.1 Introduction to 1. Describe and discuss the SDL Short essay Pathology,
epidemiology of common causes of
cardiovascular heart disease including: rheumatic/ Physiology
disease in adults valvular, ischemic, hypertrophic
inflammatory
IM1.2,1.4,1 Heart 1. Describe and discuss the genetic Lecture EQ Pathology,
basis of forms of heart failure
.5 1.6 failure 2. Stage heart failure Physiology
3. Describe ,discuss and
differentiate the processes involved in
heart failure with reduced Vs preserved
ejection fraction
4. Describe and discuss the
compensatory mechanisms involved in
heart failure including cardiac
remodeling and neurohormonal
adaptations
1.7,1.23,1.2 Treatment of 1. Develop management plan for Case based MEQ
patient with heart failure
6 heart failure 2. Enumerate, describe and discuss discussion
1.27 the factors that exacerbate heart
3. Describe, prescribe and
communicate non pharmacologic
management of heart failure including
sodium restriction, physical activity and
limitations
1.24 Pharmacotherapy 1. Describe and discuss the Small group Short essay
pharmacology of drugs including
of heart failure indications, contraindications in the discussion Viva voce
management of heart failure including
diuretics, ACE inhibitors, Beta blockers,
 aldosterone antagonists and cardiac
glycosides

IM1.3,1.9,1 Rheumatic fever 1. Describe and discuss the Lecture SEQ Pathology
etiopathogenesis & clinical evolution of
.27 rheumatic fever, modified Jones Viva voce
criteria, and rheumatic valvular heart
disease and its complications including
infective endocarditis
2. Describe and discuss the clinical
presentation and features, diagnosis,
recognition and management of acute
rheumatic fever
3. Describe and discuss the role of
penicillin prophylaxis in the prevention
of rheumatic heart disease
IM1.8 Arrhythmias 1. Describe and discuss the Lecture 1. Short essay question Pathology,
pathogenesis and development of 2. ECG interpretation in OSCE
common arrythmias station Physiology
2. Discuss the classification, 3. Viva voce
etiopathogenesis, clinical features
diagnosis and management of atrial
fibrillation
Number COMPETENCY SLOs Suggested Suggested Assessment methods Vertical
The student should be Learning methods Integration
able to
IM1.10,1. History and 1. Elicit document and present an Small group Long case
11 examination in appropriate history that will establish discussion
cardiovascular disease the diagnosis, cause and severity of followed by
heart failure including: presenting Bedside clinic
complaints, precipitating and
exacerbating factors, risk factors
exercise tolerance, changes in sleep
patterns, features suggestive of
infective endocarditis
2.Perform and demonstrate a
systematic examination based on the
history that will help establish the
diagnosis and estimate its severity
including
IM1.12,1. Vital signs and their 1. Demonstrate peripheral pulse, Small group Physical examination station in
volume, character, quality and variation
13,1.14,1. interpretation in CVS in various causes of heart failure discussion OSCE
15 case 2. Measure the blood pressure Bedside clinic Short case
Cardiovascular accurately, recognize and discuss
alterations in blood pressure in valvular
examination heart disease and other causes of heart
failure and cardiac tamponade
3. Demonstrate and measure
jugular venous distension
4. Identify and describe the timing,
pitch quality conduction and
significance of precordial murmurs and
their variations
IM1.16,1. Investigations in 1. Generate a differential diagnosis Clerkship Documentation in logbook
based on the clinical presentation and
17, heart disease prioritize it based on the most likely Small group Problem based short essay
1.19 diagnosis discussion question
2. Order and interpret diagnostic
testing based on the clinical diagnosis
including 12 lead ECG, Chest
radiograph, blood cultures
3. Enumerate the indications for
and describe the findings of heart
failure with the following conditions
including: 2D echocardiography, brain
natriuretic peptide, exercise testing,
nuclear medicine testing and coronary
angiogram
IM1.18,2. Perform and interpret a Small group Documentation in logbook
10 12 lead ECG discussion
Clerkship
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM1.20, 1.25 Introduction to Valvular heart disease 1. Determine the severity of valvular Lecture Short case
heart disease based on the clinical and
laboratory and imaging features and Examination
determine the level of intervention station in OSCE
required including surgery
2. Enumerate the indications for
valvuloplasty, valvotomy, coronary
revascularization and cardiac
transplantation
Mitral valve disease 1.Discuss the haemodynamics, Lecture
etiopathogenesis , clinical features of
mitral stenosis
2. Discuss the haemodynamics,
etiopathogenesis , clinical features of
mitral regurgitation
Aortic valve disease 1.Discuss the haemodynamics, Lecture
etiopathogenesis , clinical features of aortic
stenosis
2. Discuss the haemodynamics,
etiopathogenesis , clinical features of
aortic regurgitation
IM1.21 Infective endocarditis 1. Describe the clinical features of acute Lecture SEQ
and subacute endocarditis,
echocardiographic findings, blood culture
and sensitivity and therapy
IM1.22 Phlebotomy and collecting specimen Assist and demonstrate the proper DOAP session Skill assessment in OSCE Microbiology
technique in collecting specimen for blood Clerkship station
for culture culture
IM1.28 Congenital heart disease in adults 1. Enumerate common adult Lecture Short essay
presentations of congenital heart disease
and describe the distinguishing features Short answer
between cyanotic and acyanotic heart
disease
2. Discuss etiopathogenesis and
prevention of congenital heart disease
ASD 1. Discuss the embryology, Lecture
haemodynamics , pathophysiology of
ASD
2. Discuss the management of ASD

VSD, 1. Discuss the embryology, Lecture

haemodynamics , pathophysiology of
VSD
Discuss the management of VSD

IM 1.29 PDA 1. Describe haemodynamics, Lecture Short essay

clinical features, complications and Viva voce
management of patent ductus
arteriosus
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM1.30 Intramuscular 1. Administer an intramuscular Task trainer Log book Pharmacology

injection with aseptic precautions and
injection appropriate explanation to the patient

IM2.1,2.2 Ischemic heart disease 1. Discuss the epidemiology of Lecture Short essay Pathology, Physiology,
coronary artery disease
,2.4,2.5,2 2. Discuss the aetiology of risk factors - Community Medicine
.9 modifiable & non-modifiable - of
atherosclerosis and IHD
3. Discuss and describe the
pathogenesis natural history, evolution and
complications of atherosclerosis and IHD
4. Describe the approach to a case of
stable angina
IM2.3 Lipid cycle Discuss and describe the lipid cycle and the role Lecture Viva voce Physiology,
of dyslipidemia in the pathogenesis of Biochemistry
atherosclerosis

IM2.6,2.7 Examination of patient with IHD 1. Elicit appropriate history including Small group Physical examination
onset evolution, presentation risk factors,
,2.8 family history, comorbid conditions, discussion followed station in OSCE
complications, medication by bedside clinics Short case
2. Perform, demonstrate and
document a physical examination including
a vascular and cardiac examination that is
appropriate for the clinical presentation
3. Generate and present a differential
diagnosis based on clinical presentation
and prioritize based on “cannot miss”, most
likely diagnosis and severity
IM2.9 1. Distinguish and differentiate between Case based discussion History station in OSCE
stable and unstable angina and AMI based
on the clinical presentation
2. Discuss emergent management of a case
of acute coronary syndrome prior to
 referral to a tertiary centre

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM2.11,2.12, Investigations in IHD 1.Order and interpret markers of acute Small group discussion Data interpretation station I
2.13 myocardial infarction Case based discussion OSCE
2. Choose and interpret a lipid profile and Viva voce
identify the desirable lipid profile in the clinical
context
3. Discuss and enumerate the indications for
and findings on echocardiogram, stress testing
and coronary angiogram
IM2.14,2.15, Acute coronary syndrome 1. Discuss pathogenesis, recognition and Lecture SEQ
2.16, 2.18, management of ACS & its complications MEQ
2.19, 2.20 2. Discuss indications for admission to a
,2.23 CCU
3. Discuss indications for acute
thrombolysis, PTCA and CABG
4. Discuss indications, formulations, doses,
side effects and monitoring for drugs used in
the management of dyslipidemia
5. Describe indications for nitrates, anti-
platelet agents, gpIIb IIIa inhibitors, beta
blockers, ACE inhibitors etc. in the
management of coronary syndromes
IM2.17 Discuss and describe Small group discussion Short answer
the indications and Interdisciplinary
methods of cardiac learning with
rehabilitation physiotherapy team
IM2.20 Discuss and describe the Lecture Short answer Pharmacology
assessment and relief of pain
in acute coronary syndromes

IM2.21 Observe and participate in a Skill lab session NA

controlled environment an ACLS
program

IM2.22 Perform and demonstrate in a Skill lab session Skill assessment

mannequin BLS
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM2.24 Counselling 1. Counselling patient with IHD Small group discussion Counselling station in OSCE AETCOM
2. Communication with empathy of
lifestyle changes in patients with Clerkship
atherosclerosis

IM3.1,3.2 Pneumonia 1. Define community acquired pneumonia, Lecture Short essay Human Anatomy,
,3.3, nosocomial pneumonia and ventilator Pathology, Microbiology
associated pneumonia
2.Discuss etiology of pneumonia depending
on setting and patient immune status
3. Describe pathogenesis, clinical features
and complications of pneumonia

3.11, Investigations and treatment of pneumonia 1. Enumerate indications for HRCT, Viral Lecture Case based MCQ
3.12, cultures, PCR Short answer
3.13, 2. Select appropriate empirical antimicrobial
3.15, based on the likely etiology
3.. Describe and enumerate the indications
3.16
for hospitalization in patients with
pneumonia
4. Describe and enumerate the indications
for isolation and barrier nursing in patients
with pneumonia

IM3.4,3.5 History and examination in pneumonia 1.Elicit document and present an appropriate Small group Short case
.3.6,3.7 history including the evolution, risk factors discussion
including immune status and occupational Bedside clinic
risk
2.Demonstrate general & systemic
examination to confirm diagnosis, severity
 and complications
3. Generate differential diagnosis based on
history and examination
4. Order and interpret diagnostic tests based
on the clinical presentation

Number COMPETENCY SLOs Suggested Learning Suggested Vertical Integration

The student should be able to methods Assessment methods

IM3.8 Perform ABG Demonstrate in a mannequin & interpret results Skill lab Skill assessment
of an arterial blood gas examination
IM3.9 Perform pleural aspiration Demonstrate in a mannequin and interpret Skill lab Skill assessment
results of a pleural fluid aspiration
IM3.10 Blood culture Demonstrate the correct technique in a DOAP session Skill assessment Microbiology
mannequin and interpret results of a blood
culture
IM3.14 Gram stain & AFB Perform and interpret a sputum gram stain and Clerkship ( side lab) Documentation in Microbiology
AFB logbook
IM3.17 Oxygen therapy Discuss advantages & disadvantages of methods Lecture Short answer
of supplemental oxygen delivery
Choose method of supplemental oxygen delivery
b
IM3.18 Counselling Communicate and counsel patient and family on Small group discussion Documentation in
IM3.19 the diagnosis and therapy of pneumonia Clerkship logbook
Educate and motivate patients for pneumococcal
and influenza vaccine
Number COMPETENCY SLOs: By the end of the session the student will be TL methods Suggested Vertical
The student should be able to able to describe/discuss/demonstrate Assessment Integration
methods
IM4.1,4.2,4.4 Describe and discuss the febrile response 1. The influence of host immune status, risk factors Lecture 1. LEQ Microbiology
4.5 and comorbidities on the febrile response 2. MEQ
2. The influence of special populations on the
febrile response including: the elderly, immune
suppression, malignancy and neutropenia, HIV
3. The pathophysiology and manifestations of
inflammatory causes of fever
4. The pathophysiology and manifestations of
malignant causes of fever including hematologic
and lymph node malignancies

IM4.3 Discuss and describe the common causes, 1. Pathophysiology, clinical features of Dengue Lecture SEQ Microbiology,
pathophysiology and manifestations of fever in various 2. Pathophysiology, clinical features of Community
regions in India Chikungunya Medicine
3. Pathophysiology, clinical features of typhus
IM4.6, Discuss and describe the pathophysiology clinical 1. Epidemiology, etiopathogenesis of malaria Lecture followed by SEQ Microbiology
4.23,4.26 features, diagnosis and treatment of malaria 2. Diagnosis of malaria Case based learning Pharmacology
3. Complications and treatment of malaria
4. Prescribe drugs for malaria based on the species
identified, prevalence of drug resistance and
national programs.
5. Discuss the pharmacology, indications, drug
reactions, and basis of resistance in antimalarial
drugs
6. Counsel the patient on malarial prevention
IM4.7 Discuss and describe the pathophysiology and 1. Etiopathogenesis of sepsis Lecture EQ
manifestations of the sepsis syndrome 2. Clinical features and Diagnosis of sepsis
 3. Management of sepsis : antibiotics,
vasopressors, mechanical ventilation
IM4.8, 4.16 Discuss and describe the pathophysiology, aetiology and 1. Definition of FUO Lecture followed by Small Written Microbiology
clinical manifestations of fever of unknown origin (FUO) 2. Causes of PUO, as relevant to India group discussion
including in a normal host, neutropenic host, nosocomial 3. Investigation and Diagnosis of PUO
host and a host with HIV disease 4. Enumerate the indications and describe the
findings in tests of inflammation and specific
rheumatologic tests, serologic testing for
pathogens including HIV, bone marrow
aspiration and biopsy
IM4.9,4.10, History and examination in fever case 1. evolution and pattern of fever Case based discussion History station Microbiology
2. associated symptoms Bedside clinic in OSCE
3. immune status, comorbidities, risk factors,
exposure
4. Perform physical examination in a case of fever :
including skin mucosae, lymph node
examination, chest, liver, spleen

Number COMPETENCY SLOs TL methods Suggested Vertical

The student should be able to Assessment Integration
methods
IM4.11,4.21,4.24, Generate a differential diagnosis and prioritize 5. List differentials for PUO after history and Case based discussion EQ
4.25 based on clinical features that help distinguish examination Bedside clinic Viva
between infective, inflammatory, malignant and 6. Develop and present an appropriate diagnostic Communication
rheumatologic causes plan based on the clinical presentation, most station in OSCE
likely diagnosis in a prioritized and cost-effective
manner
7. Develop an appropriate empiric treatment plan
based on the patient’s clinical and immune
status pending definitive diagnosis
 8. Communicate diagnosis and treatment to
patient family

IM4.12,4.18 Order and interpret the following diagnostic tests Small group discussion SEQ Pathology,
based on the differential diagnosis Viva
Log book
1. CBC with differential, peripheral smear, urinary Clerkship( learner doctor) Microbiology
analysis with sediment, Chest X ray, blood and
urine cultures, sputum gram stain and cultures,
sputum AFB and cultures, CSF analysis, pleural
and body fluid analysis, stool routine and culture
and QBC
2. Enumerate the indications for use of imaging in
the diagnosis of febrile syndromes
IM4.13,4.14, Perform and interpret relevant investigations in 1.sputum gram stain 2. sputum AFB 3. malarial Clerkship( learner doctor) Log book Microbiology
4.15, 4.17,4.19 case of fever smear 4. Observe & assist in performance of bone
,4.20 marrow aspiration & biopsy in simulated
environment 5. Assist in the collection of blood and
wound cultures 6. Interpret a PPD
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM5.1 Hyperbilirubinemia Describe and discuss the physiologic and Lecture Written/viva voce
biochemical basis of hyperbilirubinemia
IM5.2 Hepatic injury 1.Describe and discuss the aetiology and Lecture Written/viva voce
IM5.3 pathophysiology of liver injury
2.Describe and discuss the pathologic
changes in various forms of liver disease
IM5.4 Hepatitis 1.Describe and discuss the epidemiology, Lecture Written/viva voce
microbiology, immunology and clinical
evolution of infective (viral) hepatitis
2. Discuss the management of Hepatitis B
&C
IM5.5 Alcoholic liver disease Discuss the etiopathogenesis, clinical Lecture Written/viva voce
features, diagnosis & management of
alcoholic liver disease
IM5.6 Cirrhosis & PHT Describe and discuss the pathophysiology, Lecture Written/viva voce
clinical evolution and complications of
cirrhosis and portal hypertension including
ascites, spontaneous bacterial peritonitis,
hepatorenal syndrome and hepatic
encephalopathy
IM5.16 Management of cirrhosis Describe management of hepatitis, Lecture Written/viva voce
with PHT cirrhosis, portal hypertension, ascites
spontaneous, bacterial peritonitis and
hepatic encephalopathy
IM5.7 Drug induced liver injury Enumerate and describe the causes and SDL Short answer
pathophysiology of drug induced liver
injury
IM5.8 Cholecystitis, cholelithiasis Describe and discuss the pathophysiology, Lecture Essay General Surgery
clinical evolution and complications Viva voce
cholelithiasis and cholecystitis
IM5.9 History & examination in liver 1. Elicit medical history in a case of liver Small group Skill assessment
5.10 disease disease including clinical presentation, risk discussion
5.11 factors, drug use, sexual history, Bedside clinic
vaccination history and family history
2.Perform a systematic examination that
establishes the diagnosis and severity and
complications of liver disease
3.Generate a differential diagnosis and
prioritize based on clinical features that
suggest a specific aetiology for the
presenting symptom

IM5.12 Investigations in liver disease Choose and interpret appropriate Lecture Skill assessment Pathology
5.13
5.14 diagnostic tests including: CBC, bilirubin,
function tests, Hepatitis serology and
ascitic fluid examination in patient with
liver diseases.
Enumerate modalities of investigations in
liver disease and discuss indications ,
advantages and disadvantages of each
Outline a diagnostic approach to liver
disease based on hyperbilirubinemia, liver
function changes and hepatitis serology
 Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM5.15 Ascitic tap 1. Assist in the performance of an DOAP session documentation in

ascitic fluid analysis Clerkship log book
interpret the findings of ascitic fluid
analysis
IM5.17 Vaccination in liver disease 1. Enumerate the indications for 1. Visit to 1. Viva voce Microbiology
vaccination in liver disease immunization clinic 2. documentation in log
2. counsel patients for vaccination in 2. Clerkship book
liver disease
IM5.18 Hepatic transplantation Enumerate the indications for hepatic Lecture Written/ Viva voce
transplantation SDL

Number COMPETENCY SLOs Suggested TL methods Suggested Assessment Vertical Integration

The student should be able to methods

IM6.8,6.9, , Diagnosis and management of HIV AIDS , and 1.Enumerate the indications and describe Lecture Short answer
6.10, opportunistic infections the findings for CT , MRI, ABG, CXR MCQ
6.11,6.16, 2. Describe and enumerate the
6.12, 6.17, indications and side effects of drugs for
6.18,6.13 bacterial, viral and other types of
diarrhoea
3. Discuss and describe the principles of
HAART, the classes of antiretrovirals
used, adverse reactions and interactions
4.Discuss and describe the principles and
regimens used in post exposure
prophylaxis
 5.Enumerate the indications and discuss
prophylactic drugs used to prevent HIV
related opportunistic infections
IM6.14 Perform and interpret AFB sputum DOAP session Skill assessment Microbiology

IM6.15 Demonstrate in a model the correct Simulation Skill assessment Microbiology

technique to perform a lumbar puncture

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods
IM6.19,6.2 Counsel patients at diagnosis of HIV, and 1. Communicate diagnosis, treatment Small group discussion Communication station of AETCOM
0,6.21 prevention of HIV transmission plan and subsequent follow up plan Clinical clerkship OSCE
6.22,6.23 to patients Tag along
2. Communicate with patients on the
importance of medication adherence
3. Demonstrate understanding of
ethical and legal issues regarding
patient confidentiality and disclosure
in patients with HIV
4. Demonstrate a non-judgmental
attitude to patients with HIV and to
their lifestyles

s
 Competencies SLOs Suggested TL Suggested assessment Vertical
methods Integration

IM7.1 Introduction to autoimmunity 1.Describe the pathophysiology of autoimmune Lecture Short essay Pathology
IM7.2 disease Viva voce
7.15 2. Describe the genetic basis of autoimmune
disease
3. Enumerate the indications for and interpret the
results of : CBC, anti- CCP, RA, ANA, DNA and other
tests of autoimmunity
7.22 Rheumatoid arthritis 1.Describe the systemic manifestations of Lecture Essay question Pathology
7.23 rheumatoid arthritis MEQ
7.19 2.Etiopathogenesis, clinical features, diagnosis of
rheumatoid arthritis
3.Select, prescribe and communicate treatment
option for rheumatoid arthritis
4.Describe the basis for biologic and disease
modifying
therapy in rheumatoid arthritis
5.Develop an appropriate treatment plan for
patients with rheumatoid arthritis

SLE 1.Describe the systemic manifestations of Systemic Lecture

Lupus Erythematosus
2.Etiopathogenesis, clinical features, diagnosis of
Systemic Lupus Erythematosus
3.Select, prescribe and communicate treatment
option for Systemic Lupus Erythematosus
4.Describe the
therapy of Systemic Lupus Erythematosus
5.Develop an appropriate treatment plan for
patients with Systemic Lupus Erythematosus
 Systemic sclerosis Etiopathogenesis, clinical features & management Lecture
of systemic sclerosis
IM7.3 Approach to joint pain 1.Classify cause of joint pain based on the Lecture Written/ Viva voce
7.4 pathophysiology
7.5 2.Develop a systematic clinical approach to joint
7.6 pain
7.7 3.Describe and discriminate acute, subacute and
7.8 chronic causes of joint pain
7.10 4.Discriminate, describe and discuss arthralgia
from arthritis and mechanical from inflammatory
causes of joint pain
5.Discriminate articular from periarticular
complaints
6.Determine the potential causes of join pain
based on the presenting features of joint
involvement
7.Describe the common signs and symptoms of
articular and periarticular diseases
Number COMPETENCY SLOs Suggested Learning Suggested Vertical Integration
The student should be able to methods Assessment methods

IM7.11 History & examination in Elicit document and present a medical history that Bedside clinic Physical examination
IM7.12 Rheumatoid arthritis will differentiate the etiologies of disease 2. Small group discussion station in ISCE
IM7.13 Perform a systematic examination of all joints, Short case
7.14 muscle and skin that will establish the diagnosis
and severity of disease 3. Generate a differential
diagnosis and prioritize based on clinical features
that suggest a specific aetiology
4. the appropriate diagnostic work up based on the
presumed aetiology
IM7.16,7.17 Investigations in rheumatologic disease Enumerate the indications for arthrocentesis Case based Written/ Viva voce
Enumerate the indications and interpret plain discussion
radiographs of joints
IM7.18-7.27 Management & counselling in 1.Communicate diagnosis, treatment plan and Clerkship Communication station
autoimmune diseases subsequent follow up plan to patients Case based discussion in OSCE
2.Select, prescribe and communicate appropriate Short answer
medications for relief of joint pain
3.Select, prescribe and communicate preventive
therapy for crystalline arthropathies
4.Communicate and incorporate patient
preferences in the choice of therapy 5.Develop and
communicate appropriate follow up and
monitoring plans for patients with rheumatologic
conditions 6. Demonstrate an understanding of the
impact of rheumatologic conditions on quality of
life, well-being, work and family 7.. Determine the
need for specialist consultation
 Competency SLOs Suggested TL Suggested assessment Integration

IM8.1, Hypertension 1. Discuss the epidemiology, aetiology and the Lecture Long essay Pathology, physiology
IM8.2 prevalence of primary and secondary hypertension
IM8.3 2. Discuss the pathophysiology of hypertension
IM8.4 3.define and classify hypertension and discuss the
IM8.5 differences between primary and secondary
8.7 hypertension
IM8.20 4. discuss etiology and clinical features of
8.14 secondary HTN
5. Develop an appropriate treatment plan for
essential hypertension 6..determine the need for
specialist consultation
IM8.6 Acute & chronic complications of 1. Discuss and recognize hypertensive urgency and Lecture Clinical scenario based
IM8.8 HTN emergency short essay
IM 8.15 2. Manage hypertensive emergencies
3. Discuss and identify target organ damage due to
hypertension
Number Competency SLOs Suggested learning Suggested Vertical integration
The student should be able to methods assessment methods

IM8.9 Examination of a case of hypertension 1.elicit medical history in a case of HTN Small group discussion Short case
IM8.10 2.perform systematic including measurement of Bedside clinics
IM8.11 bp, fundus, examination of vasculature and heart
IM8.12 3. Generate a differential diagnosis
4. Describe the appropriate diagnostic work up
based on the presumed aetiology
IM8.16 1.develop and communicate to the patient lifestyle Small group discussion Documentation in log
IM8.18 modification including weight reduction, Clerkship book
IM8.19 moderation of alcohol intake, physical activity and
sodium intake
2. Incorporate patient preferences in the
management of HTN
3. Demonstrate understanding of the impact of
hypertension on quality of life, well-being, work
and family
IM8.17 Perform and interpret a 12 lead ECG DOAP session Documentati
on in log
book/ skills
station
IM9.1, 9.2, ,9.6, Iron deficiency anemia 1.Define & classify anemia Lecture Essay question Pathology
9.7,9.8, 9.9,9.12 1. 2. Describe morphology, aetiology and prevalence of
9.13 various causes of anemia
2. 3. Describe the diagnostic work up of anemia
3. 4.describe the interpretation of the hemogram and
the tests for iron deficiency
IM9.3 Elicit, document and present medical 1. Enquire for symptoms of anemia Bed side clinic OSCE history station
history in a case of anemia 2. Possible causes : GI bleeding, prior history,
medications, menstrual history, and family
history
IM9.4 Perform a general physical and relevant 1. examination for pallor, icterus, Bedside clinic OSCE – physical
systemic examination in a case of lymphadenopathy, sternal tenderness, examination station –
anemia evidence of CTD general physical
2. check for hyper dynamic circulation, spleen, examination/abdomen
liver
IM9.5,9.11 Generate a differential diagnosis in a 1. given clinical features and hemogram in a Small group discussion Modified essay Pathology
case of anemia in order of likelihood and case of anemia , to generate a differential Case based learning question
prioritize based on clinical features that diagnosis in order of likelihood Data interpretation
suggest a specific aetiology question
IM9.9,9.13 Macrocytic anemia 1. list causes of macrocytic anemia Lecture class SEQ Pathology
2. describe pathogenesis of various types of
macrocytic anemia
3. Order and interpret for diagnosis of
macrocytic anemia
4. Describe treatment of different causes of
macrocytic anemia
IM9.10 Perform bedside investigations in a 1. Perform and interpret peripheral blood Clerkship( learner doctor) Log book Pathology
case of anemia smear
2. Check stool for occult blood
Number COMPETENCY SLOs Suggested TL methods Suggested Assessment Vertical Integration
The student should be able to methods

IM9.11 Bone marrow biopsy 1. Student should be able to enumerate the Small group discussion Written/ Viva voce/ Pathology
indications for bone marrow biopsy and Skill assessment
describe the procedure of bone marrow
biopsy
IM9.14 Describe the national programs for Lecture Written/ Viva voce Pharmacology,
anemia prevention
Community Medicine

IM9.15,9.16 Patient counselling in anemia 1. Communicate the diagnosis and the DOAP session Skill assessment
9.20 treatment appropriately to patients
2. Incorporate patient preferences in treatment
of anemia Communicate and counsel patients
with methods to prevent nutritional anemia
IM9.17,9.18 Blood transfusion Describe the indications for blood transfusion and the Lecture, Small group Viva voce Pathology
appropriate use of blood components Describe the discussion
precautions required necessary when performing a
blood transfusion
IM9.19 Assist in a blood transfusion Clerkship (learner doctor) document in log book
Polycythemia 1.define and classify polycythemia Lecture
2. discuss clinical features and differentiation of
primary and secondary polycythemia
3.describe investigations and management of
polycythemia rubra vera
Leukemia 1. Enumerate leukemias common in adults Lecture
2. Describe clinical features of leukemia in adults
3. Discuss diagnosis and management of
leukemia
Multiple myeloma Describe the clinical features, diagnosis and Lecture
management of multiple myeloma
 SLOs Suggested TL Suggested assessment Vertical integration
method

IM10.1 AKI 1. Define renal insufficiency. Distinguish Lecture Essay question Pathology
between acute & chronic renal insufficiency
IM10.2 2. Describe the pathophysiology & causes
IM10.3 of pre renal, renal and post renal AKI
IM10.4 3. Describe the evolution, natural history
and treatment of AKI
IM10.25 4. Identify and describe the priorities in
the management of ARF including diet, volume
management, alteration in doses of drugs,
monitoring and indications for dialysis
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical
The student should be able to methods methods Integration

IM10.5 CKD 1. Discuss the aetiology of CKD Lecture Short essay Pathology
2. Stage Chronic Kidney Disease
IM10.6 3. discuss the pathophysiology & clinical features
IM10.7 of uremia
IM10.8 4. discuss the significance of proteinuria in CKD
5. discuss the indications for hemodialysis
IM 10.27 6. discuss renal replacement therapy
IM 10.28
IM10.9 Complications of 1.discuss pathophysiology of anemia & Lecture Short answer Pathology
IM10.10 CKD hyperparathyroidism in CKD
IM10.11 2. discuss association between CKD glycemia and
IM10.26 hypertension
3. discuss relationship between CAD risk factors and
CKD
4. discuss supportive therapy in CKD
IM10.12 Examination of patient with renal 1.Elicit history to differentiate between AKI & CKD Small group Short case
IM10.13 disease and to suggest aetiology of renal disease 2.Perform discussion
IM10.14 systematic examination to establish diagnosis and Bedside clinic
stage of CKD, and features of uremia
3.Generate differential diagnosis to suggest specific
etiology
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Number Vertical Integration
The student should be able to methods methods require
d to
certify

IM10.15 Investigations in renal 1.Describe the appropriate Lecture Skill

IM10.16 disease diagnostic work up based on assessment
IM10.17 presumed aetiology / Written/
IM10.18 2. Enumerate indications for and Viva voce
IM10.19 interpret the results of : renal
IM10.20 function tests, calcium, phosphorus,
PTH, urine electrolytes, osmolality,
Anion gap
3.Describe and calculate indices of
renal function
4. Identify ECG findings in
hyperkalemia
5. Enumerate indications and
describe findings in renal ultrasound
6. discuss indications to perform
arterial blood gas analysis: interpret
the data
IM10.21 Femoral/jugular 1. discuss indications for and insert DOAP document
IM10.22 catheterization a peripheral intravenous catheter session, ation in
2. discuss the indications, skill lab logbook
demonstrate in a model and assist
in the insertion of a central venous
or a dialysis catheter
 Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM10.24 Patient counselling & ethical issues 1.Counsel patients on a renal Small group Documentation in logbook
IM10.29 diet 2.discuss and communicate discussion
IM10.30 the ethical and legal issues Clerkship
IM10.31 involved in renal replacement
IM10.23 therapy
3. Recognize the impact of CKD
on patient’s quality of life well-
being work and family
4.Incorporate patient
preferences in to the care of CKD
5. Communicate diagnosis
treatment plan and subsequent
follow up

Number COMPETENCY SLOs Suggested TL Suggested Vertical

The student should be able to methods Assessment Integration
methods
IM11.1 Diabetes 1.Define and classify diabetes Lecture
IM11.2 2.Discuss the epidemiology and pathogenesis
IM11.3 and risk factors and clinical evolution of type 1
IM11.4 diabetes
3.Discuss the epidemiology , pathogenesis and
risk factors economic impact and clinical
evolution of type 2 diabetes
4.Describe and discuss the genetic background
and the influence of the environment on
diabetes
IM11.5 Complications of diabetes 1.Describe and discuss the pathogenesis and Lecture
IM11.6 temporal evolution of microvascular and
macrovascular complications of diabetes
2.Describe and discuss the pathogenesis and
precipitating factors, recognition and
management of diabetic emergencies
IM11.7,11.8 History and examination of a patient with diabetes 1. Elicit document and present a medical Bedside clinic History station in
history that will differentiate the OSCE
aetiologies of diabetes including risk Examination
factors, precipitating factors, lifestyle, station in OSCE (
nutritional history, family history, GPE, foot
medication history, co-morbidities and examination,
target organ disease checking for DPN)
2. Perform a systematic examination that
establishes the diagnosis and severity
that includes skin, peripheral pulses,
blood pressure measurement, fundus
examination, detailed examination of the
foot (pulses, nervous and deformities and
injuries)
IM 11.12,11.13 Bedside investigations in a patient with diabetes 1.Perform and interpret a capillary blood glucose Small group Skill assessment Pathology,
test 2. Perform and interpret a urinary ketone discussion Biochemistry
estimation with dipstick Clerkship – learner
doctor
IM11.11,11.16,11.17 Management of diabetes 1. Order and interpret laboratory tests to Lecture followed by Short essay Pharmacology
11.18, 11.22 diagnose diabetes and its complications small group discussion
2.Discuss and describe the pharmacologic
therapies for diabetes their indications,
contraindications, adverse reactions and
interactions
3.Outline a therapeutic approach to therapy MEQ
of T2Diabetes based on presentation,
severity and complications in a cost-effective
 manner
4. Describe and discuss the pharmacology,
indications, adverse reactions and
interactions of drugs used in the prevention
and treatment of target organ damage and
complications of Type II Diabetes including
neuropathy, nephropathy, retinopathy,
hypertension, dyslipidemia and
cardiovascular disease 4.Enumerate the
causes of hypoglycemia and describe the
counter hormone response and the initial
approach and treatment

Number COMPETENCY Suggested Learning Suggested Vertical

The student should be able to methods Assessment Integration
methods
IM11.19,11.20, Education and counselling of patient with diabetes 1.Demonstrate and counsel patients on the correct Small group OSCE – Pharmacology
11.21 technique to administer insulin discussion communication
2.Demonstrate to and counsel patients on the Clerkship – learner station
correct technique of self-monitoring of blood doctor
glucoses
3.Recognise the importance of patient preference
while selecting therapy for diabetes
IM12.1,12.2,12.3 Etiopathogenesis, diagnosis and management of 1. Discuss the etiopathogenesis if Lecture Essay question, Pathology,
12.4,12.12 thyroid disorders hypothyroidism and hyperthyroidism short essay Physiology
12.13, 2. Describe and discuss the physiology of the
12.14, 12.15 hypothalamopituitary - thyroid axis,
principles of thyroid function testing
3. Describe and discuss the principles of radio
iodine uptake in the diagnosis of thyroid
disorders
 4. Describe the pharmacology, indications,
adverse reaction, interactions of thyroxine
and antithyroid drugs
5. Discuss iodization programs of GOI
6. Write and communicate to the patient
appropriately a prescription for thyroxine
based on age, sex, and clinical and
biochemical status

Number COMPETENCY SLOs Suggested Learning Suggested Vertical

The student should be able to methods Assessment Integration
methods
IM,12.6 History, examination and bedside diagnosis of thyroid 1.Elicit document and present an appropriate Bedside clinic OSCE
12.7,12.8, disorders history that will establish the diagnosis cause of Short case
thyroid dysfunction and its severity
2. Perform and demonstrate examination of
thyroid, including signs of thyrotoxicosis and
hypothyroidism, palpation of the pulse for rate and
rhythm abnormalities, neck palpation of the
thyroid and lymph nodes and cardiovascular
findings

3.Generate a differential diagnosis based on the

clinical presentation and prioritize it based on the
most likely diagnosis
IM12.9,12.10, 1.Order and interpret diagnostic testing for thyroid Small group discussion Short essay
12.11, disease question
2. Identify atrial fibrillation, pericardial effusion Modified essay
and bradycardia question
 3.Interpret TFT

Etiopathogenesis, diagnosis and management of 1. Discuss the etiopathogenesis of Cushing’s Lecture

Cushing’s syndrome syndrome
2. Describe the clinical features of Cushing’s
syndrome
3. Describe the diagnosis and management of
Cushing’s syndrome
Etiopathogenesis, diagnosis and management of 1. Discuss the etiopathogenesis of Addison’s Lecture
Addison’s disease disease
2. Describe the clinical features of Addison’s
disease
3. Describe the diagnosis and management of
Addison’s disease
 Competency SLOs TL method Assessment Integr
ation

IM13.1 Introduction to cancer 1. Describe clinical epidemiology , Lecture Short note Pathol
IM13.2 inherited & modifiable risk factors for ogy,
IM13.3 common malignancies in India Bioche
IM13.4 2.Describe the genetic basis of selected mistry
cancers
3.Describe the relationship between
infection and cancers
4.Describe the natural history,
presentation, course, complications and
cause of death for common cancers
IM13.5 Palliative care & pain relief 1.Describe common issues encountered Lecture Short note/ Viva voce
IM13.6 in patients at the end of life and
IM13.16 principles of management
IM13.17 2. distinguish between curative and
IM13.18 palliative care in patients with cancer
IM13.19 3.Demonstrate an understanding of
needs and preferences of patients when
choosing curative and palliative therapy
4. Discuss indications, use, side effects
of narcotics in pain alleviation in
patients with cancer
5. Discuss ethical & medico legal issues
involved in end-of-life care
6. Describe therapies used in alleviating
suffering in patients at the end of life
IM13.7 History & examination in a case 1.Elicit history that will help establish Small group discussion Skill assessment/ Short
IM13.8 of cancer aetiology of cancer Bedside clinic case
IM13.10 2. Perform physical examination
including general and local
examination to identify diagnosis,
extent of spread and complications
of cancer
3.Generate a differential diagnosis based
on the presenting symptoms and clinical
features
IM13.9 Demonstrate in a mannequin the correct Skill lab Skill assessment/ Short Human Anatomy
technique for performing breast exam, case
rectal examination and cervical
examination and pap smear

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM13.11 Investigation & management in 1. Order and interpret diagnostic testing based on Small group Short note/ Viva voce Radiodiagnosis
IM13.12 cancer clinical diagnosis including CBC and stool occult discussion
IM13.13 blood and prostate specific antigen
IM13.14 2.Describe indications and interpret results of
IM13.15 Chest X Ray, mammogram, skin and tissue
biopsies and tumor markers used in common
cancers
3.Describe and assess pain and suffering
objectively in a patient with cancer
4.Describe the indications for surgery, radiation
and chemotherapy for common malignancies
5.Describe the need, tests involved, their utility in
the prevention of common malignancies
 Competency SLOs TL methods Assessment Integration

IM14.1 Overview Define and measure obesity as it relates Lecture Written/viva voce
IM14.2 to the Indian population
IM14.3 Describe and discuss the aetiology of
IM14.5 obesity including modifiable and non-
modifiable risk factors and secondary
causes
Describe and discuss the monogenic
forms of obesity
Describe and discuss the natural history
of obesity and its complications
IM14.6 Examination Elicit and document and present an Small group discussion Short case
IM14.7
IM14.8 appropriate history that includes the Bedside clinic
natural history, dietary history,
modifiable risk factors, family history,
clues for secondary causes and
motivation to lose weight
Perform, document and demonstrate a
physical examination based on the
history that includes general
examination, measurement of
abdominal obesity, signs of secondary
causes and comorbidities
Perform, document and demonstrate a
physical examination based on the
history that includes general
examination, measurement of
abdominal obesity, signs of secondary
causes and comorbidities
IM14.9 Investigation of obesity Order and interpret diagnostic tests Lecture Written/viva voce
IM14.10
based on the clinical diagnosis
 including blood glucose, lipids,
thyroid function tests etc.
Perform, document and demonstrate a
physical examination based on the
history that includes general
examination, measurement of
abdominal obesity, signs of secondary
causes and comorbidities
IM14.11 Counselling & education Communicate and counsel patient Clerkship Documentation in logbook
IM14.12
on behavioural, dietary and lifestyle Case based discussion
modifications
Demonstrate an understanding of
patient’s inability to adhere to lifestyle
instructions and counsel them in a non -
judgmental way
IM14.13 Management of obesity Describe and enumerate the Lecture Written/viva voce
IM14.14
IM14.15 indications, pharmacology and side
effects of pharmacotherapy for
obesity
Describe and enumerate the
indications and side effects of
bariatric surgery
Describe and enumerate and educate
patients, health care workers and the
public on measures to prevent obesity
and promote a healthy lifestyle
 Competency SLOs TL methods Assessment Integration

IM15.1 GI bleed 1. Discuss the aetiology of upper and Lecture Short essay Pathology
IM15.2 lower GI bleeding
2. Discuss the evaluation & stabilization
of patient who presents with GI bleed

IM15.3 Discuss the physiologic effects of acute SDL – pre reading Viva voce Pathology, Physiology
blood and volume loss

IM15.4 Examination of patient with 1. Elicit history to identify source of GI Small group discussion Long case
IM15.5 GI bleed bleed, amount of bleed & Bedside clinic
IM15.6 hemodynamic compromise
IM15.8 2.Perform physical examination
including general examination, volume
assessment and abdominal examination
3. Distinguish between upper & lower
GI bleed 4.Generate a differential
diagnosis based on the presenting
symptoms and clinical features and
prioritize based on the most likely
diagnosis

IM15.7 Demonstrate the correct technique to DOAP session Skill assessment

perform an anal and rectal examination
in a mannequin or equivalent
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM15.9 Investigation & management of GI bleed Choose and interpret Case based Modified essay Question
IM15.10 diagnostic tests : CBC, PT and discussion
IM15.11 PTT, stool occult blood, LFT
IM15.12 H.pylori test.
IM15.14 Enumerate the indications for
IM15.16 endoscopy, colonoscopy
IM15.17 Develop treatment plan
IM15.15
including fluid resuscitation,
blood and blood component
transfusion and arresting
bleed
Enumerate indications for
whole blood, component and
platelet transfusion and
describe the clinical features
and management of a
mismatched transfusion
Discuss pharmacotherapy of
acute GI bleed
Enumerate the indications for
endoscopic interventions and
Surgery
Determine appropriate level of
specialist consultation
Describe pharmacotherapy of
acid peptic disease including
Helicobacter pylori
IM15.13 Observe cross matching and blood / blood Small group discussion Documentation in Pathology
component transfusion Clerkship logbook

IM15.18 Counsel the family and patient in an Small group discussion Documentation in logbook
empathetic non-judgmental manner on the Clerkship
diagnosis and therapeutic options
Number COMPETENCY SLOs Suggested Learning methods Suggested Vertical
The student should be able to Assessment methods Integration

IM16.3 Diarrhoea 1. Describe and discuss the chronic effects Lecture Short note
16.6 of diarrhoea including malabsorption
16.12 2. Distinguish between diarrhoea and
16.13 dysentery based on clinical features
16.14 3. Enumerate and discuss the indications
for further investigations including
antibodies, colonoscopy, diagnostic
imaging and biopsy in the diagnosis of
chronic diarrhoea
4. Describe and enumerate the indications,
pharmacology and side effects of
pharmacotherapy for parasitic causes of
diarrhoea
5. Describe and enumerate the indications,
pharmacology and side effects of
pharmacotherapy for bacterial and viral
diarrhoea
IM16.4 History, examination and diagnosis in a case of diarrhoea 1.Elicit and document and present an Bedside clinic Short case Microbiology,
16.5 appropriate history that includes the natural OSCE history station Pathology
16.7 history, dietary history, travel , sexual history
16.8 and other concomitant illnesses 2.Perform,
document and demonstrate a physical
examination based on the history that includes
GPE & abdomen exam
3. Generate a differential diagnosis based on
the presenting symptoms and clinical features
4.Choose and interpret diagnostic tests based
on the clinical diagnosis including complete
blood count, and stool examination
IM16.9 Investigations in diarrhoea Identify common parasitic causes of diarrhoea DOAP session ( 1 hour) Skill assessment Microbiology
16.10 under the microscope in a stool specimen
16.11 Identify vibrio cholera in a hanging drop
specimen
Enumerate the indications for stool cultures and
blood cultures in patients with acute diarrhoea

Number COMPETENCY Suggested Learning methods Suggested Vertical

The student should be able to Assessment methods Integration

IM16.15 IBD Choose and interpret diagnostic tests based on Lecture followed by case- Short note Pathology
16.16 the clinical diagnosis including complete blood based discussion
16.17 count, and stool examination Describe and
enumerate the indications, pharmacology and
side effects of pharmacotherapy including
immunotherapy Describe and enumerate the
indications for surgery in inflammatory bowel
disease

Competency SLOs TL methods Assessment

IM17.1 Headache - introduction 1. Define & classify headache & Lecture Short essay
IM17.3 describe clinical features of various Viva voce
IM17.10 types of headache
2.Classify migraine and describe the
distinguishing features between
classical and non-classical forms of
migraine
3.Enumerate indications for
emergency care, admission and
immediate supportive care in patients
 with headache

IM17.11 Vascular headache 1.Describe indications, pharmacology, Lecture Short essay

IM17.12 dose, side effects of abortive therapy
in migraine
2.Describe the indications,
pharmacology, dose, side effects of
prophylactic therapy in migraine

IM17.2 History & examination in headache 1.Elicit history including aura, Small group History station
IM17.4 case precipitating aggravating and discussion in OSCE
IM17.5 relieving factors, associated Bedside clinic
IM17.6 symptoms to identify the cause
2.Perform neurologic examination
& look for signs of raised ICT
3. Generate differential diagnosis
based on clinical features, &
prioritize the diagnosis based on
the presentation
4.Choose & interpret diagnostic testing
based on clinical diagnosis including
imaging
17.9 Meningitis 1.Etiopathogenesis & clinical features Lecture Short essay
IM17.7 of meningitis Viva voce
IM17.13 2. describe the findings in the CSF in
patients with meningitis
3.Describe the pharmacology, dose,
adverse reactions and regimens of
drugs used in the treatment of
bacterial, tubercular and viral
meningitis
Number COMPETENCY Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM17.8 Lumbar puncture Demonstrate in a mannequin or Skill lab Skill assessment Microbiology,
equivalent the correct technique for Pathology
performing a lumbar puncture
IM17.9 CSF analysis Interpret the CSF findings when Case based Problem based short essay Microbiology,
presented with various parameters of discussion question Pathology
CSF fluid analysis

IM17.14 Counselling Counsel patients with migraine and Small group discussion Documentation in logbook Pharmacology
tension headache on lifestyle changes Clerkship
and need for prophylactic therapy

Competency SLOs

IM18.1 Neuroanatomy Describe the functional and the vascular Lecture Short answer Human Anatomy
anatomy of the brain Diagram
IM18.2 Cerebrovascular accident Classify cerebrovascular accidents & Lecture SEQ Pathology
describe aetiology, predisposing risk
factors & pathogenesis of hemorrhagic
and non-hemorrhagic stroke
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM18.3 History & examination of a case 1.Elicit history including onset, Small group 1. Long case
IM18.4 of stroke progression, precipitating and aggravating discussion 2.Physical examination
IM18.5 relieving factors, associated symptoms Bedside clinic station in OSCE
IM18.6 that help identify the cause of stroke
IM18.7 2.Identify the nature of stroke based on
IM18.8 the temporal evolution and resolution of
the illness
3. Perform physical examination including
general and a detailed neurologic
examination as appropriate, based on the
history
4.Distinguish lesion based on upper vs
lower motor neuron, side, site and most
probable nature of the lesion
5.Describe clinical features and distinguish,
based on clinical examination, the various
disorders of speech
6.Describe and distinguish, based on the
clinical presentation, the types of bladder
dysfunction seen in CNS disease
IM18.9 Investigations & treatment of 1.Choose and interpret appropriate Lecture 1. data interpretation Radiodiagnosis
IM18.10 stroke diagnostic & imaging tests to delineate station in osce
IM18.11 site & underlying cause of lesion 2. Short answer
IM18.12 2. Choose and interpret appropriate
IM18.13 diagnostic testing in young patients with
IM18.14 a cerebrovascular accident (CVA)
IM18.15 3. Describe the initial supportive
 management of a patient presenting
with a cerebrovascular accident (CVA)
4. Enumerate the indications for and
describe acute therapy of non-
hemorrhagic stroke including the use of
thrombolytic agents
5.Enumerate the indications for and
describe the role of anti-platelet agents
in non-hemorrhagic stroke
6.Describe the initial management of a
hemorrhagic stroke
7. Enumerate the indications for surgery in
a hemorrhagic stroke
IM18.16 Rehabilitation of stroke observe the multidisciplinary DOAP session
rehabilitation of patients with a CVA

IM18.17 Counselling Counsel patient and family about the Small group Documentation in
diagnosis and therapy in an empathetic discussion logbook
manner Clerkship

Competency SLOs

IM19.1 Neuroanatomy basal ganglia Describe the functional anatomy of the Lecture Written/ Viva voce Human Anatomy,
locomotor system of the brain Physiology

IM19.2 Movement disorders and 3. Classify movement disorders Lecture Written/ Viva voce
based on distribution, rhythm,
Parkinson’s disease repetition, exacerbating and relieving
factors
4. Describe the clinical features of
Parkinson’s disease
IM19.3 History & examination of movement 1.Elicit history including onset, Small group discussion Short case
IM19.4 progression precipitating and aggravating Bedside clinic Examination station in
IM19.5 relieving factors, associated symptoms to OSCE
IM19.6 identify cause of movement disorders
disorder 3.Perform physical examination
that includes a general and detailed
neurologic examination
4.Generate differential diagnosis &
prioritize based on history & physical
examination
5.Reach clinical diagnosis of location,
nature and cause of lesion based on
clinical presentation
IM19.7 Investigation & management of Choose and interpret diagnostic and Lecture Skill Radiodiagnosis
IM19.8 movement disorders imaging tests in the diagnosis of assessment/
IM19.9 movement disorders Written/ Viva
Discuss pharmacology, dose, side voce
effects and interactions used in the
drug therapy of Parkinson’s syndrome
Enumerate the indications for use of
surgery and botulinum toxin in the
treatment of movement disorders

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM20.1 Snake bite 1.Enumerate local poisonous snakes Lecture Essay question Forensic
IM20.3 & describe the distinguishing marks of Viva voce Medicine,
IM20.6 each Pharmacology
IM20.7
 2. Choose & interpret appropriate
diagnostic testing in patients with
snake bite
3.Describe initial approach to
stabilization of patient with snake bite
4. Describe pharmacology, dose,
adverse reactions, hypersensitivity
reactions of anti-snake venom
IM20.2 Patient Education Demonstrate and educate (to other DOAP session Viva voce Forensic Medicine
health care workers / patients) the Role play for patient
correct initial management of patient education
with a snake bite in the field
IM20.4 Examination of snake bite case 1. Elicit history including Small group OSCE examination station Forensic Medicine
IM20.5 circumstance, time, kind of snake, discussion on simulated patient
evolution of symptoms in a patient Bedside clinic
with snake bite
2.Perform general, local,
appropriate cardiac and
neurologic examination in case of
snake bite

IM20.8 Describe the diagnosis, initial approach, Lecture Written/ Viva voce Pharmacology
stabilization and therapy of scorpion
envenomation
IM20.9 Describe the diagnosis initial approach SDL Written/ Viva voce Pharmacology
stabilization and therapy of bee sting
allergy
Clinical features, stabilization , Lecture
management of attempted hanging
Clinical features, stabilization , Lecture
management of attempted drowning
Heat stroke SDL
Number COMPETENCY Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM21.1 Poisoning 1.Describe the initial approach to the Lecture Viva voce
IM21.2 stabilization of the patient who Structured essay
presents with poisoning
2.describe toxicology, clinical features
and management of common plant
poisons

IM21.3 1.describe toxicology, clinical features Lecture Short answer

IM21.4 and management of common corrosive
poisons
2.describe toxicology, clinical features
and management of patients admitted
with common drug overdose

Hepatotoxic poisons 1.Describe toxicology, clinical features, Lecture Short essay

management in a patient admitted
with paracetamol/rodenticide
poisoning
2.Discuss the role of liver transplant in.
these cases

IM21.8 1.describe the precautions to be taken Small group viva

in a patient with suspected suicidal discussion
ideation / gesture
IM21.5 Observe and describe the functions DOAP session document in log book Forensic
and role of a poison center in Medicine,
suspected poisoning Pharmacology

IM21.6 Describe the medico legal aspects of SDL – revision & pre Viva voce Forensic
suspected suicidal or homicidal reading Medicine,
poisoning and demonstrate the correct Pharmacology
procedure to write a medico legal
report on a suspected poisoning
IM21.7 Counselling Counsel family members of a patient Small group discussion Communication station in Forensic
with suspected poisoning about the Clerkship osce Medicine,
clinical and medico legal aspects with Pharmacology
empathy
Competency SLOs TL method Assessment method Integration

IM22.1 Hypercalce Enumerate causes of hypercalcemia ; Lecture Short essay Pathology, Physiology
IM22.2
IM22.3 mia distinguish features of PTH vs non PTH
mediated hypercalcemia
Describe etiology, clinical features,
diagnosis and approach to primary
hyperparathyroidism
Describe the approach to the
management of hypercalcemia
Hypocalcem Clinical features, diagnosis and Lecture Short essay
ia treatment of hypocalcemia

IM22.4 Enumerate the components and SDL Viva voce Pathology

describe the genetic basis of the
multiple endocrine neoplasia syndrome
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM22.5 Abnormalities of sodium Enumerate the causes , describe Lecture Short answer
IM22.6 metabolism clinical features & lab and approach Viva voce
to diagnosis and management of
hyponatremia
Enumerate the causes , describe
clinical features & lab and approach
to diagnosis and management of
hypernatremia

IM22.7 Abnormalities of potassium Enumerate the causes , describe Lecture

IM22.8 metabolism clinical features & lab and approach
to diagnosis and management of
hypokalemia
Enumerate the causes , describe
clinical features & lab and approach
to diagnosis and management of
hyperkalemia

IM22.9 Acidosis & alkalosis 1. Discuss the clinical and laboratory Lecture Short essay Physiology
IM22.10 features of metabolic acidosis and MCQs
IM22.11 alkalosis
IM22.12 2. Discuss the clinical and laboratory
features of respiratory acidosis and
alkalosis
IM22.13 Identify the underlying acid base Assignments Problem based short essay Physiology
disorder based on ABG report and Problem solving question
clinical situation
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM23.1 Nutrition in illness Discuss and describe the methods Lecture Short answer
IM23.2 of nutritional assessment in an
adult and calculation of caloric
requirements during illnesses
Discuss and describe the causes and
consequences of protein caloric
malnutrition in the hospital
IM23.3 Vitamins Discuss and describe the aetiology, Lecture Short answer Physiology,
causes, clinical manifestations, Biochemistry
complications, diagnosis and
management of common vitamin
deficiencies
IM23.4 Nutrition in the critically ill Enumerate the indications for Lecture Short answer Physiology,
enteral and parenteral nutrition in Biochemistry
critically ill patients

IM23.5 Counsel and communicate to DOAP session Documentation in logbook

patients in a simulated environment Clerkship
with illness on an appropriate
balanced diet
Competency SLOs TL methods Assessment Integration

IM24.17 Common illnesses in the elderly 1.Describe the impact of Lecture Long essay
IM24.1 demographic changes in ageing on
IM24.4 the population 2.Describe the
IM24.8 epidemiology, pathogenesis,
IM24.9 clinical evolution, presentation and
IM24.10 course of common diseases in the
elderly: vascular events,
osteoporosis, CVA, COPD

IM24.2 Examination of the elderly Perform multidimensional geriatric Small group Short case Psychiatry
assessment that includes medical, discussion
psycho-social and functional Bedside clinic
components
IM24.3 Delirium , dementia and depression Discuss etiopathogenesis, clinical Lecture Long essay
IM24.6 presentation, identification,
IM24.22 functional changes, acute care,
IM24.5 stabilization, management and
IM24.7 rehabilitation of acute confusional
states, nutritional disorders
dementia in the elderly
depression in the elderly
personality changes in the elderly

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM24.11 Multidisciplinary care of the elderly Describe etiopathogenesis, clinical Multidisciplinary Short answer
IM24.12 presentation, identification, panel discussion
IM24.13 functional changes, acute care, Team teaching
IM24.14 stabilization, management and
IM24.15 rehabilitation of elderly with :
degenerative joint disease, falls,
fractures,, visual & hearing loss
Describe and discuss the
etiopathogenesis , clinical
presentation, identification,
functional changes, acute care,
stabilization, management and
rehabilitation of the elderly
undergoing surgery
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM24.16 Physical & mental rehabilitation of 1. discuss principles of physical & Case based Written/ Viva voce
IM24.19 elderly social rehabilitation, functional discussion
IM24.20 assessment, role of physiotherapy
IM24.21 and occupational therapy in the
management of disability in the
elderly
2. Enumerate & describe social
problems in the elderly including
isolation, abuse, change in family
structure and their impact on
health.
3.Enumerate and describe social
interventions in the care of elderly
including domiciliary services,
rehabilitation facilities, old age
homes and state interventions
4.Enumerate and describe ethical issues
in the care of the elderly
Number COMPETENCY SLOs Suggested Suggested Vertical
The student should be able to Learning Assessment methods Integration
methods
IM25.4 Leptospirosis 1. Epidemiology & lecture SEQ
Etiopathogenesis of
leptospirosis
2. Clinical features of
leptospirosis
3. Diagnosis and
management of
leptospirosis
IM25.5 Enteric fever 1. Epidemiology & lecture Short answer
Etiopathogenesis of
enteric fever
2. Clinical features of
enteric fever
3. Diagnosis and
management of enteric
fever

Tuberculosis 1. Epidemiology & lecture

Etiopathogenesis of
Tuberculosis
2. Clinical features of
Tuberculosis
3. Diagnosis and
management of
Tuberculosis
Pandemic Module

Competency Hours TL method

4.1 Care of patients 6 Small group discussion
4.2 Emergency procedures 8 Small group discussion
4.3 Death related management 2 Small group discussion
4.4 Communications & media management 4 Small group discussion
4.5 Intensive care 4 Small group discussion
4.6 Palliative care 4
Competencies to be covered in AETCOM sessions

Competency

IM26.1 Enumerate and describe professional

qualities and roles of a physician

IM27.1 Describe and discuss the commitment to

lifelong learning as an important part of
physician growth

IM26.3 Describe and discuss the role of non-maleficence as

a guiding principle in patient care

IM26.4 Describe and discuss the role of autonomy and

shared responsibility as a guiding principle in patient
care

IM26.5 Describe and discuss the role of beneficence of a

guiding principle in patient care

IM26.6 Describe and discuss the role of a physician in health

care system

IM26.7 Describe and discuss the role of justice as a

guiding principle in patient care

IM26.8 Identify discuss medicolegal, socioeconomic and

ethical issues as it pertains to organ donation

IM26.9 Identify, discuss and defend medicolegal,

sociocultural, economic and ethical issues as it
pertains to rights, equity and justice in access to
health care

IM26.10 Identify, discuss and defend medicolegal, socio-

cultural and ethical issues as it pertains to
confidentiality in patient care
Numb COMPETENCY
er The student should be able to

IM26. Identify, discuss and defend medicolegal, socio-

11 cultural and ethical issues as it pertains to patient
autonomy, patient rights and shared responsibility in
health care

IM26. Identify, discuss and defend medicolegal, socio-

12 cultural and ethical issues as it pertains to decision
making in health care including advanced directives
and surrogate decision making

IM26. Identify, discuss and defend medicolegal, socio-

13 cultural and ethical issues as it pertains to decision
making in emergency care including situations where
patients do not have the capability or capacity to give
consent

IM26. Identify, discuss and defend medicolegal, socio-

14 cultural and ethical issues as it pertains to research in
human subjects

IM26. Identify, discuss and defend, medicolegal, socio-

15 cultural and ethical issues as they pertain to consent
for surgical procedures

IM26. Identify, discuss and defend medicolegal,

16 socio-cultural, professional and ethical issues
as it pertains to the physician patient
relationship (including fiduciary duty)

IM26. Identify, discuss physician’s role and responsibility

17 to society and the community that she/ he serves

IM26. Identify, discuss and defend medicolegal, socio-cultural,

18 professional and ethical issues in physician- industry
relationships

IM26. Demonstrate ability to work in a team of peers and

19 superiors
IM26. Demonstrate ability to communicate to patients in a
20 patient, respectful, non-threatening, non-judgmental
and empathetic manner

IM26. Demonstrate respect to patient privacy

21
Numb COMPETENCY
er The student should be able to

IM26. Demonstrate ability to maintain confidentiality in patient

22 care
IM26. Demonstrate a commitment to continued learning
23

IM26. Demonstrate respect in relationship with

24 patients, fellow team members, superiors
and other health care workers

IM26. Demonstrate responsibility and work ethics

25 while working in the health care team

IM26. Demonstrate ability to maintain required documentation

26 in health care (including correct use of medical records)

IM26. Demonstrate personal grooming that is adequate and

27 appropriate for health care responsibilities

IM26. Demonstrate adequate knowledge and use of

28 information technology that permits
appropriate patient care and continued
learning

IM26. Communicate diagnostic and therapeutic

29 options to patient and family in a simulated
environment

IM26. Communicate care options to patient and

30 family with a terminal illness in a simulated
environment

IM26. Demonstrate awareness of limitations

31 and seeks help and consultations
appropriately

IM26. Demonstrate appropriate respect to colleagues in the

32 profession

IM26. Demonstrate an understanding of the implications and

33 the appropriate procedures and response to be
followed in the event of medical errors

IM26. Identify conflicts of interest in patient care and

34 professional relationships and describe the correct
response to these conflicts
Numb COMPETENCY
er The student should be able to

IM26. Demonstrate empathy in patient encounters

35
IM26. Demonstrate ability to balance personal and professional
36 priorities

IM26. Demonstrate ability to manage time appropriately

37

IM26. Demonstrate ability to form and function in appropriate

38 professional networks

IM26. Demonstrate ability to pursue and seek career

39 advancement

IM26. Demonstrate ability to follow risk management and

40 medical error reduction practices where appropriate
 IM26. Demonstrate ability to work in a mentoring relationship
41 with junior colleagues

IM26. Demonstrate commitment to learning and scholarship

42

IM26. Identify, discuss and defend medicolegal,

43 sociocultural, economic and ethical issues as they
pertain to in vitro fertilization donor insemination
and surrogate motherhood

IM26. Identify, discuss and defend medicolegal, socio-cultural

44 professional and ethical issues pertaining to medical
negligence

IM26. Identify, discuss and defend medicolegal, socio-cultural

46 professional and ethical issues in dealing with impaired
physicians

IM26.4 Identify, discuss and defend medicolegal, socio-cultural

7 and ethical issues as they pertain to refusal of care
including do not resuscitate and withdrawal of life
support

IM26.4 Demonstrate altruism

8
 IM26.4 Administer informed consent and appropriately address
9 patient queries to a patient being enrolled in a research
protocol in a simulated environment

Respiratory Medicine – Knowledge Competencies

Topic - Tuberculosis

Competency Teaching- Formative Summative Integration

learning assessment assessment
method
CT1.1 Describe and discuss the epidemiology of Lecture, Small MCQs/Drills Essay/SAQ/ Community
tuberculosis and itsimpact on the work, life group MCQs Medicine
and economy of India discussion
CT1.2 Describe and discuss the microbiology of Lecture, Small MCQs/Drills Essay/SAQ/ Microbiology
tubercle bacillus, mode of transmission, group MCQs
pathogenesis, clinical evolution and natural discussion
history of pulmonary and extra pulmonary
forms (including lymph node, boneand CNS)
CT1.3 Discuss and describe the impact of co-infection Lecture, Small MCQs/Drills Essay/SAQ/ Microbiology
with HIV and otherco-morbid conditions. Like group MCQs
diabetes on the natural history of tuberculosis discussion
CT1.4 Describe the epidemiology, the predisposing Lecture, Small MCQs/Drills Essay/SAQ/ Community
factors and microbialand therapeutic factors group MCQs Medicine,
that determine resistance to drugs discussion Microbiology,
 Pharmacology

CT1.12 Enumerate the indications for tests including: Small group MCQs/Drills Essay/SAQ/ Microbiology
serology, specialcultures and polymerase discussion, MCQs
chain reaction and sensitivity testing Lecture
CT1.13 Describe and discuss the origin, indications, Lecture, Small MCQs/Drills Essay/SAQ/ Microbiology
technique of administration, efficacy and group MCQs
complications of the BCG vaccine discussion
CT1.14 Describe and discuss the pharmacology of Lecture, Small MCQs/Drills Essay/SAQ/ Pharmacology,
various anti-tuberculousagents, their group MCQs Microbiology
indications, contraindications, interactions discussion
and adversereactions
CT1.16 Describe the appropriate precautions, Bedside clinic, MCQs/Drills Essay/SAQ/ Community
screening, testing and indications for Smallgroup MCQs Medicine
chemoprophylaxis for contacts and exposed discussion
healthcare workers
Topic – Obstructive airway disease

CT2.1 Define and classify obstructive airway disease Lecture, MCQs/Drills Essay/SAQ/ Physiology
Small MCQs
group
discussion
CT2.2 Describe and discuss the epidemiology, risk Lecture, MCQs/Drills Essay/SAQ/ Physiology
factors and evolution ofobstructive airway Small MCQs
disease group
discussion
CT2.3 Enumerate and describe the causes of acute Lecture, MCQs/Drills Essay/SAQ/ Physiology
episodes in patientswith obstructive airway Small MCQs
disease group
discussion
CT2.4 Describe and discuss the physiology and Lecture, MCQs/Drills Essay/SAQ/ Physiology
pathophysiology ofhypoxia and hypercapneia Small MCQs
group
discussion
CT2.5 Describe and discuss the genetics of alpha 1 Lecture, MCQs/Drills Essay/SAQ/
antitrypsin deficiencyin emphysema Small MCQs
group
discussion
CT2.6 Describe the role of the environment in the cause Lecture, MCQs/Drills Essay/SAQ/
and exacerbationof obstructive airway disease Small MCQs
group
discussion
CT2.7 Describe and discuss allergic and non-allergic Lecture, MCQs/Drills Essay/SAQ/
precipitants ofobstructive airway disease Small MCQs
group
discussion
CT2.16 Discuss and describe therapies for OAD including Lecture, MCQs/Drills Essay/SAQ/
bronchodilators, leukotriene inhibitors, mast cell Small MCQs
stabilisers, theophylline, inhaled andsystemic group
steroids, oxygen and immunotherapy discussion
CT2.17 Describe and discuss the indications for Lecture, MCQs/Drills Essay/SAQ/
vaccinations in OAD Small MCQs
group
discussion
CT2.20 Describe and discuss the principles and use of Lecture, MCQs/Drills Essay/SAQ/
oxygen therapy inthe hospital and at home Small MCQs
group
discussion
CT2.25 Discuss and describe the impact of OAD on the Lecture, MCQs/Drills Essay/SAQ/
society andworkplace Small MCQs
group
discussion
CT2.26 Discuss and describe preventive measures to Lecture, MCQs/Drills Essay/SAQ/
reduce OAD inworkplaces Small MCQs
group
discussion
Integration Topics

PH1.32 Describe the mechanism/s of action, types, doses, Lecture, MCQs/Drills Essay/SAQ/ Physiology
side effects, indications and contraindications of Small MCQs
drugs used in bronchial asthmaand COPD group
discussion
PH1.33 Describe the mechanism of action, types, doses, Lecture, MCQs/Drills Essay/SAQ/ Pharmacology
side effects,indications and contraindications of Small MCQs
the drugs used in cough (antitussives, group
expectorants/ mucolytics) discussion
PH1.44 Describe the first line antitubercular dugs, their Lecture MCQs/Drills Essay/SAQ/ Pharmacology
mechanisms ofaction, side effects and doses. MCQs
PH1.45 Describe the dugs used in MDR and XDR Lecture MCQs/Drills Essay/SAQ/ Pharmacology
Tuberculosis MCQs
IM24.10 Describe and discuss the Lecture, MCQs/Drills Essay/SAQ/ Internal
aetiopathogenesis,clinical presentation, Small MCQs medicine
identification, functional changes, acute care, group
stabilization, management and rehabilitation of discussion
COPD in the elderly
PE28.19 Describe the etio-pathogenesis, clinical features, Bedside Skill Paediatrics
diagnosis,management and prevention of asthma clinics, Assessment
in children Small /Written/
group Viva voce
discussion
, Lecture
PE34.1 Discuss the epidemiology, clinical features, Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
clinical types, complications of Tuberculosis in Small MCQs
Children and Adolescents group
discussion
PE34.2 Discuss the various diagnostic tools for childhood Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
tuberculosis Small MCQs
group
discussion
PE34.3 Discuss the various regimens for management of Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
Tuberculosis asper National Guidelines Small MCQs
group
discussion
PE34.4 Discuss the preventive strategies adopted and the Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
objectives andoutcome of the National Small MCQs
Tuberculosis Control Program group
discussion
PE34.10 Discuss the various samples for demonstraing the Bed side MCQs/Drills Essay/SAQ/ Paediatrics
clinics,
organism egGastric Aspirate, Sputum , CSF, FNAC MCQs
Small Respiratory
group medicine –
discussion Psychomotor
PE34.12 Enumerate the indications and discuss the Small MCQs/Drills Essay/SAQ/ Paediatrics competencies
limitations of methods ofculturing M.Tuberculii group MCQs
discussion
Topic – Tuberculosis
CT1.5 Elicit, document and present an appropriate Bed side clinic, Skill assessment
medical history that includes risk factor, DOAPsession
contacts, symptoms including cough and fever
CNS and other manifestations
CT1.6 Demonstrate and perform a systematic Bed side clinic, Skill assessment
examination that establishesthe diagnosis based DOAPsession
on the clinical presentation that includes a a)
general examination, b) examination of the chest
and lung includingloss of volume, mediastinal
shift, percussion and auscultation (including
DOAP session of lung sounds and added sounds)
c) examination of the lymphatic system and d)
relevant CNS examination
CT1.7 Perform and interpret a PPD (mantoux) and DOAP session Maintenance of
describe and discussthe indications and pitfalls logbook
of the test
CT1.10 Perform and interpret an AFB stain DOAP session
CT1.11 Assist in the performance, outline the correct DOAP session
tests that require to beperformed and interpret
the results of a pleural fluid aspiration
CT1.15 Prescribe an appropriate antituberculosis Bedside clinic,
regimen based on the location of disease, smear Smallgroup
 positivity and negativity and co- morbidities discussion,
based on current national guidelines including Lecture
directlyobserved tuberculosis therapy (DOTS)
CT1.17 Define criteria for the cure of Tuberculosis; S P Y
describe and recognisethe features of drug
resistant tuberculosis, prevention and
therapeutic regimens
CT1.8 Generate a differential diagnosis based on the Bedside clinic, Bedside
clinical history andevolution of the disease that Small group clinic/
prioritises the most likely diagnosis discussion Vivavoce
CT1.9 Order and interpret diagnostic tests based on the Bedside clinic, OSCE Long case/short
clinical presentation including: CBC, Chest X ray DOAPsession case
PA view, Mantoux, sputumculture and
sensitivity, pleural fluid examination and culture,
HIV testing
CT2.8 Elicit document and present a medical history Bedside clinic, OSCE Long case/short
that will differentiatethe aetiologies of DOAPsession case
obstructive airway disease, severity and
precipitants
CT2.9 Perform a systematic examination that Bedside clinic, OSCE Long case/short
establishes the diagnosis and severity that DOAPsession case
includes measurement of respiratory rate, level
ofrespiratory distress, effort tolerance, breath
sounds, added sounds,identification of signs of
consolidation pleural effusion and
pneumothorax
CT2.10 Generate a differential diagnosis and prioritise Bedside clinic, OSCE Long case/short
based on clinicalfeatures that suggest a specific DOAPsession case
aetiology
CT2.11 Describe, discuss and interpret pulmonary Bedside clinic, OSCE Long case/short
function tests DOAPsession case
CT2.12 Perform and interpret peak expiratory flow rate Bedside clinic, OSCE Long case/short
DOAPsession case
CT2.13 Describe the appropriate diagnostic work up Bedside clinic, OSCE Long case/short
based on thepresumed aetiology DOAPsession case
CT2.14 Enumerate the indications for and interpret the Bedside clinic, OSCE Long case/short
results of : pulseoximetry, ABG, Chest DOAPsession case
Radiograph
CT2.15 Generate a differential diagnosis and prioritise Bedside clinic, OSCE Long case/short
based on clinicalfeatures that suggest a specific DOAPsession case
aetiology
CT2.18 Develop a therapeutic plan including use of Bedside clinic, OSCE Long case/short
bronchodilators andinhaled corticosteroids DOAPsession case
CT2.19 Develop a management plan for acute Bedside clinic, OSCE Long case/short
exacerbations includingbronchodilators, DOAPsession case
systemic steroids, antimicrobial therapy
Integration topics

PY6.8 Demonstrate the correct techinque to perform & Bedside clinic, OSCE Long case/short
interpret Spirometry DOAPsession case
PE34.5 Able to elicit, document and present history of Bedside clinic, OSCE Long case/short
contact withtuberculosis in every patient DOAPsession case
encounter
PE34.6 Identify a BCG scar Bedside clinic, OSCE Long case/short
DOAPsession case
PE34.7 Interpret a Mantoux test Bedside clinic, OSCE Long case/short
DOAPsession case
PE34.8 Interpret a Chest Radiograph Bedside clinic, OSCE Long case/short
DOAPsession case
PE34.9 Interpret blood tests in the context of laboratory Bedside clinic, OSCE Long case/short
evidence fortuberculosis DOAPsession case
PE34.1 Perform AFB staining DOAP Logbook
 1

Respiratory medicine – Communication competencies

CT1.18 Educate health care workers on National Bedside clinic, OSCE Long case/short
Program of Tuberculosisand administering DOAPsession case
and monitoring the DOTS program
CT1.19 Communicate with patients and family in an Bedside clinic, OSCE Long case/short
empathetic mannerabout the diagnosis, DOAPsession case
therapy
CT2.21 Describe discuss and counsel patients Bedside clinic, OSCE Long case/short
appropriately on smokingcessation DOAPsession case
CT2.22 Demonstrate and counsel patient on the Bedside clinic, OSCE Long case/short
correct use of inhalers DOAPsession /logbook case
CT2.23 Communicate diagnosis treatment plan and Bedside clinic, OSCE Long case/short
subsequent follow upplan to patients DOAPsession case
CT2.24 Recognise the impact of OAD on patient’s Bedside clinic, OSCE Long case/short
quality of life, well being,work and family DOAPsession case
CT2.27 Demonstrate an understanding of patient’s Bedside clinic, OSCE Long case/short
inability to change working, living and DOAPsession case
environmental factors that influence
progressionof airway disease
CT2.28 Demonstrate an understanding for the Bedside clinic, OSCE Long case/short
difficulties faced by patientsduring smoking DOAPsession case
cessation
PE28.20 Counsel the child with asthma on the correct Bedside clinic, OSCE/ Long case/short
use of inhalers in asimulated environment DOAPsession logbook case

List of certifiable competencies

 CT2.12 Perform and interpret peak expiratory Bedside clinic, Logbook
flow rate DOAPsession

PE34.11 Perform AFB staining DOAP Logbook

Acknowledgements
This curriculum and logbook was developed by Dr Smitha Bhat, Professor of Internal Medicine, Fr Muller's Medical College with
Inputs from faculty from St John's Medical College, including Dr Soumya Umesh, Associate Professor, Dr Savitha Sebastian,
Assistant Professor, Dr Mary George, Assistant Professor, Dr Thenmozhi Nagarajan, Assistant Professor and Dr John Paul, Senior
Resident.
The respiratory medicine components of curriculum and logbook has been developed with Inputs from Dr Uma Devaraj
 Rajiv Gandhi University of Health Sciences
Bengaluru, Karnataka

General Medicine Allied Subjects Curriculum

Including Psychiatry and Dermatology
as per
Competency-Based Medical Education Curriculum

Rajiv Gandhi University of Health Sciences

Bengaluru, Karnataka
 Psychiatry Curriculum
as per
Competency-Based Medical Education Curriculum

RGUHS Psychiatry Curriculum as per the new Competency Based Medical Education

Preamble
The NMC envisages that the Indian Medical Graduate, should function as the Physician of first contact in the community, to provide holistic health care to the
evolving needs of the nation and the world. To fulfil this the IMG should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a
professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become the new standard of medical education internationally. This
new curriculum is being implemented across the country and the first batch has been enrolled since the academic year 2019. The regulatory and accrediting body
NMC had started the process by training faculty across the country in the key principles of CBME and developing key competencies for each speciality with the input
from expert groups under each speciality.
Mental health is essential to overall health and the well-being of individuals and societies. Mental health affects the individual's ability to function, to be productive,
to establish and maintain positive relationships, and to experience a state of well-being. This is the reason we say, “There is no health without mental health.” Mental
disorders, a highly prevalent group of non-communicable diseases, affect the lives of 1 out of 5 persons. Factors related to mental illness can interfere with the
treatment of other illnesses and frequently co-occur with CVS, diabetes, cancer, and other non-communicable diseases, and communicable diseases like HIV and TB.
Therefore, training undergraduate medical students in mental health is vital. Knowledge of Psychiatry, Mental health, and Behavioral Sciences equips the students to
deal with various difficult and complex situations during medical practice. Additionally, it will help them to develop proper communication skills and to empathize
with their patients and their suffering. Moreover, since psychiatric problems are common among patients seen in general practice (about 25%) and specialty clinics
(about 15%), adequate training in Psychiatry during UG course makes the student a better doctor.
The Psychiatry undergraduate curriculum provides the IMG the requisite knowledge, essential skills and appropriate attitudes to be able to diagnose and treat
common psychiatric disorders and also to be able to recognize serious conditions and refer appropriately.
The NMC, in the Graduate medical regulations 2019, has provided the list of competencies in Psychiatry, required for an IMG and these have been included in this
Psychiatry curriculum document. The Specific learning objectives (SLO’s) to achieve each competency has been listed along with the suggested Teaching-Learning
methods and preferred assessment methods. The topics have been segregated under three heads: Lecture topic, integrated topics and clinical posting topics. A
suggested scheme for teaching Clinical skills topics as posting one and posting two has been made.

Competency Based Medical Education

Suggested Lecture schedule plan (IIIrd MBBS, Part 1)

No Topic Competencies Time T/L method Assessment

1 Doctor patient relationship • Components of communication 1 Lecture/ Viva/written/MCQs

• breaking bad news hour Small
• importance of confidentiality
Group
PS1.2
2 Mental health • Stress, components and cause 1 Lecture/ Viva/written/MCQs
• time-management, study skills, balanced diet, sleep hour Small
wake cycle
Group
PS2.1, PS2.2

3 Mental health • Components of memory, learning and emotions 1 Lecture/small Written/Viva/MCQs

• Principles of personality development and hour groups
motivation
• Define and distinguish between normality and
abnormality

PS2.3, PS2.4, PS2.5

4 Introduction to psychiatry • Growth, history, development of psychiatry as 1 Lecture/ Viva/written/MCQs

specialty hour
Small
• Brain and behaviour
Group
PS3.1
5 Introduction to psychiatry • Signs and symptoms of common mental disorders 1 Lecture/ Viva/written/MCQs
• Biological, psychological and social factors and their hour Small
interactions in causation of mental disorders
• Distinguish psychotic and non-psychotic disorders Group

PS3.2, PS3.6, PS3.12

6 Introduction to psychiatry • Pharmacological basis and side-effects of drugs 1 Lecture/ Viva/written/MCQs
used in psychiatric disorders hour Small
PS3.10 Group

7 Substance Use disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS4.1, PS4.4, PS4.6, PS4.7

8 Psychotic disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS5.1, PS5.3, PS5.5, PS5.6

9 Depression • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
 • Conditions for specialist referral

PS6.1, PS6.4, PS6.6, PS6.7

10 Bipolar disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS7.1, PS7.4, PS7.6, PS7.7

11 Assessment 1
hour

12 Anxiety disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS8.1, PS8.4, PS8.6, PS8.7

13 OCD • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
• Treatment hour Small
• Pharmacological basis and side-1-hour effects of
Group
drugs
• Conditions for specialist referral

PS8.1, PS8.4, PS8.6, PS8.7

14 Stress related disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
• Treatment hour Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS9.1, PS9.4, PS9.6, PS9.7

15 Personality disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS11.1, PS11.4, PS11.6, PS11.7

16 Psychosexual and Gender • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

Identity disorders hour
• Treatment Small
(Psychosexual disorders) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS13.1, PS13.4, PS13.6, PS13.7

17 Psychosexual and Gender • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
Identity disorders hour
• Treatment Small
(Gender Identity disorders) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS13.1, PS13.4, PS13.6, PS13.7

18 Emotional & Behavioral • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
problems in Child and hour
• Treatment Small
Adolescence
(ADHD, ODD, CD) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS14.1, PS14.3, PS14.5, PS14.6

19 Other specific childhood • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

psychiatric disorders • Treatment hour
Small
(enuresis) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS14.1, PS14.3, PS14.5, PS14.6

20 Psychiatric disorders in elderly • Common psychiatric disorders including dementia, 1 Lecture/ Viva/written/MCQs
depression & psychosis hour Small
• Magnitude & aetiology
Group
• Therapy in elderly
• Conditions for specialist referral

PS16.1, PS16.2, PS16.3, PS16.5

21 Psychiatric emergencies • Describe recognition of psychiatric emergencies 1 Lecture/ Viva/written/MCQs

like suicide, deliberate self-harm and aggressive hour Small
PS17.1, PS17.2, PS17.3 Group
22 Therapeutics • Describe principles of psychosocial interventions in 1 Lecture/ Viva/written/MCQs
psychiatric illness including psychotherapy, hour Small
rehabilitation and behavioural therapy
Group
PS18.3

23 Assessment • Second assessment 1 Lecture/ Viva/written/MCQs

hour
Small

Group

24 Review and Feedback

 Competency Based Medical Education Suggested
Integrated Lecture/Tutorials schedule plan

No Topic Competencies Posting & Time T/L method Assessment

Integration

1 Introduction to psychiatry • Enumerate, describe common 3rd year 1 hour Lecture/ Viva/written/MCQs
psychiatric disorders, magnitude,
General Small
aetiology and clinical features in
patients with organic psychiatric Medicine Group
disorders
• Essential investigations in patients
with organic psychiatric disorders

PS3.7, PS3.8
2 Alcohol and substance use • Magnitude and aetiology of alcohol 3rd year 1 hour Lecture/ Viva/written/MCQs
disorders use disorders
Small
• Treatment of alcohol use disorders General
including pharmacotherapy and Medicine Group
psychotherapy
• Pharmacological basis and side-
effects of drugs in alcohol use
disorders
• Appropriate conditions for specialist
referrals in alcohol use disorders

PS4.1, PS4.4, PS4.6, PS4.7

3 Psychosomatic disorders • Magnitude and aetiology of 3rd year 1 hour Lecture/ Viva/written/MCQs
psychosomatic disorders Small
General
• Treatment of psychosomatic Medicine
disorders Group

• Pharmacological basis of treatment

and side-effects of psychosomatic
disorders
• Appropriate conditions for specialist
referral

PS12.1, PS12.4, PS12.6, PS12.7

4 Psychosomatic disorders • Magnitude and aetiology of 3rd year 1 hour Lecture/ Viva/written/MCQs
psychosomatic disorders Dermatology Small
• Treatment of psychosomatic
Group
disorders
• Pharmacological basis of treatment
and side-effects of psychosomatic
disorders
• Appropriate conditions for specialist
referral

PS12.1, PS12.4, PS12.6, PS12.7

5 Mental retardation, scholastic • Magnitude & aetiology 3rd year 1 hour Lecture/ Viva/written/MCQs
backwardness,
• Intelligence quotient and Pediatrics Small
neurodevelopmental disorders,
assessment
autism
Group
 • Psychosocial treatments and
interventions

PS15.1, PS15.3, PS15.4

6 Miscellaneous • Relevance and role of community 3rd year 1 hour Lecture/ Viva/written/MCQs
psychiatry Small
Community
• Objectives, strategies and contentsof psychiatry Group
National Mental Health Program
• Enumerate and describe salient
features of MHCA 2017
• Describe the concept principles of
preventive mental health promotion
(positive mental health); and
community education
• Enumerate and describe the
identifying features and the
principles of participatory
management of mental illness
occurring during and after disasters

PS19.1, PS19.2, PS19.4, PS19.5, PS19.6

7 Miscellaneous • Describe and discuss basic legal and 3rd year 1 hour Lecture/ Viva/written/MCQs
ethical issues in psychiatry Forensic Small
PS19.3, PS19.4 Group
8 Risk assessment for suicide • Enumerate and describe recognition 3rd year 1 hour Lecture/ Viva/written/MCQs
of suicide risk in individuals
Small
PS17.1
Group

9 ECT and other modalities like • Indications of modified ECT 3rd year 1 hour Lecture/ Viva/written/MCQs
RTMS
• Indications of other modalities Small

PS 18.2 Group

10 Psychological assessments 3rd year 1 hour Lecture/ Viva/written/MCQs

Small

Group

PSYCHIATRY CLINICAL
POSTINGS

POSTING 1- II MBBS
No Topic Competencies SLOs Domai T/L method Assessm
n ent
/Level
1 Doctor Developing Define and describe the meaning of terms rapport and empathy. K/K Small group discussion MCQ
patient rapport & Demonstrate comfort with communicating with patient, use H Small group discussion, MCQ,
modes of communication enabling patient to feel safe and guided observation of OSCE
relationsh empathy (PS1.1, S/S
ip PS3.4) comfortable to participate in a dialogue. H consultants, role- plays,
demonstrations MC
Enumerate the ethical principles of confidentiality including Small group discussion
Importance of safeguarding of information, and consent to disclose K/K Q
Small group discussion
 confidentiality (PS1.4) information.
Enumerate conditions under which confidentiality can be H MC
breached.
K/K Q
H
2 Breaking Breaking bad news Demonstrate breaking bad news to a patient or their family. S/SH Small group discussion, MCQ/
bad news (PS1.3) guided observation of OSCE
consultants, role-
plays, demonstrations
3 Introducti Eliciting, Interview a patient to elicit onset, course, duration and progress S/SH Small group discussion, MCQ,
on to presenting & of illness with respect to present illness, past history, medical guided observation of OSCE
psychiatry documenting history, family history, personal history and consultants, role-
psychiatric premorbid history relevant to present illness. plays, demonstrations
history (PS3.3)
4 Introducti Performing mini Examine a patient to elicit consciousness, orientation, attention S/SH Small group discussion, MCQ,
on to mental state and registration, recent and remote memory, affect and mood, guided observation of OSCE
psychiatry examination (PS3.5) speech, form and content of thought, consultants, role-
perception, insight into mental illness. plays, demonstrations
5 Alcohol Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
use document clinical regards to presenting complaints, onset of harmful use, onset of guided observation of OSCE,
disorde features of alcohol dependence, history of withdrawal symptoms, history of consultants, role- plays, Portfoli
rs use disorders (PS4.2) seizures, history of delirium tremens and history of other demonstrations, o
medical complications; past history, family history, medical portfolio assessm
history, personal history and ent
premorbid history in individuals with alcohol use disorders.
6 Substance Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
use document clinical regards to onset of harmful use, onset of dependence, history of guided observation of OSCE,
disorders- features of substance any withdrawal symptoms; past history, family history, medical consultants, role- plays, Portfoli
tobacco use disorders- history, personal history and premorbid history in individuals demonstration, portfolio o
tobacco with assessm
(PS4.2) tobacco use disorders. ent
7 Depression Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
document clinical regards to onset, duration, progress and course of illness and guided observation of OSCE,
features in patients clinical features; past history, medical history, family history, consultants, role- plays, Portfolio
with depression personal history and premorbid history in a patient with S/SH demonstrations, assessme
(PS6.2) depression. portfolio Small group nt MCQ,
 Perform a mental status examination to assess thought, discussion, guided OSCE,
perception and affect in a patient with depression. observation of Portfolio
consultants, role- assessme
nt
plays, demonstrations,
portfolio
8 Anxiety Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
disorders document clinical regards to onset, duration, progress and course of illness and guided observation of OSCE,
(excluding features in patients clinical features; past history, medical history, family history, consultants, role- Portfoli
OCD) with anxiety (PS8.2) personal history and premorbid history in a patient with anxiety S/SH plays, demonstrations, o
disorders. portfolio Small group assessm
discussion, guided ent
 Perform a mental status examination to assess thought, observation of MCQ,
perception and affect in a patient with anxiety disorders. consultants, role- plays, OSCE,
Portfolio
demonstrations, assessme
portfolio nt
9 Bipolar Describe, elicit & Interview a patient to elicit history of present illness with S/S Small group discussion, MCQ,
and document clinical regards to onset, duration, progress and course of illness and guided observation of OSCE,
Psychot features in patients clinical features; past history, medical history, family history, consultants, role- plays, Portfolio
ic with bipolar disorders personal history and premorbid history in a patient with bipolar H demonstrations, assessme
disorde (PS7.2) Describe, elicit disorder/ schizophrenia. portfolio Small group nt MCQ,
rs & document clinical Perform a mental status examination to assess thought, discussion, guided OSCE,
features in patients perception and affect in a patient with bipolar disorder/ S/S observation of Portfoli
with psychotic schizophrenia. consultants, role- plays, o
disorders demonstrations, assessm
(PS5.2) H portfolio ent

10 End-of-postings MCQ,
assessment OSCE
with feedback

DAILY WORKFLOW:
• 9.45am-10.30am: Classroom teaching- suggested TL methods are small group discussion, role-plays guided by scripts and
observer checklists, clinical demonstrations and use of AV teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical guides- suggested TL methods are guided observation of
consultants and clinical demonstrations with patients in the OPD or on ward rounds, and formative assessment
based on the student’s portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)
CRITERIA FOR POSTING COMPLETION:
• Each student will be required to complete two case records in their logbook.
• 50% marks in the end-of posting assessment.
 TOPIC COMPETENCIES SPECIFIC LEARNING OBJECTIVE T/L METHODS ASSESSME
NT
1 Recap of Eliciting, presenting & documenting Document and present a history in patients with S/SH Small group discussion, CBD,
psychiatr psychiatric history and examination mental disorder including current illness, past guided observation of Portfolio
ic history (PS3.3, PS6.2, PS7.2, PS5.2, PS8.2) history, medical history, family history, personal consultants, role-plays, assessmen
and history and premorbid history. Perform a demonstrations t
examinat mental status examination to assess general
ion appearance, psychomotor activity, speech, affect,
thought and perception
2 Organic Eliciting delirium using the criteria and Interview a patient to elicit history of present K/KH Role play, guided MCQ, OSCE
Psychiatr describe the higher mental functions. illness with regards to onset, duration, progress observation, demonstration
y PS3.5 and course of illness and clinical features; past
history, medical history, family history, personal
history in a patient with delirium. Perform a
mental status examination to assess higher
mental functions in a patient with delirium
3 Family Describe the steps of family education Interview patients’ family and enumerate and S/SH Guided observation of
educatio in a simulated environment in a patient demonstrate the steps of communicating the consultants, role-plays, OSCE,
n with substance use disorder, diagnosis and need for treatment for a specific demonstrations, simulations, DOPS
Part 1 Depression, Anxiety disorders (PS4.5, diagnosis and referral to specialists Audio-visual aid
PS6.5, PS8.5)
OSCE,
Family Interview patients’ family and enumerate and S/SH Guided observation of DOPS
educatio Describe steps of family education in a demonstrate the steps of communicating the consultants, role-plays,
n part 2 simulated environment in a patient diagnosis and need for treatment for a specific demonstrations, simulations,
with severe mental illness and elderly diagnosis and referral to specialists Audio-visual aid
with psychiatric illnesses (PS5.4, PS7.5,
PS16.5)

4 Stress Describe, elicit & document clinical Interview a patient to elicit history of present K/KH Guided observation of MCQ,
related/ features of stress related/dissociative illness with regards to onset, duration, progress consultants, role-plays, OSCE,
Dissociati disorders. Enumerate, describe and and course of illness and clinical features; past demonstrations, simulations DOPS
ve interpret their laboratory history, medical history, family history, personal
disorders investigations history and premorbid history in a patient with
PS9.2, PS9.3 stress related disorders. Perform a mental status
examination to assess thought, perception and
affect in a patient with stress
related/dissociative disorder
5 Interview a patient to elicit history of present
 illness with regards to onset, duration, progress MCQ,
Somatofo Describe, elicit & document clinical and course of illness and clinical features; past K/KH Guided observation of OSCE,
rm features of somatoform disorders. history, medical history, family history, personal consultants, role-plays, DOPS
disorder Enumeration, describe and interpret history and premorbid history in a patient with demonstrations, simulations
laboratory investigations somatoform disorders. Perform a mental status
PS10.2, PS10.3 examination to assess thought, perception and
affect in a patient with somatoform disorder
6 Personali Describe, elicit & document clinical Interview a patient to elicit history of present K/KH Guided observation of MCQ
ty features of personality disorders and illness with regards to onset, duration, progress consultants, role-plays,
disorder gender related issues. Enumeration, and course of illness and clinical features; past demonstrations, simulations
and describe and interpret laboratory history, medical history, family history, personal
gender investigations in such patients PS11.2, history and premorbid history in a patient with
related PS11.3, P13.2, P13.3 personality disorders and gender related issues.
issues Perform a mental status examination to assess
general appearance, speech, thought, perception
and affect in a patient with personality disorder
and gender identity issues.
7
Psychoso Describe, elicit & document clinical Interview a patient to elicit history of present K/KH Guided observation of MCQ,
matic features in patients with psychosomatic illness with regards to onset, duration, progress consultants, role-plays, OSCE,DOP
disorder disorders. Discuss the psychological and course of illness and clinical features; past demonstrations, simulations S, CBD
factors associated with worsening of history, medical history, family history, personal
underlying medical conditions. history and premorbid history in a patient with
Enumeration, describe and interpret psychosomatic disorder. Perform a mental status
laboratory investigations in such examination to assess thought, perception and
patients PS12.2, PS12.3 affect in a patient with Psychosomatic disorder
8 Child and Describe, elicit & document clinical Interview a child/adolescent patient to elicit K/KH Guided observation of MCQ,
adolesce features in patients with child and history of present illness with regards to onset, consultants, role-plays, OSCE, CBD
nt adolescent psychiatric disorders. duration, progress and course of illness, family demonstrations, simulations
Psychiatr Enumeration, describe and interpret history, family structure, birth and
ic laboratory investigations in such developmental history, school history,
disorders patients PS14.2 temperament. Perform a head-to-toe physical
examination including systemic examination.
Perform interview with the child to assess
general appearance, psychomotor activity, affect
and thought.
9 Mental Describe, elicit & document clinical Interview a child/adolescent patient to elicit K/KH Guided observation of MCQ, CBD,
retardati history in child with mental history of present illness with regards to onset, consultants, role-plays, OSCE
on retardation. Perform adequate physical duration, progress and course of illness, family demonstrations, simulations
examination in such children. Choose history, family structure, birth and
appropriate investigations in child with developmental history, school history,
mental retardation PS15.4 temperament. Perform a head-to-toe physical
examination including systemic examination.
Perform interview with the child to assess
general appearance, psychomotor activity,
thought and intelligence including adaptive
functioning.
10 Lab Enumeration, describe and interpret Enumerate and describe at least two indications K/KH Small group discussion MCQ
investiga laboratory investigations in such of laboratory tests used in alcohol use disorders
tion in patients and other substance use disorders, depression
alcohol (PS4. 3, PS6.3, PS7.3,PS8.2, PS8.3) and bipolar disorder, anxiety disorder
use
disorders
, other
substanc
e use
disorders
,
depressio
n, bipolar
disorder,
anxiety
disorder
11 Depressi Suicide risk assessment Interview a patient and enumerate risk factors S/SH Demonstration, small MCQ,
on and PS6.3, PS7.3 for suicide in the patient. Elicit components of group discussion Portfolio
bipolar intentionality and lethality assessmen
disorder t,
OSCE,DOP
S

Assessment and feedback

DAILY WORKFLOW:
• 9.45am-10.30am: Classroom teaching- suggested TL methods are small group discussion, role-plays guided by scripts and
observer checklists, clinical demonstrations and use of AV teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical guides- suggested TL methods are guided observation of
consultants and clinical demonstrations with patients in the OPD or on ward rounds, and formative assessment
based on the student’s portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
 • 1 OSCE skills station (20 marks)

CRITERIA FOR POSTING COMPLETION:

• Each student will be required to complete two cases in their logbook.
• 50% marks in the end-of posting assessment.

Acknowledgements

1) This curriculum was adapted from the draft document prepared by the Indian Psychiatry Society UG education subcommittee 2021-2022:
Chairperson: Dr Ravi Gupta,
Co-chairperson: Dr Vinay H R, Convenor: Dr Priya Sreedaran, Advisor: Dr Anil Nischal and EC Co-ordinator: Dr Adarsh Tripathi
2) Dr Luke Salazar and Dr Bhuvaneshwari Sethuraman, from Department of Psychiatry, St John’s Medical College, Bangalore
RAJIV GANDHI UNIVERSITY OF

HEALTH SCIENCES

BANGALORE, KARNATAKA
 Psychiatry Logboook
For Undergraduates

As Per
Competency-Based Medical Education Curriculum
BASIC PROFORMA OF THE STUDENT

Photo
PARTICULARS OF THE STUDENT:

Name of the student :

MBBS Batch :

Father’s name :

Mother’s name :

Roll No :

RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature of the student:....................................

 PREFACE

This booklet has been adopted from the guidelines of the Indian Psychiatry Society UG education subcommittee 2021-2022 and complies with the
“Guidelines for preparing Logbook for Undergraduate Medical Education Program- 2019” as per CBME (Competency Based Medical Education)
Guidelines- 2019. It is for use by faculty members, institutions, and Universities to track and record the progress of an undergraduate student through the
specified 18 competencies in Dermatology. The model logbook can be used as a guideline by Medical Colleges and Universities, and can be adapted /
modified as per requirement.
This model logbook is with an aim to create a standard protocol for documenting the achievement of competencies allotted to Psychiatry as per the
Competency Based UG Curriculum (2018) and the Regulations on Graduate Medical Education, 2019, Part II.
The Competency based curriculum places emphasis on acquisition of defined knowledge, skills, attitudes and values by the learner so as
to be a capable physician of first contact in community. This logbook aims to document the acquisition of these milestones during the learner’s stay in
the Department of Psychiatry. This logbook would be a verifiable record of the learner’s progression step-by-step. It has to be maintained as an essential
document and filled in a timely manner, to enable progression to the next stage of learning.
Completion of specified activities, and submission of certified logbook is necessary for clearing Formative Assessment in Psychiatry. Successful
documentation and submission of the logbook should be a prerequisite for being allowed to take the final summative examination.

INDEX
Contents Page Number
1. BONAFIDE CERTIFICATE
2. GENERAL INFORMATION

3. PHASE II
• Competencies that are Required to be achieved during clinical
posting
• Clinical Case Presentation Record during 1st posting
• Case records with reflections during 1st posting
4. PHASE III PART 1
• Clinical Case Presentation Record during 2nd posting
• Case records with reflections during 2nd posting

5. SCIENTIFIC PROJECT LIKE ICMR/PRESENTATIONS/ OUTREACH

ACTIVITIES

6. ACHIVEMENETS

7. EXTRACURRICULAR ACTIVITIES

8. ASSESSMENT RECORD

9. ATTENDANCE EXTRACT

10. FINAL SUMMARY

(Name of College )

Department of Psychiatry
 BONAFIDE CERTIFICATE

This is to certify that the candidate …………………………………………… Reg No……………...... has satisfactorily completed all requirements mentioned

in this Logbook for undergradutes in Psychiatry including related AETCOM modules as per the Competency-Based Undergraduate Medical Education

Curriculum, Graduate Medical Regulation 2019.

He/ She is eligible to appear for the University assessment.

Faculty Incharge: Head of Department:

Name: Name:

Signature: Signature:

Place: Place:

Date: Date:
 2. GENERAL INSTRUCTIONS
1. This logbook is a record of academic and other activities of the student during his/ her designated
clinical posting in the Department of DVL.
2. Entries in the logbook reflect the activities undertaken by the student during the posting and are
certified by the faculty.
3. The student is responsible for maintaining his/her logbook regularly.
4. The student is responsible for getting the logbook entries verified by concerned faculty regularly.
They will not be signed/ verified/ certified after 15 days have elapsed after the end of posting.
5. The logbook should be verified by the Head of Department before forwarding the application of the
student for the University Examination. This is mandatory requirement for appearing for University
Examinations
6. The reflections should demonstrate the learning of the student that has taken place during the
period of clinical posting. Please do not simply repeat the activities performed. A note on the learning
experience, what was learnt and how it is going to be useful in the future, is expected. Reflections will
be a useful document and assess learning for many competencies where formal assessment is not
being done. Student needs to write academically useful reflections as per the prescribed format and
within the time frame of the posting. These will be assessed by the teachers.

A. COMPETENCIES to be acquired during clinical postings 1, Phase 2

No Topic Competencies SLOs
1 Doctor Developing Define and describe the meaning of terms rapport and
patient rapport & empathy.
relationship empathy (PS1.1, Demonstrate comfort with communicating with
PS3.4) patient, use modes of communication enabling patient
to feel safe and comfortable to participate in a
dialogue.
Importance of
confidentiality (PS1.4) Enumerate the ethical principles of confidentiality
including safeguarding of information, and consent to
disclose information.
Enumerate conditions under which confidentiality can
be breached.
2 Breaking Breaking bad news Demonstrate breaking bad news to a patient or their
bad news (PS1.3) family.
3 Introduction Eliciting, Interview a patient to elicit onset, course, duration
to presenting & and progress of illness with respect to present illness,
psychiatry documenting past history, medical history, family history,
psychiatric personal history and
history (PS3.3) premorbid history relevant to present illness.
4 Introduction Performing mini Examine a patient to elicit consciousness, orientation,
to mental state attention and registration, recent and remote memory,
psychiatry examination (PS3.5) affect and mood, speech, form and content of thought,
perception, insight into mental illness.
5 Alcohol Describe, elicit & Interview a patient to elicit history of present illness
use document clinical with regards to presenting complaints, onset of
disorders features of alcohol harmful use, onset of dependence, history of
use disorders (PS4.2) withdrawal symptoms, history of seizures, history of
delirium tremens and history of other medical
complications; past history, family history, medical
history, personal history and
premorbid history in individuals with alcohol use
disorders.
6 Substance Describe, elicit & Interview a patient to elicit history of present illness
use document clinical with regards to onset of harmful use, onset of
disorders- features of substance dependence, history of any withdrawal symptoms;
tobacco use disorders- tobacco past history, family history, medical history,
(PS4.2) personal history and premorbid history in
individuals with
tobacco use disorders.
7 Depression Describe, elicit & Interview a patient to elicit history of present illness
document clinical with regards to onset, duration, progress and course
features in patients of illness and clinical features; past history, medical
with depression history, family history, personal history and
(PS6.2) premorbid history in a patient with depression.
Perform a mental status examination to assess
thought, perception and affect in a patient with
depression.
8 Anxiety Describe, elicit & Interview a patient to elicit history of present illness
disorders document clinical with regards to onset, duration, progress and course
(excluding features in patients of illness and clinical features; past history, medical
OCD) with anxiety (PS8.2) history, family history, personal history and
 premorbid history in a patient with anxiety disorders.

Perform a mental status examination to assess

thought, perception and affect in a patient with
anxiety disorders.
9 Bipolar and Describe, elicit & Interview a patient to elicit history of present illness
Psychotic document clinical with regards to onset, duration, progress and course
disorders features in patients of illness and clinical features; past history, medical
with bipolar disorders history, family history, personal history and
(PS7.2) Describe, elicit premorbid history in a patient with bipolar disorder/
& document clinical schizophrenia.
features in patients Perform a mental status examination to assess
with psychotic thought, perception and affect in a patient with bipolar
disorders disorder/ schizophrenia.
(PS5.2)
10 End-of-postings
assessment
with feedback

DAILY WORKFLOW (Suggested):

• 9.45am-10.30am: Classroom teaching- suggested TL methods are small
group discussion, role-plays guided by scripts and observer checklists,
clinical demonstrations and use of AV teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical guides-
suggested TL methods are guided observation of consultants and
clinicaldemonstrations with patients in the OPD or on ward
rounds, and formative assessment based on the student’s
portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)

CRITERIA FOR POSTING COMPLETION:

• Each student will be required to complete two case records in their logbook.
• 50% marks in the end-of posting assessment.
1st Posting
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting
 Serial Date Patient Diagnosis Case Facilitator’s
No. Name & ID Presented/ Signature
Attended
Write P/A

1st Posting Phase II

REFLECTIONS: CLINICAL CASE PRESENTATION
U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA (Alcohol/Tobacco)
Student name: Roll no.: Session date:
Session objectives: (SLOs) Interview a patient to elicit history of present illness with regards to presenting
complaints, onset of harmful use, onset of dependence, history of withdrawal symptoms, history of seizures,
history of delirium tremens and history of other medical complications; past history, family history, medical
history, personal history and premorbid history in individuals with alcohol use disorders.
OR Interview a patient to elicit history of present illness with regards to onset of harmful use, onset of
dependence, history of any withdrawal symptoms; past history, family history, medical history, personal
history and premorbid history in individuals with tobacco use disorders.

Patient initials: Age: Sex:

History:
Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What did not go well?
How did you feel?)

Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature: Date:

U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA

(Depression/Anxiety)
Student name: Roll no.: Session date:
Session objectives: (SLOs) 1. Interview a patient to elicit history of present illness with regards to onset,
duration, progress and course of illness and clinical features; past history, medical history, family history,
personal history and premorbid history in a patient with depression/ anxiety.
2. Perform a mental status examination to assess thought, perception and affect in a patient with
depression/ anxiety.

P Patient initials :
Age: Sex:
Hist
ory:
Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What did not
go well? How did you feel?)

Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature:
Date:
 Phase II
End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE/ Short case
3. Bedside assessment
4. MCQs

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 Phase III Part 1
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting. Competencies to be addressed is given next)

Serial No. Date Patient Diagnosis Case Facilitator’s

Name & ID Presented/ Signature
Attended
Write P/A
 TOPIC COMPETENCIES SPECIFIC LEARNING OBJECTIVE

1 Recap of psychiatric Eliciting, presenting & Document and present a history in

history and documenting psychiatric patients with mental disorder including
examination history and examination current illness, past history, medical
(PS3.3, PS6.2, PS7.2, PS5.2, history, family history, personal history
PS8.2) and premorbid history. Perform a
mental status examination to assess
general appearance, psychomotor
activity, speech, affect, thought and
perception
2 Organic Psychiatry Eliciting delirium using the Interview a patient to elicit history of
criteria and describe the present illness with regards to onset,
higher mental functions. duration, progress and course of illness
PS3.5 and clinical features; past history,
medical history, family history, personal
history in a patient with delirium.
Perform a mental status examination to
assess higher mental functions in a
patient with delirium
3 Family education Describe the steps of family Interview patients’ family and
Part 1 education in a simulated enumerate and demonstrate the steps of
environment in a patient communicating the diagnosis and need
with substance use for treatment for a specific diagnosis
Family education disorder, Depression, and referral to specialists
part 2 Anxiety disorders (PS4.5,
PS6.5, PS8.5)
Interview patients’ family and
enumerate and demonstrate the steps of
Describe steps of family communicating the diagnosis and need
education in a simulated for treatment for a specific diagnosis
environment in a patient and referral to specialists
with severe mental illness
and elderly with psychiatric
illnesses (PS5.4, PS7.5,
PS16.5)

4 Stress Describe, elicit & document Interview a patient to elicit history of

related/Dissociative clinical features of stress present illness with regards to onset,
disorders related/dissociative duration, progress and course of illness
disorders. Enumerate, and clinical features; past history,
describe and interpret their medical history, family history, personal
laboratory investigations history and premorbid history in a
PS9.2, PS9.3 patient with stress related disorders.
Perform a mental status examination to
assess thought, perception and affect in
a patient with stress
related/dissociative disorder
5 Interview a patient to elicit history of
present illness with regards to onset,
Somatoform Describe, elicit & document duration, progress and course of illness
disorder clinical features of and clinical features; past history,
somatoform disorders. medical history, family history, personal
Enumeration, describe and history and premorbid history in a
interpret laboratory patient with somatoform disorders.
investigations Perform a mental status examination to
 PS10.2, PS10.3 assess thought, perception and affect in
a patient with somatoform disorder
6 Personality Describe, elicit & document Interview a patient to elicit history of
disorder and clinical features of present illness with regards to onset,
gender related personality disorders and duration, progress and course of illness
issues gender related issues. and clinical features; past history,
Enumeration, describe and medical history, family history, personal
interpret laboratory history and premorbid history in a
investigations in such patient with personality disorders and
patients PS11.2, PS11.3, gender related issues. Perform a mental
P13.2, P13.3 status examination to assess general
appearance, speech, thought, perception
and affect in a patient with personality
disorder and gender identity issues.

7 Psychosomatic Describe, elicit & document Interview a patient to elicit history of

disorder clinical features in patients present illness with regards to onset,
with psychosomatic duration, progress and course of illness
disorders. Discuss the and clinical features; past history,
psychological factors medical history, family history, personal
associated with worsening history and premorbid history in a
of underlying medical patient with psychosomatic disorder.
conditions. Enumeration, Perform a mental status examination to
describe and interpret assess thought, perception and affect in
laboratory investigations in a patient with Psychosomatic disorder
such patients PS12.2,
PS12.3
8 Child and Describe, elicit & document Interview a child/adolescent patient to
adolescent clinical features in patients elicit history of present illness with
Psychiatric with child and adolescent regards to onset, duration, progress and
disorders psychiatric disorders. course of illness, family history, family
Enumeration, describe and structure, birth and developmental
interpret laboratory history, school history, temperament.
investigations in such Perform a head-to-toe physical
patients PS14.2 examination including systemic
examination. Perform interview with the
child to assess general appearance,
psychomotor activity, affect and
thought.
9 Mental retardation Describe, elicit & document Interview a child/adolescent patient to
clinical history in child with elicit history of present illness with
mental retardation. Perform regards to onset, duration, progress and
adequate physical course of illness, family history, family
examination in such structure, birth and developmental
children. Choose history, school history, temperament.
appropriate investigations Perform a head-to-toe physical
in child with mental examination including systemic
retardation PS15.4 examination. Perform interview with the
child to assess general appearance,
psychomotor activity, thought and
intelligence including adaptive
functioning.
10 Lab investigation in Enumeration, describe and Enumerate and describe at least two
alcohol use interpret laboratory indications of laboratory tests used in
 disorders, other investigations in such alcohol use disorders and other
substance use patients substance use disorders, depression and
disorders, (PS4. 3, PS6.3, PS7.3,PS8.2, bipolar disorder, anxiety disorder
depression, bipolar PS8.3)
disorder, anxiety
disorder
11 Depression and Suicide risk assessment Interview a patient and enumerate risk
bipolar disorder PS6.3, PS7.3 factors for suicide in the patient. Elicit
components of intentionality and
lethality
Assessment and feedback

DAILY WORKFLOW:
• 9.45am-10.30am: Classroom teaching- suggested TL methods
are small group discussion, role-plays guided by scripts and
observer checklists, clinical demonstrations and use of AV
teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical
guides- suggested TL methods are guided observation of
consultants and clinical demonstrations with patients in
the OPD or on ward rounds, and formative assessment
based on the student’s portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)

CRITERIA FOR POSTING COMPLETION:

• Each student will be required to complete two cases in their logbook.
• 50% marks in the end-of posting assessment.
 U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA
(Family education in a patient with substance use /anxiety/depression/severe mental illness/elderly
with psychiatric illness)

Student name: Roll no.: Session date:

Session objectives: (SLOs) 1. Interview patients’ family and enumerate and demonstrate the steps of
communicating the diagnosis, need for treatment for a specific diagnosis and referral to specialists

Patient initials: Age: Sex:

History:

Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What did not
go well? How did you feel?)

Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature and Date:

 U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA
(Suicidal risk assessment)

Student name: Roll no.: Session date:

Session objectives: (SLOs) 1. Interview a patient and enumerate risk factors for suicide in the patient
2. Elicit components of intentionality and lethality

Patient initials: Age: Sex:

History:

Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What did not
go well? How did you feel?)

Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature and Date:

Phase III Part 1

End of posting Assessment

Suggested Methods

1. Viva Voce
 2. CA-OSCE / Short case
3. Bedside assessment
4. MCQs

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 6. SCIENTIFIC PROJECT PRESENTATIONS/REPORTS/OUTREACH ACTIVITIES/UG QUIZ

SL DATE PARTICULARS SIGNATURE

OFSTAFF
NO

9. ASSESSMENT RECORD

Phase Duration Assessment Total Assessment Remarks Faculty

(From-To) score marks (%) Signature
(marks
 obtained)

Phase II

Phase III
Part I

Total

10. SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II
2 weeks
2nd Phase 2 weeks
III
Part I

Total Cumulative
attendance
n/%
 Rajiv Gandhi University of Health Sciences
Bengaluru, Karnataka

Dermatology, Venereology & Leprosy

Curriculum as per
Competency-Based Medical Education Curriculum

RGUHS Dermatology, Venereology & Leprosy Curriculum as per the new Competency Based Medical
Education

Preamble
The NMC envisages that the Indian Medical Graduate (IMG), should function as the Physician of first contact in
the community, to provide holistic health care to the evolving needs of the nation and the world. To fulfil this
the IMG should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a
professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become the new
standard of medical education internationally. This new curriculum is being implemented across the country
and the first batch has been enrolled since the academic year 2019. The regulatory and accrediting body NMC
had started the process by training faculty across the country in the key principles of CBME and developing
key competencies for each speciality with the input from expert groups under each speciality.
Dermatology is the branch of medicine dealing with the skin and its appendages. It is a speciality which deals
with diseases of skin including leprosy and sexually transmitted diseases, hair, nails, and cosmetic problems
and encompasses both medical and surgical modalities. The dermatology undergraduate curriculum provides
the IMG the requisite knowledge, essential skills, and appropriate attitudes to be able to diagnose and treat
common skin disorders and to be able to recognise and refer other cutaneous conditions.
The NMC, in the Graduate medical regulations 2019, has provided the list of dermatology competencies
required for an IMG and these have been included in this dermatology curriculum document. The Specific
learning objectives (SLO’s) to achieve each competency has been listed along with the suggested Teaching-
Learning methods and preferred assessment methods both formative and summative.
Since dermatology doesn’t have a separate dermatology exam paper for undergraduate, model division of
marks for dermatology under medicine papers has been highlighted. Also, model questions for the same has
been attached.

Goals and Objectives of the RGUHS Dermatology, Venereology & Leprosy Curriculum
Goals
Specific goal for IMG in dermatology is to identify and treat common dermatology disease and to refer
as appropriate.

Objectives
A) Knowledge
At the end of the course student should be able to:
 f. Describe the applied anatomy, physiology and biochemical attributes of the normal skin and its
appendages.
g. Understanding of the principles of diagnosis of diseases of the skin and its appendages.
h. Demonstrate the ability to apply the knowledge in a clinical setting.

(B) Skills
At the end of the course the student should be able to:
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
b. A syndromic approach to the recognition, diagnosis, prevention, counselling, testing and
management of common sexually transmitted diseases including HIV based on national health
priorities.
c. Ability to recognize and treat emergencies including drug reactions and refer as appropriate.

C) Attitude and communication skills

At the end of the course the student should be able to:
m. Communicate effectively with patients, their families and the public at large.
n. Communicate effectively with peers and teachers demonstrate the ability to work effectively with
peers in a team.
o. Demonstrate professional attributes of punctuality, accountability and respect for teachers and
peers.
p. Appreciate the issues of equity and social accountability while undergoing all clinical encounters.

Teaching hours (Third professional, Part-I)

Subject Teaching Tutorials/Seminars/Int Self directed learning Total
hours egrated teaching (Hours) (Hours)
(Hours)

Dermatology 20 5 5 30
 Clinical postings (Total : 6 weeks)
2 weeks: II MBBS
2 weeks: III MBBS Part I
2 weeks: III MBBS Part II

Theory teaching hours (Third professional, Part-I)

THEORY
Sl. No. Topic Competencies Time T/L
method
1 Structure & function of skin with its AN 4.2 1 hour Lecture
appendages
2 Acne DR 1.1, DR 1.3 1 hour Lecture

3 Vitiligo DR 2.2 1 hour Lecture

4 Papulosquamous disorders: DR 3.3 1 hour Lecture

Psoriasis
5 Lichen Planus DR 4.2 1 hour Lecture

6 Scabies DR.5.1, DR5.3 1 hour Lecture

7 Pediculosis DR 6.1 1 hour Lecture

8 Fungal infections DR 7.1, DR 7.3 1 hour Lecture

9 Viral Infections DR 8.1, DR 8.7 1 hour Lecture

10 Leprosy Part I DR 9.1, DR 9.4, DR 9.5 1 hour Lecture

11 Leprosy Part II DR 9.6, DR 9.7 1 hour Lecture

 12 STD’s Part I DR 10.3, DR 10.4 1 hour Lecture

13 STD’s Part I DR 10.6, 10.8, DR 10.9, DR 10.10 1 hour Lecture

,DR 10.11
14 HIV DR 11.1, DR 11.3 1 hour Lecture

15 Dermatitis & Eczema DR 12.1, DR 12.3, DR 12.4 1 hour Lecture

16 Urticaria & angioedemo DR 14.1, 14.5 1 hour Lecture

17 Bacterial Infections/ Pyoderma DR 15.3 1 hour Lecture

18 Nutritional Disorders & Skin DR 17.1, 17.2, 17.3, 17.4 1 hour Lecture

19 Systemic Diseases & Skin DR 18.1, DR 18.2 1 hour Lecture

20 Drugs in skin diseases PH 1.57 1 hour Lecture

Total 20 hours

List of all Dermatology Competencies with their specific learning objectives, with suggested teaching-
learning and assessment methods
Competencies Specific learning objectives Teaching Assessment
learning
methods
Topic: Structure & function of skin with its appendages
AN 4.2 Structure & function of skin Structure & function of Skin Lecture MCQs at the end of
with its appendages Structure & function of Hair lecture
Structure & function of Nail
Topic: Acne

DR1.1 Enumerate the causative Composition of sebum Lecture MCQs at the end of
and risk factors of acne Functions of sebaceous lecture
glands
Etiopathogenesis of acne
Risk factors for development
acne
DR1.3 Describe the treatment and Preventive measures to Lecture MCQs at the end of
preventive measures for control lecture
various kinds of acne Topical therapeutics in acne
Systemic therapeutics in
acne
Lasers in management of
acne

Topic: Vitiligo

DR2.2 Describe the treatment of Etiopathogenesis of vitiligo Lecture MCQs at the end of
vitiligo Clinical types of vitiligo lecture
Topical modalities in
treatment of vitiligo
Systemic modalities in
 treatment of vitiligo
Phototherapy in
management of vitiligo
Topic: Papulosquamous disorders

DR 3.3 Enumerate the indications Etiopathogenesis of psoriasis Lecture MCQs at the end of
for and describe the various Clinical features and types of lecture
modalities of treatment of psoriasis
psoriasis including topical, Diagnosis of psoriasis
systemic and phototherapy Topical therapy and its
indications
Phototherapy and its
indications
Systemic therapy and its
indications
Biologicals in psoriasis

Topic: Lichen planus

Enumerate and describe the Etiopathogenesis of lichen Lecture MCQs at the end of
DR 4.2 treatment modalities for planus lecture
lichen planus Clinical features and types of
lichen planus
Diagnosis of lichen planus
Topical and systemic
modalities of lichen planus
Topic: Scabies

DR 5.1 Describe the etiology, Structure and life cycle of Lecture MCQs at the end of
microbiology, pathogenesis, scabies mite lecture
natural history, clinical Clinical types and
features, presentations and presentations of scabies
complications of scabies in Complications of scabies
adults and children
DR 5.3 Enumerate and describe the Diagnosis of scabies Lecture MCQs at the end of
pharmacology, General measures of lecture
administration and adverse treatment
reaction of Topical scabicidal agents and
pharmacotherapies for method of administration
scabies Systemic drugs for treatment
Adverse effects of scabicidal
agents
Preventive measures to
reduce transmission

Topic: Pediculosis

DR 6.1 Describe the etiology Etiopathogenesis of Lecture MCQs at the end of

pathogenesis and pediculosis lecture
diagnostic features of Clinical features of
pediculosis in adults and pediculosis
children Complications of pediculosis
 Diagnosis of pediculosis
Treatment modalities and
method of administration
Topic: Fungal Infections

DR 7.1 Describe the etiology, Etiopathogenesis of Lecture MCQs at the end of

microbiology, pathogenesis Dermatophytosis lecture
and clinical presentations Clinical manifestations and
and diagnostic features of types of dermatophytosis
dermatophytes in adult and Laboratory diagnosis of
children dermatophytosis

DR 7.3 Describe the pharmacology Mechanism of action, Lecture MCQs at the end of
and action of antifungal indications and side effect lecture
(systemic and topical) profile of systemic
agents. Enumerate side antifungals
effects of antifungal therapy Mechanism of action,
indications and side effect
profile of topical antifungals
Topic: Viral infections

DR 8.1 Describe the etiology, Etio pathogenesis and Lecture MCQs at the end of
microbiology, pathogenesis clinical features of herpes lecture
and clinical presentations virus infections
and diagnostic features of Etio pathogenesis and
common viral infections of clinical features of human
the skin in adults and papilloma virus infections
children Etiopathogenesis and clinical
features of molluscum
contagiosum
DR 8.7 Enumerate the indications Mechanism of action, Lecture MCQs at the end of
and describe the indications and side effect lecture
pharmacology, profile of antiviral therapy
administration and adverse
reaction of
pharmacotherapies for
common viral illnesses of
the skin
Topic: Leprosy

DR 9.1 Classify describe the History and epidemiology of Lecture MCQs at the end of
epidemiology etiology, Hansen’s disease lecture
microbiology,pathogenesis, Microbiology and
clinical presentations and ultrastructure of M. Leprae
diagnostic features of Etiopathogenesis and clinical
Leprosy presentations of leprosy
Laboratory diagnosis of
leprosy

DR 9.4 Enumerate, describe and Etiopathogenesis,types and Lecture MCQs at the end of
identify lepra reactions and clinical features of lepra lecture
supportive measures and reactions
therapy of lepra reactions Management of lepra
 reactions

DR 9.5 Enumerate the indications Mechanism of action, Lecture MCQs at the end of
and describe the administration, indications lecture
pharmacology, and side effect profile of anti
administration and adverse leprosy medication.
reaction of
pharmacotherapies for
various classes of leprosy
based on national
guidelines
DR 9.6 Describe the treatment of Multi drug therapy Lecture MCQs at the end of
Leprosy based on the WHO lecture
guidelines
DR 9.7 Enumerate and describe the Complications of Hansen’s Lecture MCQs at the end of
complications of leprosy disease lecture
and its management, Management of deformities
including understanding in Hansen’s disease
disability and stigma.
Topic: Sexually Transmitted Diseases

DR 10.3 Enumerate the Etiology, pathogenesis and Lecture MCQs at the end of
indications and describe microbiology of syphilis lecture
the pharmacology, Clinical features, types of
administration and syphilis
adverse reaction of Laboratory diagnosis of
pharmacotherapies for syphilis
syphilis Treatment of syphilis
DR 10.4 Describe the prevention Laws and clinical Lecture MCQs at the end of
of congenital syphilis manifestations of congenital lecture
syphilis
Preventive aspects of
congenital syphilis
DR 10.6 Describe the etiology, Etiopathogenesis,types and Lecture MCQs at the end of
diagnostic and clinical clinical features of chancroid lecture
features of non-syphilitic Etiopathogenesis, types and
sexually transmitted clinical features of
diseases (chancroid, Donovanosis
donovanosis and LGV)
Etiopathogenesis, types and
clinical features of LGV

DR 10.8 Enumerate the Management of chancroid Lecture MCQs at the end of

indications and describe Management of donovanosis lecture
the pharmacology, Management of LGV
indications and adverse
reactions of drugs used in
the non-syphilitic
sexually transmitted
diseases (chancroid,
donovanosis and LGV)
DR 10.9 Describe the syndromic Syndromic management of Lecture MCQs at the end of
approach to ulcerative genital ulcer disease lecture
sexually transmitted
disease
DR 10.10 Describe the etiology, Etio-pathogenesis of Lecture MCQs at the end of
diagnostic and clinical gonococcal urethritis and lecture
features and non-gonococcal urethritis
management of Laboratory diagnosis of
gonococcal and non- gonococcal urethritis and
gonococcal urethritis non-gonococcal urethritis
Treatment of gonococcal and
non gonococcal uretritis
DR 10.11 Describe the etiology, Differential diagnosis of Lecture MCQs at the end of
diagnostic and clinical vaginal discharge lecture
features and Clinical features, risk factors
management of vaginal and diagnosis of
discharge trichomoniasis
Predisposing factors, clinical
features and diagnosis of
candidiasis
Clinical features and
diagnosis of bacterial
vaginosis
Topic: HIV
DR 11.1 Describe the etiology, Structure of HIV Lecture MCQs at the end of
pathogenesis and clinical Etiopathogenesis and stages lecture
features of the of HIV
dermatologic Cutaneous manifestations of
manifestations of HIV and AIDS
its complications Complications of AIDS
including opportunistic
infections
DR 11.3 Enumerate the Antiretroviral therapy:- Lecture MCQs at the end of
indications and describe Pharmacology, route of lecture
the pharmacology, administration,
administration and indications and adverse
adverse reaction of reactions of ART.
pharmacotherapies for
dermatologic lesions in
HIV
Topic: Dermatitis and Eczema

DR 12.1 Describe the Definition of eczema Lecture MCQs at the end of

aetiopathogenesis of Etiology and predisposing lecture
eczema factors of eczema.
DR 12.3 Classify and grade Various classification and Lecture MCQs at the end of
eczema grading eczema lecture

DR 12.4 Enumerate the General measures in Lecture MCQs at the end of

indications and describe management of eczema lecture
the pharmacology, Indications for topical
indications and adverse therapy
reactions of drugs used in Indications for systemic
 the treatment of eczema therapy

Topic: Urticaria Angioedema

DR 14.1 Describe the etiology, Classification of urticaria and Lecture MCQs at the end of
pathogenesis and clinical angioedema lecture
precipitating features and Etio-pathogenesis and
classification of Urticaria precipitating factors of
and angioedema urticarial
Clinical features of urticaria
and angioedema
DR 14.5 Enumerate the Diagnostic tests for urticaria Lecture MCQs at the end of
indications and describe and angioedema lecture
the pharmacology Treatment of urticaria and
indications and adverse angioedema
reactions of drugs used in
the urticaria and
angioedema
Topic: Pyoderma

DR 15.3 Enumerate the Classify pyoderma Lecture MCQs at the end of

indications and describe Etio-pathogenesis of lecture
the pharmacology, pyodermas
indications and adverse Clinical features of
reactions of topical and staphylococcal pyoderma
systemic drugs used in Clinical features of
treatment of pyoderma streptococcal pyodermas
Clinical features of other
bacterial infections
Management of pyoderma
Topic: Nutritional Deficiencies and Skin
DR 17.1 Enumerate and identify Cutaneous manifestations of Lecture MCQs at the end of
the cutaneous findings in Vitamin A deficiency lecture
vitamin A deficiency Treatment of Vitamin A
deficiency
DR 17.2 Enumerate and describe Cutaneous manifestations of Lecture MCQs at the end of
the various skin changes Vitamin B complex deficiency lecture
in Vitamin B complex Treatment of Vitamin B
deficiency complex deficiency
DR 17.3 Enumerate and describe Cutaneous manifestations of Lecture MCQs at the end of
the various changes in Vitamin C deficiency lecture
Vitamin C deficiency Treatment of Vitamin C
deficiency
DR 17.4 Enumerate and describe Cutaneous manifestations of Lecture MCQs at the end of
the various changes in Zinc deficiency lecture
Zinc deficiency Treatment of Zinc deficiency
Topic: Systemic diseases and the skin

DR 18.1 Enumerate the cutaneous Cutaneous manifestations of Lecture MCQs at the end of
features of Type 2 Type 2 diabetes lecture
diabetes
 DR 18.2 Enumerate the cutaneous Cutaneous manifestations of Lecture MCQs at the end of
features of hypo/hyper- Hypothyroidism lecture
thyroidism Cutaneous manifestations of
Hyperthyroidism
Topic: Drugs in skin diseases

PH 1.57 Drugs in skin disease Topical agents in Lecture MCQs at the end of
dermatology lecture
Systemic agents in
dermatology

Self- Directed learning:

Duration: 5 hours
Students will be given clinical case scenarios. Reference books and E material will be suggested to them
beforehand. Discussion regarding the case scenarios including approach to diagnosis and management will
be done.

Self- Directed learning

Sl. No. Topics Competencies

1 Vesiculobullous disorders DR 13.1-13.3
2 Cutaneous adverse reaction DR 12.7
3 Leprosy DR 9.1-9.7
4 Collagen vascular disorders DR 16.1
5 STDs – Genital ulcer diseases DR 10.9
Duration 5 hours
SGD (Small Group Discussion):

A small group of 25 students will be done. A topic is given to each group and same will be discussed among
the group.

Sl Topic Competencies Duration (Hours)

No.

1 Cutaneous manifestations in DR18.1 1

Diabetes Mellitus

2 Cutaneous manifestations in DR18.2 1

Thyroid disorders

3 Cutaneous manifestations in HIV DR11.1,11.3 1

4 Psychocutaneous disorders DR 9.7 1

5 Collagen vascular disorders DR16.1,16.2 1

Total: 5 hours

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 and to provide an
understanding that skin diseases may be a manifestation of systemic disease.
Topics for vertical integration
SI No Integrated teaching Integrated with
 (Department)
1 AN4.2 Describe structure & function of skin with its appendages Anatomy
2 AN4.4 Describe modifications of deep fascia with its function Anatomy
3 AN4.5 Explain principles of skin incisions Anatomy
4 DR5.3 Enumerate and describe the pharmacology, administration and Pharmacology
adverse reaction of pharmacotherapies for scabies
5 DR6.1 Describe the etiology pathogenesis and diagnostic features of Microbiology
pediculosis in adults and children
6 DR7.1Describe the etiology, microbiology, pathogenesis and clinical Microbiology
presentations and diagnostic features of dermatophytes in adults
and children
7 DR7.2Identify Candida species in fungal scrapings and KOH mount Microbiology
8 DR7.3Describe the pharmacology and action of antifungal (systemic and Microbiology,
topical) agents. Enumerate side effects of antifungal therapy Pharmacology
9 DR8.1 Describe the etiology, microbiology, pathogenesis and clinical Microbiology
presentations and diagnostic features of common viral infections of
the skin in adults and children
10 DR8.7 Enumerate the indications and describe the pharmacology, Pharmacology
administration and adverse reaction of pharmacotherapies for
common viral illnesses of the skin
11 DR9.1 Classify describe the epidemiology etiology microbiology Microbiology,
pathogenesis, clinical presentations and diagnostic features of Community
Leprosy medicine
12 DR9.4 Enumerate, describe and identify lepra reactions and supportive Pharmacology
measures and therapy of lepra reactions
13 DR9.5 Enumerate the indications and describe the pharmacology, Pharmacology,
administration and adverse reaction of pharmacotherapies for Community
various classes of leprosy based on national guidelines medicine
14 DR9.6 Describe the treatment of Leprosy based on the WHO guidelines Pharmacology,
Community
medicine
15 DR9.7 Enumerate and describe the complications of leprosy and its Pharmacology,
management, including understanding disability and stigma. Psychiatry
16 DR10.1Identify and classify syphilis based on the presentation and clinical Microbiology
manifestations
17 DR10.2 Identify spirochete in a dark ground microscopy Microbiology
18 DR10.3 Enumerate the indications and describe the pharmacology, Microbiology,
administration and adverse reaction of pharmacotherapies for Pharmacology
syphilis
19 DR10.6 Describe the etiology, diagnostic and clinical features of non- Microbiology
syphilitic sexually transmitted diseases (chancroid, donovanosis and LGV)
20 DR10.7 Identify and differentiate based on the clinical features non-syphilitic Microbiology
sexually transmitted diseases (chancroid, donovanosis and LGV)
21 DR10.8 Enumerate the indications and describe the pharmacology, Microbiology,
indications and adverse reactions of drugs used in the non- syphilitic sexually Pharmacology
transmitted diseases (chancroid, donovanosis and LGV)
22 DR11.1 Describe the etiology, pathogenesis and clinical features of the Microbiology
dermatologic manifestations of HIV and its complications including
opportunistic infections
23 DR11.2 Identify and distinguish the dermatologic manifestations of HIV, its Microbiology
complications, opportunistic infections and adverse reactions
24 DR11.3 Enumerate the indications and describe the pharmacology, Microbiology,
administration and adverse reaction of pharmacotherapies for dermatologic Pharmacology
lesions in HIV
25 DR12.7 Identify and distinguish fixed drug eruptions and Steven Johnson Microbiology,
syndrome from other skin lesions Pathology
26 DR14.1 Describe the etiology, pathogenesis and clinical precipitating Microbiology,
features and classification of Urticaria and angioedema Pathology
27 DR15.2 Identify staphylococcus on a gram stain Microbiology
28 DR15.3 Enumerate the indications and describe the pharmacology, Microbiology,
indications and adverse reactions of topical and systemic drugs Pharmacology
used in treatment of pyoderma
29 PH1.46Describe the mechanisms of action, types, doses, side effects, Pharmacology
indications and contraindications of antileprotic drugs
30 DR16.2 Identify and distinguish Raynaud's phenomenon Pathology
31 DR17.1 Enumerate and identify the cutaneous findings in vitamin A Biochemistry
deficiency
32 DR17.2 Enumerate and describe the various skin changes in Vitamin B Biochemistry
complex deficiency
33 DR 17.3 Enumerate and describe the various changes in Vitamin C deficiency Biochemistry
34 DR17.4 Enumerate and describe the various changes in Zinc deficiency Biochemistry
35 PA34.1 Describe the risk factors, pathogenesis, pathology and natural Pathology
 history of squamous cell carcinoma of the skin
36 PA34.2 Describe the risk factors, pathogenesis, pathology and natural Pathology
history of basal cell carcinoma of the skin
37 PA34.3 Describe the distinguishing features between a nevus and Pathology
melanoma. Describe the etiology, pathogenesis, risk factors,
morphology clinical features and metastases of melanoma
38 MI4.3 Describe the etio-pathogenesis of Skin and soft tissue infections Microbiology
and discuss the clinical course, and the laboratory diagnosis.
39 MI7.2 Describe the etio-pathogenesis and discuss the laboratory diagnosis of Microbiology
sexually transmitted infections. Recommend preventive
measures, wherever relevant.
40 PH1.57 Describe drugs used in skin disorders Pharmacology
41 DR14.5 Enumerate the indications and describe the pharmacology Pharmacology
indicationsandadversereactions ofdrugsusedintheurticariaand indications
and adverse reactions of drugs used in the urticaria and
angioedema

Topics for horizontal integration

SI No Integrated teaching Integrated with

(Department)
1 DR5.1Describe the etiology, microbiology, pathogenesis, natural history, Pediatrics
clinical features, presentations and complications of scabies in
adults and children
2 DR5.2 Identify and differentiate scabies from other lesions in adults and Pediatrics
children
3 DR5.3 Enumerate and describe the pharmacology, administration and Pediatrics
adverse reaction of pharmacotherapies for scabies
4 DR6.1 Describe the etiology pathogenesis and diagnostic features of Pediatrics
pediculosis in adults and children
5 DR6.2 Identify and differentiate pediculosis from other skin lesions in Pediatrics
adults and children
6 DR7.1 Describe the etiology, microbiology, pathogenesis and clinical Pediatrics
presentations and diagnostic features of dermatophytes in adults and
children
7 DR8.1 Describe the etiology, microbiology, pathogenesis and clinical Pediatrics
presentations and diagnostic features of common viral infections of
the skin in adults and children
8 PE31.4 Identify Atopic dermatitis and manage Pediatrics
9 DR9.1 Classify describe the epidemiology etiology microbiology General Medicine
pathogenesis, clinical presentations and diagnostic features of
Leprosy
10 DR9.2 Demonstrate (and classify based on) the clinical features of General Medicine
leprosy including an appropriate neurologic examination
11 DR9.4 Enumerate, describe and identify lepra reactions and supportive General Medicine
measures and therapy of lepra reactions
12 DR9.5 Enumerate the indications and describe the pharmacology, General Medicine
administration and adverse reaction of pharmacotherapies for
various classes of leprosy based on national guidelines
13 DR9.6 Describe the treatment of Leprosy based on the WHO guidelines General Medicine
14 DR9.7 Enumerate and describe the complications of leprosy and its General Medicine
management, including understanding disability and stigma.
15 DR10.1 Identify and classify syphilis based on the presentation and General Medicine
clinical manifestations
16 DR10.2 Identify spirochete in a dark ground microscopy General Medicine
17 DR10.3 Enumerate the indications and describe the pharmacology, General Medicine
administration and adverse reaction of pharmacotherapies for
syphilis
18 DR10.4 Describe the prevention of congenital syphilis General Medicine
19 DR10.5 Counsel in a non-judgemental and empathetic manner patients General Medicine
on prevention of sexually transmitted disease
20 DR10.6 Describe the etiology, diagnostic and clinical features of non- General Medicine
syphilitic sexually transmitted diseases (chancroid, donovanosis and
LGV)
21 DR10.7 Identify and differentiate based on the clinical features non- General Medicine
syphilitic sexually transmitted diseases (chancroid, donovanosis and
LGV)
22 DR10.8 Enumerate the indications and describe the pharmacology, General Medicine
indications and adverse reactions of drugs used in the non- syphilitic
sexually transmitted diseases (chancroid, donovanosis and LGV)
23 DR10.9 Describe the syndromic approach to ulcerative sexually General Medicine
 transmitted disease
24 DR10.10 Describe the etiology, diagnostic and clinical features and General Medicine
management of gonococcal and non-gonococcal urethritis
25 DR11.1 Describe the etiology, pathogenesis and clinical features of the General Medicine
dermatologic manifestations of HIV and its complications including
opportunistic infections
26 DR11.2 Identify and distinguish the dermatologic manifestations of HIV, General Medicine
its complications, opportunistic infections and adverse reactions
27 DR11.3 Enumerate the indications and describe the pharmacology, General Medicine
administration and adverse reaction of pharmacotherapies for
dermatologic lesions in HIV
28 DR12.7 Identify and distinguish fixed drug eruptions and Steven General Medicine
Johnson syndrome from other skin lesions
29 DR16.1 Identify and distinguish skin lesions of SLE General Medicine
30 DR16.2 Identify and distinguish Raynaud's phenomenon General Medicine
31 DR17.1 Enumerate and identify the cutaneous findings in vitamin A General
deficiency Medicine/Pediatrics
32 DR17.2 Enumerate and describe the various skin changes in Vitamin B General
complex deficiency Medicine/Pediatrics
33 DR 17.3 Enumerate and describe the various changes in Vitamin C General
deficiency Medicine/Pediatrics
34 DR17.4 Enumerate and describe the various changes in Zinc deficiency General
Medicine/Pediatrics
35 DR18.1 Enumerate the cutaneous features of Type 2 diabetes General Medicine
36 DR18.2 Enumerate the cutaneous features of hypo/hyper-thyroidism General Medicine
37 DR15.3 Enumerate the indications and describe the pharmacology, General Surgery
indications and adverse reactions of topical and systemic drugs
used in treatment of pyoderma
38 DR15.4 Enumerate the indications for surgical referral General Surgery
39 DR10.11 Describe the etiology, diagnostic and clinical features and Obstetrics &
management of vaginal discharge Gynaecology
Assessment
Eligibility to appear for university examinations is dependent on fulfilling criteria in two main areas –
attendance and internal assessment marks
Attendance
Attendance requirements are 75% in theory and 80% in clinical postings which will be added to General
Medicine for eligibility to appear for the examinations.
Internal Assessment
There won’t be separate internal assessment but 10% of total internal exams marks in general medicine should
include questions from dermatology in consultation with department of Dermatology.
University examinations
Dermatology doesn’t have a separate paper for third Professional Part II. But discipline of Dermatology,
venereology and Leprosy (DVL) in combination with Psychiatry and Respiratory medicine including
Tuberculosis should constitute 25% of theory marks in Paper II of General Medicine as separate section. So,
10% of questions must be incorporated from Dermatology in Paper II of General Medicine.

Marks allotted
Dermatology Theory
Total marks 8-10 marks
Short answer question 2x3 = 6 marks
MCQs 4x1=4 marks

Clinical examination/ Practical’s:

It is desirable to include one short cases in practical examination in General Medicine examination.

Sample Questions to be incorporated in General Medicine paper II as separate section

Sample short answers (3 marks each)
1. Describe special lesions in Dermatology with examples?
2. Describe in detail Cardinal signs of leprosy?
3. Discuss clinical variants of scabies?
4. Discuss syndromic management of genital ulcer disease?
5. Classify vitiligo based on morphology and distribution?
6. Discuss etiopathogenesis of acne?

Sample MCQs (1 marks each)

1. Which of the following types of psoriasis can be life threatening?
a. Guttate psoriasis b.Unstable psoriasis c. Localized pustular psoriasis d. Erythrodermic psoriasis
2. Nikolsky sign is positive in:
a. Bullous pemphigoid b. Herpes simplex c.Pemphigus vulgaris d. Epidermolysis bullosa
3. All of the following is manifestation of scurvy, except:
a. Hemorrhagic signs b. Hyperkeratosis of hair follicles c. Hyperpigmentation d. Hypochondriasis
4. Ecthyma gangrenosum is caused by:
a. Streptococcus pyogenes b.Pseudomonas aeruginosa c. Staphylococcal aureus d. Proteus vulgaris
5. One finger tip unit ointment (FTU) is equivalent to
a. 0.25g b. 0.75g c. 0.5g d. 1.0g
6. The isomorphic phenomenon is seen all except:
a. Lichen planus b. Psoriasis c. Vitiligo d. Lichen spinulosis
Acknowledgement of contributors

Dr Shashi Kumar BM, Associate Professor, Department of Dermatology, Mandya Institute of Medical Sciences.
Dr Deepadarshan K, Assistant professor in Department of Dermatology, Mandya Institute of Medical Sciences,
Mandya for his contribution in preparation of this curriculum.
RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA
 Dermatology, Venereology & Leprosy
LOGBOOK
For Undergraduates

As Per
Competency-Based Medical Education Curriculum

NAME OF THE CANDIDATE :

NAMEOFTHECOLLEGE :

UNIVERSITY REGISTER NUMBER:

ACADEMIC YEAR :

BASIC PROFORMA OF THE STUDENT

Photo

PARTICULARS OF THE STUDENT:

Name of the student :

 MBBS Batch :

Father’s name :

Mother’s name :

Roll No :

RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature of the student:....................................

PREFACE

This booklet has been adopted from the book prepared by an Expert Group of IADVL Academy
and complies with the “Guidelines for preparing Logbook for Undergraduate Medical Education
Program- 2019” as per CBME (Competency Based Medical Education) Guidelines- 2019. It is for
use by faculty members, institutions, and Universities to track and record the progress of an
undergraduate student through the specified 18 competencies in Dermatology. The model logbook can
be used as a guideline by Medical Colleges and Universities, and can be adapted / modified as per
requirement.
These guidelines for recording logbook entries are recommended for the MBBS students from
 the academic year 2019-20 onwards. This model logbook is with an aim to create a standard protocol
for documenting the achievement of competencies allotted to DVL as per the Competency Based UG
Curriculum (2018) and the Regulations on Graduate Medical Education, 2019, Part II.
The Competency based curriculum places emphasis on acquisition of defined
knowledge, skills, attitudes and values by the learner so as to be a capable physician of first
contact in community. This logbook aims to document the acquisition of these milestones during the
learner’s stay in the Department of Dermatology and STD. This logbook would be a verifiable record of
the learner’s progression step-by-step. It has to be maintained as an essential document and filled in a
timely manner, to enable progression to the next stage of learning.
Completion of specified activities, and submission of certified logbook is necessary for clearing
Formative Assessment in Dermatology and STD. Successful documentation and submission of the
logbook should be a prerequisite for being allowed to take the final summative examination.

Glossary of terms

1. Number of Competency- addressed as per Volume of the UG Curriculum e.g. DR2.1

2. Name of the activity- To specify seminar/ Live or Group discussion/ Session/ Clinical Interaction/
Demonstration etc.
3. Date the activity gets completed
4. Attempt at each activity by the learner
a. First attempt (or) only attempt
b. Repeat (R) of a previously done activity
c. Remedial activity (Re) based on the determination by the faculty
5. Rating upon completion of activity
a. Below expectations (B);
b. Meets expectations (M)
c. Exceeds expectations (E)
 6. Decision of faculty
a. C (closed): activity is completed, therefore closed. It can be certified, if needed.
b. R (repeat): activity needs to be repeated without any further intervention.
c. Re (remedial): activity needs remedial action (usually done after repetition did not lead to
satisfactory completion)
7. Initials (Signature) of faculty indicating the completion or other determination
8. Initial (Signature) of the learner, if feedback has been received.

A numerical score may also be used if deemed necessary by the Department

Three posting of 2 weeks each as per GMER document. Competencies have been divided
accordingly.
Method of teaching-learning advised.
Method of assessment advised.

INDEX
Contents Page Number
11. BONAFIDE CERTIFICATE

12. GENERAL INFORMATION

13. PHASE II
• Competencies Requiring Certification
• Clinical Case Presentation Record
• Reflections
14. PHASE III PART 1
• Competencies Requiring Certification
• Clinical Case Presentation Record
• Reflections
15. PHASE III PART 2
• Competencies Requiring Certification
• Clinical Case Presentation Record
• Reflections
16. SCIENTIFIC PROJECT LIKE ICMR/PRESENTATIONS/ OUTREACH
ACTIVITIES

17. ACHIVEMENETS

18. EXTRACURRICULAR ACTIVITIES

19. ASSESSMENT RECORD

20. ATTENDANCE EXTRACT

21. FINAL SUMMARY

(Name of Institution)

DEPARTMENTOF Dermatology, Venereology & Leprosy (DVL)

 BONAFIDE CERTIFICATE

This is to certify that the candidate …………………………………………… Reg No……………...... has

satisfactorily completed all requirements mentioned in this Logbook for undergradutes in DVL

including related AETCOM modules as per the Competency-Based Undergraduate Medical Education

Curriculum, Graduate Medical Regulation 2019.

He/ She is eligible to appear for the University assessment.

Faculty Incharge: Head of Department:

Name: Name:

Signature: Signature:
Place: Place:
Date: Date:
 2. GENERAL INSTRUCTIONS
1. This logbook is a record of academic and other activities of the student during his/ her
designated clinical posting in the Department of DVL.
2. Entries in the logbook reflect the activities undertaken by the student during the posting and
are certified by the faculty.
3. The student is responsible for maintaining his/her logbook regularly.
4. The student is responsible for getting the logbook entries verified by concerned faculty
regularly. They will not be signed/ verified/ certified after 15 days have elapsed after the end
of posting.
5. The logbook should be verified by the Head of Department before forwarding the application
of the student for the University Examination. This is mandatory requirement for appearing for
University Examinations
6. The reflections should demonstrate the learning of the student that has taken place during
the period of clinical posting. Please do not simply repeat the activities performed. A note on
the learning experience, what was learnt and how it is going to be useful in the future, is
expected. Reflections will be a useful document and assess learning for many competencies
where formal assessment is not being done. Student needs to write academically useful
reflections as per the prescribed format and within the time frame of the posting. These will be
assessed by the teachers.

3. COMPETENCIES: PHASE II

B. Psychomotor Competencies that are required to be complete during the Clinical postings

Competency Addressed Date of Suggested

completion Activity
DR-A1: Identify and differentiate the primary, secondary CASE
and special skin lesions PRESENTATION
DR-A3: Elicit and present medical history of a common Any of the
dermatology case following cases:
DR-A2: Present and describe basics of dermatological Pediculosis,
examination of a common dermatology case. scabies, herpes
DR5.2: Identify and differentiate scabies from other lesions labialis, herpes
in adults and children zoster and
DR6.2: Identify and differentiate pediculosis from other varicella, viral
skin lesions in adults and children warts, molluscum
DR8.2: Identify and distinguish herpes simplex and herpes contagiosum,
labialis from other skin lesions folliculitis
DR8.3: Identify and distinguish herpes zoster and varicella impetigo and
from other skin lesions carbuncle,
DR8.4: Identify and distinguish viral warts from other skin Leprosy,
lesions Psoriasis, Tinea.
DR8.5: Identify and distinguish molluscum contagiosum
from other skin lesions
DR8.6: Enumerate the indications, describe the procedure
and perform a Tzanck smear
DR15.1: Identify and distinguish folliculitis impetigo and
carbuncle from other skin lesions

DR 7.2 Identify candida species in fungal scrapings and In the side

KOH mount laboratory
DR 10.2 Identify spirochete in a dark ground microscopy observe each at
DR 15.2 Identify staphylococcus on a gram stain least once

Phase II
 CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial Date Patient Diagnosis Case Facilitator’s

No. Name & ID Presented/ Signature
Attended
Write P/A
 Phase II
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting

Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

 Phase II
End of posting Assessment

Suggested Methods

5. Viva Voce
6. CA-OSCE / OSCE / OSPE
7. Bedside assessment
8. Communication skill (Counselling)
9. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 Phase III Part 1
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial No. Date Patient Diagnosis Case Facilitator’s

Name & ID Presented/ Signature
Attended
Write P/A
 Phase III Part 1
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting
Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

 Phase III Part 1
End of posting Assessment

Suggested Methods

10. Viva Voce

11. CA-OSCE / OSCE / OSPE
12. Bedside assessment
13. Communication skill (Counselling)
14. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 Phase III Part II
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial No. Date Patient Diagnosis Case Facilitator’s

Name & ID Presented/ Signature
Attended
Write P/A
 REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting
Phase III Part 2

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

 End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE / OSCE / OSPE
3. Bedside assessment
4. Communication skill (Counselling)
5. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 6. SCIENTIFIC PROJECT PRESENTATIONS/REPORTS/OUTREACH ACTIVITIES/UG QUIZ

SL DATE PARTICULARS SIGNATURE

OFSTAFF
NO

7. EXTRACURRICULAR ACTIVITIES

Sl no Date Particulars Signature of the faculty

8. ACHIEVEMENTS/AWARDS

Sl no Date Particulars Signature of the faculty

9. ASSESSMENT RECORD

Phase Duration Assessment Total Assessment Remarks Faculty

(From-To) score marks (%) Signature
(marks
obtained)
Phase II

Phase III
Part I
Phase III
Part 2

Total

10. SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II
2 weeks
2nd Phase III 2 weeks
Part I

3rd Phase III 2 weeks

Part II

Total Cumulative
attendance
n/%
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

General Surgery Curriculum

for
Competency Based Curriculum

RGUHS General Surgery Curriculum as per the new Competency Based Curriculum
Preamble
The NMC envisages that the Indian Medical Graduate should function as the Physician of first contact in the
community, to provide holistic health care to the evolving needs of the nation and the world. To fulfil this, the
IMG should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a professional
and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become the new
standard of medical education internationally. This new curriculum is being implemented across the country and
the first batch has been enrolled since the academic year 2019. The regulatory and accrediting body NMC had
started the process by training faculty across the country in the key principles of CBME and developing key
competencies for each specialty with the input from expert groups under each specialty.
The NMC, in the Graduate medical regulations 2019, has provided the list of General Surgery medicine
competencies required for an IMG and these have been included in this document.
The document begins with the goals and objectives of the Surgery curriculum, then a summary of phase wise
hours allotted to general surgery and their distribution across didactic lecture, small group discussion and self-
directed learning. Subsequently, this document suggests phase wise topics in the 4 clinical postings, directory of
minimum cases to be seen, and suggested clinical assessment methods for the postings.

This is followed by the competencies to be delivered, along with the SLOs, suggested TL methods, and suggested
assessment methods. The competencies have been divided according the three main domains which is
Knowledge, Psychomotor skills and Communication skills. The competency tables also indicate the phase they
should be taught in. This will be helpful for the faculty and students.

Goals and Objectives of the medicine curriculum

Goals
The broad goal of the General Surgery curriculum is to equip the IMG with sufficient knowledge, skills and
attitude to diagnose and appropriately treat common surgical disorders affecting the adult population.

Objectives
A) Knowledge
At the end of the course student should be able to:
 i. Describe the pathophysiology of common diseases of adults
j. Describe the clinical features, diagnosis and management of the above
c. Be well versed with the preventive aspects of the surgery curriculum, specifically patient education
and lifestyle modification.
(B) Skills
At the end of the course the student should be able to:
g. Demonstrate the ability to elicit a detailed clinical history and perform a general physical and
systemic examination, in outpatient and inpatient settings.
h. Demonstrate the ability to apply the elicited history and examination to arrive at correct diagnosis
and plan treatment.
i. Demonstrate the ability to deliver immediate care to commonly seen emergencies prior to referral
to higher centre.

C) Attitude and communication skills

At the end of the course the student should be able to:
q. Communicate effectively with patients, their families and the public at large
r. Communicate effectively with peers and teachers demonstrate the ability to work effectively with
peers in a team.
s. Demonstrate professional attributes of punctuality, accountability and respect for teachers and
peers.
t. Appreciate the issues of equity and social accountability
Summary of course content, teaching and learning methods and student assessment for the undergraduate (MBBS) Curriculum in General Surgery

Distribution of Teaching hours :

Phase Lecture Small group Self-directed Total

discussion learning
Phase 2 25 25
Phase 3, part 1 25 35 5 65
Phase 3, part 2 70 125 15 210

Time allotted excludes time reserved for internal / University examinations, and vacation.
Teaching-learning methods shall be learner centric and shall predominantly include small group learning, interactive teaching methods and case-based learning. Didactic lectures not to exceed one-third of
the total teaching time. In the third Professional year both Part1& Part2, 25% of allotted time (non-clinical time) shall be utilized for integrated learning with pre- and para- clinical subjects. This will be
included in the assessment of clinical subjects. Horizontal integration between the Final MBBS Part 2 subjects is necessary wherever feasible
The teaching learning activity focus should be on application of knowledge rather than acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the maximum extent possible to enhance learner’s interest and eliminate redundancy and overlap.

Small group discussion (SGD) may include the following

1.Tutorials
2.Case based discussion
3. Skill lab sessions
Unless otherwise mentioned, in the TL methods suggested in the competency table, SGD sessions are for 2 hours, and lectures for 1 hour and skill lab sessions are for 4 hours

Suggested Topics for Theory classes for each MBBS Phase

2nd MBBS
Competency Topic
number
SU1 Metabolic response to injury
SU2 Shock
SU3 Blood and blood components
SU4 Burns
SU8 Ethics
 SU10 Pre-op, intra-op and post-op care
SU12 Nutrition and fluid therapy
SU18 Skin and subcutaneous tissue
SU27 Vascular disorders
3rd MBBS Part 1
Competency Topic
number
SU5 Wound healing and wound care
SU6 Surgical infections
SU7 Surgical audit and research
SU11 Anaesthesia and pain management
SU14 Basic surgical skills
SU17 Trauma
SU19 Congenital facial anomalies
SU20 Oropharyngeal carcinoma
SU21 Salivary Gland
SU22 Thyroid gland and Adrenal gland
SU 23 Adrenal glands and other endocrine glands
SU25 Breast
3rd MBBS Part 2
Competency Topic
number
SU13 Transplantation
SU15 Biohazard disposal
SU16 Minimally invasive surgery
SU24 Pancreas
SU26 Cardio thoracic surgery
SU28 Abdomen
SU29 Urinary system
SU30 Male reproductive system
Neurosurgery

Clinical posting, certifiable skills, case matrix, clinical skills assessment , clerkship , skill lab topics
Acquisition and certification of skills shall be through experiences in patient care, diagnostic and skill laboratories. Use of skill lab to train undergraduates in listed skills should be done mandatorily.
The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from Monday to Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day from Monday to Saturday)

Acquisition and certification of skills shall be through bedside clinics, clerkship (student doctor), diagnostic and skill laboratories.

Clinical postings – phase wise objectives

Posting 1: The student , at the end of the posting, would have practiced the following
A. Building a rapport with the patient
B. Eliciting history in native language of patient
C. Examining vital signs – pulse, blood pressure, temperature, jugular venous pressure
D. General physical examination – pallor, icterus, cyanosis, lymphadenopathy, edema
E. Observation of systemic examination
Posting 2
A. Practice of skills attained in posting 1
B. Systemic examination ( inspection, palpation, percussion, auscultation) of cardiovascular system, respiratory system, abdomen, and central nervous system
Posting 3
A. Practice of skills attained in posting 1 and 2
B. Fluent, confident systemic examination
C. Ability to distinguish between normal and abnormal physical findings
D. Collating history and examination findings to arrive at differential diagnoses

Posting 4
Practice and refinement of skills attained in postings 1, 2 and 3

Suggested topics for Clinical postings for each MBBS Phase

1st posting - 2nd MBBS, (4 weeks)

1 History taking in a surgical patient

2 Examination of ulcer
3 Clinical examination of a swelling
4 Examination of abdomen
5 Examination of the vascular system
6 Examination of the lymphatic
system
 7 Hand wash and draping patients in
OT
8 Basic instruments in surgical
operation theatre
2 Posting 3 MBBS Part 1 (4weeks)
nd rd

1 Wound care
2 BLS
3 Airway maintenance
4 Thyroid examination
5 Breast examination
6 Examination of Abdomen
7 Hernia
8 Disorders of Stomach
9 Submandibular region and salivary
glands
9 Revise and review all topics in 1st
posting
3 and 4 Posting 3rd MBBS Part 2 (8+4weeks)
rd th

1 Investigations in a surgical patient

2 Pre-op and post-op care
3 Anaesthesia and pain management
4 Transplant
5 Revisit, review and revise all topics
in 1st and 2nd postings

Suggested topics for Skills lab in Surgery

To perform breast examination

To perform per rectal examination to palpate the prostrate
To administer an appropriate dose of local anaesthetic and incise and
drain abscess
To appropriately apply dressing for injuries and burns
To clean and suture superficial skin wounds
 To insert an intercostal needle/drainage

Learner-doctor method (Clerkship): should be mandatorily implemented, from 1st clinical postings in Surgery.
The goal of this type of T-L activity is to provide learners with experience in longitudinal patient care, being part of the health care team, and participate in hands-on care of patients in outpatient and inpatient
setting. During the 1st clinical postings, the students are oriented to the working of the department. During the subsequent clinical posting the students are allotted patients, whom they follow-up through
their stay in the hospital, participating in that patient’s care including case work-up, following-up on investigations, presenting patient findings on rounds, observing surgeries if any till patient is discharged.

Goal: To provide learners with experience in:

(a) Longitudinal patient care,

(b) Being part of the health care team,

(c) Hands-on care of patients in outpatient and inpatient setting.

(d) No learner will be given independent charge of the patient

(e) The supervising physician will be responsible for all patient care decisions

The learner will function as a part of the health care team with the following responsibilities:

Be part of the unit’s outpatient services on admission days, Remain with the admission unit until 6 PM except during designated class hours,

Be assigned patients admitted during each admission day for whom he/she will undertake responsibility, under the supervision of a senior resident or faculty member,

Participate in the unit rounds on its admission day and will present the assigned patients to the supervising physician,

Perform simple tasks, including nebulisation, patient education

Follow the patient’s progress throughout the hospital stay until discharge,

Participate, under supervision, in procedures, surgeries, deliveries etc. of assigned patients

Participate in unit rounds on at least one other day of the week excluding the admission day, Discuss ethical and other humanitarian issues during unit rounds,
Attend all scheduled classes and educational activities,
Document his/her observations in a prescribed log book / case record.

Learner-doctor method phase wise

Eligibility to appear for Professional examinations

(b) Attendance
1. Attendance requirements are 75% 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% attendance in theory and 80% in practical in each phase of instruction in that subject.
2. If an examination comprises more than one subject (for e.g., General Surgery and allied branches), the candidate must have 75% attendance in each subject and 80% attendance in each clinical
posting.
3. Learners who do not have at least 75% attendance in the electives will not be eligible for the Third Professional - Part II examination.

Internal Assessment
Progress of the medical learner shall be documented through structured periodic assessment that includes formative and summative assessments. Logs of skill-based training shall be also maintained.

Log book

4. A designated faculty member in each unit will coordinate and facilitate the activities of the learner, monitor progress, provide feedback and review the log book/ case record.
5. The log book/ 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.
 6. The log book should also include records of patients assigned. Submission of the log book/ case record to the department is required for eligibility to appear for the final examination of the subject.

Theory assessment
There shall be no less than four theory internal assessment (One each in 2nd MBBS and 3rd MBBS Part1 and Two in 3rd MBBS Part2) excluding the prelims in Surgery. An end of posting clinical assessment
shall be conducted for each of the clinical postings in Surgery.
A 100-mark question paper covering the relevant topics of the MBBS Phase may be conducted. Mark division will be as follows:
100 marks
Long essay 2X10= 20
Short essay 8x5=40 marks
Short answer question 10x3=30marks
MCQs 10x1=10marks

A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay questions to be from the must
know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be constructed to test higher cognitive
levels.

Internal assessment at the end of clinical postings

Internal assessment marks at the end of each posting will be a sum of log book ( documentation of skills practiced, clerkship, assessment of behaviour in posting) and clinical internal assessment marks.
Internal assessment may be conducted as follows in postings
Posting 1 – long case focusing on history, vital signs and general physical examination
Posting 2 – OSCE with the following stations – history, vital signs, general physical examination, examination of specific system/structure, diagnostic skills, communication
Posting 3 – Long case/short case
Posting 4 – short case and/or long case

AETCOM assessment will include: (a) Written tests comprising of short notes and creative writing experiences, (b) OSCE based clinical scenarios / viva voce

The competencies to be delivered in AETCOM have been summarized at the end of the competency table. The question paper must include a least one question based on AETCOM competencies covered in tha
phase. AETCOM competencies must also be tested in the viva voce.

There will be one Theory and Clinical preliminary exam before the student is eligible for university exams.
Day to day records and logbook (including required skill certifications) should be given importance in internal assessment. Internal assessment should be based on competencies and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and clinical; not less than 40 % marks in theory and practical separately) assigned for internal assessment in Surgery to be
eligible for appearing at the final University examination.
Internal assessment marks will reflect as separate head of passing at the summative examination.
The results of internal assessment should be displayed on the notice board within 1-2 weeks of the test.
Remedial measures should be offered to students who are either not able to score qualifying marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of training and Medicine logbook entry completed to be eligible for appearing at the final university examination.
.
University examinations
University examinations Third Professional Part II - (Final Professional) examination shall be at the end of training (14 months including 2 months of electives) in the subjects of General Medicine, General
Surgery, Obstetrics & Gynaecology and Paediatrics.
The discipline of Orthopaedics, Anaesthesiology, Dentistry and Radiodiagnosis will constitute 25% of the total theory marks incorporated as a separate section in paper II of General Surgery.
The discipline of Psychiatry and Dermatology, Venereology and Leprosy (DVL), Respiratory Medicine including Tuberculosis will constitute 25% of the total theory marks in General Medicine incorporated
as a separate section in paper II of General Medicine.
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/her to function effectively and appropriately as a physician of first contact. Assessment shall be carried out on an objective basis to the extent possible.
Marks allotted
Medicine Theory Clinical examination
Total marks 2 papers of 100 marks each for General 200 marks
surgery (including orthopaedics and
other surgery allied subjects). The
pattern of each question paper is given
below. As indicated above adequate
weightage to be given to surgery allied
subjects
Long essay 2X10= 20 One long case for 80 marks
Short essay 8x5=40 marks Two short cases for 40 marks each
Short answer question 10x3=30marks Viva-voce for 40 marks.
Station-1: Xray & ECG
Station-2: Instruments
Station-3: Specimens
Station-4: Drugs & case scenarios
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each part should be indicated
separately.
A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay questions to be from the
must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be constructed to test higher
 cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the examination must be of common conditions that the learner may encounter as 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, analyse the case and develop a management plan.
Viva/oral examination should assess approach to patient management, emergencies, attitudinal, ethical, and professional values. Candidate’s skill in interpretation of common investigative data, X-rays,
identification of specimens, ECG, etc. is to be also assessed.
At least one question in each paper of the clinical specialties in the University examination should test knowledge competencies acquired during the professional development programme. Skill competencies
acquired during the Professional Development Programme must be tested during the clinical, practical and viva voce.
There shall be one main examination in an academic year and a supplementary to be held not later than 90 days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the University to a learner for clearing the examination as a whole but not for clearing a subject resulting in exemption.
Appointment of Examiners
Person appointed as an examiner in the 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/approved/permitted medical college.
For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners, out of whom not less than 50% must be external examiners. Of the four examiners, the senior-most internal
examiner will act as the Chairman and coordinator of the whole examination programme so that uniformity in the matter of assessment of candidates is maintained.
Where candidates appearing are more than 100, two additional examiners (one external & one internal) for every additional 50 or part there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal examiners by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of concerned university.

BLUEPRINT FOR ASSESSMENT

RATIONALE BEHIND THE BLUEPRINTING WITH EXCERPTS FROM NMC DOCUMENT ON ASSESSMENT
As per NMC guidelines, a balance should be drawn between the action verbs which are specified in the Bloom’s taxonomy along with a balance of the topics of the curriculum
Levels of Bloom’s Taxonomy with Suggested Verbs in the questions are specified below.
Knowledge Define, Describe, Draw, Find, Enumerate, Cite, Name, Identify, List, label, Match,
Sequence, Write, State
Comprehension Discuss, Conclude, Articulate, Associate, Estimate, Rearrange, Demonstrate
understanding, Explain, Generalise, Identify, Illustrate,
Interpret, Review, Summarise
Application Apply, Choose, Compute, Modify, Solve, Prepare, Produce, Select, Show, Transfer,
Use
Analysis Analyse, Characterise, Classify, Compare, Contrast, Debate, Diagram,
Differentiate, Distinguish, Relate, Categorise
Synthesis Compose, Construct, Create, Verify, Determine, Design, Develop, Integrate,
Organise, Plan, Produce, Propose, rewrite
Evaluation Appraise, Assess, Conclude, Critic, Decide, Evaluate, judge, Justify, Predict,
Prioritise, Prove, Rank

The blueprint for General surgery theory paper indicating the topics and marks allotted for each are given below. The blueprinting provided is an estimate only, the spirit of the blueprint must be honoured while
setting the paper. This document will guide teachers/ students and evaluators on what to focus on. The focus should be on providing clinical oriented questions rather than purely theoretical questions
The distribution of topics in paper 1 and paper 2 in General surgery is also given below. The given division of topics is only a guideline, as the topics are often a continuum, making clear demarcation difficult.
Blue print for General surgery
Competency Topic Marks
number
Applied basic sciences 6
SU1 Metabolic response to injury 2
SU2 Shock + its management 5
SU3 Blood and blood components 4
SU4 Burns 4
SU5 Wound healing and wound care 5
SU6 Surgical infections 5
SU7 +SU8 Surgical audit and research+ Ethics 2
 SU19 Congenital facial anomalies 2
SU20 Oropharyngeal carcinoma 3
SU21 Salivary Gland+ neck cysts+ cervical lyphadenitis 4
Skin lesions including ulcers, sinuses, fistulas and 5
malignancies
SU9 Investigations in a surgical patient 5
SU10 Pre-op, intra-op and post-op care 6
SU12 Nutrition and fluid therapy 5
SU13 Transplantation 4
SU14 Basic surgical skills 3
SU15 Biohazard disposal 2
SU16 Minimally invasive surgery 5
SU17 Trauma 5
SU22 Thyroid gland 6
SU 23 Adrenal glands and other endocrine glands 4
SU24 Pancreas 5
SU25 Breast 8
SU26 Cardio thoracic surgery and Neurosurgery 7
SU27 Vascular system 10
SU28 Abdomen including hernias 12
SU29 Urinary system 10
SU30 Male reproductive system 6
Total 150

Distribution of topics In General surgery Paper 1 and Paper 2 for University Examination

Paper 1 – Section A and B 100marks

1 Applied basic sciences
2 Metabolic response to injury
3 Shock + its management
4 Blood and blood components
5 Burns
6 Wound healing and wound care
7 Surgical infections
8 Surgical audit and research+ Ethics
9 Congenital facial anomalies
10 Oropharyngeal carcinoma
11 Salivary Gland+ neck cysts+ cervical
lyphadenitis
12 Skin lesions including ulcers, sinus,
fistulas and malignancies
13 Investigations in a surgical patient
14 Pre-op, intra-op and post-op care
15 Nutrition and fluid therapy
17 Transplantation
18 Basic surgical skills
19 Biohazard disposal
20 Minimally invasive surgery
21 Trauma
22 Thyroid gland
23 Adrenal glands and other endocrine
glands
24 Breast
Paper 2 – Section A 50marks
1 Pancreas
2 Cardio thoracic surgery and
neurosurgery
3 Vascular system
4 Abdomen including hernias
5 Urinary system
6 Male reproductive system
Paper 2 – Section B 50marks, Orthopedics and surgery
allied subjects Anaesthesia, Radiology and dentistry
 MODEL QUESTION PAPER SURGERY -1

Section A
Long Essays ( 10x1)
1) 56y/o woman presented with history of lump in right breast since 4 months, 6*8cm in in upper outer quadrant, hard in consistency with 2*3 cm ulcer over the lump and bloody
discharge from nipple. Clinical examination revealed 2*2 cm lymph node in right axillary region. Opine regarding possible diagnosis, clinical staging, management for this patient. Add a
note on BRCA 1 and 2. (2+2+4+2 marks)
Short Essays ( 5x4=20)
1) Buerger’s disease
2) Discuss the complications of inguinal hernia
3) Mesenteric cyst
4) Surgical management of portal hypertension
Short Answers (3x5=15)
5) Premalignant conditions of oral cavity
3) Courvoiser’s law
6) Le Fort classification of maxillofacial injuries
7) Rodent ulcer
8) Advantages of USG
9) Pilonidal sinus
10) Circumcision
MCQ’S (1x5 = 5)
1. 35 years old male presents with fever , jaundice ,Right upper quadrant pain, septic shock & mental status change , likely diagnosis
1. Cholangitis
2. Hepatitis
3. Cholecystitis
4. Pancreatitis
 2. 30 years old female presents with diffuse thyroid swelling ,on investigations TSH levels raised. Postoperative HPE shows intense lymphocytic infiltration & Hurthle cells ,
likely diagnosis
1. Grave’s disease
2. Hashimoto’s thyroiditis
3. Follicular carcinoma
4. Medullary carcinoma of thyroid
3. Most common site of development of ca prostate ?
1. Central zone
2. Peripheral zone
3. Transition zone
4. Fibromuscular stroma
4. 26 years old male presents with 4 days history of pain in right sided lower abdomen with frequent vomiting. Patient’s general condition is good and tender mass felt in right
iliac fossa. Most appropriate management in this case would be
1. Exploratory laparotomy
2. Immediate appendectomy
3. Ochsner – Sherren regimen
4. External drainage
6. Mercedes Benz sign on x-ray seen in
a) Ureteric stone
b) Renal stone
c) Gall stone
d) Pancreatic stone

SECTION B (Orthopedics)
 Long Essays ( 10x1)
1) Write in detail about classification , pathology, clinical features and
management of shoulder dislocation.
Short Essays ( 5x4=20)
2) Malunion
3) Colles fracture
4) Acute osteomyelitis
5) Spinal anaesthesia
Short Answers (3x5=15)

6) Potts spine

7) Carpal tunnel syndrome

8) CTEV

9) Mallet Finger

10)Dupuytren’s fracture

MCQ’S (1x5 = 5)
11)32 years old female sustained injury after fall on an out-streched hand . On evaluation there was fracture of upper one-third of ulna with dislocation of head of radius. Likely
diagnosis
a) Colles fracture
b) Monteggia fracture dislocation
c) Galeazzi fracture dislocation
d) Smith fracture
12)40 years old male patient comes to casualty with fracture of femur, which splint used to stabilize the fracture?
1. Dennis brown splint
 2. Thomas splint
3. Volkmann splint
4. Cock-up splint
13) Medial meniscus is more vulnerable to injury because of its
a) Attachment to tibial collateral ligament
b) Semicircular shape
c) Action of adductor magnus
d) Attachment to fibrous capsule
14)March fracture affects
a) Neck of 1st metatarsal
b) Body of 1st metatarsal
c) Neck of 2nd metatarsal
d) Body of calcaneus
15)Carpal bone which fractures most commonly
a) Scaphoid
b) Lunate
c) Hamate
d) Pisiform
 Surgery Model Paper

Total marks=100
Long essay question ( 2 x10 marks)

1. A 42 year old woman presents with dysphagia for both solids and liquids since several months. She describes a feeling of food sticking in the lower chest. She tries to use
liquids to wash it down and also tries different positions. She may then get sudden relief. She has noticed some effortless regurgitation. She has lost about 10 pounds unintentionally in the
last three months.

A. In view of the history in this patient, what is the differential diagnosis? (2 Marks)
B. List additional history that should be obtained? ( 2 Marks)
C. Discuss the pathophysiology seen in achalasia? ( 1 Mark)
D. What is the diagnostic test that should be done and why? ( 2 Marks)
E. Discuss the management options recommended to this patient? ( 3 Marks)

2. A 48 year old woman noticed a lump in her left breast about 2 months ago. She thinks that it may be slightly larger now. There is no pain. She has never had a mammogram. On examination there is a 3
cm hard mobile mass superiorly in the left breast.

A. List additional history do you need in this patient? (2 Marks)

B. What are other important things to note in the physical exam? (2 Marks)
C. Name the diagnostic test to be done to diagnose this lesion? ( 3 Marks)
D. Discuss the treatment approach to be take in the case ? ( 3 Marks)

Short Answer questions (8 x 5 marks)

1. Discuss the risk factors, pathophysiology and options for management of cholelithiasis? ( 2+2+1Marks)

2. Cite the predisposing factors,diagnostic workup and the surgical options in a patient with ventral or incisional hernia? ( 2+1+2Marks)

3. Enumerate the clinical manifestations, investigation and the treatment for pheochromocytoma? ( 2+2+1Marks)

4. Describe the clinical history and physical finding, investigation and the treatment of wilm’s tumor ? ( 2+2+1Marks)

5. Discuss the diagnostic tests and treatment of peripheral arterial occlusive disease? ( 2+3Marks)
6. What are the clinical features, investigation and treatment of BPH? ( 2+1+2Marks)

7. Describe the Clinical features and treatment modality of varicose vein? ( 2+3 Marks)

8. Enumerate the complications of blood transfusion (Regular and Massive)? ( 3+2 Marks)

Short Answers ( 10 x 3 Marks)

1. List the operations that can be performed to treat hemorrhoids? ( 3Marks)

2. State the options for treating pseudocyst? ( 3Marks)

3. Write in sequence the potential complications of inguinal hernias making it important to repair them? ( 3Marks)

4. Write the Significance and boundaries of Calots triangle.( 1 + 2 Marks)

5. State the various regulators of calcium metabolism in the body and how do they work? ( 3Marks)

6. Define paradoxic aciduria and how does it happen? ( 1 + 2 Marks)

7. Explain intermittent claudication and how is it graded? ( 1 + 2 Marks)

8. Characterise the different kinds of stones in the urinary tract based on composition? ( 3 Marks)

9. Enumerate the causes for Intestinal Obstruction. ( 3 Marks)

10.Eneumerate the complications of Sebaceous cyst. ( 3 Marks)

MCQs (10x 1 Mark)

1. A 28-year-old man while working on a building site sustained a fracture of his tibia and fibula having fallen from a ladder. This was promptly treated by open reduction and internal fixation. On the
second postoperative day, he developed severe pain in his leg exacerbated by passive movement and sensory loss.
A) Compartment syndrome. b) Leg ulcer c) Necrotising soft-tissue infection
D) Pressure sore

2. A prenatal ultrasound scan alerted the paediatricians to a congenital abnormality affecting the abdomen and chest. The premature neonate has been born with severe respiratory compromise and is on
ventilatory support in the neonatal ICU.
a) Biliary atresia b)2 Congenital diaphragmatic hernia c) Duodenal atresia
d) Hirschsprung’s disease

3. 65-year-old woman had a hip replacement 10 days ago. She is ready to be discharged. She went to the toilet just prior to leaving the ward for home. She collapsed in the toilet.
a) Deep vein thrombosis (DVT) b) Hypovolaemic shock c) Pulmonary embolus
d) Fat embolism

4. A patient presents following a fall from a third-story window and on primary survey is not maintaining adequate oxygen saturation on high-flow oxygen, is hypotensive, has a raised JVP with left tracheal
deviation and the right hemi-thorax is hyper-resonant with no air entry.
a) Cardiac tamponade b) Haemothorax c) Myocardial infarction d) Tension pneumothorax

5. There is a pigmented skin lesion on the scalp that has recently changed in colour and become itchy and started to bleed. There are a few small black spots irregularly scattered around the lesion.
a) Basal cell carcinoma b) Extramammary Paget’s disease c) Malignant melanoma (MM) d) Squamous cell carcinoma (SCC)

6. A 78-year-old man presents with a rapidly enlarging mass in the right parotid. The skin overlying the mass is erythematous and the facial nerve function is affected.
a) Bacterial parotitis b) Parotid gland cancer c) Pleomorphic adenoma
d) Salivary calculus

7. An elderly woman with previous history of Hashimoto’s thyroiditis presents with an irregular, hard nodule in her right thyroid lobe
a) Anaplastic carcinoma b) Lymphoma c) Medullary Carcinoma d) Papillary Carcinoma

8. A 46-year-old woman has been readmitted to the surgical unit complaining of numbness around her mouth with paranesthesia and numbness in her fingers. She has had a few episodes of muscle spasms
in her forearms. One week ago she underwent total thyroidectomy with bilateral lymph node dissection for papillary thyroid carcinoma.
a) Primary hypoparathyroidism b) Secondary hyperparathyroidism c) Tertiary hyperparathyroidism d) Tetany

9. A 26-year-old breast-feeding mother presents as an emergency with pain, swelling in the right breast and fever for 2 days.
a) Breast abscess b) Breast cyst c) Fibroadenoma d) Galactocele

10. A 68-year-old woman underwent an amputation of her right leg following severe crush injury. Three days postoperatively she has pyrexia and tachycardia and looks toxic. The amputation site looks red
and brawny with the limb swollen with crepitus in the intermuscular planes.
a) Bacteremia and sepsis b) Cellulitis and lymphangitis. c) Clostridium tetani d) Gas gangrene e) Synergistic spreading gangrene
GENERAL SURGERY MODEL QUESTION PAPER

Long questions 2x10 = 20 marks

1. Describe the etio-pathogenesis, clinical features and management of multi-nodular goiter. Add a note on Plummer’s disease. (2+2+4+2 marks)
2. A 50-year-old male came with complaints of pain in the right iliac fossa for 1 week, 2-3 episodes of vomiting and intermittent fever. On examination per abdomen is tender, smooth firm swelling noted in right iliac
fossa, resonant on percussion, all borders made out. What is your diagnosis? Comment on etiology, signs, management, and give your differential diagnosis.
Short essays 8x5 = 40 marks
3. Classify salivary gland tumours. Describe the histopathology, clinical features and management of pleomorphic adenoma
4. Explain the indications, composition and complications of TPN.
5. Write a note on types of hospital biohazard waste, colour coding and methods of disposal of the same.
6. Explain anatomy of the blood supply of liver and add a note on surgical management options for portal hypertension
7. 35 year old man came with blacking discolouration of right great toe with crampy pain in calf muscles on walking for 100metres relieved on rest and on hanging the limb at the edge of
the bed. Patient also is a known smoker since 10years. What is the likely diagnosis. What is Shiyanoya criteria?
8. 28 y/o Patient came with complains of inability to retract foreskin with painful erections with sclerosis at the edge of the prepuce. There’s no history of multiple sexual partners in past.
What is the likely diagnosis and the management of the condition?
9. During a routine elective appendicectomy, there was inadvertent breach of the wall of distal ileum with spillage of its contents into the peritoneal cavity. What type of surgical wound is
this? Add a note on types of surgical wounds and need for antibiotic prophylaxis in each.
10. What is massive blood transfusion? What are the possible complications of routine blood transfusion.

Short notes 3x10 = 30 marks

11. Hasselbach’s triangle and it’s clinical importance
12. Peutz j
Jheger’s syndrome
13. PEG( Percutaneous endoscopic gastrostomy)
14. Reynolds Pentad
15. External hemorrhoids
16. Extradural vs subdural hemorrhage
17. Beck’s triad
18. Patient came with history of road traffic accident with blunt trauma abdomen. Which is the preliminary radiological examination to rule out hemoperitoneum. Add a note on e-FAST.
19. Bisgard’s regimen
20. Alvarado’s scoring for acute appendicitis
MCQ’s 1x10 = 10 marks
21. Patient came with multiple dilated veins along calf and medial aspect of leg. There was 2*2cm healing ulcer over medial malleolus. What is the clinical stage of the disease?
a. C4b b. C4c c.C5 d.C6

22. Caudate lobe of liver belongs to which Couinaud segment?

a. II. B. VII c. X. d. I

23. 18y/o male came with history of pain in right lower abdomen and right testis, vomiting. Relieved on scrotal elevation. What is the possible diagnosis?
a. Acute Epididymo orchitis. B. Acute appendicitis. C. Torsion testis. D. Torsion of appendix of testis

24. 28 yo man comes to ER with road traffic accident with injury to right side of chest, has laboured breathing. PR- 120bpm, BP-80/50mm Hg, SpO2 70pc absent breath sounds over right
hemithorax with hyper-resonance on percussion. What is your Immediate line of management?
a. ICD at 5th intercostal space. B. Needle aspiration over 2nd intercostal space. C. Needle aspiration over 5th intercostal space. D. Connect oxygen via facial mask and Plan for
emergency CT thorax

25. Which is not a component of skin involvement of breast cancer?

a. Satellite nodules. B. Peau de orange. C. Puckering and dimpling. D. Ulceration

26. Which swelling does not move on deglutition?

a. Pretracheal lymph node. B. Right solitary nodule thyroid. C. Subhyoid bursitis. D. Suprasternal dermoid cyst.

27. Which is a component of saints triad?

a. Altered mental status. B. Right hypochondriac pain. C. Jaundice. D. Diverticulitis

28. Patient in emergency room post assault with head injury is randomly screaming out bad words and moaning. What is the Verbal component of GCS
a. V1. B. V2. C. V3. D. V4
29. Which of the these PDS suture materials is of the narrowest caliber
a. Number 1. B. 1-0. C. 0-2. D. 3-0.
30. Which is a staghorn calculus?
a. CaSO4. B. Phosphate. C. Uric acid. D. Calcium oxalate
General Surgery Model Question paper
Total marks: 100
LONG ESSAY 2x10= 20
1. Write briefly about Cholecystitis- types, etiopathogenesis, clinical features and management.
2. A 50-year-old male came with complaints of difficulty in swallowing of solids since 5months and to liquids also since 1month. Associated episodes of vomiting and weight loss. On
examination per abdomen is soft, non-tender with no palpable mass or lymph nodes. What is the most likely diagnosis? Discuss the approach to management of this patient.
SHORT ESSAY 8X5= 40
3. Classify ulcers and explain in detail about trophic ulcer.
4. A 49 years of diabetic male came with complaints swelling over the nape of neck on examination- 4X4 cm swelling with local rise of temperature, redness present, tenderness
present, brawny induration with yellow discharge present. What is your diagnosis? Comment on etiology, symptoms, complication and management.
5. A 45 yr chronic smoker comes with pain and black discoloration of his left great toe since 3 month. He is not able to walk even in house. On examination, his toe is gangrenous and
shriveled with cold left lower leg and absent dorsalis pedis pulsations. What might be the condition, the patient is suffering from? Explain the pathology and management of this
condition.
6. Write briefly about Solitary nodule of thyroid and its management.
7. A 35yr male has presented with Right upper quadrant abdominal pain with fever. On examination, he is febrile, tachycardic and has right hypochondrium tenderness with right
lower intercostal tenderness. What is your diagnosis? Write briefly about the pathogenesis, management & complications of this condition.
8. Complications of acute pancreatitis.
9. Intussusception – types, etiology, clinical features and management.
10. A 55 year perimenopausal lady noticed a lump in her right breast while taking bath. She gives history it has progressed faster recently. On clinical examination, she has 5x6cm
irregular, hard, nontender lump which moves along with surrounding breast tissue. Her axilla has 2 enlarged lymph nodes enlarged. What is your diagnosis? Add a note on the
types, clinical features, management of this patient.

SHORT ANSWER 10x3= 30

11. Eye signs of toxic goiter
12. Types of abdominal tuberculosis
 13. Complications of acute pancreatitis
14. Classifiaction of hernia
15. Complication of gastric ulcer
16. Fissure in ano -types, clinical features and management
17. Branchial cyst
18. Ganglion cyst
19. Erysipelas
20. Malignant melanoma

MCQs 10x1= 10
21. Wound over the bony prominences are called as
a) Traumatic ulcer b) Tropical ulcer c) Trophic ulcer d) Venous ulcer
22. Moulding sign seen in
a) Lipoma b) Dermoid cyst c) Pyogenic abscess d) Sebaceous cyst
23. Painful constriction of base of toe is called
a) Dry gangrene b) Frost bite c) Ainhum d) Acrocyanosis
24. X-ray showing honeycomb/multiloculated feature of mandible
a)Dentigerous cyst b)Adamantinoma c)Osteoporosis d)Fibrous dysplasia of jaw
25. Swelling in front of the ear which does not move above zygomatic bone
a) Submandibular abscess b) Pre-auricular lymph node c) Pleomorphic adenoma d) Carotid body tumor
26. Sistrunk operation is done for
a) Ranula b) Branchial cyst c) Laryngocele d) Thyroglossal cyst
27. Popcorn calcification seen in
 a) Fibrocystic disease b) Traumatic fat necrosis c) Fibroadenoma d) CA breast
28. Rasberry tumor is also called as
a) Umbilical granuloma b) Carotid body tumor c) Umbilical adenoma d) Omphalitis
29. Rat tail in barium swallow is seen in
a) Diffuse esophageal spam b) CA Stomach c) Achalasia cardia d) Pyloric stenosis
30. CT brain shows biconvex lesion which indicates
a) SAH b) SDH c) EDH d) Intracranial abscess

Surgery competencies – Knowledge

Metabolic response to injury

SU1.1 Describe Basic concepts of homeostasis, Lecture 3, 4 term MCQs, Quiz, Drills Theory
enumerate the metabolic
changes in injury and their mediators.
SU1.2 Describe the factors that affect the metabolic Lecture 3, 4 term Quiz Theory
response to injury.
SU1.3 Describe basic concepts of perioperative care. Lecture 3, 4 term Quiz Theory
Shock
SU2.1 Describe Pathophysiology of shock, types of shock Lecture 3, 4 term Quiz Theory
& principles of resuscitation including fluid
replacement and monitoring.
SU2.2 Describe the clinical features of shock and its Lecture 3, 4 term Quiz Theory
appropriate treatment.
Blood and blood components
SU3.1 Describe the Indications and appropriate use of Lecture 3, 4 term Quiz Theory
blood and blood
products and complications of blood transfusion.
Burns
SU4.1 Elicit document and present history in a case of Lecture 3, 4 term Quiz Theory
Burns and perform physical examination.
Describe Pathophysiology of Burns.
SU4.2 Describe Clinical features, Diagnose type and Lecture 3, 4 term Quiz Theory
extent of burns and plan appropriate treatment.
SU4.3 Discuss the Medicolegal aspects in burn injuries. Lecture 3, 4 term Quiz Theory
Wound healing and wound care
SU5.1 Describe normal wound healing and factors Lecture 5 term Quiz Theory
affecting healing.
SU5.3 Differentiate the various types of wounds, plan Lecture 5 term Quiz Theory
and observe management of wounds.
SU5.4 Discuss medico legal aspects of wounds Lecture 5 term Quiz Theory
Surgical infections
SU6.1 Define and describe the aetiology and Lecture 5 term Quiz Theory
pathogenesis of surgical Infections
SU6.2 Enumerate Prophylactic and therapeutic Lecture 5 term Quiz Theory
 antibiotics
Surgical Audit and Research
SU7.1 Describe the Planning and conduct of Surgical Lecture 8,9 ter, Theory Theory
audit
SU7.2 Describe the principles and steps of clinical Lecture 8,9 term Theory Theory
research in General Surgery
Ethics
SU8.1 Describe the principles of Ethics as it pertains to Lecture 3, 4 term Quiz Theory
General Surgery
Pre, intra and post- operative management.
SU10.1 Describe the principles of perioperative Lecture 3,4 term Quiz Theory
management of common surgical procedures
Anaesthesia and pain management
SU11.1 Describe principles of Preoperative assessment. Lecture 6 term Theory Theory
SU11.2 Enumerate the principles of general, regional, and Lecture 6 term Theory Theory
local Anaesthesia.
SU11.4 Enumerate the indications and principles of day Lecture 6 term Theory Theory
care General Surgery
SU11.5 Describe principles of providing post-operative Lecture 6 term Theory Theory
pain relief and management of chronic pain.
SU11.6 Describe Principles of safe General Surgery Lecture 6 term Theory Theory
Nutrition and fluid therapy
SU12.1 Enumerate the causes and consequences of Lecture 3, 4 term Quiz Theory
malnutrition in the surgical patient
SU12.2 Describe and discuss the methods of estimation Lecture 3, 4 term Quiz Theory
and replacement of the fluid and electrolyte
requirements in the surgical patient
SU12.3 Discuss the nutritional requirements of surgical Lecture 3, 4 term Quiz Theory
patients, the methods of providing nutritional
support and their complications
Transplantation
SU13.1 Describe the immunological basis of organ Lecture 8, 9 term Theory Theory
transplantation
SU13.2 Discuss the Principles of immunosuppressive Lecture 8, 9 term Theory Theory
therapy. Enumerate Indications, describe surgical
principles, management of organ transplantation
SU13.3 Discuss the legal and ethical issues concerning Lecture 8, 9 term Theory Theory
organ donation
Basic Surgical Skills
SU14.1 Describe Aseptic techniques, sterilization and Lecture 5 term Quiz Theory
disinfection.
SU14.2 Describe Surgical approaches, incisions and the Lecture 5 term Quiz Theory
use of appropriate instruments in Surgery in
general.
SU14.3 Describe the materials and methods used for Lecture 5 term Quiz Theory
surgical wound closure and anastomosis (sutures,
knots and needles)
Biohazard disposal
SU15.1 Describe classification of hospital waste and Lecture 9 term Quiz Theory
appropriate methods of disposal.
Minimally invasive General Surgery
SU16.1 Minimally invasive General Surgery: Describe Lecture 8, 9 term Theory Theory
indications advantages and disadvantages of
Minimally invasive General Surgery
Trauma
SU17.3 Describe the Principles in management of mass Lecture 5 term Quiz Theory
casualties
SU17.4 Describe Pathophysiology, mechanism of head Lecture 5 term Quiz Theory
injuries
SU17.5 Describe clinical features for neurological Lecture 5 term Quiz Theory
assessment and GCS in head injuries
SU17.6 Chose appropriate investigations and discuss the Lecture 5 term Quiz Theory
principles of management of head injuries
SU17.7 Describe the clinical features of soft tissue Lecture 5 term Quiz Theory
injuries. Chose
appropriate investigations and discuss the
 principles of management.

SU17.8 Describe the pathophysiology of chest injuries. Lecture 5 term Quiz Theory
SU17.9 Describe the clinical features and principles of Lecture 5 term Quiz Theory
management of chest injuries.
Skin and subcutaneous tissue
SU18.1 Describe the pathogenesis, clinical features and Lecture 4 term Quiz Theory
management of various cutaneous and
subcutaneous infections.
SU18.2 Classify skin tumors Differentiate different skin Lecture 4 term Quiz Theory
tumors and discuss their management.
Developmental anomalies of face, mouth and jaws
SU19.1 Describe the etiology and classification of cleft lip Lecture 6 term Theory Theory
and palate
SU19.2 Describe the Principles of reconstruction of cleft Lecture 6 term Theory Theory
lip and palate
Oropharyngeal cancer
SU20.1 Describe etiopathogenesis of oral cancer 6 term Theory
symptoms and signs of oropharyngeal cancer.
SU20.2 Enumerate the appropriate investigations and Lecture 6 term Theory Theory
discuss the Principles of treatment.
Disorders of salivary glands
SU21.1 Describe surgical anatomy of the salivary glands, Lecture 6 term Theory Theory
pathology, and clinical presentation of disorders
of salivary glands
SU21.2 Enumerate the appropriate investigations and Lecture 6 term Theory Theory
describe the Principles of treatment of disorders
of salivary glands
Endocrine General Surgery: Thyroid and parathyroid
SU22.1 Describe the applied anatomy and physiology of Lecture 7 term Theory Theory
thyroid
SU22.2 Describe the etiopathogenesis of thyroidal Lecture 7 term Theory Theory
swellings
SU22.4 Describe the clinical features, classification and Lecture 7 term Theory Theory
principles of management of thyroid cancer
SU22.5 Describe the applied anatomy of parathyroid Lecture 7 term Theory Theory
SU22.6 Describe and discuss the clinical features of hypo Lecture 7 term Theory Theory
- and hyperparathyroidism and the principles of
their management
Adrenal glands
SU23.1 Describe the applied anatomy of adrenal glands Lecture 7 term Theory Theory
SU23.2 Describe the etiology, clinical features and Lecture 7 term Theory Theory
principles of management of disorders of adrenal
gland
Describe the clinical features, classification and Lecture 7 term Theory Theory
principles of management of thyroid cancer
SU23.3 Describe the clinical features, principles of Lecture 7 term Theory Theory
investigation and management of Adrenal tumors
Pancreas 7 term
SU24.1 Describe the clinical features, principles of Lecture 7 term Theory Theory
investigation, prognosis and management of
pancreatitis.
SU24.2 Describe the clinical features, principles of Lecture 9 term Quiz Theory
investigation, prognosis and management of
pancreatic endocrine tumours
SU24.3 Describe the principles of investigation and Lecture 9 term Quiz Theory
management of Pancreatic disorders including
pancreatitis and endocrine tumors.
Breast
SU25.1 Describe applied anatomy and appropriate Lecture 7 term Theory Theory
investigations for breast disease
SU25.2 Describe the etiopathogenesis, clinical features Lecture 7 term Theory Theory
and principles of management of benign breast
disease including infections of the breast
SU25.3 Describe the etiopathogenesis, clinical features, Lecture 7 term Theory Theory
Investigations and principles of treatment of
 benign and malignant tumours of breast.

Cardio-thoracic General Surgery- Chest - Heart and Lungs

SU26.1 Outline the role of surgery in the management of Lecture 9 term Quiz Theory
coronary heart disease, valvular heart diseases
and congenital heart diseases
SU26.3 Describe the clinical features of mediastinal Lecture 9 term Quiz Theory
diseases and the principles of management
SU26.4 Describe the etiology, pathogenesis, clinical Lecture 9 term Quiz Theory
features of tumors of lung and the principles of
management
Vascular diseases
SU27.1 Describe the etiopathogenesis, clinical features, Lecture 4 term Quiz Theory
investigations and principles of treatment of
occlusive arterial disease.
SU27.3 Describe clinical features, investigations and Lecture 4 term Quiz Theory
principles of management of vasospastic
disorders
SU27.4 Describe the types of gangrene and principles of Lecture 4 term Quiz Theory
amputation
SU27.5 Describe the applied anatomy of venous system of Lecture 4 term Quiz Theory
lower limb
SU27.6 Describe pathophysiology, clinical features, Lecture 4 term Quiz Theory
Investigations and principles of management of
DVT and Varicose veins
SU27.7 Describe pathophysiology, clinical features, Lecture 4 term Quiz Theory
investigations and principles of management of
Lymph edema, lymphangitis and Lymphomas
Abdomen
SU28.1 Describe pathophysiology, clinical features, Lecture 5 term Quiz Theory
Investigations and principles of management of
Hernias
SU28.3 Describe causes, clinical features, complications Lecture 9 term Quiz Theory
and principles of mangament of peritonitis
SU28.4 Describe pathophysiology, clinical features, Lecture 9 term Quiz Theory
investigations and principles of management of
Intra-abdominal abscess, mesenteric cyst, and
retroperitoneal tumors
SU28.5 Describe the applied Anatomy and physiology of Lecture 9 term Quiz Theory
esophagus
SU28.6 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of benign and
malignant disorders of esophagus
SU28.7 Describe the applied anatomy and physiology of Lecture 9 term Quiz Theory
stomach
SU28.8 Describe and discuss the aetiology, the clinical Lecture 9 term Quiz Theory
features,
investigations and principles of management of
congenital hypertrophic pyloric stenosis, Peptic
ulcer disease, Carcinoma stomach
SU28.10 Describe the applied anatomy of liver. Describe Lecture 9 term Quiz Theory
the clinical features, Investigations and principles
of management of liver abscess, hydatid disease,
injuries and tumors of the liver
SU28.11 Describe the applied anatomy of spleen. Describe Lecture 9 term Quiz Theory
the clinical features, investigations and principles
of management of splenic injuries. Describe the
post-splenectomy sepsis - prophylaxis
SU28.12 Describe the applied anatomy of biliary system. Lecture 9 term Quiz Theory
Describe the clinical features, investigations and
principles of management of diseases of biliary
system
SU28.13 Describe the applied anatomy of small and large Lecture 9 term Quiz Theory
intestine
SU28.14 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of disorders of small
and large intestine including neonatal obstruction
and Short gut syndrome
SU28.15 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of diseases of Appendix
including appendicitis and its complications.
SU28.16 Describe applied anatomy including congenital Lecture 9 term Quiz Theory
anomalies of the rectum and anal canal
SU28.17 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of common anorectal
diseases
Urinary System
SU29.1 Describe the causes, investigations and principles Lecture 8 term Theory Theory
of management of Hematuria
SU29.2 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of congenital
anomalies of genitourinary system
SU29.3 Describe the Clinical features, Investigations and Lecture 8 term Theory Theory
principles of management of urinary tract
infections
SU29.4 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of hydronephrosis
SU29.5 Describe the clinical features,investigations and Lecture 8 term Theory Theory
principles of management of renal calculi
SU29.6 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of renal tumours
SU29.7 Describe the principles of management of acute Lecture 8 term Theory Theory
and chronic retention of urine
SU29.8 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of bladder cancer
SU29.9 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of disorders of prostate
SU29.11 Describe clinical features, investigations and Lecture 8 term Theory Theory
management of urethral strictures
Penis, Testis, Scrotum
SU30.1 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of phimosis,
paraphimosis and carcinoma penis.
SU 30.2 Describe the applied anatomy clinical features, Lecture 8 term Theory Theory Surgery competencies – Psychomotor skills
investigations and principles of management of
undescended testis.
SU30.3 Describe the applied anatomy clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
epidydimo-orchitis
SU30.4 Describe the applied anatomy clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
varicocele
SU30.5 Describe the applied anatomy, clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
Hydrocele
SU30.6 Describe classification, clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
tumours of testis
Wound healing and Wound care
SU5.2 Elicit, document and present a history in a Clinics 5 term OSCE/Short Long
patient presenting with wounds. case case/short
case
Ethics
SU8.2 Demonstrate Professionalism and empathy to DOAP 3,4 term OSCE/Short Long
the patient undergoing General Surgery case case/short
case
SU8.3 Discuss Medico-legal issues in surgical Lecture 3, 4 OSCE/Short Long
practice term case case/short
case
Investigation of surgical patient
Su9.1 Choose appropriate biochemical, Clinics 8, 9 OSCE/Short Long
microbiological, pathological, imaging term case case/short
investigations and interpret the investigative case
data in a surgical patient
SU9.2 Biological basis for early detection of cancer Lecture 8, 9 OSCE/Short Long
and multidisciplinary approach in term case case/short
management of cancer case
SU9.3 Communicate the results of surgical DOAP 8, 9 OSCE/Short Long
investigations and counsel the patient term case case/short
appropriately case
Pre, intra and post- operative management.
SU10.2 Describe the steps and obtain informed Clinics 8, 9 OSCE/Short Long
consent in a simulated environment term case case/short
case
SU10.3 Observe common surgical procedures and DOAP 8, 9 OSCE/Short Long
assist in minor surgical procedures; Observe term case case/short
emergency lifesaving surgical procedures. case
SU10.4 Perform basic surgical Skills such as First aid DOAP 8, 9 OSCE/Short Long
including suturing and minor surgical term case case/short
procedures in simulated environment case
Anesthesia and Pain management
SU11.3 Demonstrate maintenance of an airway in a DOAP 8, 9 OSCE/Short Long
mannequin or term case case/short
equivalent case
Transplantation
SU13.4 Counsel patients and relatives on organ Clinics 8, 9 OSCE/Short Long
donation in a simulated environment term case case/short
case
Basic Surgical skills
SU14.4 Demonstrate the techniques of asepsis and Clinics 8, 9 OSCE/Short Long
suturing in a simulated environment term case case/short
case
Trauma
SU17.1 Describe the Principles of FIRST AID Clinics 5 term OSCE/Short Long
 case case/short
case
SU17.2 Demonstrate the steps in Basic Life Support. DOAP 5 term OSCE/Short Long
Transport of injured patient in a simulated case case/short
environment case
SU17.10 Demonstrate Airway maintenance. Recognize DOAP 5 term OSCE/Short Long
and manage tension pneumothorax, case case/short
hemothorax and flail chest in simulated case
environment.
Skin and subcutaneous tissue
SU18.3 Describe and demonstrate the clinical Clinics 3, 4 OSCE/Short Long
examination of surgical patient including term case case/short
swelling and order relevant investigation for case
diagnosis. Describe and discuss appropriate
treatment plan.
Endocrine General Surgery: Thyroid and parathyroid
SU22.3 Demonstrate and document the correct Clinics 7 term OSCE/Short Long
clinical examination of thyroid swellings and case case/short
discus the differential diagnosis and their case
management
IM12.6 Perform and demonstrate a systematic Clinics 7the OSCE/Short Long
examination based on thehistory that will term case case/short
help establish the diagnosis and severity case
includingsystemic signs of thyrotoxicosis and
hypothyroidism, palpation of the pulse for
rate and rhythm abnormalities, neck
palpation of thethyroid and lymph nodes and
cardiovascular findings
IM12.7 Demonstrate the correct technique to palpate Clinics term OSCE/Short Long
the thyroid case case/short
case
Breast
SU24.5 Demonstrate the correct technique to palpate Clinics 7 term OSCE/Short Long
the breast for breast swelling in a mannequin case case/short
 or equivalent case

Vascular Diseases
SU27.2 Demonstrate the correct examination of the Clinics 4 term OSCE/Short Long
vascular system and enumerate and describe case case/short
the investigation of vascular disease case
SU27.8 Demonstrate the correct examination of the Clinics 4 term OSCE/Short Long
lymphatic system case case/short
case
Abdomen
SU28.2 Demonstrate the correct technique to Clinics 5 term OSCE/Short Long
examine the patient with hernia and identify case case/short
different types of hernias. case
SU28.9 Demonstrate the correct technique of Clinics 8, 9 OSCE/Short Long
examination of a patient with disorders of the term case case/short
stomach case
SU28.18 Describe and demonstrate clinical Clinics 8, 9 OSCE/Short Long
examination of abdomen. Order relevant term case case/short
investigations. Describe and discuss case
appropriate treatment plan
Urinary System
SU29.10 Demonstrate a digital rectal examination of Clinics 8, 9 OSCE/Short Long
the prostate in a mannequin or equivalent term case case/short
case
Blood and blood components

SU3.2 Observe blood transfusion Bedside 3,4th OSCE/Short Long

term case case/short
case
Integration – Paediatric surgery

PE21.8 Elicit, document and present a history Bedside 6,7 term OSCE/Short Bedside
pertaining to diseases of theGenitourinary case clinics, Skills
tract00 lab
 PE21.14 Recognize common surgical conditions of the Clinics 6,7 term OSCE/Short Bed side
abdomen and genitourinary system and case clinics,Skills
enumerate the indications for referral lab
including acute and subacute intestinal
obstruction, appendicitis pancreatitis
perforation intussusception, Phimosis,
undescendedtestis, Chordee, hypospadiasis,
Torsion testis, hernia Hydrocele,Vulval
Synechiae
IM13.9 Demonstrate in a mannequin the correct Skills lab 6,7 term OSCE Long
technique for performing breast exam, rectal case/short
examination and cervical examination and case
papsmear
IM15.7 Demonstrate the correct technique to perform DOAP session
an anal and rectalexamination in a mannequin
or equivalent

Surgery competencies – Communication skills

Shock
SU2.3 Communicate and counsel patients and Clinics 3, 4 term OSCE/Short Long
families about the case case/short
treatment and prognosis of shock case
demonstrating empathy and care
Blood and Blood components
SU3.3 Counsel patients and family/ friends for blood Clinics 3, 4 term OSCE/Short Long
transfusion and blood donation. case case/short
case
Burns
SU4.4 Communicate and counsel patients and Clinics 3, 4 term OSCE/Short Long
families on the outcome and rehabilitation case case/short
demonstrating empathy and care. case
Breast
 SU24.4 Counsel the patient and obtain informed Clinics 8, 9 term OSCE/Short Long
consent for treatment of malignant conditions case case/short
of the breast case

Horizontal Integration Topics – Internal medicine, Orthopedics, Obstetrics and Gynecology and Anaesthesiology

Internal Medicine

IM5.8 Describe and discuss the pathophysiology, clinical Lecture, 6th and 7th MCQs/Quiz/ Essay/sort
evolution andcomplications of cholelithiasis and Small group term Drill essay/SAQ/
cholecystitis discussion MCQ

IM5.13 Enumerate the indications for ultrasound and Bed side 6th and 7th MCQs/Quiz/Drill Essay/sort
other imaging studiesincluding MRCP and ERCP clinic, Small term essay/SAQ/
and describe the findings in liver disease group MCQ
discussion
IM5.16 Describe and discuss the management of hepatitis, Lecture, 6th and 7th MCQs/Quiz/Drill Essay/sort
cirrhosis, portalhypertension, ascites, spontaneous, Small group term essay/SAQ/
bacterial peritonitis and hepaticencephalopathy discussion MCQ
IM5.18 Enumerate the indications for hepatic Lecture, 6th and 7th MCQs/Quiz/Drill Essay/sort
transplantation Small group term essay/SAQ/
discussion MCQ
IM12.8 Generate a differential diagnosis based on the Bed side 6th and 7th OSCE/short case Essay/sort
clinical presentationand prioritise it based on the clinic, Small term essay/SAQ/
most likely diagnosis group MCQ
discussion
IM12.9 Order and interpret diagnostic testing based on Bed side 6th and 7th OSCE/short case Longcase/sho
the clinical diagnosis including CBC, thyroid clinic, Small term rt case/
function tests and ECG and radioiodine uptake and group
scan discussion
IM12.10 Identify atrial fibrillation, pericardial effusion Bed side 6th and 7th OSCE/short case Longcase/sho
and bradycardia onECG clinic, Small term rt case/
 group
discussion
IM12.11 Interpret thyroid function tests in hypo-and Bed side 6th and 7th OSCE/short case Longcase/sho
hyperthyroidism clinic, Small term rt case/
group
discussion
IM12.13 Describe the pharmacology, indications, Lecture, 6th and 7th MCQs/Quiz/Drill Essay/sort
adverse reaction,interactions of thyroxine Small group term essay/SAQ/
and antithyroid drugs discussion MCQ
IM12.15 Describe and discuss the indications of Bed side 6th and 7th OSCE/short case Longcase/sh
thionamide therapy, radioiodine therapy and clinic, Small term ort case/
Surgeryin the management of thyrotoxicosis group
discussion
IM13.7 Elicit document and present a history that will Bedside 8th and 9th OSCE/short case Longcase/sho
help establish theaetiology of cancer and clinic term rt case/
includes the appropriate risk factors, duration
and evolution
IM13.8 Perform and demonstrate a physical examination Bedside 8th and 9th OSCE/short case Longcase/sho
that includes anappropriate general and local clinic term rt case/
examination that excludes the diagnosis, extent
spread and complications of cancer
IM13.9 Demonstrate in a mannequin the correct Bedside 8th and 9th OSCE/short case Longcase/sho
technique for performing breast exam, rectal clinic term rt case/
examination and cervical examination and pap
smear
IM13.10 Generate a differential diagnosis based on the Bedside 8th and 9th OSCE/short case Longcase/sho
presenting symptomsand clinical features and clinic term rt case/
prioritise based on the most likely diagnosis
IM13.13 Describe and assess pain and suffering objectively Bedside 8th and 9th OSCE/short case Longcase/sh
in a patient withcancer clinic term ort case/

IM13.14 Describe the indications for General Bedside 8th and 9th OSCE/short case Longcase/sh
Surgery, radiation andchemotherapy for clinic term ort case/
common malignancies
IM14.14 Describe and enumerate the indications and side Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
effects of bariatricsurgery Small group term essay/SAQ/
discussion MCQ
IM15.1 Enumerate,describe and discuss the aetiology of Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
upper and lowerGI bleeding Small group term essay/SAQ/
discussion MCQ
IM15.2 Enumerate describe and discuss the evaluation and DOAP 8 and 9 OSCE/short case Longcase/sh
th th

steps involvedin stabilizing a patient who presents session, term ort case/
with acute volume loss and GIbleed Smallgroup
discussion,
Lecture
IM15.3 Describe and discuss the physiologic effects of Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
acute blood andvolume loss Small group term essay/SAQ/
discussion MCQ
IM15.4 Elicit document and present an appropriate history DOAP 8th and 9th MCQs/Quiz/Drill Longcase/sho
that identifies theroute of bleeding, quantity, grade, session, term rt case/
volume loss, duration, etiology, comorbid illnesses Smallgroup
and risk factors discussion,
Lecture
IM15.5 Perform, demonstrate and document a physical Bedside 8th and 9th OSCE/short case Longcase/shor
examination basedon the history that includes clinics term t case/
general examination, volume assessment and
appropriate abdominal examination
IM15.6 Distinguish between upper and lower Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
gastrointestinal bleedingbased on the clinical Small group term essay/SAQ/
features discussion MCQ
IM15.8 Generate a differential diagnosis based on the Bedside 8 and 9 OSCE/short case Longcase/shor
th th

presenting symptomsand clinical features and clinic term t case/

prioritise based on the most likely diagnosis

IM15.9 Choose and interpret diagnostic tests based Bedside 8th and 9th OSCE/short case Longcase/short
on the clinical diagnosis including complete clinic, DOAP term case/
blood count, PT and PTT, stoolexamination,
occult blood, liver function tests, H.pylori
test.
IM15.10 Enumerate the indications for endoscopy, Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
colonoscopy and otherimaging procedures in the Small group term essay/SAQ/
investigation of Upper GI bleeding discussion MCQ
IM15.11 Develop, document and present a treatment plan Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
that includes fluid resuscitation, blood and blood Small group term essay/SAQ/
component transfusion, and specific therapy for discussion MCQ
arresting blood loss
IM15.12 Enumerate the indications for whole blood, Lecture, 8th and 9th OSCE/short case Essay/sort
component and platelet transfusion and describe Small group term essay/SAQ/
the clinical features and management of a discussion MCQ
mismatched transfusion
IM15.13 Observe cross matching and blood / blood Bedside 8th and 9th Longcase/short
component transfusion clinic term case/
IM15.14 Describe and enumerate the indications, Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
pharmacology and sideeffects of Small group term essay/SAQ/
pharmacotherapy of pressors used in the discussion MCQ
treatment of Upper GI bleed
IM15.15 Describe and enumerate the indications, Lecture, 8th and 9th MCQs/Quiz/Drill E
pharmacology and sideeffects of Small group term e
pharmacotherapy of acid peptic disease discussion M
including Helicobacter pylori
IM15.16 Enumerate the indications for endoscopic Lecture, 8th and 9th MCQs/Quiz/Drill E
interventions and Surgery Small group term e
discussion M
IM15.17 Determine appropriate level of specialist Lecture, 8th and 9th MCQs/Quiz/Drill E
consultation Small group term e
discussion M
IM15.18 Counsel the family and patient in an empathetic DOAP 8th and 9th OSCE/short case L
non-judgmentalmanner on the diagnosis and session term c
therapeutic options
IM16.12 Enumerate and discuss the indications for further Lecture, 8th and 9th MCQs/Quiz/Drill E
investigations including antibodies, colonoscopy, Small group term e
diagnostic imaging and biopsy inthe diagnosis of discussion M
chronic diarrhea
IM16.15 Distinguish, based on the clinical presentation, Lecture, 8th and 9th MCQs/Quiz/Drill E
Crohn’s diseasefrom ulcerative colitis Small group term e
discussion M

IM16.17 Describe and enumerate the indications for Lecture, 8th and 9th MCQs/Quiz/Drill E
Surgeryin inflammatorybowel disease Small group term e
discussion M
IM18.15 Enumerate the indications for Surgery in a Lecture, 8th and 9th MCQs/Quiz/Drill E
hemorrhagic stroke Small group term e
discussion M
IM19.9 Enumerate the indications for use of Surgery and Lecture, 8th and 9th MCQs/Quiz/Drill E
botulinum toxin inthe treatment of movement Small group term e
disorders discussion M
IM22.2 Describe the aetiology, clinical manifestations, Lecture, 8 and 9 MCQs/Quiz/Drill E
th th

diagnosis and clinicalapproach to primary Small group term e

hyperparathyroidism discussion M
IM24.11 Describe and discuss the aetiopathogenesis,clinical Lecture, 8th and 9th MCQs/Quiz/Drill E
presentation,identification, functional changes, Small group term e
acute care, stabilization, management and discussion M
rehabilitation of the elderly undergoing surgery

Obstetrics & Gynecology L

c

OG26.2 Describe the causes, prevention, clinical Lecture, 8th and 9th MCQs/Quiz/Drill E
features, principles ofmanagement of genital Small group term e
injuries and fistulae discussion M
OG33.2 Describe the principles of management including Lecture, 8th and 9th MCQs/Quiz/Drill E
Surgery and radiotherapy of benign, pre-malignant Small group term e
(CIN) and malignant Lesionsof the Cervix discussion M
Orthopaedics

OR1.1 Describe and discuss the principles Lecture, Small 8th and 9th MCQs/Quiz Essay/sort essay/
of pre-hospital care and casuality groupdiscussion term /Drill MCQ
management of a trauma victim
including principles oftriage
OR1.2 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz Essay/sort essay/
aetiopathogenesis, clinical features, groupdiscussion term /Drill MCQ
investigations, and principles of
management of shock
OR1.3 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz Essay/sort essay/
aetiopathogenesis, clinical features, groupdiscussion term /Drill MCQ
investigations, and principles of
management of soft tissue injuries
OR1.4 Describe and discuss the principles Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
of management of soft tissue groupdiscussion term Drill MCQ
injuries
OR3.1 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
aetiopathogenesis, clinical features, groupdiscussion term Drill MCQ
Investigations and principles of
management of Bone and Joint
infections
a) Acute Osteomyelitis
b) Subacute osteomyelitis
c) Acute Suppurative arthritis
d) Septic arthritis & HIV infection
e) Spirochaetal infection
f) Skeletal Tuberculosis
OR3.3 Participate as a member in team DOAP 8th and 9th OSCE/short Longcase/short c
for procedures like drainage of term case
abscess, sequestrectomy/
saucerisation and arthrotomy
OR4.1 Describe and discuss the clinical Lecture, Small MCQs/Quiz/ Essay/sort essay/
features, Investigation and groupdiscussion 8th and 9th Drill MCQ
principles of management of term
Tuberculosis affecting major
joints(Hip, Knee) including cold
abcess and caries spine
OR10.1 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
aetiopathogenesis, clinical groupdiscussion term Drill MCQ
features,Investigations and
principles of management of
benign and malignant bone
tumours and pathological
fractures
OR11.1 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
aetiopathogenesis, clinical features, groupdiscussion term Drill MCQ
investigations and principles of
management of peripheral nerve
injuries in diseases like foot drop,
wrist drop, claw hand, palsies of
 Radial, Ulnar, Median, Lateral
Popliteal and Sciatic Nerves

Anaesthesiology

AS3.1 Describe the principles of Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
preoperative evaluation groupdiscussion term Drill MCQ

AS3.2 Elicit, present and document an DOAP 8th and 9th OSCE/short Longcase/short c
appropriate history including term case
medication history in a patient
undergoing Surgery as it pertains to
apreoperative anaesthetic
evaluation
AS3.3 Demonstrate and document an DOAP 8th and 9th OSCE/short Longcase/short c
appropriate clinical examination in a term case
patient undergoing General Surgery

AS3.4 Choose and interpret appropriate Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
testing for patients undergoing groupdiscussion term Drill MCQ
Surgery

AS3.5 Determine the readiness for General Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
Surgery in a patient based onthe groupdiscussion term Drill MCQ
preoperative evaluation

AS5.6 Observe and describe the principles DOAP 8th and 9th OSCE/short Longcase/short c
and steps/ techniques involved in term case
common blocks used in
Surgery(including brachial plexus
blocks)
AS6.3 Describe the common complications Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
encountered by patients in the groupdiscussion term Drill MCQ
recovery room, their recognition
and principles of management
AS9.3 Describe the principles of fluid Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
therapy in the preoperative period groupdiscussion term Drill MCQ

AS9.4 Enumerate blood products and Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
describe the use of blood productsin groupdiscussion term Drill MCQ
the preoperative period
AS10.3 Describe the role of communication Lecture, Small 8th and 9th MCQs/Quiz/ Essay/sort essay/
in patient safety groupdiscussion term Drill MCQ

Rajiv Gandhi University of Health Sciences,

Bangalore, Karnataka
 UNDERGRADUATE LOGBOOK (CBME)

DEPARTMENT OF GENERAL SURGERY

Purpose of this logbook

The logbook is a verified record of the progression of the learner documenting the acquisition
of the requisite knowledge, skills, attitude, and/or competencies in order to function as an
Indian Medical Graduate. It is a record of the academic/co-curricular activities of the
designated student, who would be responsible for maintaining his/her logbook.

Entries in the logbook will reflect the activities undertaken in the department and has to be
scrutinized by the head of the concerned department.

The logbook is a record of various activities by the student like:

✓ Overall participation & performance
✓ Attendance
✓ Participation in sessions
✓ Record of completion of pre-determined activities
✓ Acquisition of selected competencies
The logbook is the record of work done by the candidate in the department and shall be verified
by the college before submitting the application of the students for the university examination.

The purposes of this logbook are:

a. To orient the students to holistic patient management by completing the case record,
observing and recording procedures and discussing patient treatment in the
therapeutics section.
b. To facilitate the student’s learning process, document the learning process and assist
instudent assessment
c. To keep a record of the student’s progress in development of the desired skills and
attitudes
d. To ensure that the time spent in the department is well utilized
e. To form a basis for continual assessment of the student
This log book is a documentation of cases seen, clerked and witnessed by you during your
posting in General Surgery. It is also a record of various seminars, case-based learning,
simulation exercises and other academic activities that the learner has been a part of during
course. Though efforts are made to cover as much as possible, in no way should this be
considered the syllabus.

Please carry this book whenever you attend the non-lecture academic activities of the
department and get it duly signed by the concerned staff at the end of the academic activity.
We expect discipline, honesty, sincerity and punctuality.
The responsibility of completing the logbook and getting it verified/assessed by the
faculty lies with the student. The logbook must be carried by the student as per the
given instructions.
 General Instructions
1. It is expected that the students will adhere to the highest ethical standards and professionalism.

2. Shall maintain punctuality in respect to arrival and completion of the assigned work

3. Maintain a cordial relationship with peers, unit staff and hospital staff

4. Not indulge in any act which would bring disrepute to the institution.

5. You should wear a clean apron and follow the dress regulations as laid down by the college and maintain proper
hygiene with wearing respective identification badge while in college and hospital.

6. You should carry the following with you for the clinics
a. Clinical text book
b. Stethoscope
c. Clinical kit for examination as prescribed by the department of surgery.

7. Respect the patient as an individual and recognize that he/she also has rights.

8. Cases that are discussed only have to be documented and not the dummy cases.

9. Loss of this logbook at any time may affect the formative assessment results and impair the student
appearing in the summative assessment.

10. The student is solely responsible for maintaining the log book record. If the student
loses the logbook, he/she would be withheld from appearing for the University examination
unless suitable backup proof is provided.
 Student details

Name of the student

Roll No (College ID)

University Registration Number

Batch

Contact No

E mail Id

Guardian/Parent

Name
Contact Number
Faculty Mentor

Name Department

BONAFIDE CERTIFICATE

This is to certify that the candidate Mr/Ms..........................................................................................,

Reg No. ………………., admitted in the year…….. in .................................................. College
Hospital, has satisfactorily completed / has not completed all requirements mentioned
in this logbook for MBBS course in the subject of GENERAL SURGERY including related
AETCOM modules as per the Competency-Based Undergraduate Medical Education
Curriculum, Graduate Medical Regulation during the period from ..…… to…………
He/She is / is not eligible to appear for the University examination as on the date given below.

Signature of Faculty Mentor

Name and Designation

Countersigned by Head of the Department

Date
 INDEX

S. No. Content Page No.

1. Bonafide certificate
2. Preface
3. General Instructions
4. Attendance extract
5. Overall Assessment
6. Clinical posting 1
7. Clinical posting 2
8. Clinical posting 3
9. Clinical posting 4
10. Check lists for skills assessments
11. AETCOM modules
12. Integrated sessions
13. Small group learning sessions
14. Self- Directed Learning sessions
15. Seminars presented
16. Research projects/publications
Co - Curricular Activities
17.
(Quiz, Poster, Debate, Essay, Skits)
18. CME/ Conference / Workshop
19. Awards / recognition
ATTENDANCE EXTRACT

Theory classes

Professional Year Number Number Percentage Signature of HOD

attended conducted of
Attendance
Second
Profession
al
Third
professional-part
I
Third
ProfessionalPart
II

Small Group sessions

Professional Year Number Number Percentage of Signature of HOD

attended conducted Attendance

Third professional-
part I

Third Professional
Part II
Bedside clinics:

Professional Unit Number Number Percentage Signature Signature

Year From attended conducted of of Unit of HOD
(date) Attendance Head
To
(date)

Second
Professional
Posting 1

Third
Professional
Part I
Posting 2

Third
Professional
Part II
Posting 3

Posting 4

Note:

Every candidate should have attendance not less than 75% of the total classes conducted in theory which
includes didactic lectures and self-directed learning and not less than 80% of the total classes conducted
in practical which includes small group teaching, tutorials, integrated learning and practical sessions in
each calendar year calculated from the date of commencement of the term to the last working day in each of the
subjects prescribed to be eligible to appear for the university examination.
 Overall assessment of the student

Posting 1 Posting 2 Posting 3 Posting 4

Attendance
/5 /5 /5 /5
Discipline
/5 /5 /5 /5
Middle of
posting /5 /10 /20 /30
assessment
End of posting
/5 /15 /20 /30
assessment
Student doctor
method of /5 /10 /10 ------
learning
Total ( /200)
/ 25 /45 /60 /70
Remarks if any

Total marks obtained on a total of 200 is -----

A student will be permitted to appear for final university exams only if he/she obtains
more than 100 marks in the assessments.

Final remarks if any -

 Posting 1

Duration: 4 weeks

Date of Posting: From:

To:

Unit:

Bedside Clinics in Surgery II MBBS

1 History taking surgery in surgery

2 General Physical examination

3 Eliciting vital signs

4 Examination of an ulcer

5 Examination of a swelling

6 Examination of abdomen

7 Hand wash and draping patients in OT

8 Basic instruments in surgical operation theatre

 Learner doctor method

Posting 1

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission and
followed up. The student will interact with the patient and the treating team to make daily notes of the following aspects
of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient education. A
brief summary is to be written at the end of the patient’s stay in hospital.

Learner doctor method

Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 1:

Diagnosis Presented/Attended Signature

10
List of Cases observed/assisted in OT/Minor OT:

Date Diagnosis Operative Assisted/ Faculty

procedure signature
Observed

10
Posting 2

Duration: 4 weeks

Date of Posting: From:

To:

Unit:
 Learner doctor method

Posting 2

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission and
followed up. The student will interact with the patient and the treating team to make daily notes of the following aspects
of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient education. A
brief summary is to be written at the end of the patient’s stay in hospital.

Learner doctor method

Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 2:

Diagnosis Presented/Attended Signature

10

List of Cases observed/assisted in OT/Minor OT:

 Date Diagnosis Operative procedure Assisted/ Faculty
signature
Observed

10
 Bedside Clinics in Surgery III MBBS Part I
Comp Competency Date Attempt Ratin Deci Initial Feedback
etenc addressed compl at g** sion of Received
S y eted activity* of faculty
no. No. Dd/m facu and Initial of
m/yyy lty* date learner
y **
Demonstrate and
document the
correct clinical
examination of
SU22.
1 thyroid swellings
2
and discuss the
differential
diagnosis and their
management
Demonstrate the
correct technique to
SU25.
2 palpate the breast
5
for breast lump on a
patient
Demonstrate the
correct examination
SU27.
3 of the lymphatic
8
system

Demonstrate and
document the
correct clinical
examination of
SU21. swelling in the
4
2 submandibular
region and discuss
the differential
diagnosis and
management

*First or Only (F) Repeat (R) Remedial (Re)

**Below(B) expectations Meets(M) expectations Exceeds (E)expectations
*** Completed (C) Repeat (R) Remedial (Re)
 TUTORIALS in Surgery for MBBS Professional –III PART 1

Date Feedbac
Dec Initial
Comp compl Atte k
isio of
SL etenc Competency eted mpt Rating** Receive
n of facult
No. y addressed Dd/m at d
fac y and
No. m/yyy activ
ulty date
y ity* Initial of
***
learner
Communicate and
counsel patients and
families about the
1. SU2.3 treatment and
prognosis of shock
demonstrating
empathy and care
Burns: Communicate
and counsel patients
and families on the
2. SU4.4 outcome
and rehabilitation
demonstrating
empathy and care.
Elicit, document and
present a history in a
3. SU5.2 patient presenting
with
wounds.
Enumerate
Prophylactic and
therapeutic
4. SU6.2
antibiotics
Plan appropriate
management
Describe the steps
and obtain informed
SU11.
5. consent in a
5
simulated
environment
Describe and discuss
the methods of
estimation and
SU12.
6. replacement of the
2
fluid and electrolyte
requirements in the
surgical patient
 Demonstrate
Professionalism and
empathy to the
7. SU8.2
patient
undergoing General
Surgery

Observe blood
8. SU3.2
transfusions.

Counsel patients and

family/ friends for
9. SU3.3
blood transfusion
and blood donation.
Demonstrate the
steps in Basic Life
SU17. Support. Transport
10.
2 of injured patient in
a simulated
environment
Demonstrate Airway
maintenance.
Recognize and
SU17. manage tension
11.
10 pneumothorax,
hemothorax and flail
chest in simulated
environment.
SEMINARS

12.SU4.2 Burns assessment

Discuss Medico-legal
13.SU8.3 issues in surgical
practice

SU17. Principles of FIRST

14.
1 AID

Surgical Wound
SU14. Closure and
15.
3 Anastomosis(Sutures
, Knots And Needles)

16.17.3 Mass causalities

17.17.9 Chest Injuries

SU19.
18. Cleft Lip and Palate
2
 SU22.
19. Thyroid Cancer
4

SU22. Hyperparathyroidis
20.
6 m

SU26. Congenital Heart

21.
1 Diseases

SU17.
22. Basic life support
1

SU27. Principles of
23.
3 Amputation
Posting 3

Duration: 8 weeks

Date of Posting: From:

To:

Unit:

Clinical postings (8+4*WEEKS)

Observe and record new and follow up

OPD cases in OPD(3hrs)

Post Admission day Follow up of assigned cases(1hr),

Bedside clinics SGD,DOAP(1hr), SDL,
ward rounds Discussion and closure (1hr)

Observe OT procedures and document in

OT
the logbook with Discussion(3hrs)
Follow up of assigned cases(1hr),
Ward Bedside clinics (SGD, DOAP(1hr), SDL,
Discussion and closure (1hr)
 Learner doctor method

Posting 3

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission and
followed up. The student will interact with the patient and the treating team to make daily notes of the following aspects
of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient education. A
brief summary is to be written at the end of the patient’s stay in hospital.

Learner doctor method

Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 3:

Diagnosis Presented/Attended Signature

10
List of Cases observed/assisted in OT/Minor OT:

Date Diagnosis Operative procedure Assisted/Observed Faculty

signature

10
 Bedside Clinics in General Surgery for MBBS Third Professional year - Part 2

Bedside Clinics in Surgery For MBBS-PHASE 3

Compet Competency Date At Rat Deci Initial Feedba
ency addressed compl te ing sion of ck
No. eted m ** of faculty Receive
Dd/m pt facul and d
m/yyy at ty*** date
S no. y ac Initial of
tiv learner
ity
*

SU21.1 Salivary gland

examination

Demonstrate the
Abdomen SU28.9 correct technique to
examine the patient
with disorders of
stomach

Describe and
Abdomen SU28.18 demonstrate clinical
examination of
abdomen. Order
relevant
investigations.
Describe and discuss
approproiate
treatment plan
Demonstrate and
Thyroid SU22.3 document the
correct clinical
examination of
thyroid swellings
anddiscus the
differential
diagnosis and their
management
Vascular Demonstrate the
diseases SU27.2 correct examination of
the vascular system
and enumerate and
describethe
investigation of
vascular disease
Penis, Describe the
Testisand SU30.5 applied
scrotum anatomy,
clinical
features,
investigation
s and
principles of
management of
Hydrocele
Demonstrat
SU25.5 e the correct
Breast technique to
SU25.4 palpate the
breast for
breast
swelling in a
mannequin or
equivalent Counsel
the patient and
obtain informed
consent for
treatment of
malignant conditions
of the breast
Demonstrate the
Abdomen SU28.2 correct technique to
examine the patient
with hernia and
identifydifferent types
of hernias

*First or Only (F) Repeat (R) Remedial (Re)

**Below(B) expectations Meets(M) expectations Exceeds (E)expectations
*** Completed (C) Repeat (R) Remedial (Re)

List of Tutorials and seminars MBBS Part 3

 Date Feedbac
Dec Initial
Comp compl Atte k
isio of
etenc Competency eted mpt Rating** Receive
SL n of facult
y addressed Dd/m at d
No. fac y and
No. m/yyy activ
ulty date
y ity* Initial of
***
learner

Principles of
SU19.
1. reconstruction of
2
cleft lip and palate

Principles
SU20. of treatment –
2.
2 Oropharnygeal
cancer
Counsel the patient
and obtain informed
SU25. consent for
3.
4 treatment of
malignant conditions
of the breast
Digital rectal
examination of the
SU29.
4. prostate in a
10
mannequin or
equivalent
Communicate the
results of surgical
5. SU9.3 investigations and
counsel the patient
appropriately
Choose appropriate
biochemical,
microbiological,
pathological, imaging
6. SU9.1
investigations and
interpret the
investigative data in
a surgical patient
Describe the steps
and obtain informed
SU10.
7. consent in a
2
simulated
environment
 Perform basic
surgical Skills such
as First aid including
SU10.
8. suturing and minor
4
surgical procedures
in simulated
environment
Demonstrate
maintenance of an
SU11.
9. airway in a
3
mannequin or
equivalent
Counsel patients and
relatives on organ
10.SU13.
1
donation in a
40
simulated
environment
Demonstrate the
techniques of asepsis
SU14.
11. and suturing in a
4
simulated
environment
Counsel the patient
and obtain informed
SU25. consent for
12.
4 treatment of
malignant conditions
of the breast

SEMINARS

SU28. post-splenectomy
13.
11 sepsis - prophylaxis

SU28.
14. Short gut syndrome
4
Posting 4

Duration: 4 weeks

Date of Posting: From:

To:

Unit:
 Learner doctor method

Posting 4

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission and
followed up. The student will interact with the patient and the treating team to make daily notes of the following aspects
of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient education. A
brief summary is to be written at the end of the patient’s stay in hospital.

Learner doctor method

Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 4:

Diagnosis Presented/Attended Signature

10
List of Cases observed/assisted in OT/Minor OT:

Date Diagnosis Operative procedure Assisted/Observed Faculty

signature

10
Observe common surgical procedures and assist in minor surgical procedures; Observe emergency lifesaving
surgical procedures.

List of Minor Procedures

S.No. Procedure Number observed Date Faculty signature

(Minimum number – 2 )

1 ICD insertion

2 Ryles tube insertion

3 Foleys catheter insertion

4 Central line insertion

5 Swelling excision

6 Lymph node biopsy

7 Toe nail excision

8 Paronychia drainage

9 Toe disarticulation

10 Bedside debridement

List of common surgical procedures

S.No. Procedure Number observed Date Faculty signature

(Minimum number 2)

1 Inguinal Hernia repair

2 Appendectomy

3 Fibroadenoma excision

4 Circumcision

5 Thyroidectomy

6 Modified Radical Mastectomy

7 Varicose vein surgery

8 Laparotomy

9 Laparoscopic cholecystectomy

10 Ventral hernia repair

 TUTORIALS (60 HRS)

SL COMPETE TOPIC Date of Faculty Signature

NO. NCY NO. activity feedback of Faculty
1

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
 SEMINAR (40 Hours)
SL NO. COMPETE TOPIC Date of Faculty Signatur
NCY NO. activity feedback e of
Faculty
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
AETCOM MODULE
AETCOM MODULES
Module number: Date:
Name of the activity:
Department of General surgery

Competencies
The student should be able to :

Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

AETCOM MODULES
Module number: Date:
Name of the activity:
Department of General surgery

Competencies
The student should be able to :

Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

AETCOM MODULES
Module number: Date:
Name of the activity:
Department of General Surgery

Competencies
The student should be able to :
Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

 List of AETCOM competency

Competency No. Competency Domain Date Signature

8 Identify and K/KH

discuss medico-
legal,
socioeconomic
and ethical issues

as it pertains to
organ donation

14 Identify, discuss K/KH

and defend
medico-legal,
socio-cultural and
ethical

issues as it
pertains to
decision making
in emergency care
including

situations where
patients do not
have the
capability or
capacity to

give consent

18 Identify, discuss K/KH

and defend,
medico-legal,
socio-cultural and

ethical issues as
they pertain to
consent for
surgical
procedures

23 Demonstrate S/SH
ability to
communicate to
patients in a
patient,

respectful, non-
threatening, non-
judgemental and
empathetic

manner

32 Demonstrate S/SH
respect and
 follows the
correct procedure
when

handling cadavers
and other biologic
tissues

33 Administer S/SH
informed consent
and appropriately
address patient

queries to a
patient
undergoing a
surgical
procedure in a
simulated

environment

34 Communicate S/SH
diagnostic and
therapeutic
options to patient
and

family in a
simulated
environment
Integrated sessions

Date of Topics covered Competency Departments Signature Signature

session numbers involved in of the of the
addressed the conduct of student faculty
the session
1

Small group discussions Phase 3, part 1

Topic Type of SGD Date Observed/Presented Faculty Sign
Small group discussions Phase 3, part 2

Topic Type of SGD Date Observed/Presented Faculty Sign

Self-directed learning sessions:

Sl. Date Topic Competency number Signature of

No. the Faculty

11

12

13

14

15

16
17

18

19

20

Seminars presented – phase 3 part 1

Name of the topic Date Signature of the

faculty

Seminars presented Phase 3 part 2

Name of the topic Date Signature of the

faculty

4
5

Research projects and publications

Name of the topic Date Signature of the

faculty

5
 Co curricular activities –(quiz, poster, debates, essays, skit)
Name of the topic Date Signature of the
faculty

10
 Participation in CME, conference, and workshops.
Name of the topic Date Signature of the
faculty

5
6

10

Awards and recognition

Name of the Award Date Signature of the
faculty

2
3

Rajiv Gandhi University of Health Sciences

Bangalore, Karnataka
 Surgery Allied Subjects including
Anaesthesiology
Radiodiagnosis and Radiotherapy
Curriculum as per
Competency-Based Medical Education Curriculum

Anesthesiology CBME Curriculum of Phase-III Part I MBBS

Theory teaching hours

Subject Small Interactive Lectures Self directed Total
group learning (Hours)
discussions (Hours)
Anaesthesiology 10 8 2 20
Clinical posting
Anaesthesiology One week

THEORY (20 hours) and CLINICS (1 week)

Sl Topic Competency T-L method Time Integration

number number
1 Anaesthesiology AS 1.1, 1.2, 1.3, 1.4 Lecture 1 hour
as a specialty
2 Cardiopulmonary AS 2.1, 2,2 Small group 2 hours
resuscitation discussion,
simulation
3 Preoperative AS Lecture 1 hour Surgery
evaluation and 3.1,3.2,3.3,3.4,3.5,3.6
medication Clinics
4 General AS 4.1, 4.2 Lecture 1 hour
Anaesthesia AS 4.3,4.4,4.5,4.6,4.7 Small group 2 hours
discussion

Clinics
5 Regional AS 5.1, 5.2 Lecture 1 hour
anaesthesia AS 5.3,5.4,5.5,5.6 Small group 2 hours
discussion
 Clinics
6 Intensive Care AS 7.1,7.2 Lecture 1 hour
Management AS 7.3,7.4,7.5 Small group 2 hours Medicine
discussion

Clinics
7 Pain and its AS 8.1,8.2,.3,8.4,8.5 Lecture 1 hour
management
8 Fluids AS 9.1,9.2 Small group 2 hours
discussion,
skills lab
AS 9.3,9.4 Lecture 1 hour

9 Patient safety AS Lecture 1 hour

10.1,10.2,10.3,10.4
Self- Directed learning:

Duration: 2 hours
Students will be given clinical case scenarios and will be told to work in groups. Reference books and
E material will be suggested to them beforehand.
Discussion regarding monitoring, identification of high-risk patients, resuscitation and discharge
criteria will be done.

Self-Directed Learning – 2 hours

Sl Topic Competencies T-L method Assessment
no
1 Post- AS 6.1,6.2,6.3 Self-Directed Formative assessment
anaesthesia Learning
recovery Recording of team
work contribution in
Log Book

Assessment and Feedback of Anaesthesia: Theory paper – 50 marks, Short essay, MCQs – 1 hour
Monitoring Log Book and Feedback

Radiodiagnosis and Radiotherapy CBME Curriculum

Theory teaching hours

Subject Teaching Tutorials/Seminars/Int Self directed Total

hours egrated teaching learning
(Hours)
(Hours) (Hours)

Radiodiagnosis 10 8 2 20

Clinical posting

Radiodiagnosis 2 weeks in 2nd MBBS

THEORY

Blocks Sl. No. Topic Competencies Time T/L method

1 Definition of radiation; RD 1.1 1 hour Lecture

Interaction of radiation with
matter;

2 Radiation protection RD 1.1 1 hour Lecture

1 hour Lecture
3 Introduction to imaging RD 1.2
modalities
1 hour Lecture
4 X ray and related investigations RD 1.2
like fluoroscopy &
Mammography
1 hour Lecture
I
5 Ultrasonography and color RD 1.2
doppler
1 hour Lecture
6 Computed Tomography RD 1.2
1 hour Lecture
7 Magnetic Resonance Imaging RD 1.2
1 hour Lecture
8 Contrast Media and contrast RD 1.2
reactions.
Management of contrast
reactions.
1 hour Lecture
3 Imaging modalities in common RD 1.8
malignancies
1 hour Lecture
4 Interventional Radiology in RD 1.9
common clinical conditions
1 hour Lecture
5 Pre-procedural Patient RD 1.11
preparation for imaging.
1 hour Lecture
6 Effects of radiation on pregnancy RD 1.12
and the methods of
prevention/minimization of
radiation exposure.
1 hour Lecture
II 7 Components of PC & PNDT act RD 1.13
and its medico-legal implications
 8 Assessment and feedback 1 hour Short essay,
short
(50 marks) answers,
MCQs

Self- Directed learning: Duration: 2 hours

Students will be given clinical case scenarios and asked to suggest the imaging modality of choice.
Reference books and E material will be suggested to them beforehand. Discussion regarding the
imaging modalities including patient preparation will be done.

Self- Directed learning

Sl. No. Topics Competencies

1 Emergency Radiology RD 1.10

2 Selection of imaging modalities in various common RD1.2, RD1.3,

clinical conditions with advantages and disadvantages RD1.4,RD1.5, RD1.6,
RD1.7, RD1.8.

Clinical posting – 2 weeks in 2nd MBBS

Most of the Show/Shows how competencies are integrated with other clinical subjects
Compet Competency T-L Assessm Integratio
Number meth ent n
od
PE21.12 Interpret report of Plain radiograph of KUB DOAP OSCE Pediatrics
PE21.13 Enumerate the indications for and Interpret DOAP OSCE Pediatrics
the written report of Ultrasonogram of KUB
PE23.13 Interpret a chest radiograph and recognize DOAP OSCE Pediatrics
Cardiomegaly
PE23.16 Use the ECHO reports in management of cases DOAP OSCE Pediatrics
PE28.17 Interpret X-ray of the paranasal sinuses DOAP OSCE Pediatrics
and mastoid; and /or usewritten report in
case of management
Interpret CXR in foreign body aspiration and
lower respiratory tractinfection, understand
the significance of thymic shadow in Pediatric
chest X-rays
PE30.23 Interpret the reports of EEG, CT, MRI DOAP OSCE Pediatrics
PE34.8 Interpret a Chest radiograph DOAP OSCE Pediatrics
IM3.7 Order and interpret diagnostic tests based on DOAP OSCE Internal
the clinical presentation including: CBC, Chest medicine
X ray PA view, Mantoux, sputumgram stain,
sputum culture and sensitivity, pleural fluid
examination and culture, HIV testing and ABG

Tutorials/Seminars/Integrated teaching:
 Sl Topic Competencies Integration Duration
No. with (Hours)
1 Imaging and Radiological RD 1.3 ENT 1 hour
investigations in common ENT
disorders
2 Imaging and Radiological RD 1.4 Ob & Gy 1 hour
investigations in common
disorders of Obstetrics and
Gynecology
3 Imaging and Radiological RD 1.5 Medicine 1 hour
investigations in common
disorders related to internal
medicine
4 Imaging and Radiological RD1.6 Surgery 1 hour
investigations in common
disorders related to surgery
5 Imaging and Radiological RD1.7 Paediatrics 1 hour
investigations in common
disorder related to Pediatrics
6 Imaging and Radiological RD1.8, RD 1.3, Oncology 1 hour
investigations in common RD1.4,RD1.5,
conditions pertaining to RD1.6, RD1.7
common malignancies
7 Effects of Radiation on RD1.12, RD1.4 Ob & Gy 1 hour
pregnancy and methods of
prevention / minimization of
radiation exposure
8 Components of PC & PNDT act RD1.13, RD1.4 Forensic 1 hour
and its medicolegal implications PSM
Total 8

Radiotherapy – Competencies
Compet Competency T-L method Assessment
Number
RT1.1 Describe and discuss definition of radiation, Lecture/SDL MCQs/SAQ
mechanism of action ofradiation, types of
radiation
RT1.2 Describe and discuss interaction of radiation Lecture/SDL MCQs/SAQ
with matter &measurement of radiation
RT1.3 Enumerate, describe and discuss classification Lecture/SDL MCQs/SAQ
and staging ofcancer (AJCC, FIGO etc.)
RT2.1 Describe and discuss radiation protection and Lecture/SDL MCQs/SAQ
personnel monitoringduring radiation
treatment
RT3.1 Describe and discuss cell cycle and cell Lecture/SDL MCQs/SAQ
survival curve, principles ofradiobiology
RT3.2 Describe and discuss synergism of radiation Lecture/SDL MCQs/SAQ
and chemotherapy
RT4.1 Describe and discuss teletherapy machine Lecture/SDL MCQs/SAQ
(Co60/LINAC)
RT4.2 Enumerate, describe and discuss types of Lecture/SDL MCQs/SAQ
treatment plan, basicworkflow of
2D/3DCRT/IMRT/IGRT
RT4.3 Describe and discuss Brachytherapy machine Lecture /SDL MCQs/SAQ
(remote after loading)
RT4.4 Describe and discuss different radioactive Lecture/SDL MCQs/SAQ
isotopes and their use incancer patients
RT4.5 Describe and discuss role of radiation in Lecture/SDL MCQs/SAQ
management of commonmalignancies in India
(region specific)
RT4.6 Describe and discuss radiotherapy for benign Lecture/SDL MCQs/SAQ
disease
RT4.7 Counsel patients regarding acute and late DOAP OSCE
effects of radiation andsupportive care
RT4.8 Describe oncological emergencies and Lecture/SDL MCQs/SAQ
palliative care
RT4.9 Display empathy in the care of patients with DOAP OSCE
 cancer

RAJIV GANDHI UNIVERSITY OF

HEALTH SCIENCES

BANGALORE, KARNATAKA

Anesthesia and Radiodiagnosis

(General Surgery Allied Subjects )
LOGBOOK
For Undergraduates

As Per
Competency-Based Medical Education
Curriculum

BASIC PROFORMA OF THE STUDENT

Photo

PARTICULARS OF THE STUDENT:

Name of the student :

MBBS Batch :

Father’s name :

Mother’s name :

Roll No :

RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature of the student:....................................

 PREFACE

This booklet has been adopted from the book prepared by an Expert Group constituted
by the university and complies with the “Guidelines for preparing Logbook for Undergraduate
Medical Education Program- 2019” as per CBME (Competency Based Medical Education)
Guidelines- 2019. It is for use by faculty members, institutions, and Universities to track and record
the progress of an undergraduate student through the specified competencies in Anaesthesia and
Radiodiagnosis including Radiotherapy. The model logbook can be used as a guideline by Medical
Colleges and Universities, and can be adapted / modified as per requirement.
The Competency based curriculum places emphasis on acquisition of defined
knowledge, skills, attitudes and values by the learner so as to be a capable physician of first
contact in community. This logbook aims to document the acquisition of these milestones during the
learner’s stay in the Departments of Anaesthesia and Radiodiagnosis. This logbook would be a
verifiable record of the learner’s progression step-by-step. It has to be maintained as an essential
document and filled in a timely manner, to enable progression to the next stage of learning.
Successful documentation and submission of the logbook is a prerequisite for
being allowed to take the final summative examination.

Summary of Clinical Case Presentations/Spotters in Anaesthesia

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases in a clinical posting

Serial Date Patient Diagnosis Case Facilitator’s

No. Name & ID Presented/ Signature
Attended
Write P/A
 End of posting Assessment

Suggested Methods

15. Viva Voce

16. CA-OSCE / OSCE / OSPE
17. Bedside assessment
18. Communication skill (Counselling)
19. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II 2 weeks

 Anaesthesia
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting
Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

Summary of Clinical Case Presentations/Spotters in Radiodiagnosis
(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial Date Patient Diagnosis Case Facilitator’s

No. Name & ID Presented/ Signature
Attended
Write P/A

End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE / OSCE / OSPE
3. Bedside assessment
4. Communication skill (Counselling)
5. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II 2 weeks

Radiodiagnosis
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting

Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?
So What?

What Next?

Signature of Faculty Date

Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Orthopedics Curriculum
as per
Competency Based Medical Education
Serial Number
INDEXContent Page Number
1 Goal & Competencies of Undergraduate 4
2 Period of training during MBBS 6
3 Minimum teaching hours 7
4 Competencies & Specific learning Objectives aligned with Teaching learning methods & Assessment methods 8
5 Time table & list of Competencies to cover in each phase of MBBS 52
6 Goals & Competencies to cover in Internship 64
7 Period of training in Internship 67
8 Certifiable skills in Internship 68
9 Assessment in Orthopaedics 69
10. A Teaching learning methods 72
B Blue Print & Assessment methods – Theory 73
C Blue Print & Assessment methods – Practical 75
D Integration topics 76
Annexures
E Self Directed Learning- Examples 110
F Topics for Electives 114
G Clinical Postings 115
H Log Book Format 120
I Model Question Papers 121
J Recommended Text Books 123
 Goals and Objectives for the undergraduate MBBS
curriculum in Orthopaedics(As per Graduate Medical
Education
Regulations (GMR), 1997 Part II)
GOAL
The aim of teaching the undergraduate student in Orthopaedics (including
Trauma) and Physical Medicine and Rehabilitation is to impart such knowledge
and skills that may enable him to diagnose and treat common ailments. He/she
shall have ability to diagnose and suspect presence of fracture, dislocation, acute
osteomyelitis, acute poliomyelitis and common congenital deformities such as
Congenital Talipes Equino Varus (CTEV) and Developmental Dysplasia of Hip
(DDH).

(a) COMPETENCIES: The student must demonstrate:

1. Ability to recognize and assess bone injuries,
dislocation and poly-trauma and provide first contact
care prior to appropriatereferral,
2. Knowledge of the medico-legal aspects of trauma,
3. Ability to recognize and manage common infections of bone
and joints in the primary care setting,
4. Recognize common congenital, metabolic, neoplastic,
degenerative and inflammatory bone diseases and refer
appropriately,
5. Ability to perform simple orthopaedic techniques as
applicable to a primary care setting,
6. Ability to recommend rehabilitative services for common
orthopaedic problems across all ages.
(b) INTEGRATON: The teaching should be aligned and integrated
horizontally and vertically in order to allow the student to
understand
the structural basis of orthopaedic problems, their management and correlation with
function, rehabilitation and quality of life.
 List of Topics and Competencies in Phase II MBBS, Phase III Part 1 and Part 2
MBBS
Sl.No Topics Competencies Procedure
s
requiring
certificatio
n
1 Skeletal trauma, poly trauma 06 Ni
l
2 Fractures 16 Ni
l
3 Musculoskeletal Infection 03 Ni
l
4 Skeletal Tuberculosis 01 Ni
l
5 Rheumatoid Arthritis and associated inflammatory disorders 01 Ni
l
6 Degenerative disorders 01 Ni
l
7 Metabolic bone disorders 01 Ni
l
8 Poliomyelitis 01 Ni
l
9 Cerebral Palsy 01 Ni
l
10 Bone Tumors 01 Ni
 l
11 Peripheral nerve injuries 01 Ni
l
12 Congenital lesions 01 Ni
l
13 Procedural Skills 02 Ni
l
14 Counselling Skills 03 Ni
l
Total 39 Ni
l
 Period of Training in Phase II and
Phase III
Phase II Phase III Part 1 Phase III Part 2 Total
Theory NONE 40 hours 50 hours 90 hours
Clinical 2 weeks 4 weeks 2 weeks 8 weeks
s
 Minimum Teaching Hours in MBBS Phase II, Phase III Part 1 and Part
2
Term Lectures Small group Self - Total (hours)
(hours) discussions(SGD) Directed
(Tutorials / Learning
Seminars) (SDL)
/Integrated learning (hours)
(hours)
Phase II NONE NONE NONE

Phase III Part 1 15 20 05 40

Phase III Part 2 20 25 05 50*
Total 90

* 25% of allotted time shall be utilized for integrated learning

AETCOM (OR14.1,
14.2, 14.3)
Phase II

Phase III Part 1

Phase III Part 2 2 hours (OR 14.1, 14.2, 14.3)

Total
Specific Learning Objectives
 COMPETENCY Domai Leve Core Suggested Suggested Vertical Horizonta
Number
The student should be able to: n l (Y/N Teaching Assessment integratio l
K/S/A/ K/K ) Learning method n integratio
C H method n
/
SH/
P
TOPIC : SKELETAL TRAUMA, Poly trauma
Describe and discuss the Principles of pre- Lecture with Written/ Viva GENERAL
OR1.1 K K/KH Y
hospital care and Causality management of a video, Small voce/OSCE/ SURGERY
trauma victimincluding principles of triage. group Simulation ANESTHESIOLOG
discussion Y
Specific learning objectives:
Discuss prehospital trauma care in a
polytraumapatient.
1.1.1
Enumerate interventions that may be performed
1.1.2 by emergency personnel prior to transport to
hospital ina polytrauma patient.
1.1.3 Differentiate polytrauma and multiple
fracturepatients.
1.1.4 Enumerate the steps in primary survey of a
polytrauma patient in Emergency Department
(ED).
1.1.5 Discuss BLS and ATLS.
1.1.6 Discuss secondary and tertiary survey.
1.1.7 Discuss the concept of “GOLDEN HOUR”
1.1.8 Discuss the principles of “TRIAGE”
1.1.9 List the diagnostic tests done in poly trauma
patient
in ED.
1.1.10 Discuss the management of polytrauma
patient inED. 9
 Describe and discuss the aetiopathogenesis, Written/ Viva GERERA
clinicalfeatures, investigations, and principles voce/OSCE/ L
OR1. K K/KH Y Lecture
of management of shock Simulation SURGER
2
Y
Specific learning objectives:
1.2.1 Define shock.

1.2.2 Enumerate the various causes of shock.

1.2.3 Describe the pathophysiology as a basis for signs

andsymptoms associated with progression
through various stages of shock.

1.2.4 Classify hemorrhagic shock.

1.2.5 Discuss the investigative work up in patients

withvarious causes of shock.

1.2.6 Describe the principles of management of

hemorrhagic shock in a poly trauma
patient inemergency department.
1.2.7 Discuss the role of pharmacotherapy in
variousshock states.

1.2.8 Discuss massive blood transfusion

protocol inhemorrhagic shock.

1.2.9 Discuss the ideal fluid resuscitation in shock.

 OR1. Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/OSCE GENERA
3 clinicalfeatures, investigations, and principles group L
of management of soft tissue injuries discussion SURGER
Y

Specific learning objectives:

1.3.1 Enumerate the tissues involved in soft tissue

injuries(STI)

1.3.2 Classify soft tissue injuries

1.3.3 Discuss the common causes of soft tissue injuries

1.3.4 Discuss the clinical features of soft tissue injuries

1.3.5 Discuss the treatment of sprains

depending ongrading

1.3.6 Discuss the common investigations to

diagnose softtissue injuries

1.3.7 List common ligaments which are

injured.Knee Joint/ Ankle
1.3.8 Enumerate the sports which puts athletes in
risk forsoft tissue injuries with examples.

1.3.9 List common causes for overuse soft tissue

injuries

1.3.1 Discuss the principles of management of soft

0 tissueinjuries.
 OR1. Describe and discuss the Principles of K K/KH Y Lecture, small Written/ GENERA
4 managementof soft tissue injuries. group Assessment/ L
discussion Vivavoice SURGER
Y
Specific learning objectives:

1.4.1 Discuss the principles of management of soft

tissueinjuries

1.4.2 Describe “RICE” protocol in soft tissue injuries.

1.4.3 Discuss “NO HARM” protocol in soft tissue

injuries.

1.4.4 Discuss the management of chronic overuse

softtissue injuries (tendinitis and bursitis)

1.4.5 Discuss how will you give prevention tips

on avoiding soft tissue injuries for your non-
medicalfriends.
 OR1. Describe and discuss the aetiopathogenesis , K K/KH Y Lecture, Small Written/ Viva
5 clinicalfeatures, investigations, and principles group voce/OSCE/
of management of dislocation of major joints, discussion,Bed Simulation
shoulder, knee ,hip. side clinic

Specific learning objectives:

1.5.1 Define dislocation and subluxation.

1.5.2 Discuss etiology and pathoanatomy of

shoulderdislocation.
1.5.3 Classify shoulder dislocations.
1.5.4 Discuss clinical features of anterior and
posteriorshoulder dislocation.
1.5.5 Discuss relevant investigations in
shoulderdislocations.
1.5.6 Define recurrent shoulder dislocations.
1.5.7 Enumerate the essential lesions of
recurrentanterior dislocation.
1.5.8 Discuss the methods of closed reduction of
shoulderdislocations.
1.5.9 Discuss the post reduction protocol following
closedreduction of anterior dislocation of
shoulder.

1.5.1 Enumerate the complications of

0 shoulderdislocations.
1.5.1 Describe the mechanism of knee dislocations.
1
1.5.1 Classify knee dislocations.
2
1.5.1 Discuss associated injuries with knee
3 dislocation.

1.5.1 Discuss relevant investigation in knee

4 dislocation.

1.5.1 Discuss the management of knee dislocation.

5
1.5.1 Enumerate the complications associated with
6 kneedislocations.

1.5.1 Classify hip dislocations.

7
1.5.1 Explain the mechanism and clinical
8 features ofanterior dislocation of hip.

1.5.1 Describe the mechanism and clinical

9 features ofposterior dislocation of hip.

1.5.2 List the investigation in hip dislocation.

0
1.5.2 Discuss the management of anterior and
1 posterior
dislocation.
1.5.2 Describe the post reduction protocol
2 of hipdislocation.
1.5.2 Enumerate the complication of hip dislocation.
3
 OR1.6 Participate as a member in the team for closed K K/KH/ Y Simulation, OSCE/ Simulation
reduction of shoulder dislocation /hip SH DOAPsession
dislocation
/knee dislocation
Specific learning objectives:
1.6.1 Discuss the principles of closed reduction of a
dislocated joint.

1.6.2 Describe the common closed reduction

techniquesof shoulder dislocation.

1.6.3 Describe the common closed reduction

techniquesof hip dislocation.

1.6.4 Observe, assist in closed reduction of shoulder

dislocation in skill lab as an assistant using
variousmethods.

1.6.5 Observe , assist in closed reduction of hip

dislocation in skill lab as an assistant using
variousmethods.
TOPIC : FRACTURES
OR2.1 Describe and discuss the mechanism of K K/KH Y Lecture, Small Written/ Viva
Injury,clinical features, investigations group voce/OSCE
and plan management of fracture of discussion,Bed
clavicle. side clinic

Specific learning objectives:

2.1.1 Describe the anatomy of clavicle and

acromio-clavicular joint.
2.1.2 Discuss the mechanism of injury of
claviclefracture.
2.1.3 Discuss the clinical features of clavicle fracture.

2.1.4 Classify clavicle fractures.

2.1.5 Enumerate associated injuries in fracture

claviclepatient.
2.1.6 Discuss the principles of management of
claviclefractures.
2.1.7 List the surgical indications for clavicle
fractures.

2.1.8 Enumerate complications in clavicle fractures.

 OR2.2 Describe and discuss the mechanism of K K/KH Y Lecture, Small Written/
Injury,clinical features, investigations and group Vivavoce/
plan management of fractures of proximal discussion,Bed OSCE
humerus side clinic

Specific learning objectives:

2.2.1 Describe the anatomy of proximal humerus.

2.2.2 Discuss the blood supply and its importance.

2.2.3 Explain the mechanism of injury.

2.2.4 Discuss the clinical features and
relevantinvestigations.

2.2.5 Classify proximal humerus fractures.

2.2.6 Discuss the principles of
management ofproximal humeral
fractures.
2.2.7 List the surgical indications of proximal
humerus
fractures.
2.2.8 Enumerate the complications of
proximalhumerus fractures.
 OR2. Select, prescribe and communicate appropriate K K/K Y Lecture, Small Written/ Viva
3 medications for relief of joint pain H/S group voce/OSCE
H discussion,Bed
side clinic
Specific learning objectives:

2.3.1 Discuss the pathophysiology of joint pain.

2.3.2 Enumerate the causes of joint pain .
2.3.3 How do you evaluate join pain.
2.3.4 Discuss WHO analgesics ladder
2.3.5 Describe the role of opioid analgesics used in
jointpains.

2.3.6 Enumerate NSAIDS group of analgesics used in

relief
of joint pain.
2.3.7 Mention parental analgesics used in relief of
joinpain.

2.3.8 Discuss the side effects of chronic use of NASIDS

in aosteoarthritic joint pain.

2.3.9 Name some topical analgesics.

2.3.1 Discuss the role of intra-articular steroid
0 injections inosteoarthritis.

2.3.1 Discuss the role of

1 viscosupplementation.inosteoarthritis.
OR2.4 Describe and discuss the mechanism of injury, clinical K K/KH Y Lecture, Small group Written/ Viva
features,investigations and principles of management of discussion,Bed side clinic voce/OSCE
fracture of shaft of humerus and supracondylar fracture
humerus with emphasis on neurovascular deficit

Specific learning objectives:

2.4.1 Discuss the mechanism of injury and pathoanatomy of
fractureshaft of humerus.
2.4.2 Describe the classification and various patterns of fracture
shaftof humerus.
2.4.3 Define Holstein-Lewis fracture.
2.4.4 Discuss the principles of management of fracture shaft of
humerus.
2.4.5 Enumerate various methods of conservative management
offracture shaft of humerus.
2.4.6 Discuss various surgical methods of fixation of fracture
shaft ofhumerus
2.4.7 Discuss the management of humerus fracture with radial
nerveInjury.
2.4.8 Define supracondylar fracture of humerus.
2.4.9 Differentiate supracondylar and intercondylar humerus
fractures.
2.4.10 Classify supracondylar fracture in children.
2.4.11 Discuss the radiological findings in paediatric
supracondylarfracture humerus.

2.4.12 Discuss the management of paediatric supracondylar

fracturehumerus.
19
2.4.1 Discuss the management of paediatric
3 supracondylar fracture with absent radial
pulse.
2.4.1 Define compartment syndrome.
4
2.4.1 Discuss the investigations and
5 management ofcompartment syndrome of
forearm.
2.4.1 Enumerate the various complications of
6 paediatricsupracondylar fracture humerus
 OR2. Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
5 clinical features, mechanism of injury, group voce/OSCE
investigation & principles of management of discussion,
fractures of both bonesforearm and Galeazzi and Bedside clinic
Monteggia injury

Specific learning objectives:

2.5.1 Describe the anatomy of radius and ulna.

2.5.2 Discuss the mechanism of injury of fracture
bothbones of forearm.

2.5.3 Discuss clinical features and investigations in

fractureboth bones of forearm.

2.5.4 Define greenstick fracture.

2.5.5 Discuss the principles of management of forearm

fracture in children

2.5.6 Discuss the principles of management of

forearmfracture in adults

2.5.7 Define Galeazzi fracture.

2.5.8 Describe the mechanism of injury,

pathoanatomyand clinical features in
Galeazzi fracture.
2.5.9 Classify Galeazzi fracture.

2.5.1 Discuss the management of Galeazzi fracture

0
2.5.1 Define Monteggia fracture.
1
2.5.1 Describe the mechanism of injury,
2 pathoanatomyand clinical features of
Monteggia fracture.
2.5.1 Classify Monteggia fracture.
3
2.5.1 Discuss the management of Monteggia fracture.
4

2.5.1 Enumerate various complications of

5 forearmfractures.
 OR2. Describe and discuss the K K/KH Y Lecture, Small Written/ Viva
6 aetiopathogenesis, mechanism of injury, group voce/OSCE
clinical features, investigations and discussion,
principles of management offractures of Bedside clinic
distal radius
Specific learning objectives:
2.6.1 Define Colle's fracture.
2.6.2 Discuss the mechanism of injury,
pathoanatomyand radiological findings in
Colle's fracture.
2.6.3 Define Smith's fracture.

2.6.4 Define Barton's fracture.

2.6.5 Describe the criteria for conservative

managementof fractures of distal radius.

2.6.6 Discuss the closed reduction technique of

Colle'sfracture.

2.6.7 Discuss the surgical management of

fractures ofdistal radius.
2.6.8 Describe the complications and its
management offractures of distal radius.
 OR2. Describe and discuss the K K/KH Y Lecture, Small Written/ Viva
7 aetiopathogenesis, mechanism of injury, group voce/OSCE
clinical features, investigations and discussion,
principles of management ofpelvic injuries Bedside clinic
with emphasis on hemodynamic
instability
Specific learning objectives:

2.7.1 Discuss the anatomy of pelvis.

2.7.2 Describe the mechanism of injury,

pathoanatomyand clinical features of pelvic
fractures.
2.7.3 Classify pelvic fractures.

2.7.4 Discuss the investigations in pelvic fractures.

2.7.5 Describe the principles of management of

pelvic
fractures.

2.7.6 How will you assess and manage a patient with

pelvic fracture with haemodynamic instability.
 OR2. Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
8 mechanism of injury, clinical features, group voce/OSCE
investigationsand principles of management of discussion,
spine injuries withemphasis on mobilization of Bedside clinic
the patient
Specific learning objectives
2.8.1 Describe the anatomy of spine.
2.8.2 Discuss the mechanism of injury, clinical
featuresand investigations of a patient with
spine injury.
2.8.3 Differentiate stable and unstable spine
fractures.
2.8.4 Classify spine fractures.
2.8.5 Define Hangman's fracture.

2.8.6 Define whiplash injury.

2.8.7 Discuss the principles of management of

spinefractures.

2.8.8 Discuss the surgical management of spine

fracturewith spinal cord injury.

2.8.9 Discuss how will you rehabilitate quadriplegic

andparaplegic patients following spine
fractures.
OR2.10 Describe and discuss the K K/KH Y Lecture, Small Written/ Viva
aetiopathogenesis, mechanism of injury, group voce/OSCE
clinical features, investigations and discussion,
principles of management offractures of Bedside clinic
proximal femur.
Specific learning objectives:
2.10.1 Discuss the blood supply of femoral head.

2.10.2 Define and classify Intracapsular fractures of

neckof femur.
2.10.3 Discuss the clinical features and
investigations ofintracapsular fracture neck
of femur
2.10.4 Discuss the management of intracapsular
fractureneck of femur in all age groups.

2.10.5 Enumerate complications of fracture

neck offemur and discuss its
management.
2.10.6 Define extracapsular fracture neck of femur

2.10.7 Classify extracapsular fracture neck of femur.

2.10.8 Describe the clinical features,
investigations andmanagement of
extracapsular fracture neck of femur.
2.10.9 Discuss the management of
intertrochantericfracture.
OR2.11 Describe and discuss the aetiopathogenesis, K K/KH/ Y Lecture, Small Written/ Viva
mechanism of injury, clinical features, SH group voce/OSCE
investigationsand principles of management of discussion,
(a)Fracture patella (b) Fracture distal femur Bedside clinic
(c) Fracture proximal tibia with special focus
on neurovascular injury and compartment
syndrome
Specific learning objectives:
2.11.1 Discuss the anatomy of extensor mechanism of
knee.
2.11.2 Discuss mechanism of injury and clinical features
ofpatella fracture.
2.11.3 Interpret radiograph of knee with patella
fracturepatterns.
2.11.4 Discuss the general principles of
management offracture patella.
2.11.5 Discuss the mechanism of injury in
supracondylarand intercondylar fracture
femur.
2.11.6 Discuss general principles of management of
distal
femur fractures.
2.11.7 Classify proximal tibia fractures
2.11.8 Discuss the general principles of
management ofproximal tibia fractures.
2.11.9 Enumerate the common complications of
proximaltibia fracture.
2.11.10 Discuss the etiopathogenesis, clinical
features, investigation and management of
compartmentsyndrome with proximal
tibia fracture.
OR2.12 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
clinicalfeatures, investigations and principles of group voce/OSCE
management of Fracture shaft of femur in all discussion,
age groups and the recognition and Bedside clinic
management of fatembolism as a complication

Specific learning objectives:

2.12.1 Discuss the etiology of fracture shaft of femur

2.12.2 Discuss the clinical features and investigations

infracture shaft of femur

2.12.3 Discuss the management of fracture shaft of

femurin children.

2.12.4 Discuss the management of fracture shaft of

femurin adults

2.12.5 Enumerate the complications of fracture shaft of

femur

2.12.6 Define fat embolism.

2.12.7 Discuss the clinical features and

management offat embolism.

2.12.8 Explain the preventive steps to avoid fat

embolismin long bone fractures.
OR2.13 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
clinicalfeatures, Investigation and principles of group voce/OSCE
management of: discussion,
a) Fracture both bones leg Bedside clinic
b) Calcaneus
c) Small bones of foot

Specific learning objectives:

2.13.1 Discuss the mechanism and clinical
features offracture both bones of leg
2.13.2 Discuss the conservative and surgical
managementof fracture both bones of leg

2.13.3 Discuss the management of isolated fibula

fracture
2.13.4 Discuss the fractures caused due to fall from
height
2.13.5 Classify calcaneal fractures.

2.13.6 Discuss the radiological findings and

managementof calcaneal fractures.
2.13.7 What is Aviator's fracture.

2.13.8 Define Jones fracture

OR2.14 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
clinicalfeatures, Investigation and principles group voce/OSCE
of management of ankle fractures discussion,
Bedside clinic
Specific learning objectives:

2.14.1 Discuss the mechanism of injury of ankle

fractures.
2.14.2 Classify ankle fractures

2.14.3 Discuss the principles of management of

anklefractures

2.14.4 Define Cotton’s fracture.

2.14.5 Mention the complications of ankle fractures.

OR2.15 Plan and interpret the investigations to diagnose K K/K Y Lecture, Small Written/
complications of fractures like malunion, non-union, H groupdiscussion, Vivavoce/
infection, compartment syndrome Bedside clinic OSCE

Specific learning objectives:

2.15.1 Enumerate immediate, early and late complications of
fractures.
2.15.2 Define malunion
2.15.3 Define nonunion.
2.15.4 Define delayed union.
2.15.5 Discuss the factors affecting fracture healing
2.15.6 Classify nonunion of long bones.
2.15.7 List the radiological investigations in nonunion.
2.15.8 Discuss the investigation to rule out infections
followingfractures.
2.15.9 Discuss the management of nonunion.
2.15.10 Discuss the management of malunion.

2.15.11 Define compartment syndrome.

2.15.12 Discuss the clinical features of compartment syndrome.

2.15.13 Discuss the investigations to rule out compartment

syndrome.
2.15.14 Discuss the indications for fasciotomy.
2.15.15 Discuss the sequelae of compartment syndrome.
OR2.16 Describe and discuss the mechanism of K K/KH Y Lecture, Small Written/ Viva
injury, clinical features, investigations and group voce/OSCE
principles of management of open fractures discussion,
with focus on secondary infection Bedside clinic
prevention and management

Specific learning objectives:

2.16.1 Define open fractures.

2.16.2 Classify open fractures.
2.16.3 Discuss the etiology in open fractures.
2.16.4 Discuss the management of open fractures.

2.16.5 Describe antibiotic prophylaxis in open

fractures.
2.16.6 Discuss wound debridement and role of
irrigationin open fractures.

2.16.7 Enumerate the complications of open fractures.

2.16.8 Discuss the prophylaxis against tetanus

and gasgangrene.
TOPIC: Musculoskeletal Infection
OR3.1 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, small Written/ Pathology, General Surgery
clinicalfeatures, investigations and principles of group Viva Microbiolog
management of bone and joint infections. discussion, voice/OSCE y
a) Acute Osteomyelitis. video assisted
b) Subacute osteomyelitis. lecture
c) Acute Suppurative arthritis.
d) Septic arthritis & HIV infection
e) Spirochetal infection

Specific learning objectives:

3.1.1 Define osteomyelitis.
3.1.2 Classify osteomyelitis.
3.1.3 Discuss the epidemiological aspects of
osteomyelitis.
3.1.4 Define septic arthritis.
3.1.5 List the common organisms causing
acuteosteomyelitis.
3.1.6 Discuss the routes of infection in osteomyelitis.

3.1.7 Discuss the risk factors associated with

osteomyelitis.
3.1.8 Describe the clinical features and
investigations inacute, subacute and chronic
osteomyelitis.
3.1.9 Enumerate types of sequestrum.

3.1.10 Describe the principles of management of

acute,subacute and chronic osteomyelitis.
3.1.11 Define saucerization.
33
 3.1.1 Enumerate the complications of
2 chronicosteomyelitis.
3.1.1 Describe the clinical features,
3 investigations andmanagement of septic
arthritis.
3.1.1 Discuss the characteristics and management of
4 septicarthritis in HIV patients.

OR3.2 Participate as a member in team for K K/KH/S Y Small group, Viva voice/
aspiration ofjoints under supervision. H Discussion. OSCE/Skill
DOAPsession assessment.

Specific learning objectives:

3.2.1 Define arthrocentesis.
3.2.2 Discuss indications for arthrocentesis.
3.2.3 Describe the informed consent procedure before
aspirations.

3.2.4 Perform the procedure of arthrocentesis of

knee ona mannequin under supervision.

3.2.5 Enumerate the complications of arthrocentesis.

OR3.3 Participate as a member in team for procedure K K/KH/S Y DOAP Viva General Surgery
like drainage of abscess , sequestrectomy/ H session, voice/OSCE/Ski
saucerizationand arthrotomy. Video llsassessment.
demonstratio
n
Specific learning objectives:
3.3.1 Define abscess.
3.3.2 Discuss the indications and contra indications
ofincision and drainage (I&D).
3.3.3 Describe the procedure of I&D including
appropriateanesthesia.
3.3.4 Discuss the importance of aftercare and patient
education about abscess and I&D.
3.3.5 Define arthrotomy.
3.3.6 Discuss the indications of arthrotomy.
3.3.7 Discuss the procedure of arthrotomy of knee joint.
3.3.8 Define sequestrum.
3.3.9 Discuss the types of sequestrum.
3.3.10 Enumerate the operative methods in
chronicosteomyelitis
3.3.11 Differentiate involucrum from sequestrum.
3.3.12 Discuss the procedure of saucerization.
3.3.13 Mention the prerequisites before
doingsequestrectomy.
Topic : Skeletal Tuberculosis
OR4.1 Describe and discuss the clinical features K K/KH Y Lecture, Small Written /Viva Pathology General surgery
, investigation and principles of group voice/OSCE
management oftuberculosis affecting discussion,Case
major joints (hip, knee) including cold discussion.
abscess and caries spine.
Specific learning objectives:
4.1.1 Discuss the epidemiology of skeletal
tuberculosis.
4.1.2 Describe the pathogenesis, clinical
features andradiological findings in
tuberculosis of hip.
4.1.3 Enumerate the stages of TB hip.
4.1.4 Discuss the medical and surgical management
of TBhip.
4.1.5 Discuss triple deformity of knee.
4.1.6 Discuss the management of TB knee.
4.1.7 Describe the pathogenesis, clinical
features andinvestigations of TB spine.
4.1.8 Discuss the general principles of management of
TBspine.
4.1.9 Define Pott’s paraplegia.
4.1.10 Enumerate the causes of Pott’s paraplegia.
4.1.11 Define cold abscess. List the locations where
cold
abscess are seen.
4.1.12 Discuss the mechanism of action, dose
,regimen andside effects of anti-tubercular
 drugs.

4.1.13 Discuss psoas abscess and its management.

Topic: Rheumatoid Arthritis and associated inflammatory disorders.
OR5.1 Describe and discuss the aetiopathogenesis , K K/KH Y Lecture , Small Written/Vi General medicine.
clinical features, investigations and principles of group va
managementof various inflammatory disorders discussion, voice/OSCE
of joints. Bedside clinic
Specific learning objectives:
5.1.1 Define poly arthritis.
5.1.2 Enumerate the causes of poly arthritic joint pain

5.1.3 Enumerate various causes of inflammatory

jointdiseases.
5.1.4 Describe the etiopathogenesis, clinical
features andinvestigations of rheumatoid
arthritis.
5.1.5 Discuss the articular deformities in
rheumatoidarthritis
5.1.6 Discuss the extra articular
manifestations inrheumatoid arthritis
5.1.7 Describe the medical management of
rheumatoidarthritis.
5.1.8 Describe the mechanism of action, dosage and
sideeffects of DMARDS.
5.1.9 Enumerate various causes of seronegative
arthritis.
5.1.10 Discuss ankylosing spondylitis
5.1.11 Describe clinical features, investigations and
management of crystalline arthropathies
Topic: Degenerative disorders
OR6.1 Describe and discuss the clinical features, K K/KH Y Lecture , Small Written/Vi
investigations and principles of group va
management ofdegenerative condition of discussion,Case voice/OSCE
spine (cervical Spondylosis, Lumbar discussion
Spondylosis, IVDP)
Specific learning objectives:
6.1.1 Define degenerative disc disease.
6.1.2 Discuss the etiopathogenesis and clinical
features ofintervertebral disc prolapse (IVDP).
6.1.3 Discuss the general principles of
management ofIVDP.
6.1.4 Discuss the differential diagnosis of radicular
pain oflower limbs.
6.1.5 Discuss the differential diagnosis of Low back
pain.
6.1.6 Define cervical spondylosis.
6.1.7 Discuss the clinical features, radiological
findingsand management of cervical
spondylosis.
6.1.8 Define lumbar spondylosis.
6.1.9 Discuss the clinical features, radiological
findingsand management of lumbar
spondylosis
6.1.10 Define spondylolisthesis.
Topic : Metabolic bone disorders
OR7.1 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture , Small Written /Viva
clinicalfeatures , investigations and principles group discussion, voice/OSCE
of management of metabolic bone disorders Case discussion
in particular osteoporosis , osteomalacia,
rickets , Paget’s disease.

Specific learning objectives:

7.1.1 Define rickets and osteomalacia.
7.1.2 Discuss the etiopathogenesis, clinical
features andinvestigations of rickets.
7.1.3 Discuss the pathophysiology, clinical
features andinvestigations of osteomalacia.
7.1.4 Discuss the medical management of rickets and
osteomalacia.
7.1.5 Discuss the deformities in rickets and its
surgicalmanagement.
7.1.6 Define osteoporosis.
7.1.7 Discuss the etiology and risk factors for
osteoporosis.
7.1.8 Classify osteoporosis.
7.1.9 Describe the clinical features
andinvestigations inosteoporosis.
7.1.10 Discuss the general principles of
management ofosteoporosis.

7.1.11 Discuss DEXA scan.

 7.1.12 Enumerate the common osteoporotic fractures.

7.1.13 Discuss the lifestyle measures to prevent

osteoporosis and its complications.
7.1.14 Define Paget’s disease.

7.1.15 Discuss the clinical features,

investigations andmanagement of Paget’s
disease

OR7.2 Perform a systematic examination of a patient with K K/KH/S Y DOAP Viva General Surgery
deformity of Knee. H session, voice/OSCE/Ski
Video llsassessment.
demonstratio
n
Specific learning objectives:
7.2.1 Take an elaborate history in chorological order
7.2.2 Perform generalized examination of patient

7.2.3 Perform localized examination of the affected

limb anddiscuss in terms of inspection, palpation,
movements and measurements
7.2.4 Define Genu Varum and Valgum and discuss
etiologiesand pathogenesis
7.2.5 Discuss investigations required to diagnose and
planmanagement of a patient with knee deformity
7.2.6 Discuss management.
Topic : Poliomyelitis
OR8.1 Describe and discuss the aetipathogenesis, K K/KH Y Lecture , Small Written
clinicalfeatures, assessment and principles of group /Viva
managing a patient with Post Polio Residual discussion,Case voice/OSCE
Paralysis. discussion
Specific learning objectives:
8.1.1 Define poliomyelitis.
8.1.2 Discuss the etiology, pathogenesis and
clinicalfeatures of poliomyelitis.
8.1.3 Discuss the types of poliomyelitis
and itscomplications.
8.1.4 What is PPRP(Post Polio Residual Paralysis).

8.1.5 Discuss the signs and symptoms in post polio

syndrome.
8.1.6 How do you recognize the paralysis
caused bypoliomyelitis.
8.1.7 Enumerate the common secondary
problemsfollowing poliomyelitis.
8.1.8 Mention the common contractures and
deformities in PPRP.
8.1.9 Discuss how do you evaluate a case of PPRP.

8.1.10 Discuss the general principles of

management ofPPRP.
Topic : Cerebral Palsy
OR9.1 Describe and discuss the aetiopathogenesis , K K/KH Y Lecture , Small Written/ Viva
clinical features, assessment and principles of group voice/OSCE
managementof cerebral palsy patient. discussion

Specific learning objectives:

9.1.1 Define cerebral palsy.

9.1.2 Discuss the etiopathogenesis of cerebral palsy.

9.1.3 Classify cerebral palsy.

9.1.4 Discuss the clinical features and
investigations ofcerebral palsy.

9.1.5 Discuss the general principles of

management ofcerebral palsy.

9.1.6 Discuss the common deformities of cerebral

palsy.
9.1.7 Mention common surgical procedures
done incerebral palsy.
Topic : Bone tumors
OR10.1 Describe and discuss the aetiopathogenesis, clinical K K/KH Y Lecture , Small Written/Viva Pathology General
features, investigations and principles of management group voice/OSCE surgery.
ofbenign and malignant bone tumors and discussion , Radiotherapy
pathological fractures. Video assisted
interactive
lecture
Specific learning objectives:
10.1.1 Classify bone tumors.
10.1.2 Enumerate common benign tumors.
10.1.3 Discuss aetiopathogenisis, clinical features ,
investigationsand management of Osteochondroma.
10.1.4 List the complications of Osteochondroma.
10.1.5 Discuss the etiopathogenesis, clinical features,
radiologicalfindings and management of
Osteoclastoma.
10.1.6 Discuss Enneking staging of malignant bone tumors.

10.1.7 Discuss the technique of open bone biopsy in

malignantbone tumors.
10.1.8 Describe the etiopathogenesis, clinical
features, investigations and management of
osteosarcoma.
10.1.9 Discuss the etiopathogenesis, clinical features,
investigations and management of Ewing's
sarcoma.
10.1.10 Define pathological fracture.
10.1.11 Enumerate the causes of pathological fracture.
10.1.12 Discuss the criteria for impending pathological
fracture.
10.1.13 Discuss the general principles of
management ofpathological fractures.
OR 10.2 Perform a systematic examination of a patient K K/KH/S Y DOAP Viva General Surgery
withbony swelling H session, voice/OSCE/Ski
Video llsassessment.
demonstratio
n
Specific learning objectives:
10.2.1 Take an elaborate history in chorological order

10.2.2 Perform generalized examination of patient

10.2.3 Perform localized examination of the affected

limb anddiscuss in terms of inspection, palpation,
movements and measurements
10.2.4 Discuss differential diagnosis of bony
swellings/tumors.
10.2.5 Discuss investigations required to establish
diagnosis and plan management of benign and
malignant tumors
10.2.6 Discuss medical and surgical management of
bonyswelling.
Topic: Peripheral nerve injuries.
OR11.1 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva Human General
clinical features, investigations and principles group voice/OSCE anatom medicine.
of management of peripheral nerve injuries in discussion,case y General surgery.
diseaseslike foot drop, wrist drop, claw hand, presentation
palsies of Radial , Ulnar, Median. Lateral
Popliteal and Sciatic Nerves.

Specific learning objectives:

11.1.1 Classify peripheral nerve injuries.
11.1.2 Enumerate the causes of peripheral nerve
injuries.
11.1.3 Discuss the investigations to diagnose
peripheralnerve injuries.
11.1.4 Describe the etiology, clinical features, clinical
testsand management of radial nerve injury.

11.1.5 Describe the etiology, clinical features, clinical

testsand management of median nerve injury.

11.1.6 Describe the etiology, clinical features, clinical

testsand management of ulnar nerve injury.

11.1.7 Enumerate the causes of foot drop.

11.1.8 Discuss the clinical features, clinical
tests andmanagement of foot drop.
11.1.9 Discuss the etiology, clinical tests and
managementof sciatic nerve injury.
11.1.10 Discuss various splints used in peripheral nerve
injuries
Topic: Congenital lesions
OR12.1 Describe and discuss the clinical features , K K/K Y Lecture, Small Written / Viva Human
investigations andprinciples of management of H group voice/OSCE anatom
Congenital and acquired malformations of deformities discussion. y
of
a. limbs and spine – Scoliosis and spinal bifida.
b. Developmental Dysplasia of Hip (DDH), Torticollis.
c. Congenital Talipes Equino Varus (CTEV).
Specific learning objectives:
12.1.1 Define scoliosis and kyphosis.
12.1.2 Discuss the causes, clinical features, investigations and
management of scoliosis.
12.1.3 Define spina bifida.
12.1.4 Discuss the etiology, clinical features,
investigations andmanagement of spina bifida.
12.1.5 Describe the etiology, pathoanatomy, clinical features
andinvestigations of DDH.
12.1.6 Discuss the general principles of management of DDH.

12.1.7 Enumerate the causes of Torticollis.

12.1.8 Discuss the clinical features, investigations and
management of Torticollis.
12.1.9 Describe the etiology, pathoanatomy , clinical
features andinvestigations of CTEV.
12.1.10 Discuss the general principles of management of CTEV.

12.1.11 Discuss the correction techniques of CTEV.

12.1.12 Enumerate the common surgical procedures performed
for
CTEV.
Topic: Procedural Skills
OR13.1 Participate in a team for procedures in patients and K K/KH/S Y Case discussion, OSCE with
demonstrating the ability to perform on mannequins/ H Video assisted Simulation
simulatedpatients in the following: Lecture, Small based
i. Above elbow plaster. group discussion, assessment.
ii. Below knee plaster. Teaching ,Skill lab
iii. Above knee plaster. sessions
iv. Thomas splint.
v. Splinting for long bone fractures.
vi. Strapping for shoulder and clavicle trauma.

Specific learning objectives:

13.1.1 Differentiate cast and slab.

13.1.2 Discuss the precautions to be followed during and after
plasterapplication.
13.1.3 Perform under supervision application of above elbow slab
for anundisplaced supracondylar fracture.
13.1.4 Perform under supervision the application of Colle’s cast .
13.1.5 Perform under supervision the application of above knee
plasterslab to immobile proximal tibia fracture.
13.1.6 Identify Thomas splint and enumerate its uses.
13.1.7 Perform under supervision the application of strapping for
clavicle Fractures.
13.1.8 Perform under supervision the application of Thomas
splint forfracture shaft femur
OR13.2 Participate as a member in team for K K/KH/ Y Case discussion, OSCE with Anesthesiology
Resuscitation ofPolytrauma victim by doing all SH Video assisted Simulation
of the following: Lecture, Small based
(a) I V access central- peripheral group assessment
(b) Bladder catheterization discussion,
(c) Endotracheal intubation. Teaching , Skill
(d) Splintage labsessions
Specific learning objectives:
13.2.1 Perform under supervision in getting IV access
on amannequin in a skill lab.
13.2.2 Perform bladder catheterization under
supervision inskill lab.
13.2.3 Perform endotracheal intubation under
supervisionon a mannequin in a skill lab.
13.2.4 Perform neck immobilization using cervical
collar ina polytrauma patient under
supervision.
13.2.5 Perform under supervision the use of Thomas
splint to immobilize fracture both bones leg in a
polytraumapatient.

13.2.6 Perform under supervision the use of pelvic

binder ina case of pelvic fracture with
haemodynamic instability
Topic : Counselling Skills
OR14.1 Demonstrate the ability to counsel patients K/C K/KH/ Y Case OSCE with AETCOM
regarding prognosis in patients with various SH discussion, Simulation
orthopaedic illness like Video assisted based
a. fracture with disabilities. lecture, Small assessment
b. fracture that requires prolonged bed stay. group
c. bone tumours discussion,
d. congenital disabilities. Teaching, Skill
labsessions.
Specific learning objectives:
14.1.1 Demonstrate ability to communicate to
patients with fractures, that multiple
complications can occur leading to loss of
skeletal function, restricted range of motion
and neurovascular damage that canseverely
compromise function and performance.
14.1.2 Demonstrate ability to communicate to
patients with multiple osteoporotic vertebral
fractures aboutthe necessity of prolonged bed
rest and its complication.
14.1.3 Demonstrate ability to counsel to patients with
bone tumors , the prognosis, or outlook for
survival depending on the particular type of
bone tumor andextent to which it had spread.

14.1.4 Demonstrate ability to counsel parents about

children with congenital disabilities with
respect tofunction, performance and cosmesis.
OR14.2 Demonstrate the ability to counsel patients to K/C K/KH/ Y Case discussion, OSCE with AETCOM
obtain consent for various orthopaedic SH Video assisted Simulation
procedures like limb amputation, permanent lecture , Small based
fixations etc. group assessment
discussion,
Teaching, Skills
labsessions
Specific learning objectives:
14.2.1 Demonstrate the ability to counsel a patient
with limb amputation for serious trauma
(crush or blast),about the advantages,
recovery , rehabilitation andfunctional
recovery.
14.2.2 Demonstrate the ability to obtain informed
consentfrom patient and family in a simulated
environment.
14.2.3 Communicate diagnostic and therapeutic
options topatient and family for fracture
fixation to obtain informed consent
OR14.3 Demonstrate the ability to convince the patient K/C K/KHS Y Case discussion, OSCE with AETCOM
forreferral to a higher center in various H Video assisted Simulation
orthropaedicillness , based on the detection of lecture , Small based
warning signals and need for sophisticated group assessment
management. discussion,
Teaching, Skills
labsessions
Specific learning objectives:
14.3.1 Enumerate common orthopedic emergencies
whichneeds timely referral to a higher tertiary
center .
14.3.2 Demonstrate the ability to convince about
referringpatient with fracture proximal tibia
associated withvascular injury to higher
center.
14.3.3 Demonstrate the ability to convince about
referringpatient with traumatic amputation of
leg to higher center for replantation.
14.3.4 Demonstrate the ability to convince about
referringa spinal cord injury patient to higher
center.
Model Time table for Phase II MBBS, Phase III Part 1 and Part 2 MBBS

Phase II (2 weeks Clinical

Posting)
9.00 AM to
12.00Noon
Monday Postings

Tuesday Postings

Wednesday Postings

Thursday Postings

Friday Postings

Saturday X
Phase III Part 1 (4 weeks Clinical Posting + 5 SDL + 20hrs SGD/IT+ 15hrs
Lectures )
9.00 AM to 12.00 12.01 Pm to 1.00 PM 2.00PM to 3.00 PM
Noon 5 SDL+ 19 SGD/IT
Monday Postings SDL/SGD/IT

Tuesday Postings SDL/SGD/IT

Wednesday Postings SDL/SGD/IT 15 Lectures +

1SGD/IT
Thursday Postings SDL/SGD/IT

Friday Postings SDL/SGD/IT

Saturday Postings SDL/SGD/IT

 Phase III Part 2 (2 weeks Clinical Posting + 5 SDL+ 25 SGL/IT+ 20
Lectures)
9.00 AM to 12.01 Pm to 1.00 2.00PM to 3.00 PM
12.00Noon PM
(5 SDL+ 7 SGD/IT)
Monday Postings SDL/SGD/IT

Tuesday Postings SDL/SGD/IT

Wednesday Postings SDL/SGD/IT 20 Lectures+ 18

SGD/IT

Thursday Postings SDL/SGD/IT

Friday Postings SDL/SGD/IT

Saturday Postings SDL/SGD/IT

 List of Competencies to
cover in each phase of
MBBS
 Lectures in Phase III Part 1 and Part 2
MBBS
Sl.No Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
Competencies to be Competencies to be
covered covered
1 Skeletal trauma, poly trauma OR1.1, 1.2, 1.3, 1.4, 1.5

2 Fractures OR 2.1, 2.2, 2.4, 25, 2.6, 2.10, 2.11, 2.12, 2.13, 2.7, 2.8
2.14,
2.15, 2.16
3 Musculoskeletal Infection 3.1

4 Skeletal Tuberculosis 4.1

5 Rheumatoid Arthritis and 5.1

associatedinflammatory
disorders
6 Degenerative disorders 6.1

7 Metabolic bone disorders 7.1

8 Poliomyelitis 8.1

9 Cerebral Palsy 9.1

10 Bone Tumors 10.1

11 Peripheral nerve injuries 11.1

12 Congenital lesions 12.1

13 Physical Medicine and Rehabilitation PM1.2,1.3, 1.4, 5.1, 5.2, 5.3, 5.4, 7.7,
8.1
14 Total Hours 15 hours 20 hours

56
 Small group discussions (Tutorials / Seminars) in Phase III Part 1 and
Part 2 MBBS
Sl.No Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
Competencies to be covered Competencies to be covered
1 Skeletal trauma, poly trauma OR1.1, 1.2, 1.3, 1.4, 1.5, 1.6

2 Fractures OR 2.3, 2.4, 2.5, 2.10, 2.12, 2.14, 2.7, 2.8

2.16
3 Musculoskeletal Infection 3.2, 3.3

4 Skeletal Tuberculosis 4.1

5 Rheumatoid Arthritis and 5.1

associated inflammatory
disorders
6 Metabolic bone disorders 7.1

7 Bone Tumors 10.1

8 Peripheral nerve injuries 11.1

9 Congenital lesions 12.1

10 Counseling Skills 14.1,14.2,14.3

Total Hours 14 Hours 9

Hours
 Integrated learning in Phase III Part 1 and Part 2
MBBS
Sl.N Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
o Competencies to be Competencies to be
covered covered
1 Anatomy AN2.4,2.5,8.4, 8.6, 17.2, 10.12, 17.3,
18.6,
18.7, 11.4, 19.4, 19.6, 19.7
2 Microbiology MI 4.2

3 Forensic medicine FM3.7, 3.8, 3.9, 3.10, 3.11,

3.12
4 Pathology PA33.1, 33.2, 33.2, 33.4

5 General Medicine IM7.4, 7.6, 7.7, 7.8, 7.9, 7.10,

24.12, 24.13, 24.14. 24.16

6 Physical Medicine PM 5.1, 5.2, 5.3, 5.4

andRehabilitation 6.3, 6.4, 2.4, 7.4, 7.5

Total Hours 6 hours 16 hours

 Self Directed Learning in Phase III Part 1 and Part 2
MBBS
Sl. Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
No Competencies to be covered Competencies to be covered

1 Skeletal trauma, poly trauma OR 1.5,1.6

2 Fractures OR 2.15 OR 2.7, OR 2.8

3 Musculoskeletal Infection OR 3.1

9 Cerebral Palsy

10 Bone Tumors OR 10.1

11 Peripheral nerve injuries OR 11.1

13 Physical Medicine PM5.3, PM5.4,

andRehabilitation PM7.2,
14 Total Hours 5 Hours 5 Hours
 Time allotment for Competencies in Phase III Part 1
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
1 Skeletal trauma, poly trauma OR1.1 1 1 1
OR1.2 1 1
OR13, 1 1
OR1.4
OR1.5 1 1 1
OR 1.6 1
2 Fractures OR 2.1, 2.2 1
OR 2.3 1
OR 2.4 1 1
OR 2.5 1 1
OR 2.6 1
OR 2.10 1 1
OR 2.11 1
OR2.12 1 1
OR 2.13 1
OR 2.14 1
OR 2.15 1 1 1
OR 2.16 1 1
CONTINUED IN NEXT PAGE

60
 Time allotment for Competencies in Phase III Part 1
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
3 Counseling Skills OR 14.1,14.2 1

OR 14.3 1

4 Anatomy (Integrated) AN 1
2.4,2.5,8.4
AN 8.6,17.2 1

AN10.12, 1
17.3
AN 18.6, 18.7 1

AN 11.4, 19.4 1

AN 19.6, 19.7 1

5 Physical medicine and PM 5.3,5.4 1

Rehabilitation
PM 7.2 1
Total 15 20 5
 Time allotment for Competencies in Phase III Part 2
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
1 Fractures OR 2.7 1 1 1
OR 2.8 1 1 1
Musculoskeletal Infection OR 3.1 2 1
2
OR 3.2,3.3 1

3 Skeletal Tuberculosis OR 4.1 2 1

4 Rheumatoid Arthritis and OR 5.1 1 1

associated
inflammatory disorders
5 Degenerative disorders OR 6.1 1

6 Metabolic bone disorders OR 7.1 1 1

7 Poliomyelitis OR 8.1 1

8 Cerebral Palsy OR 9.1 1

9 Bone Tumors OR 10.1 2 1 1

10 Peripheral nerve injuries OR 11.1 2 1 1
11 Congenital lesions OR 12.1 2 1

CONTINUED IN NEXT PAGE

 Time allotment for Competencies in Phase III Part 2
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
12 Pathology PA 33.1 1
PA 33.2, 33.4 1

13 Microbiology MI 4.2 1
14 Forensic Medicine and Toxicology FM3.7. 3.8, 3.9, 3.10 1

FM 3.11, 3.12 1
15 General Medicine IM 7.5, 7.6, 7.7, 2
7.8,
7.9, 7.10,
24.12 1
24.13, 24.14, 24.16 2
16 Physical Medicine and PM 1.2, 1.3, 1.4 1
Rehabilitation
PM 5.1, 5.2, 5.3, 5.4 1 1
PM 6.3 2
PM 6.4 1
PM 7.4 1
PM 7.5 1
 PM 7.7, 8.1 1
TOTAL HOURS 2 25 5
0

63
 Orthopaedic Competencies in Internship

GOAL
The goal of the internship programme is to train medical students to fulfill their roles as doctors of first contact in the community.

(A) THERAPEUTIC- An intern must know:

(a) Splinting (plaster slab) for the purpose of emergency splintage, definitive splintage and post operative splintage and application
of
Thomas splint;
(b) Manual reduction of common fractures – phalangeal, metacarpal, metatarsal and Colles’s fracture;
(c) Manual reduction of common dislocations – interphalangeal, metacarpophalangeal, elbow an shoulder dislocations;
(d) Plaster cast application for undisplaced fractures of arm, fore arm, leg and ankle;
(e) Emergency care of a multiple injury patient;
(f) Precautions about transport and bed care of spinal cord injury patients.

(B) Skill that an intern should be able to perform under supervision:

(1) Advise about prognosis of poliomyelitis, cerebral palsy, CTEV and CDH;
(2) Advise about rehabilitation of amputees and mutilating traumatic and leprosy deformities of hand;

(C) An intern must have observed or preferably assisted at the following operations:
(1) drainage for acute osteomyelitis;
(2) sequestrectomy in chronic osteomyelitis;
(3) application of external fixation;
(4) internal fixation of fractures of long bones.
 Physical Medicine and Rehabilitation Competencies in
Internship
GOAL
The aim of teaching the undergraduate student in Physical Medicine & Rehabilitation is to impart such knowledge and skills that mayenable him to diagnose and treat
common rheumatologic, orthopedic and neurologic illnesses requiring physical treatment. He/she shall acquire competence for clinical diagnosis based on history, physical
examination and relevant laboratory investigations and institute appropriate line of management.

(A) THERAPEUTIC- An intern must know:

a) Diagnosing and managing with competence clinical diagnosis and management based on detailed history and
assessment ofcommon disabling conditions like poliomyelitis, cerebral palsy, hemiplegia, paraplegia, amputations etc.
b) Participation as a team member in total rehabilitation including appropriate follow up of common disabling conditions,
c) Procedures of fabrication and repair of artificial limbs and appliances.

(B) An intern must have observed or preferably assisted at the following operations/
procedures: :
a) Use of self-help devices and splints and mobility aids
b) Accessibility problems and home making for disabled
c) Simple exercise therapy in common conditions like prevention of deformity in polio, stump exercise in an amputee etc.
d) Therapeutic counseling and follow up
 List of Competencies to cover in Internship

SL NO Competency Performed Assisted Observed

1 Splinting

2 Cast Application

3 Manual Reduction of
Commondislocations
4 Application of External Fixator

5 Internal Fixation of Long Bones

6 Wound repair and dressing

7 Drainage of Acute Osteomyelitis

8 Major Operative Procedures

9 Minor Operative Procedures

10 Case Sheet Writing

 Period Of Training in
Internship
Subject Period of Posting
(Weeks)
Orthopaedics including 4 weeks
PMR
 Certifiable skills in Internship

A Comprehensive list of skills recommended in Orthopedics desirable for Bachelor of Medicine and Bachelor of Surgery (MBBS) –
Indian Medical Graduate

1. Application of basic splints and slings (I)

2. Basic fracture and dislocation management (O)
3. Compression bandage (I)

I- Independently performed on patients,

O- Observed in patients or on simulations,
D- Demonstration on patients or simulations and performance under supervision in patients
 Assessment in Orthopaedics
Formative Assessment - An assessment conducted during the instruction with primary purpose of providing feedback for improving learning.

Summative Assessment - An assessment conducted at the end of instruction to check how much the student has learnt.

Internal Assessment (IA)- Range of assessments conducted by the teachers teaching a particular subject with the purpose of knowing what is
learnt and how it is learnt. Internal assessment can have both formative and summative functions.

Note - Assessment requires specification of measurable and observable entities. This could be in the form of whole tasks that contribute toone or more competencies or
assessment of a competency per se. Another approach is to break down the individual competency into learning objectives related to the domains of knowledge, skills, attitudes,
communication etc. and then assess them individually

Scheduling of Internal Assessment -

A. In Phase II MBBS there will be one Internal assessments in practicals.
B. In Phase III part 1 MBBS there will be one Internal assessment each in theory and practicals.
C. In Phase III part 2 MBBS the test should be prelim or pre-university examination with theory and practicals
Theory can include:
Theory tests, seminars, quizzes, interest in subject, scientific attitude etc. Written tests should have essay questions, short notes andcreative writing experiences.
Practical can include:
Practical tests, Objective Structured Practical Examination (OSPE), Directly Observed Procedural Skills (DOPS), records maintenance and
attitudinal assessment.

Log Book Assessment -

A. Log book should record all activities like seminar, symposia, quizzes and other academic activities.
B. It should be assessed regularly and submitted to the department.
69
C. Up to twenty per cent internal marks can be considered for Log book assessment.
 Feedback in Internal Assessment
Feedback should be provided to students throughout the course so that they are aware of their performance and remedial action can be initiated well in time. The feedbacks need
to be structured and the faculty and students must be sensitized to giving and receiving feedback.

The results of IA should be displayed on notice board within two weeks of the test and an opportunity provided to the students to discuss the
results and get feedback on making their performance better.

It is also recommended that students should sign with date whenever they are shown IA records in token of having seen and discussed themarks.

Internal assessment marks will not be added to University examination marks and will reflect as a separate head of passing at the summativeexamination. Internal assessment should be
based on competencies and skills.

Criteria for appearing in University examination

Students must secure at least 50% marks of the total marks (combined in theory and practical; not less than 40 % marks in theory andpractical separately) assigned for internal
assessment in order to be eligible for appearing at the final University examination
Annexures
 A. Teaching Learning Methods
▪ Didactic lectures should be made more interactive by encouraging the more involvement of the students. In the present digital era,
student’s involvement is more with usage of technology. For examples, many polling sessions, quizzes etc., can be done using google
slides and other apps or websites.

▪ Small group discussion (SGD) should be planned properly and discussed among the faculty members before taking the class. As for
as possible, uniformity should be maintained in the SGD by various facilitators. Case based learning (CBL) and problem based
learning (PBL) may be used to make the learner understand and learn about the various aspects in order to achieve the particular
competency.

▪ Encourage the students learn themselves through self-directed learning (SDL). SDL sessions may be planned with objectives in order
to cover the particular competency. These sessions may be conducted by providing learning material (research articles, public news,
videos, etc.) by a teacher and ask the students to search on a particular topic. Students should learn themselves by going through
available resources and come back to classes allotted for SDL sessions where teacher able to connect the learning of students in order
to achieve the competency.

▪ Integrated classes should be planned in order to cover the competency involving the topics from different subjects. These classes can
be taken using Nesting, Temporal Coordination or Sharing. Case linkers may be used to link the topic/subject area among different
subjects/ departments.

▪ Skills should be taught using the clinical cases at hospital wards/casualty/EMD, simulation in skills labs and/or departmental
demonstration rooms. Case scenarios may be developed while teaching at skills lab and/or demonstration rooms.
 B. Blue Print & Assessment methods - Theory
Number of QPs for
Orthopaedics: One
Theory marks: 50
This shows the weightage given to each chapter in the summative assessment. This improves the content validity by distributing theassessment of learners in the competencies
that are represented by learning objectives under each chapter.

Number of QPs for the subject: One.

Only CORE competencies shall be considered for framing questions. QP should contain the following distribution of questions (as shown inbelow table).

Type of Question Marks Per Number of Total Marks

Question questions
Long Essay 10 2 20
Short Essays 5 3 15
Short Answers 3 5 15

Total 50

Each paper should contain Long essays (10 marks x 2), Short essay (5 marks x 3), Short answer (3 marks x 5).
 Distribution of marks in suggested blue print
SL NO Topics Type of
Question
Long Essay Short Essay Short
Answer
s
1 Skeletal trauma, poly trauma
2 Fractures

3 Musculoskeletal Infection
4 Skeletal Tuberculosis
5 Rheumatoid Arthritis and associated inflammatory
disorders
6 Degenerative disorders

7 Metabolic bone disorders

8 Poliomyelitis

9 Cerebral Palsy

10 Bone Tumors

11 Peripheral nerve injuries

12 Congenital lesions

13 Physical Medicine and Rehabilitation

NOTE: The questions should be framed only from Core competencies (as shown in above table).
 C. Blue Print & Assessment methods - Practicals

1. Total Marks: 50
Suggested Marks distribution for Each Case
I. Clinical Cases: 40 Marks

I. Viva Voce: 10 Marks Sl No Assessment parameter Marks

1 History and case sheet 5

writing
2 Clinical examination 5
Clinical Cases:

Two short cases ( 2 X 20 Marks) 3 Diagnosis/ analysis of 5

case
Viva:
4 Presentation 5
Two Radiographs (5 Marks)

Two Instruments/ Implants ( 5Marks)

 D. Integration Topics

Integration: The teaching should be aligned and integrated horizontally and vertically recognizing the
importance of orthopaedic conditions as they relate to the practice of medicine as a whole.
 HUMAN
ANATOMY
AN2.4 Describe various types of cartilage with its K KH Y Lecture Written/Vive voice orthopaedics
structure& distribution in body

Specific learning objectives:

2.4.1 Define cartilage.
2.4.2 Enumerate types of cartilage.
2.4.3 Discuss the components of cartilage.
2.4.4 Describe structure of various types of cartilage
withexamples
2.4.5 Discuss what happens to articular cartilage in
osteoarthritis

AN2.5 Describe various joints with subtypes and K KH Y Lecture Written/Viva Voce orthopaedics
examples
Specific learning objectives:
2.5.1 Define a joint.

2.5.2 Classify joints based on mobility between bones.

2.5.3 Discuss the components of synovial joints.

2.5.4 Describe the structure of joint capsule.

2.5.5 Enumerate the types of synovial joints.

2.5.6 Describe the supporting structures of synovial
joints.
 AN8. Demonstrate important muscle attachments K/S SH Y Practical, Viva orthoapedics
4 on thegiven bone DOAPsession, voice/
Small group Practicals
teaching
Specific learning objectives:

8.4.1 Demonstrate the origin and insertion of

Deltoidmuscle.
8.4.2 Demonstrate the origin and insertion of Biceps
Brachii.
8.4.3 Demonstrate the flexor group of
muscles offorearm and its attachments.
8.4.4 Demonstrate the extensor group of
muscles offorearm and its attachments.
8.4.5 Demonstrate the muscle attachment of
humerus.
8.4.6 Demonstrate the muscle attachment of radius
andulna.
8.4.7 Discuss the muscle attachment of femur.
8.4.8 Discuss the origin and insertion of quadriceps.

8.4.9 Describe the muscle attachment of tibia and

fibula.
AN8.6 Describe scaphoid fracture and K KH N DOAP session Viva voice orthopaedics
explain theanatomical basis of
avascular necrosis
Specific learning objectives:

8.6.1 Discuss the anatomy of scaphoid bone.

8.6.2 Describe the blood supply of scaphoid bone.

8.6.3 Discuss the mechanism of injury of

scaphoidfracture.
8.6.4 Classify scaphoid fractures.
8.6.5 Discuss the clinical features and
investigations inscaphoid fractures.

8.6.6 Discuss the principles of management of

scaphoidfracture.
8.6.7 Enumerate complications of scaphoid fracture

8.6.8 Discuss the causes of avascular necrosis of

scaphoidfracture and its management.
 AN10.1 Describe and demonstrate shoulder joint for - K/ SH Y Practical, Written/Vi Orthopaedics
2 type,articular surfaces, capsule , synovial S Lecture,Small va
membrane, ligaments, relations, movements, group voice/Skills
muscle involved,blood supply, nerve supply discussion, assessment
and applied anatomy. DOAPsession.
Specific learning objectives:
10.12.1 Discuss shoulder joint anatomy.
10.12.2 Describe various supporting structures of
shoulder
joint.
10.12.3 Discuss glenoid labrum and its importance.
10.12.4 Demonstrate the movements of shoulder joint.
10.12.5 Describe sub acromial bursa and its importance.
10.12.6 Describe the blood supply of proximal
humerus andits applied anatomy.
10.12.7 Discuss rotator cuff group of muscles
AN11.4 Describe the anatomical basis of Saturday K K/KH Y Practical ,Lecture Written/Viva voice Orthopaedics
nightparalysis
Specific learning objectives:
11.4.1 Discuss the formation of radial nerve.
11.4.2 Discuss the anatomy of radial nerve in the arm.
11.4.3 Define Saturday night paralysis.
11.4.4 Discuss the mechanism of injury in Saturday
nightparalysis.
11.4.5 Discuss the clinical features and
investigations ofradial nerve injury in the
arm.
11.4.6 Discuss the general principles of
management ofcompression neuropathy.
AN17.2 Describe anatomical basis of complications of fracture neck of K K/K N Lectur Written/Viva voice orthopaedics
femur, H e
Specific learning objectives:
17.2.1 Discuss the blood supply of femoral head.
17.2.2 Enumerate the complications of fracture neck of femur.
17.2.3 Discuss the reasons for high incidence of nonunion of fracture
neck offemur.
17.2.4 Discuss the reasons for high incidence of avascular necrosis of
femoralhead
AN17.3 Describe dislocation of hip joint and surgical hip replacement. K K/K N Lectur Written/Viva voice Orthopaedics
H e
Specific learning objectives:
17.3.1 Classify hip dislocations.
17.3.2 Classify posterior hip dislocation.
17.3.3 Discuss the mechanism of injury, clinical features and
investigations ofposterior dislocation.
17.3.4 Discuss the closed reduction methods for posterior dislocation.

17.3.5 Enumerate the indications for open reduction of posterior

dislocation.
17.3.6 List the complications of dislocation of hip.
17.3.7 Differentiate hemiarthroplasty and total hip arthroplasty.
17.3.8 Differentiate unipolar and Bipolar hemiarthroplasty.
17.3.9 Enumerate the indications of hemiarthroplasty.
17.3.10 Enumerate the common indications for total hip arthroplasty
AN18.6 Describe knee joint injuries with its applied anatomy. K KH N Lecture Written//Viva voice orthopaedics

Specific learning objectives:

18.6.1 Enumerate the common knee injuries.

18.6.2 Describe the anatomy of ligaments of the knee.

18.6.3 Describe the anatomy of the meniscus.

18.6.4 Descriptive the mechanism of injury, various tests

andinvestigations in ACL injury.

18.6.5 Discuss the general principles of management of ACL

injury.

18.6.6 Describe the mechanism of injury, various tests and

investigations in meniscus injury.

18.6.7 Discuss the general principles of

management ofmeniscus injury

AN18.7 Explain anatomical basis of osteoarthritis K KH N Lecture Written/Viva voice Orthopaedics

Specific learning objectives:

18.7.1 Define osteoarthritis.

18.7.2 Classify osteoarthritis.

18.7.3 Discuss the aetiopathogenisis of primary

osteoarthritis.
18.7.4 Discuss the changes in articular cartilage in primary
osteoarthritis.

18.7.5 Discuss the secondary causes of osteoarthritis

AN19.4 Explain the anatomical basis of rupture of K KH N Lecture Written/Viva voice orthopaedics
Achillestendon
Specific learning objectives:

19.4.1 Discuss the anatomy of Achilles tendon.

19.4.2 Discuss the pathoanatomy of rupture of
Achillestendon.

19.4.3 Discuss the mechanism of injury in tear of

Achilles
tendon.
AN19.6 Explain the anatomical basis of flat foot & club K KH N Lecture Written/Viva voice Orthopaedics
foot
Specific learning objectives:

19.6.1 Define flatfoot.

19.6.2 Discuss the arches of foot.
19.6.3 Describe the pathoanatomy of flatfoot.
19.6.4 Discuss the etiology of flatfoot.
19.6.5 Define CTEV
19.6.6 Discuss the pathoanatomy of CTEV

19.6.7 Discuss the etiology of CTEV

AN19.7 Explain the anatomical basis of K KH N Lecture Written/Viva voice Orthopaedics
Metatarsalgia &plantar fasciitis

Specific learning objectives:

19.7.1 Define metatarsalgia.

19.7.2 Classify metatarsalgia.
19.7.3 Enumerate the causes for metatarsalgia.
19.7.4 Discuss the risk factors
responsible formetatarsalgia.

19.7.5 Define plantar fasciitis.

19.7.6 Discuss the structure and function of plantar
fascia.

19.7.7 Discuss the risk factors responsible for

plantarfasciitis
 PATHOLOG
Y
PA33.1 Classify and describe the etiology , pathogenesis , K K Y Lecture, Small Written/ Viva voice Human
manifestation , radiologic and morphologic H group anatomy
features andcomplications of osteomyelitis discussion Orthopaedics.
Specific learning objectives:
33.1.1 Classify osteomyelitis.
33.1.2 Discuss aetiopathogenisis of acute osteomyelitis.
33.1.3 Discuss the clinical features and investigations in
acuteosteomyelitis.
33.1.4 Discuss the clinical features and radiological findings in
chronicosteomyelitis.
33.1.5 Discuss the pathologic morphology in osteomyelitis.
33.1.6 Enumerate the complications of osteomyelitis
PA33.2 Classify and describe the etiology , pathogenesis , K K Y Lecture, Small Written/Viva voice Orthopaedics.
manifestations, radiologic and morphologic H group discussion
features andcomplications and metastases of bone
tumors.
Specific learning objectives:
33.2.1 Classify skeletal metastasis.
33.2.2 Describe the mechanism of bone metastasis.
33.2.3 Describe the clinical features and investigative work up in
bonemetastasis.
33.2.4 Discuss the principles of management of skeletal
metastasis.
33.2.5 Discuss the complication of skeletal metastasis
PA33.4 Classify and describe the etiology , K KH N Lecture, Small Written/Viva voice Orthopaedics.
pathogenesis , manifestations, radiologic and group
morphogenic featuresand complications of discussion
Paget’s disease of the bone.
Specific learning objectives:
33.4.1 Define Paget’s disease.
33.4.2 Discuss the pathophysiology of Paget’s disease.

33.4.3 Discuss the clinical features,

diagnostics anddifferential diagnosis of
Paget’s disease.
33.4.4 Discuss principles of management of Paget’s
disease.
33.4.5 Discuss the complications of Paget’s disease
 Microbiolog
y
MI4.2 Describe the etiopathogenesis, clinical K KH Y Lecture Written/Viva voice Orthopaedics.
course and discuss the laboratory diagnosis
of bone and jointinfections.
Specific learning objectives:

4.2.1 Discuss the aetiopathogenisis of

acuteosteomyelitis.
4.2.2 Discuss the aetiopathogenisis of acute septic
arthritis.
4.2.3 Discuss the clinic features of acute
osteomyelitis.
4.2.4 Discuss the clinical features of acute septic
arthritis.
4.2.5 Discuss the laboratory diagnosis of acute
osteomyelitis, chronic osteomyelitis and
acuteseptic arthritis.
 Forensic
medicine
FM3.7 Describe factors influencing infliction of K K/KH Y Lecture, Small Written/ Viva voice Forensic
injuries andhealing, examination and group medicine.
certification of wounds and wound as a cause of discussion Orthopaedics.
death : primary and secondary.

Specific learning objectives:

3.7.1 Describe the factors influencing the causation
of aninjury.

3.7.2 Describe the factors that influence healing of

aninjury or fracture.
3.7.3 Discuss the primary and secondary causes of
deathfrom a wound.

FM3.8 Mechanical injuries and wounds: describe and K K/KH Y Lecture, Small Written/ Viva voice General
discuss different types of weapons including group surgery.
dangerous weapons and their examination. discussion Orthopaedics.

Specific learning objectives:

3.8.1 Identify the weapons that cause blunt force
andsharp force injuries.

3.8.2 Define dangerous weapon (S.324 IPC and 326

IPC)
FM3.9 Firearm injuries: K K/KH Y Lecture, Small Written /Viva voice General
Describe different types of firearms including group surgery.
structure and components, along with discussion Orthopaedics.
description ofammunition propellant charge
and mechanism of fire-arms , different types of
cartridges and bullets and various terminology
in relation of firearm – caliber range , choking.

Specific learning objectives:

3.9.1 Define Forensic ballistics, Proximal ballistics,
Intermediate ballistics and Terminal ballistics.

3.9.2 Define firearm

3.9.3 Classify firearms.

3.9.4 Enumerate the parts of the basic firearms.

3.9.5 Explain ‘ rifling’ and ‘caliber’ of a firearm.

3.9.6 Explain choking in a firearm and is purpose.

3.9.7 Enumerate the components of rifled
firearm andshotgun and its function .

3.9.8 Describe the types of gunpowder.

3.9.9 Discuss on types of bullets and pellets.
FM3.10 Firearm injuries: K K/ Y Lecture , Small Written/Viv General
Describe and discuss wound ballistics- different types of KH group e orthopaedics.
firearm injuries, blast injuries and their interpretation, discussion. Bed voice/OSCE
preservation and dispatch of trace evidenced in cases of fire side clinic
arm and blast injuries. DOAP session
Various tests related to confirmation of use of firearms.

Specific learning objectives:

3.10.1 Define wound ballistics.
3.10.2 Enumerate the factors affecting gunshot wound production.
3.10.3 Explain the mechanism of firing and various components of
discharge of firing.
3.10.4 Describe the entry and exit wounds from rifled firearm at
various Ranges.
3.10.5 Describe the entry and exit wounds from a shotgun at various
Ranges.
3.10.6 Discuss on Ricocheting of a bullet and its effect.
3.10.7 Discuss on tumbling bullet, Yawning bullet, Dumdum bullet,
Tandem bullet, Souvenir bullet.
3.10.8 List the evidentiary materials to be collected and
preservation of evidentiary materials in gunshot wounds.
3.10.9 Describe the method of collection and preservation of
evidentiary Materials in gunshot wounds.
3.10.10 Describe the significance of bullet markings and use of
comparison microscope.
3.10.11 Enumerate the tests done for detection of gunshot residue.
3.10.12 Describe the injuries caused by bomb blast/explosion .
3.10.13 Discuss the diagnostic evaluation in blast injury.
90
3.10.14 Describe the principles of surgical management of blast
extremity injury.
FM3.11 Regional injuries: K K/KH Y Lecture, Small Written/Viva General
Describe and discuss regional injuries to head group voice/OSCE/OS surgery.
(Scalpwounds, fracture skull, intracranial discussion,Bed PE Orthopaedics.
hemorrhages , coup and countercoup injuries) side clinic or
neck, chest , abdomen, limbs ,genital organs, autopsy , DOAP
spinal cord and skeleton. session

Specific learning objectives:

3.11.1 Define head injury.
3.11.2 Discuss the forensic anatomy of scalp and
scalpinjuries.
3.11.3 Enumerate the types of skull fracture.
3.11.4 Describe the intracranial hemorrhages and its
medicolegal aspects.
3.11.5 Describe the cerebral injuries and its medicolegal
aspects.
3.11.6 Explain ‘concussion of brain’ and ‘diffuse
axonalinjury’.
3.11.7 Discuss on punch drunk syndrome.
3.11.8 Describe the mechanism , clinical
features andmedicolegal aspects Of
whiplash injury.
3.11.9 Discuss on ‘railway spine’.
3.11.10 Discuss on injuries to chest , abdomen and
genitalorgans.
FM3.12 Reginal injuries: K K/KH Y Lecture, Small Written/ Viva General
Describe and discuss injuries related to fall group voice/OSCE/OPSE surgery.
fromheight and vehicular injuries – Primary discussion, Orhopaedics.
and Secondary impact, Secondary injuries , Bedside clinic
crush syndrome , railway spine. or autopsy,
DOAP session
Specific learning objectives:
3.12.1 Describe the injuries sustained to person in a
fallfrom height .
3.12.2 Describe the injuries to a pedestrian in vehicular
accident (primary impact , second impact and
secondary injuries)

3.12.3 Describe the injuries to driver , front seat

passengerand back seat passenger of a motor car.
3.12.4 Discuss on ‘Crush syndrome’.
 General
medicine
IM7.5 Develop a systematic clinical approach to joint K K/KH Y Lecture, Small Written/Viva voice Orthopaedics.
pain group discussion.
based on the pathophysiology.
Specific learning objectives:
7.5.1 Enumerate the common causes of joint pain.

7.5.2 Discuss the pathophysiology of joint pain.

7.5.3 List the causes of joint pain structurally
arisingfrom within the joint.
7.5.4 Enumerate the causes of joint pain arising from
structures around the joint.
7.5.5 Enumerate various causes of joint pain
because ofreferred pain.
7.5.6 Discuss synovitis as a cause for joint pain.
7.5.7 Discuss enthesitis as a cause for joint pain.

7.5.8 Discuss crystal deposition as a cause for joint

pain
IM7.6 Describe and discriminate acute, subacute and chronic K K/K Y Lecture, Small Written/Viva voice Orthopaedics.
causesof joint pain. H group
discussion.
Specific learning objectives:
7.6.1 Enumerate the various causes of acute joint pain.
7.6.2 Enumerate the various causes of chronic joint pain.
7.6.3 Differentiate acute joint pain from chronic joint pain.

7.6.4 Discuss the differential diagnosis of acute joint pain.

7.6.5 Discuss the differential diagnosis of chronic joint pain.

IM7.7 Discriminate , describe and discuss arthralgia from K K/K Y Lecture, Small Written/ Viva voice Orthopaedics.
arthritisand mechanical from inflammatory causes of H group
joint pain discussion
Specific learning objectives:
7.7.1 Define arthritis.
7.7.2 Define arthralgia.
7.7.3 Differentiate between arthritis and arthralgia.
7.7.4 Enumerate the causes of mechanical joint pain with
examples.
7.7.5 Enumerate the causes of inflammatory joint pain
withexamples.
7.7.6 Differentiate mechanical joint pain from inflammatory
jointpain
IM7.8 Discriminate , describe and discuss K K/KH Y Lecture, Small Written/ Viva voice Orthopaedics.
distinguishingarticular from periarticular group
complaints. discussion
Specific learning objectives:
7.8.1 Discuss the clinical features of joint pain arising
fromintra-articular structures.
7.8.2 Discuss the clinical features of joint pain arising
fromperiarticular structures.
7.8.3 Differentiate the articular and periarticular
jointpain.
IM7.9 Determine the potential causes of joint pain K K/KH Y Lecture , Small Written/ Viva voice Orthopaedics.
basedon the presenting features of joint group
involvement. discussion
Specific learning objectives:
7.9.1 Enumerate various presenting symptoms of
jointpain conditions.
7.9.2 Differentiate various conditions of joint pain by
presenting symptoms.
IM7.10 Describe the common signs and K K/KH Y Lecture, Small Written/Viva voice Orthopaedics.
symptoms ofarticular and periarticular group
diseases. discussion
Specific learning objectives:
7.10.1 Discuss the clinical features of various articular
conditions.
7.10.2 Discuss the clinical features of periarticular
jointconditions
IM7.13 Perform a systematic examination of all S SH Y Bedside Skill assessment Orthopaedics.
joints, muscle and skin that will establish clinic,DOAP
the diagnosisand severity of disease. session
Specific learning objectives:
7.13.1 Perform the clinical examination of Hip joint.

7.13.2 Perform the clinical examination of Knee joint.

7.13.3 Perform the clinical examination of Shoulder

joint.
7.13.4 Perform the clinical examination of Elbow joint.

7.13.5 Perform the clinical examination of Wrist and

Hand
7.13.6 Perform the clinical examination of Foot and
Ankle.
IM7.17 Enumerate the indications for arthrocentesis. K K Y Lecture , Small Written/ Viva voice Orthopaedics.
group
discussion.
Specific learning objectives:
7.17.1 Describe arthrocentesis.

7.17.2 Describe various indications for arthrocentesis

IM7.18 Enumerate the indications and interpret plain radiographs K SH Y Bedside Skill Radiodiagn Orthopaedics.
ofjoints. clinic,Small assessment/Written osis
group
discussion.
Specific learning objectives:
7.18.1 Enumerate the investigations for joint pain.

7.18.2 Enumerate the indications for radiological examination of

jointpain.
7.18.3 Enumerate various radiological findings in arthritis of a
joint.
7.18.4 Discuss the radiological findings of osteoarthritis knee joint.
7.18.5 Discuss the radiological findings in tuberculosis knee joint.
7.18.6 Discuss the radiological findings in tuberculosis of hip joint.
IM7.21 Select, prescribe and communicate appropriate medications K SH Y DOAP session Skill Pharmacol Orthopaedics.
forrelief of joint pain. / assessment/Written ogy.
C
Specific learning objectives:
7.21.1 Discuss the pathophysiology of joint pain.
7.21.2 Enumerate the causes of joint pain .
7.21.3 How do you evaluate join pain.
7.21.4 Discuss WHO analgesics ladder.
7.21.5 Describe the role of opioid analgesics used is osteoarthritis
7.21.6 Enumerate NSAIDS group analgesics used in relief of joint
pain.
7.21.7 Mention parental analgesics used in relief of join pain.
7.21.8 Discuss the side effects of chronic use of NASIDS n in a
osteoarthritic joint pain.
7.21.9 Name some topical analgesics.
7.21.10 Discuss the role of intra-articular steroid injections.
7.21.11 Discuss the role of viscosupplementation in osteoarthritis. 97
IM24.12 Describe and discuss the aetiopathogensis , clinical K K Y Lecture , Small Written/Viva voice Orthopaedics.
presentation,identification, functional changes , acute care, H group
stabilization, management and rehabilitation of discussion.
degenerative joint disease.
Specific learning objectives:
24.12.1 Define degenerative joint disease.
24.12.2 Discuss the aetiopathogenesis of degenerative joint disease.
24.12.3 Describe the clinical features of degenerative joint disease.
24.12.4 Discuss the loss of functional activity in degenerative joint
disease.
24.12.5 Discuss the management of early osteoarthritis.
24.12.6 Discuss the principles of management of degenerative joint
disease.
24.12.7 Discuss the physical therapy and rehabilitation of
degenerativeJoint pain
IM24.13 Describe and discuss the aetipathogenesis , clinical K K Y Lecture ,Small Written/ Viva voice Orthopaedics.
presentation, identifications, functional changes , acute H group Physical
care,stabilization, management and rehabilitation of falls discussion. medicine and
in the elderly. rehabilitation.

Specific learning objectives:

24.13.1 Discuss the causes of falls in elderly.

24.13.2 Discuss the common factures in elderly because of falls.

24.13.3 List the common presentation features following falls in

elderly
patients.
24.13.4 Discuss the acute care management of fractures in elderly.

24.13.5 Discuss general principles of management of fractures in

elderly.
24.13.6 Discuss the rehabilitation of elderly fractured patient.

24.13.7 Describe the preventive steps to avoid falls in elderly

IM24.16 Describe and discuss the principles of physical K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
and social rehabilitation , functional assessment group discussion. Physical
, role ofphysiotherapy and occupation therapy medicineand
in the management of disability in the elderly. rehabilitation.

Specific learning objectives:

24.16.1 Discuss the common form of disability in

elderly.
24.16.2 Discuss ageing and disability.

24.16.3 Discuss disability of elderly population in India.

24.16.4 Discuss the general principles of physical and

socialrehabilitation of the disabled elderly.

24.16.5 Discuss the occupational therapy for a

disabledelderly
 Physical Medicine &
Rehabilitation
PM1.2 Define and describe disability, its cause and K K/KH Y Lecture, Small Written/ Viva voice General medicine
magnitude, identification and prevention of group discussion .
disability. Orthopaedics.
Specific learning objectives:
1.2.1 Define disability.
1.2.2 Describe the various causes of disabilities.
1.2.3 Classify disability.
1.2.4 Define impairment.
1.2.5 Differentiate temporary and permanent
disability.
1.2.6 Define handicap.
1.2.7 List various domains of functioning which can be
affected by disability.
1.2.8 Discuss the prevalence of disability in India and
worldwide.
PM1.3 Define and describe the methods to identify and K K/KH Y Lecture, Small Written/Viva voice General medicine
prevent disability group discussion Orthopaedics.
Specific learning objectives:
1.3.1 Discuss the methods of identification of various
disabilities.
1.3.2 Discuss identification of locomotor disability in
achild.
1.3.3 Discuss the checklist for identification of
childrenwith special needs.
1.3.4 Differentiate primary, secondary and
tertiaryprevention of disabilities.
1.3.5 Discuss disability management

101
PM1.4 Enumerate the rights and entitlements of differently K K Y Lecture, Small Written/ Viva voice General
abledpersons group medicine.
discussion Orthopaedics.
Specific learning objectives:
1.4.1 Discuss the rights of differently abled persons.
1.4.2 Define " persons with benchmark disabilities".
1.4.3 Discuss the rights and entitlement of differently
abledpersons.
1.4.4 Enumerate additional benefits provided for persons
withbenchmark disabilities and those with high
support needs
PM4.3 Observe in a mannequin or equivalent the S KH N DOAP session Skill assessment Orthopaedics
administration of an intra-articular injection
Specific learning objectives:
4.3.1 List out the indications for intra-articular
injections.
4.3.2 Demonstrate the sterile precautions to be taken
whileadministering intra-articular injection.

4.3.3 Enumerate the drugs used to be injected as

intra-articular formulations.
4.3.4 Surface marking of joint line and position of the
jointfor intra-articular injection to be elicited.

4.3.5 Depiction of post intra-articular injection care

andrehabilitation.
4.3.6 Recent advances in the modality of intra-
articularinjection.
4.3.7 Explain the guided intra-articular injections
PM4.5 Demonstrate correct assessment of muscle S SH Y DOAP Skill assessment General
strengthand range of movements session, medicine
Bedside Orthopaedics.
clinic
Specific learning objectives:
4.5.1 List out the MRC grading of muscle power.
4.5.2 Explain the types of joints.
4.5.3 Demonstrate the movements across each major
jointof upper limb.
4.5.4 Demonstrate the various movements across
eachmajor joint of lower limb.
PM5.1 Enumerate the indications and describe the K KH Y Lecture , Small Written/ Viva voice Orthopaedics.
principlesof amputation. group General
discussion. Surgery.

Specific learning objectives:

5.1.1 Define amputation.
5.1.2 Define disarticulation.
5.1.3 Enumerate the indications of amputations.
5.1.4 Discuss the general principles in techniques of
amputation and disarticulations.

5.1.5 Enumerate the complications of amputation.

PM5.2 Describe the principles of early mobilizations, K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
evaluation of the residual limb, contralateral limb group
andthe influence of co-morbidities. discussion.

Specific learning objectives:

5.2.1 Discuss the principles of early mobilization of a
amputee patient.
5.2.2 Discuss ideal stump in an amputated patient.
5.2.3 Discuss the evaluation of the amputation
stump forprosthesis fitting.

5.2.4 Discuss the rehabilitation following amputation.

5.2.5 Discuss the factors affecting the rehabilitation of a

amputated patient.
5.2.6 Discuss the influence of co morbidities
in anamputated patient.
PM5.3 Demonstrate the correct use of crutches in S SH Y DOAP Skill assessment Orthopaedics.
ambulation and postures to correct session,
contractures anddeformities Bedside
clinic
discussion
Specific learning objectives:
5.3.1 List the indications for use of crutches.
5.3.2 Enumerate various types crutches.
5.3.3 Demonstrate the correct use of crutches while
standing, walking, sitting and climbing stairs.
5.3.4 Define contracture.
5.3.5 Define deformity.
5.3.6 Discuss the causes for contractures and
deformities.
5.3.7 Discuss various preventive measures to
avoidcontractures and deformities.
5.3.8 Discuss how do you prevent
contractures inbedridden patients
PM5.4 Identify the correct prosthesis for S SH Y DOAP session Skill Orthopaedics.
commonamputations. assessment/Writt
en
Specific learning objectives:
5.4.1 Define prosthesis.
5.4.2 Enumerate various lower limb prostheses.
5.4.3 Enumerate various upper limb prostheses.
5.4.4 Identify correct prosthesis for above knee
amputation.
5.4.5 Identify correct prosthesis for below
kneeamputation.
5.4.6 Identify upper limb prosthesis with respect to
level ofamputation. 105
PM6.3 Describe the principles of skin traction, serial casts and K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
surgicaltreatment including contracture release , tendon group
transfer , osteotomies and arthrodesis. discussion.
Specific learning objectives:
6.3.1 Define traction.
6.3.2 Enumerate types of traction.
6.3.3 Discuss the conditions in which traction is used.
6.3.4 List the indications for skin tractions in upper and lower
limbs.
6.3.5 Discuss the technique of skin traction application and its
complications.
6.3.6 Define serial cast technique.
6.3.7 Enumerate common indications for serial cast technique.
6.3.8 Discuss the principles of deformity corrections by surgical
release.
6.3.9 List some conditions where surgical release of contracted
structures is performed to correct deformity.
6.3.10 Define tendon transfer
6.3.11 List the indications for tendon transfers.
6.3.12 Discuss the principles of tendon transfers.
6.3.13 Define osteotomy.
6.3.14 Enumerate common indications for osteotomies.
6.3.15 Discuss the general principles of osteotomy.
6.3.16 Define arthrodesis.
6.3.17 Enumerate the indications of arthrodesis.
6.3.18 Discuss the general principles of arthrodesis procedure
106
PM6.4 Describe the principles of orthosis for K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
ambulation inPPRP group
discussion.
Specific learning objectives:
6.4.1 Define PPRP.
6.4.2 Define orthosis.
6.4.3 Discuss the general principles of
orthoticmanagement of PPRP.
6.4.4 Enumerate the common orthosis used for lower
limb,spine and upper limb in PRPP
PM7.1 Describe and discuss the clinical features , K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
diagnosticwork up, work up diagnosis and group
management of spinal cord injury. discussion.
Specific learning objectives:
7.1.1 Define complete spinal cord injury.
7.1.2 Differentiate complete and incomplete cord
injury.
7.1.3 Discuss spinal shock.
7.1.4 Discuss the aetiopathogenesis of spinal cord
injury.
7.1.5 Discuss the clinical features of spinal cord injury.
7.1.6 Discuss the evaluation and diagnosis of spinal
cordinjuries.
7.1.7 Discuss the management of spinal cord injury.
7.1.8 Discuss the prognosis of spinal cord injury.
PM7.2 Describe and demonstrate process of transfer, S SH Y DOAP Skill assessment. Orthopaedics.
applications of collar restraints while session,
maintainingairway and prevention of Small group
secondary injury in a mannequin/model. discussion.
Specific learning objectives:
7.2.1 Demonstrate the transfer process of
polytraumapatient.
7.2.2 Differentiate primary and secondary transport.

7.2.3 Discuss the risks associated during

transportation.
7.2.4 Discuss the safety of patient transport.

PM7.3 Perform and demonstrate a correct S SH Y Bedside clinic. Skill assessment Orthipaedics.
neurologicalexamination in a patient with
spinal injury and determine the neurologic
level of injury.
Specific learning objectives:
7.3.1 Perform neurological examination in
Quadriplegiapatient.
7.3.2 Perform neurological examination in
paraplegiapatient.
7.3.3 Perform neurological examination in
paraparesispatient.
PM7.4 Assess bowel and bladder function and identify S KH Y Small Written/Viva voice General
commonpatterns of bladder dysfunction group medicine.
discussion Orthopaedics.
Specific learning objectives:
7.4.1 Enumerate the causes of bowel and bladder
dysfunction.
7.4.2 Describe the nerve supply of bladder
7.4.3 Explain the types of bladder in spinal cord injury
(SCI).
PM7.5 Enumerate the indications and identify the S S Y DOAP session Skill Orthopaedics.
commonmobility aids and appliances , wheel assessment/
chairs. Viva voice
Specific learning objectives:
7.5.1 Name the common mobility aids.
7.5.2 Explain walking stick and walking frame
7.5.3 Role of wheel chairs in orthopedics and neurology
PM7.7 Enumerate and describe common life threatening K KH Y Lecture, Small Written/ Viva voice General
complications following SCI like Deep vein thrombosis group medicine.
,Aspiration Pneumonia , Autonomic dysreflexia. discussion. Orthopaedics.
Specific learning objectives:
7.7.1 Describe the pathophysiology, investigations
and management of deep vein thrombosis
(DVT) and preventive measures in DVT in
follow up case of SCI.
7.7.2 Discuss the pathophysiology,
investigations andmanagement of
aspiration pneumonia
7.7.3 Enumerate the pathophysiology,
investigations, management and preventive
measures in autonomicdysreflexia in follow up
case of SCI.
PM8.1 Describe the clinical features , evaluation , K KH Y Lecture , Small Written/ Viva voice General
diagnosis and management of disability group medicine.
followingtraumatic brain injury. discussion. Orthopaedics.
General surgery .

Specific learning objectives:

7.8.1 Discuss the clinical features of traumatic
braininjury (TBI).

7.8.2 Discuss the neurological status of traumatic

braininjury .

7.8.3 Evaluate the diagnostic modality of traumatic

braininjury

7.8.3 Discuss t the management of disability of

traumaticbrain injury
 E. SELF DIRECTED LEARNING (10 Hours)

SL MBBS PHASE III Part 1 MBBS PHASE III Part 2

NO
1 OR1.1- Polytrauma, ATLS OR 2.7- Pelvic Injury and
Shock

2 OR 1.6- Dislocations OR 2.8- Spinal cord injury

3 OR 2.15- Compartment OR 3.1- Osteomyelitis

Syndrome

4 PM 5.3- Crutches, Mobility Aids OR 10.1- Malignant Bone

Tumor

5 PM 5.4- Amputation , Prosthesis OR 11.1- Peripheral Nerve

injury
SDL EXAMPLE 1: Case Scenario:- Polytrauma
A 35-year-old man is brought to the emergency department following a motorcycle accident. He is breathing spontaneously and has asystolic blood pressure of 80 mm Hg,
a pulse rate of 120/min, and a temperature of 98.6° F (37° C). Examination suggests an unstablepelvic fracture. Ultrasound evaluation of the abdomen is negative. Despite
administration of 4 L of normal saline solution, he still has asystolic pressure of 90 mm Hg and a pulse rate of 110. Urine output has been about 20 mL since arrival 35
minutes ago. Discuss Management of this patient

Learning objectives

A. Classify a polytrauma patient to one of the four groups (stable, borderline,

unstable, extremis) based on the physiology

B. Learn which injury pattern and physiologic parameters can lead to ARDS and
MODS in the polytrauma patient

C. Outline the latest advances in resuscitation (ATLS)

D. Define the role of orthopedic surgery in saving life and limb after major trauma

E. Identify patients that can safely have early total care

F. Consider the suitability of damage control surgery

G. Set priorities for management of injuries - Long bone vs Pelvic Ring

SDL EXAMPLE 2: Case Scenario:- Compartment
Syndrome
20 year old male patient was treated conservatively with a
cast for fracture of right radius and ulna. He comes to ER 24
hours later with severe pain ion his forearm.
What is the most likely diagnosis?

Learning objectives

A. What is compartment syndrome?

B. What are clinical signs of compartment

syndrome?

C. What is the pathophysiology behind

compartment syndrome?

D. How do you measure compartment

pressure?

E. What would have prevented this

complication?

F. How do you manage this patient?-

Investigations, medication, surgery

G. What are the complications of

compartment syndrome?
 F. Topics for Electives

1. Trauma and fractures

2. Paediatric Orthopaedics

3. Orthopaedic adult reconstruction/ Joint Replacement

4. Orthopaedic spine

5.Orthopaedic sports

medicine

6. Geriatric orthopaedics

7. Musculoskeletal Oncology
 G. Clinical Postings
Learner - Doctor programme (Clinical) – As per
GMER 2019
Year of Curriculum Focus of Learner - Doctor programme

Phase I Introduction to hospital environment, early clinical exposure, understanding perspectives of

illness
Phase II History taking, physical examination, assessment of change in clinical status, communication and
patient education
Phase III Part 1 All of the above and choice of investigations, basic procedures and continuity of care

Phase III Part 2 All of the above and decision making, management and outcomes

MBBS Phase II MBBS Phase III Part I MBBS Phase III Part 2 Total weeks

Orthopedics - 2 weeks 4 weeks 2 weeks 8 weeks

including
Traumaand
PMR
 List of Competencies to be considered in clinical Postings

Bed Side Clinics Case discussion Demonstrations

OR1.5: Dislocation of joints OR 3.4: Osteomyelitis/Septic Arthritis AN8.4: Demonstrate important muscle
attachment on the given bone

OR 2.1 to OR 2.16: Fractures OR4.1: Tuberculosis of joints/spine AN 10.12: Describe and demonstrate
Shoulder joint for– type, articular
surfaces, capsule, synovial membrane,
ligaments, relations,
movements, muscles involved, blood supply,
nerve supply and
applied anatomy
OR5,1: Inflammatory disorders of joints OR6.1: Degenerative conditions of spine OR13.1: Casts and Plasters

IM7.13: Perform a systematic examination of all joints, muscle OR7.1,7.2: Metabolic Bone Disorders- OR13.2: Splints and tractions
andskin that will establish the diagnosis and severity of disease osteoporosis, osteomalacia, rickets, Paget's
disease

IM7.18: Enumerate the indications and interpret plain OR8.1: PPRP PM5.3: Demonstrate the correct use
radiographsof joints of crutches in ambulation and
OR 11.1- Peripheral Nerve injuries postures to correct contractures and
deformities
PM 4.5: Demonstrate correct assessment of muscle strength OR 12.1: Congenital - CTEV
and
range of movements
PM7.3: Perform and demonstrate a correct neurological OR 10.1, 10.2: Tumors, swellings
examination in a patient with spinal injury and determine
theneurologic level of injury
116
 Model Time table for MBBS Phase II Clinical
Postings
Da Week Week
y 1 2
Monday Clinical case Discussion History Taking and Basic History and Examination of
OrthopaedicExamination (IM 7.5) ShoulderJoint (IM 7.13.3)
Tuesday Clinical case Discussion History and Examination of bone and History and Examination of Elbow Joint
joint infection (PA33.1) (IM 7.13.4)
Wednesday Clinical case Discussion History and Examination of Knee History and Examination of Wrist
Joint(IM 7.13.2) Jointand Hand (IM 7.13.5)
Thursday Clinical case Discussion History and Examination of Ankle History and Examination of Hip Joint
andFoot (IM 7.13.6) (IM7.13.1)
Friday Clinical case Discussion History taking and examination of History and Examination of Bone
deformed limb (OR 7.2) swelling/tumor ( OR 10.2)

Saturday X X X
117
 Model Time table for MBBS Phase III, Part 1 Clinical
Postings
Da Week Week Week Week
y 1 2 3 4
Monday Clinical Infections –1 Osteoarthritis KNEE Malunion – Examination of
case Osteomyelitis of (IM7.13.2, OR 2.3 ) Upperlimb(OR BoneTumor (OR
Discussion longbones 2.15) 10.2)
(PA33.1))
Tuesday Clinical Rickets/deformities Nerve injuries – Frozen Shoulder/ Malunion –
case (OR7.1,7.2) Footdrop (OR11.1) Shoulder lowerlimb(OR
Discussion Impingement(IM 2.15)
7.13.3)
Wednesday Clinical Rheumatoid TB Hip/Knee (OR4.1) Nerve injuries – Septic
case Arthritis/ Ankylosing Wristdrop/Claw Arthritis
Discussion spondylitis(OR 5.1) Hand (OR11.1) (OR3.4)
Thursday Clinical Non- union (OR 2.15) Ligamentous Injuries Hip Deformity- Examination of
case ofKnee (OR1.3, Abnormal Gait Patient with
Discussion AN18.6) (IM7.13.1) claudication pain (OR
6.1)
Friday Skill lab Below and above elbow Below and above Knee Reduction and cast ATLS – Basics (OR 1.1)
slab/cast (OR13.1) slab/cast(OR 13.1) application for
Colle’sFracture. (OR
13.1) Strapping of
Clavicle Fracture
(OR 2.1)
Saturday Operating Hand wash, Donning Suturing Methods Debridement Tendon Repair
procedures surgical gown and of
/Skill Lab gloves, preparation Osteomyelitis/
ofparts Saucerization 118
 Model Time table for MBBS Phase III, Part 2 Clinical
Postings
Da Week Week
y 1 2
Monday Clinical case Discussion Infections –2 CTEV ( AN19,6. OR 12.1)
Infected Non Union/ Ilizarov/external
fixator (PA33.1))
Tuesday Clinical case Discussion Quadriplegia/Paraplegia (PM 7.3) Examination of Bone Tumor (OR 10.2)
Wednesday Clinical case Discussion Recurrent Shoulder Dislocation (IM Elbow- Deformity (OR7.2)
7.13.3)
Thursday Instruments/Specimens/X-rays X-rays and Specimens Instruments, Implants, orthosis and
prosthesis,
Friday Skill lab Skin traction and Thomas Shoulder dislocation reduction
splintapplication (OR13.1) Techniques(OR1.6)
Saturday Operating procedures/ Intramedullary nailing Plate Osteosynthesis
VideoAssisted Teaching
 H. Model Question Papers
Example 1
Time: 1 hour 30 minutes Total Marks: 50

Long Essays- 10 Marks Each (2X10=20 Marks)

1. A 6 year old kid was brought to emergency department with pain swelling and in left elbow with difficulty on moving the elbow. Parents give a
history of fallfrom height directly on elbow while playing.
1. What is the most common pediatric elbow/distal humerus fracture?
2. Mechanism of injury and classification
3. Management
4. Complications- acute and chronic (1+3+3+3= 10Marks)
2. A 65 year old obese individual has come to the hospital with complaints f pain in both knees. Discuss clinical examination
Investigations and various treatment modalities of Osteoarthritis of knee (3+3+4=10)

1. Osteoclastoma - definition, Histology, management

2. Colle’s fracture- definition, classification, management
3. Tuberculosis of Spine – Pathogenesis, Classification and Management

Short Answers- 3 marks each (5X3=15

Marks)
6. Thomas Splint
7. Saturday Night Palsy
8. Deformities in CTEV
121
9. Bennett’s Fracture
10. Stages of Fracture Healing
 Example 2
Total Marks: 50
Time: 1 hour 30 minutes

Long Essay- 10Marks Each (2X10=20Marks)

1. A new born was brought to the hospital with CTEV of both feet. Discuss
1. Etiology
2. Deformities
3. Management
4. (3+3+4= 10Marks)
2. A 11 year old boy was referred from a primary care center with osteosarcoma of femur. Discuss
1. Clinical features
2. Radiological and histological findings
3. Management (3+3+4= 10

marks)Short Essay- 5 marks each (3X5=15

Marks)

1. Monteggia Fracture Dislocation

2. Claw hand
3. Nutritional Rickets

Short Answers- 3 marks each (5X3=15 Marks)

6. Dennis Brown splint 9. Ant

7. Skeletal Traction eri
8. List DMARD’s or
Dra
 wer’s Test
10. Mallet Finger
 J.
Recommended
Text Books

1. Natarajan's Textbook of Orthopaedics and

Traumatology. 8th Edition
2. Maheshwari, Essential Orthopaedics. 6th
Edition
3. Crawford Adams, Outline of Orthopaedics –
Fractures and dislocation. 14th Edition
4. Apley & Solomon's System Of Orthopaedics And
Trauma. 10th edition
5. Das S, A Manual On Clinical Surgery. 14th Edition
6. McRae, Clinical Orthopaedic Examination. 6th
Edition
 Rajiv Gandhi University of
Health Sciences
Bangalore, Karnataka

ORTHOPAEDICS
LOGBOOK
FOR
PHASE III MBBS
AS PER

Competency-Based Medical Education

Curriculum

Insert Student
institution photo
logo
 Name and Address of the College

ORTHOPAEDICS
Logbook

Name of the Student:

Contact Number:
Email Id:
Date of Admission to MBBS Course:
Date of Beginning of the Current Phase:
Reg. No. (College ID):
Reg. No. (University ID):

INDEX
Sl CONTENT PAGE
NO. NUMBER
1 BONAFIDE CERTIFICATE 1
2 PREFACE 2
3 GENERAL INSTRUCTIONS 3
4 SUMMARY OF ATTENDANCE 4
5 SUMMARY OF INTERNAL ASSESSMENT (IA) 5
SECTION - 1
CBME CURRICULUM IN ORTHOPAEDICS
6
1A. COMPETENCIES IN KNOWLEDGE DOMAIN 6
1B. COMPETENCIES IN SKILL DOMAIN 7
SECTION - 2
7 8
AETCOM MODULES
SECTION - 3
FORMATIVE ASSESSMENTS 12
8
3A. SUMMARY OF FORMATIVE ASSESSMENT 13
3B. Rubric for Assessing Professionalism 14
3C. Evaluation and feedback on Self-Directed Learning (SDL)
SECTION – 4
CLINICAL POSTINGS – LEARNER DOCTOR METHOD
9 Clinical Posting 1 15
Clinical Posting 2 19
Clinical Posting 3 23
SECTION - 5
ADDITIONAL ACTIVITIES
10 5.1 CO-CURRICULAR ACTIVITIES 27
5.2 EXTRACURRICULAR ACTIVITIES
5.3 ACHIEVEMENTS AND AWARDS
11 SUMMARY PAGE 28
 BONAFIDE CERTIFICATE

KEMPEOWDA INSTITUTE OF MEDICAL SCIENCES

This is to certify that the candidate ……………………………………………

Reg No. ……………...... has satisfactorily completed all requirements

mentioned in this Logbook for Phase III MBBS in ORTHOPAEDICS

including related AETCOM modules as per the Competency-Based

Undergraduate Medical Education Curriculum, Graduate Medical

Regulation 2019 during the period from …….... ……….to ……………...

He/ She is eligible to appear for the Summative (University) Assessment.

Faculty Mentor: Head of Department:

Name: Name:

Signature: Signature:

Place:
Date:

PREFACE
This logbook is designed to follow and record your academic journey through the Orthopaedics course.
The knowledge, skills and desirable attitudes you acquire in order to function as a primary care
physician of first contact will be documented and certified in this logbook.

Section1 contains the CBME competencies in Orthopaedics. It includes the competencies that would
be covered during the course.
Section 2 records your participation in Attitude, Ethics and Communication (AETCOM) modules
related to Orthopaedics.
Section 3 consists of the Scheme and Summary of Formative Assessments in Orthopaedics,
including the Internal Assessments.

Section 4 documents the Clinical Postings – Learner Doctor Method.

Section 5 documents Additional-Curricular Activities (Seminars, Conference, Workshops
Attended, Scientific Project Presentations, Outreach Activities, etc.) and Extracurricular Activities.
We hope that this logbook serves as a guide and facilitates your progress through the year.
 GENERAL INSTRUCTIONS
11. This logbook is a record of the Academic/Co-curricular activities in Orthopaedics
of the designated student.
12. The student is responsible for getting the entries in the Logbook verified by the
Faculty in-charge regularly.
13. Entries in the Logbook will reflect the activities performed by you in the
Department of Orthopaedics during your course.
14. The student has to get this logbook verified by the Mentor and the Head of the
Department before submitting the Application of the University Examination.
15. All signatures must be done with a date stamp.
 SUMMARY OF ATTENDANCE

Eligible for
Percentage of Classes
University Signature of Signature of
Attended
Block/Phase Examination Student with Teacher with
Theory Practical (Yes / No) Date Date

First Block NA

Second Block

Third Block

Attendance at the
end of MBBS
Phase III
 SUMMARY OF INTERNAL ASSESSMENT (IA)

Total Marks Marks Scored Signature

Signature
Internal Date of of
Sl. No. of Student
Assessment Assessment Theory Practical Theory Practical Teacher
with Date
with Date

1 First NA NA
Phase II

Second
2
Phase III
Part 1

Third
3
Phase III
Part 2

Remedial
4
Phase III
Part 2

Note: A candidate who has not secured requisite aggregate in the Internal
Assessment may be subjected to remedial assessment by the institution. If he/she
successfully completes the same, he/she is eligible to appear for University
Examinations. The Remedial Assessment shall be completed before submitting
the Internal Assessment marks online to the University.

SECTION: 1
 Competencies in Orthopaedics

Competency-Based Medical Education (CBME) Curriculum in

Orthopaedics

Competencies in Orthopaedics:
There are 39 competencies in Orthopaedics that have been listed in the CBME curriculum by the MCI
(Refer Annexure 1). They can be categorized into knowledge, skills and affect domains as given
below.
There are 29 competencies in the Knowledge Domain.

1.A Competencies in the Knowledge Domain

Sl.
Topic Competency
No.
1 Skeletal Trauma, Poly Trauma OR 1.1, 1.2, 1.3,1.4, 1.5
2 Fractures OR 2.1, 2.2, 2.4 to OR 2.14,
2.16
3 Musculoskeletal Infection OR 3.1
4 Skeletal Tuberculosis OR 4.1
5 Rheumatoid Arthritis and Associated OR 5.1
Inflammatory Disorders
6 Degenerative Disorders OR 6.1
7 Metabolic Bone Disorders OR 7.1
8 Polio Myelitis OR 8.1
9 Cerebral Palsy OR 9.1
10 Bone Tumors OR 10.1
11 Peripheral Nerve Injuries OR 11.1
12 Congenital Lesions OR 12.1

Competencies in Skills: There are 10 competencies in this domain. These are as given below.
 1.B Competencies in Skills
Topics Competency Description
Skeletal OR 1.6 Participate as a member in the team for Closed Reduction of Shoulder
Trauma, Poly Dislocation / Hip Dislocation / Knee Dislocation
Trauma
Fractures OR 2.3 Select, Prescribe and Communicate appropriate medication for relief of
Joint Pain
OR 2.15 Plan and Interpret the Investigations to Diagnose Complications of
Fractures like Malunion, Non-union, Infection, Compartment
Syndrome
Musculo OR 3.2 Participate as a member in the team for Aspiration of Joints under
Skeletal supervision
Infection OR 3.3 Participate as a member in the team for procedures like Drainage of
Abscess, Sequestrectomy / Saucerisation and Arthrotomy
Procedural OR 13.1 Participate in a team for procedures in patients and demonstrating the
Skills ability to perform on mannequins / simulated patients in the following –
i. Above Elbow Plaster
ii. Below Knee Plaster
iii. Above Knee Plaster
iv. Thomas Splint
v. Splinting for Long Bone Fractures
vi. Strapping for Shoulder and Clavicle Trauma
OR 13.2 Participate as a member in a team for Resuscitation of Poly Trauma
Victim by doing all of the following –
a. I.V. access Central - Peripheral
b. Bladder Catheterisation
c. Endotracheal Intubation
d. Splintage
Counselling OR 14.1 Demonstrate the ability to Counsel the patient regarding prognosis in
Skills patients with various Orthopaedic illnesses like –
a. Fracture with Disabilities
b. Fracture that requires prolong bed stay
c. Bone Tumors
d. Congenital Disabilities
OR 14.2 Demonstrate the ability to counsel patients to obtain consent for various
Orthopaedic procedures like Limb Amputation, Permanent Fixations etc.
OR 14.3 Demonstrate the ability to convince the patient for referral to a higher
centre in various Orthopaedic illnesses, based on the detection of
warning signals and need for sophisticated management

SECTION 2:
FORMAT OF AETCOM Modules Report
AETCOM Module Number:
Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
7. What did you learn from this AETCOM session based on the objectives?
8. What change did this session make in your learning?
9. How will you apply this knowledge in future?

Remarks by Facilitator:
Signature of Facilitator with Date:
AETCOM Module Number:
Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
7. What did you learn from this AETCOM session based on the objectives?
8. What change did this session make in your learning?
9. How will you apply this knowledge in future?

Remarks by Facilitator:
Signature of Facilitator with Date:
 SECTION: 3
Formative Assessment 1
Maximum Marks
Feedback and Signature
Marks Obtained
Formative Assessment
Practical
10

Formative Assessment 2
Maximum Marks
Feedback and Signature
Marks Obtained
Formative Assessment
Theory
25

Formative Assessment
Practical
20

Formative Assessment 3
Maximum Marks
Feedback and Signature
Marks Obtained
Formative Assessment
Theory
25

Formative Assessment
Practical
20

Rubric for Assessing Professionalism

 Areas assessed Signature Signature
Phase
of Student of Teacher
Regular in Behaviour in Dress Code Total
Regular for
Completing Class and and (20
Classes
Assignments Discipline Presentation
(5marks) marks)
(5marks) (5marks) (5marks)

At the
end of 1st
IA

At the
end of
2nd IA

At the
end of
3rd IA

Average
score at
the end of
the year

Note: Parameters will be assessed at the Departmental level to consider eligibility (Minimum of 50%
at the end of the year) of the candidate to appear for the university examination. Not considered for
internal assessment marks.

Evaluation and Feedback

on Self-Directed Learning (SDL)- 10 hours

Sl. Signature of
Date Topic of SDL Feedback
No. Faculty/Mentor
1

2
 Posting 1:
Duration 2 weeks

Date of Posting: From:

To:

Unit:

10
Section 4: Clinical Postings – Learner Doctor Method

List of Clinical Cases Presented/Attended in Posting 1.

Diagnosis Presented/Attended Signature

8
9

10
Learner Doctor Method:
Posting 1:

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at
admission and followed up. The student will interact with the patient and the treating team to make
daily notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and
patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

Learner Doctor Method:
Reflection on the Learner Doctor Method of Learning:

What did you learn from this Learning Method?

What change did this Learning Method make?

How will you apply this knowledge in future?

Signature of the Faculty: Date:

 Posting 2:
Duration 4 weeks

Date of Posting: From:

To:

Unit:

List of Clinical Cases Presented/Attended in Posting 2:

Diagnosis Presented/Attended Signature

10
Learner Doctor Method:

Posting 2:

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at
admission and followed up. The student will interact with the patient and the treating team to make
daily notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and
patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

Learner Doctor Method:
Reflection on the Learner Doctor Method of Learning:

What did you learn from this Learning Method?

What change did this Learning Method make?

How will you apply this knowledge in future?

Signature of the Faculty: Date:

 Posting 3:
Duration 2 weeks

Date of Posting: From:

To:

Unit:

List of Clinical Cases Presented/Attended in Posting 3:

Diagnosis Presented/Attended Signature

10
Learner Doctor Method:

Posting 3:

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at
admission and followed up. The student will interact with the patient and the treating team to make
daily notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and
patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

Learner Doctor Method:
Reflection on the Learner Doctor Method of Learning:

What did you learn from this Learning Method?

What change did this Learning Method make?

How will you apply this knowledge in future?

Signature of the Faculty: Date:

Section 5: Additional Curricular and Extracurricular Activities

5.1 Additional Curricular Activities

 (Seminar, Conferences, Outreach Activities, Workshops etc.)

Sl. No. Date Particulars Signature of the Faculty

5.2 Extracurricular Activities

Sl. No. Date Particulars Signature of the Faculty

5.3 Achievements/Awards

Sl. No. Date Particulars Signature of the Faculty

FINAL SUMMARY
 Dates
Attendance Signature of the
Status*
Sl. No. Description in Teacher with
Percentage Date

From To

AETCOM
1
Modules

Internal
2 Assessment
Marks

Signature of Head of Department Date:

* Status: Complete/Incomplete: For Skills and AETCOM modules

Eligible/Ineligible: For Internal Marks

Rajiv Gandhi University of Health Sciences

Bangalore, Karnataka
 Obstetrics and Gynecology Curriculum as per
Competency Based Curriculum

Acknowledgements: This Obstetrics and Gynaecology Curriculum as per the new

Competency based Medical education curriculum has been prepared by the following
faculty
Dr Jayshree. V. Kanavi, Associate Professor, St John’s Medical College, Bangalore
Dr Girija Prasanna, Professor, Hassan Institute of Medical Sciences, Hassan
Dr Rekha Gurumurthy, Professor, Shridevi Institute of Medical Sciences & Research Hospital,

Tumkuru

Dr Madhava Prasad Sarvothaman, Associate professor, Vydehi Institute of Medical Sciences

and Research Centre, Whitefield Bangalore

Dr Narayani, Professor, Koppal Institute of Medical Sciences, Koppal

Dr Suneetha Nithyanandam, Professor, Medical Education, St John’s Medical College, Bangalore

RGUHS Obstetrics and Gynaecology Curriculum as per the new Competency Based
Medical Education

PREAMBLE
The NMC envisages that the Indian Medical Graduate, should function as the Physician of first
contact in the community, to provide holistic health care to the evolving needs of the nation
and the world. To fulfil this the IMG should be able to perform the following roles: a clinician, a
communicator, a lifelong learner, a professional and a team leader.
Competency-based medical education (CBME), which most of us are now aware about, is an
outcomes-based training model that has become the international standard of medical
education. This newly implemented curriculum is being rolled out as detailed by incorporating
key principles of CBME and developing competencies for each speciality.
One of the key healthcare indicators of a country is maternal health. Reproductive health is
also gaining prominence in the modern health context. The advances in obstetrics include a
steady governmental push towards institutionalization of maternal care and a growing body of
knowledge regarding prediction and prevention of problems, over and above the existing
knowledge.
In line with this, the obstetrics and gynaecology undergraduate curriculum provides the IMG
the appropriate knowledge, mandatory skills and optimal attitudes to be able to care for
pregnant women and for women with reproductive tract issues and be able to identify high
risk conditions and refer to specialists as appropriate.

The GMER 2019 states the following to be the competencies to be achieved by the IMG
Obstetrics and Gynaecology
(a) Competencies in Obstetrics: The student must demonstrate ability to:
1. Provide peri-conceptional counselling and antenatal care,
2. Identify high-risk pregnancies and refer appropriately,
3. Conduct normal deliveries, using safe delivery practices in the primary and secondary care
settings,
4. Prescribe drugs safely and appropriately in pregnancy and lactation,
5. Diagnose complications of labour, institute primary care and refer in a timely manner,
6. Perform early neonatal resuscitation,
7. Provide postnatal care, including education in breast-feeding,
8. Counsel and support couples in the correct choice of contraception
9. Interpret test results of laboratory and radiological investigations as they apply to the care of
the obstetric patient,
10. 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.
Competencies in Gynaecology: The student must demonstrate ability to:
1. Elicit a gynaecologic history, perform appropriate physical and pelvic examinations and PAP
smear in the primary care setting,
2. Recognize, diagnose and manage common reproductive tract infections in the primary care
setting,
3. Recognize and diagnose common genital cancers and refer them appropriately.
(b) 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 their clinical, social, emotional,
psychological correlates in the context of national health priorities.

To achieve these, NMC has given a detailed list of OBGYN competencies in the 3rd Volume
(Competency based Undergraduate Curriculum in Surgery and Allied subjects) with
competencies Numbered OG1.1 and so forth) required to be gained by the IMG.

Based on the competencies mentioned in the above said document, following items have been
developed and spelt out in a tabular format
• Specific learning objectives (SLO’s) to achieve each competency
• Suggested Teaching-Learning methods
• Preferred assessment methods (both formative and summative)

This is only a guideline and teachers are encouraged to improvise and develop more detailed
SLOs. The T-L methods can be modified based on local resources.
Also, a detailed blueprint showing the weightage and the assessment for particular topics.
(Few topics have been grouped together to give the weightage). This blueprint is an attempt at
ensuring concordance between the SLOs’, TL methods and the assessment.
A question paper layout (theory) has also been added to ensure that there is consistency
among different paper setters.
Also, a suggested assessment format (practical) has also been given.
 List of all Obstetrics and Gynaecology Competencies with their specific learning
objectives, with suggested teaching-learning and assessment methods
Competencies Specific learning objectives Teaching
Whe Form
learning
n T-L asse
methods
will nt
with hours
be
done
Topic: Demographic and Vital Statistics Number of competencies: (03) Number of procedures that req

Define and Definition of birth rate Lecture 5th MCQ

OG1.1 discuss birth Definition of maternal mortality 1hr term 's at
rate, maternal What is maternal mortality ratio and rate, Integration end o
mortality and Incidence, with lectu
morbidity Causes of maternal mortality community
Factors affecting maternal mortality – 3 delays health
Interventions to prevent maternal death
Definition of maternal morbidity
Explain - acute, chronic, direct, indirect, non-obstetric
maternal morbidity

OG1.2 "Define and Definition of perinatal mortality Lectures 5th MCQ

discuss Incidence 1hr term 's at
perinatal Factors affecting perinatal mortality Integration end o
mortality and Causes of perinatal mortality with lectu
morbidity Strategies to reduce perinatal mortality community
including Definition of perinatal morbidity health
perinatal and How to audit neonatal morbidity
neonatal
mortality and
mortality audit

OG1.3 Define and Definition of stillborn Lectures 5th MCQ

discuss still Incidence, aetiology, pathology, symptoms, signs, 2hr Term 's at
birth and investigations- still born infant Tutorials end o
abortion Examination of stillborn infant /SGD lectu
Complications of IUD
Management
Definition of abortion
Types of abortion
Aetiology,
 Pathophysiology, clinical features, investigations,
management, differential diagnosis
Topic: Anatomy of the female reproductive tract (Basic anatomy and embryology) Number of compete
Number of procedures that require certification : (NIL)
Y

OG2.1 Describe and Development of external genital organs Lecture 5th MCQ
discuss the Development of internal genital organs 2hr term / Viv
development Development of ovary, differentiation, descent Integration
and anatomy of Anatomy of external genitalia with
the female Anatomy of Internal genital organs- vagina, uterus, Anatomy
reproductive cervix, fallopian tubes, ovary
tract, Relationship to other pelvic organs
relationship to Applied anatomy
other pelvic
organs, applied
anatomy as
related to
Obstetrics and
Gynaecology.
OG2.2 Define, classify classification of Mullerian anomaly, Investigation & Lecture 5th MCQ
and discuss the management 1hr term / Viv
investigations
and
management of
mullerian
anomaly

Topic: Physiology of conception Number of competencies: (01) Number of procedures that require cer

OG3.1 Describe the Gametogenesis – spermatogenesis, oogenesis Lecture 5th MCQ

physiology of Formation and maturation of ovarian follicles, 2hrs term
ovulation, structure of ovum
menstruation, Ovulation- mechanism, causes, timing, effects
fertilization, Fertilization- process, post fertilization events,
implantation implantation
and
gametogenesis.
Topic: Development of the fetus and the placenta Number of competencies: (01) Number of procedure
OG4.1 Describe and Embryology – formation of 3 germ layers, amnion Lecture 6th MCQ
discuss the and chorion, placenta 1hr term
basic Phases of conceptus development
embryology of Timing of appearance of different organ systems
fetus, factors Placenta- development, gross anatomy, structure,
influencing fetal placental circulation, functions of placenta
growth and Teratogenesis, teratogens
development,
anatomy and
physiology of
 placenta, and
teratogenesis
Topic: Preconception counselling Number of competencies:(02) Number of procedures that require ce

OG5.1 Describe, Pre-existing medical disorders- anaemia, cardiac Lectures 6th MCQ
discuss and disease, DM, chronic hypertension, bronchial asthma, 1hr term
identify pre- seizure disorders, thyroid disorders, chronic kidney Tutorials
existing medical disease, Antenatal care and preconception 1hr
disorders and counselling Bedside
discuss their Objectives, history and examination, assessment of clinics,
management; period of gestation, investigations and nutrition. Small
discuss group
evidence-based discussion
intrapartum
care
OG5.2 Determine screening for high risk factors, Lectures 6th MCQ
maternal high elderly primigravida: complications during 1hr term
risk factors and pregnancy and labour, maternal and foetal mortality, Bedside
verify management clinic, small
immunization bad obstetric history group
status obesity: physiological changes, management discussion
grand multipara: complications, mortality,
management
maternal immunization status for
- Tetanus
- hepatitis B
- whooping cough
- influenza
vaccines contraindicated in pregnancy
immunization in special circumstances: rabies,
yellow fever, hepatitis A,
Topic: Diagnosis of pregnancy Number of competencies:(01) Number of procedures that require certif
OG6.1 Describe, Discuss the clinical features of early pregnancy Lectures 6th MCQ
discuss and Tests to confirm pregnancy - immunological test, 1hr term s
demonstrate Urine Pregnancy test. Bedside
the clinical Discuss the role of ultrasound in diagnosing clinic, small
features of Pregnancy group
pregnancy, discussion
derive and OPDs
discuss its
differential
diagnosis,
elaborate the
principles
underlying and
interpret
pregnancy
tests.
Topic: Maternal Changes in pregnancy Number of competencies: (01) Number of procedures that requ
OG7.1 Describe and Haematology-blood volume, plasma volume, RBC & Lectures 6th MCQ
discuss the haemoglobin, blood coagulation factors 1hr term s
changes in the CVS-anatomical changes, cardiac output, BP, venous Bedside
genital tract, pressure clinic, small
cardiovascular RS-respiratory rate, tidal volume, total lung capacity group
system, Renal changes in kidney, ureter, bladder discussion
respiratory, Gastrointestinal changes
haematology, Genital tract-changes in body of uterus, isthmus,
renal and cervix
gastrointestinal
system in
pregnancy
Topic: Antenatal Care Number of competencies: (08) Number of procedures that require certification :
OG8.1 Enumerate, Procedure at 1st visit Bedside 6th MCQ
describe and Procedure at subsequent visits clinic, small term s
discuss the Routine Antenatal screening group
objectives of Antenatal hygiene discussion
antenatal care, Immunization OPDs
assessment of Pre conceptional counselling & care
period of Period of gestation based on pts statement, previous
gestation; records, objective signs & investigations
screening for
high-risk
factors.
OG8.2 Elicit document Menstrual history in detail Bedside 6th MCQ
and present an Negele’s rule clinic, small term s
obstetric Importance of Past history group
history Importance of Surgical history discussion
including OPDs
menstrual
history, last
menstrual
period,
previous
obstetric
history,
comorbid
conditions, past
medical history
and surgical
history
OG8.3 Describe, Antepartum fetal surveillance Lectures 3rd MCQ
demonstrate, 1hr 4th & s
- clinical
document and Bedside 6th
- biochemical
perform an clinic, small term
obstetrical - biophysical group
examination Evaluation of foetal wellbeing discussion
including a Maternal weight gain OPDs
 general and Assessment of height of fundus
abdominal General physical examination
examination Per abdomen -inspection, palpation, auscultation
(and clinical Symphysio fundal height, abdominal girth
monitoring of
maternal and
fetal well-
being;)
OG8.4 Describe and Non stress test Lectures 6th MCQ
demonstrate Biophysical profile 1hr term s
clinical DFMC Tutorials
monitoring of CTG 1hr
maternal and Maternal condition assessment Bedside
fetal well-being -vital parameters clinic, small
-investigations group
- Antenatal foetal surveillance discussion
OG8.5 Describe and Bones of pelvis, anatomical measurements of Bedside 3rd S
demonstrate diameters clinic, small 4th Asse
pelvic assessment at brim group 6th
assessment in a At midcavity discussion, 8th &
model At outlet DOAP, 9th
Plane of least pelvic diameter Labour term
room s
posting
OG8.6 Assess and BMI Lectures 3rd MCQ
counsel a calorie requirement in pregnancy & lactation 1hr term s
patient in a Protein requirement Bedside
simulated Folic acid requirement clinic, small
environment Vit b12 requirement group
regarding Iron requirement discussion,
appropriate Supplementary nutritional therapy Role play
nutrition in Develop checklist for role play for nutrition in OPD
pregnancy pregnancy
OG8.7 Enumerate the Contraindicated vaccines in pregnancy Lectures 3rd MCQ
indications for Safe vaccines in pregnancy 1hr term s
and types of Tetanus toxoid-dose, route Bedside
vaccination in Current guideline for antenatal vaccination including clinic, small
pregnancy T-dap group
Timing of vaccination discussion
OPD
OG8.8 Enumerate the Indication of 1st trimester USG Lectures 3rd MCQ
indications and Indication of 2nd trimester USG 1hr term s
describe the Indication of 3rd trimester USG Bedside
investigations USG markers of fetal anomalies clinic, small
including the Gestational age assessment on USG group
use of Doppler studies discussion
ultrasound in Routine antenatal blood and urine investigation
the initial Screening test for aneuploidy, preeclampsia and GDM
assessment and Describe trimester wise blood test and ultrasound
 monitoring in assessment
pregnancy
Topic: Complications in early pregnancy Number of competencies: (05) Number of procedures that req
OG9.1 Classify, define Definition Lectures 6th & MCQ
and discuses Etiology 1hr 7th s
the aetiology Classification Tutorials term
and Definition, clinical features, investigations and 1hr
management of management of threatened, inevitable, missed, Bedside
abortions complete and incomplete abortion clinic, small
including Septic abortion definition group
threatened, Clinical Features discussion
incomplete, Management OPD
inevitable, Prevention
missed and
septic
OG9.2 Describe the Enumerate the steps of suction evacuation Tutorials 6th & MCQ
steps and Enumerate steps of dilatation and evacuation 1hr 7th s
observe/ assist Enumerate steps of menstrual regulation Bedside term
in the clinic, small
performance of group
an discussion
MTP evacuation opd /
ward/
minor OT
OG9.3 Discuss the Differential diagnosis of acute abdomen in early Lectures 6th & MCQ
aetiology, pregnancy- obstetric, gynaecological, medical and 1hr 7th s
clinical surgical causes Tutorials term
features, Etiology of ectopic pregnancy 1hr
differential Classification of ectopic pregnancy Bedside
diagnosis of Clinical features of acute and chronic ectopic clinic, small
acute abdomen Diagnosis group
in early Management options discussion
pregnancy Medical management OPD
(with a focus on Surgical management
ectopic
pregnancy) and
enumerate the
principles of
medical and
surgical
management
OG9.4 Discuss the Definition of Molar pregnancy Lectures 6th & MCQ
clinical Classification 1hr 7th s
features, Etiopathology Tutorials term
laboratory Clinical features 1hr
investigations, Investigations- blood and ultrasonography Bedside
ultrasonograph Differential diagnosis clinic, small
y, differential Complications- immediate and late group
diagnosis, Management- medical and surgical discussion
 principles of Follow up- history, examination, investigations, and OPD
management contraceptive advice.
and follow up of
gestational
trophoblastic
neoplasms
OG9.5 Describe the Definition of hyperemesis gravidarum Lectures 6th & MCQ
etiopathology, Etiopathology 1hr 7th s
impact on Clinical features- symptoms and signs Bedside term
maternal and Investigations clinic, small
fetal health and Complications to mother and foetus group
principles of Management- hospitalization, fluids, drugs, diet, discussion
management of nutritional supplementation OPD
hyperemesis
gravidarum
Topic: Antepartum haemorrhage Number of competencies: (02) Number of competencies that require
OG10. Define, classify Classification and differential diagnosis Lectures 6th & MCQ
1 and describe Placenta previa definition 2hr 7th s
the aetiology, Etiology and types Tutorials term
pathogenesis, Clinical features 2hr
clinical Complications Bedside
features, Management- investigations, expectant vs definitive clinic, small
ultrasonograph management group
y, differential Definition of abruption placenta discussion
diagnosis and Etiology and types OPD
management of Clinical features and grades
antepartum Management
haemorrhage in
pregnancy
OG10. Enumerate the Enumerate different types of blood components Lectures 8th MCQ
2 indications and Characteristic features and storage 1hr term s
describe the Indications for transfusion Bedside
appropriate use Massive transfusion protocol clinic, small
of Complications and their management group
blood and blood Discuss importance of consent form discussion
products, their
complications
and
management.
Topic: Multiple pregnancies Number of competencies: (01) Number of procedures that require certific
OG11. Describe the Etiopathology and types Lectures 6th & MCQ
1 etiopathology, Diagnosis- History, symptoms, general and 1hr 7th s
clinical abdominal examination Tutorials term
features; Investigations 1hr
diagnosis and Maternal changes Bedside
investigations, Complications to mother and fetus clinic, small
complications, Management- antenatal, 1st and 2nd stage of labour, group
principles of including delivery of 2nd twin, third stage, discussion
management of puerperium OPD
 multiple
pregnancies
Topic: Medical Disorders in pregnancy Number of competencies: ( 08) Number of procedures that requ
OG12. Define, classify Classification of hypertensive disorders, definition of Lectures 8th MCQ
1 and describe pre-eclampsia and eclampsia 3hr term s
the etiology and Diagnostic criteria Tutorials
pathophysiolog Etiopathogenesis 2hr
y, early Clinical features of pre-eclampsia and eclampsia- Bedside
detection, symptoms and signs clinic, small
investigations; Specific investigations group
principles of Maternal and foetal complications discussion
management of antenatal management- supportive, fluid OPD
hypertensive management, antibiotics, anti-hypertensives, anti-
disorders of convulsant
pregnancy and Monitoring and surveillance
eclampsia, Management during labour
complications
of eclampsia.
OG12. Define, classify Definition Lectures 6th & MCQ
2 and describe Classification 1hr 7th s
the etiology, Aetiology of nutritional anaemia Tutorials term
pathophysiolog Clinical features of nutritional anaemia 1hr
y,diagnosis, Physiological changes and effects of anaemia on Bedside
investigations, pregnancy and foetus clinic, small
adverse effects Investigations of nutritional anaemia group
on the mother Complications during pregnancy, labour and discussion
and foetus and puerperium OPD
the Prevention of nutritional anaemia
management Management of nutritional anaemia- diet, oral and
during parenteral iron, blood transfusion
pregnancy and Discuss classification, aetiology, clinical features,
labor, and investigations, complications and management of
complications non-nutritional anaemia
of anemia in
pregnancy
OG12. Define, classify definition of gestational diabetes mellitus Lectures 6th & MCQ
3 and describe classification of diabetes mellitus in pregnancy 1hr 7th s
the etiology, Enumerate etiological factors Tutorials term
pathophysiolog Discuss pathophysiology of diabetes mellitus in 1hr
y,diagnosis, pregnancy Bedside
investigations, investigations for diabetes mellitus in pregnancy clinic, small
criteria, adverse Screening test for gestational diabetes mellitus group
effects on the Describe the effects of diabetes on pregnancy discussion
mother and complications of diabetes mellitus in pregnancy
foetus and the Discuss the management of diabetes in antenatal
management period, in labour, postnatal
during
pregnancy and
labor, and
 complications
of diabetes in
pregnancy
OG12. Define, classify classification of heart disease in pregnancy Lectures 6th & MCQ
4 and describe Discuss etiology 1hr 7th s
the etiology, Describe pathophysiology of heart disease in Tutorials term
pathophysiolog pregnancy 1hr
y,diagnosis, Discuss clinical features of heart disease in pregnancy Bedside
investigations, Describe antenatal investigations clinic, small
criteria, adverse diagnosis group
effects on the Discuss the effects of heart disease on pregnancy discussion
mother and Discuss the effects of pregnancy on heart disease OPD
foetus and the management during pregnancy, during labour, in
management postnatal
during Complications, preconceptional counselling
pregnancy and
labor, and
complications
of heart
diseases in
pregnancy
OG12. Describe the aetiology of UTI in pregnancy Lectures 7th MCQ
5 clinical pathophysiology in pregnancy 1hr term s
features, symptoms Bedside
detection, effect signs clinic, small
of pregnancy on investigations group
the disease and complications discussion
impact of the management OPD
disease on Asymptomatic bacteriuria
pregnancy
complications
and
management of
urinary tract
infections in
pregnancy
OG12. Describe the Discuss classification of liver disease in pregnancy Lectures 7th MCQ
6 clinical aetiology 1hr term s
features, pathophysiology Bedside
detection, effect Describe clinical features of liver disease in clinic, small
of pregnancy on pregnancy group
the disease and List the investigations of liver disease in pregnancy discussion
impact of the Discuss the differential diagnosis of liver disease in OPD
disease on pregnancy
pregnancy List the maternal complications
complications management of liver disease in pregnancy
and
management of
liver disease in
 pregnancy
OG12. Describe and introduction of HIV and incidence Lectures 7th MCQ
7 discuss routes of transmission 1hr term s
screening, risk immunopathogenesis Bedside
factors, clinical presentation clinic, small
management of diagnosis group
mother and management prenatal care, antenatal care, discussion
newborn with intrapartum care, postnatal care
HIV Pre-test and post-test counselling
PPTCT program
TORCH infection in pregnancy
OG12. Describe the Definition of Rh- isoimmunisation Lectures 6th & MCQ
8 mechanism, Mechanism of antibody formation in the mother 1hr 7th s
prophylaxis, Prevention of Rh-isoimmunisation Bedside term
fetal Haemolytic disease of the fetus and newborn clinic, small
complications, Antenatal investigations protocol of Rh-negative group
diagnosis and mother discussion
management of Plan of delivery in unimmunised and immunised OPD
isoimmunizatio mother
n in pregnancy Prognosis of Rh-isoimmunisation
Topic: Labour- Number of competencies: (05) Number of procedures that require certification : (01)
OG13. Enumerate and physiology of normal labour Lectures 3rd & MCQ
1 discuss the mechanism of normal labour 3hr 4th s
physiology of monitoring of labour by partogram Tutorials term
normal labor, steps of delivery 1hr
mechanism of labour analgesia Bedside
labor in induction of labour by natural, medical, surgical, clinic, small
occipito- combined group
anterior acceleration of labour discussion,
presentation; management of 3rd stage of labour evening
monitoring of labour
labor including room
partogram; posting
conduct of
labor, pain
relief;
principles of
induction and
acceleration of
labor;
management of
third stage of
labor.
OG13. Define, describe definition for preterm labour, PROM & post-dated Lectures 6th & MCQ
2 the causes, pregnancy 2hr 7th s
pathophysiolog etiology Tutorials term
y, diagnosis, pathophysiology 1hr
investigations symptoms Bedside
and signs clinic, small
 management of investigations group
preterm labor, diagnosis discussion
PROM and complications
postdated management
pregnancy
OG13. Observe/ assist indications for ARM Bedside 8th &
3 in the Enumerate the technique of procedure clinic, small 9th
performance of limitations group term
an artificial contraindications discussion,
rupture of complications evening
membranes labour
room
posting
OG13. Demonstrate physiology and mechanism and events of stage 1,2 Bedside 8th
4 the stages of and 3 of normal labour clinic, small term
normal labor in definition of abortion group
a simulated types of abortion discussion,
environment / indications of induced abortion skill lab
mannequin medical and surgical methods DOAP
(and counsel on MTP act
methods of safe complications of abortion
abortion).
OG13. Observe and Monitoring of mother and foetus in second stage of Bedside 8th &
5 assist the labour clinic, 9th
conduct of a General management- sterile precautions Evening term
normal vaginal Position for delivery labour
delivery procedures room
Oxytocics and analgesia in labour posting
Management of third stage of labour DOAP
Examination of placenta
Fourth stage of labour
Topic: Abnormal Lie and Presentation; Maternal Pelvis Number of competencies: (04) Number of proc
(NIL)
OG14. Enumerate and Bones of female pelvis Bedside 6th MCQ
1 discuss the Diameters and planes of obstetric pelvis clinic, 8th & s
diameters of Clinical significance of each type of pelvis DOAP 9th
maternal pelvis False and true pelvis term
and types Caldwell and Moloy classification of pelvis.
OG14. Discuss the normal labour- definition Lectures 8th MCQ
2 mechanism of Describe cardinal movements involved in labour 1hr term s
normal labor, Explain synclitism/asynclitism Bedside
Define and Definition of obstructed labour clinic, small
describe causes group
obstructed Clinical features discussion,
labor, its diagnosis Evening
clinical Prevention labour
features; Management room
prevention; and Complications of obstructed labour posting
management
OG14. Describe and incidence of Rupture Uterus Lectures 8th MCQ
3 discuss rupture causes 1hr term s
uterus, causes, pathology Bedside
diagnosis and Clinical features clinic, small
management. diagnosis group
complications discussion,
Management- general and definitive Evening
labour
room
posting
OG14. Describe and Definition Lectures 8th MCQ
4 discuss the Classification of abnormal uterine action 1hr term s
classification; Describe pathological retraction ring and Bedside
diagnosis; management clinic, small
management of Management of abnormal labour group
abnormal labor Dystocia dystrophia syndrome discussion
OG14. Describe and Breech – Lectures 8th MCQ
5 discuss causes, Etiological features 1hr term s
dagnosis and Clinical Examination Tutorials
management of Management of Antenatal intrapartum 1hr
breech Complications - Maternal Foetal Bedside
presentation, OP- clinic, small
occipito Aetiology Features group
posterior, Clinical Examination discussion ,
transverse lie, Mechanism of labour in OP, Course of labour evening
face Definition of deep transverse arrest and its labour
presentation management room
Define & discuss the management of transverse posting
Topic: Operative obstetrics Number of competencies: (02) Number of procedures that require certifica
OG15. Enumerate and Episiotomy- definition, types, timing of episiotomy, Tutorials 8th & MCQ
1 describe the structures incised, repair, complications 2hrs 9th s
indications and vacuum extraction- design, indications, Bedside term Skill
steps of contraindications, procedure, complications clinic, Asse
common low forceps- description of forceps, indications, Small t
obstetric contraindications, procedure, complications group
procedures, caesarean section- types, indications, procedure, discussion,
technique and complications. What is caesarean hysterectomy observatio
complications: assisted breech delivery- principles, steps, n in OT,
Episiotomy, indications, delivery of after coming head, evening
vacuum complications labour
extraction; low external cephalic version- prerequisites, indications, room
forceps; contraindications, procedure, complications posting
Caesarean cervical cerclage – types, indications, procedure,
section, assisted complications
breech delivery;
external
cephalic
version;
cervical
 cerclage
OG15. Observe and episiotomy- suturing technique Bedside MCQ
2 assist in the breech delivery clinic, s
performance of Small
an episiotomy group
and discussion ,
demonstrate observatio
the correct n in OT,
suturing DOAP
technique of an Skill lab
episiotomy in a
simulated
environment.
Observe/Assist
in operative
obstetrics cases
– including - CS,
Forceps,
vacuum
extraction, and
breech delivery
Topic: Complications of the third stage of labor- Number of competencies: (03) Number of procedures
OG16. Enumerate and Definition – primary and secondary PPH Lectures 8th MCQ
1 discuss causes, Aetiology 1hr term s
prevention, incidence Tutorials
diagnosis, diagnosis 1hr
management, of Degree of shock in PPH Bedside
blood and blood Prevention clinic,
products in Management- medical, appropriate use of blood and Small
appropriate use blood products group
postpartum Uterine compression sutures discussion,
haemorrhage Step wise devascularisation evening
labour
room
posting
OG16. Describe and uterine inversion- INCIDENCE Lectures 8th MCQ
2 discuss uterine TYPES 1hr term s
inversion – degree Tutorials
causes, aetiology 1hr
prevention, Clinical features Bedside
diagnosis and diagnosis clinic,
management. Complications Small
D/D ,prevention, prognosis group
management discussion
OG16. Describe and intrauterine growth restriction – definition Lectures 8th MCQ
3 discuss causes, Pathophysiology of FGR 1hr term s
clinical TYPES OF FGR Tutorials
features, aetiology 1hr
diagnosis, diagnosis Bedside
 investigations; Management- antepartum, intrapartum and neonatal clinic
monitoring of
fetal well-being,
including
ultrasound and
fetal Doppler;
principles of
management;
prevention and
counselling in
intrauterine
growth
retardation
OG16. Describe and Definition of Macrosomia Lectures MCQ
4 discuss Causes 1hr s
macrosomia, clinical & sonological findings to diagnose & Bedside
causes, management clinic,eveni
diagnosis, intra shoulder dystocia - ng labour
partum Causes room
complications, Intrapartum Management posting
management maternal & neonatal complicaitons Skill lab
Topic: Lactation Number of competencies: (03) Number of procedures that require certification : (NIL)
OG17. Describe and Anatomy of breast MCQ
1 discuss the Phases of lactation s
physiology of Prolactin reflex
lactation Milk let down reflex
Lactation inhibition and suppression
OG17. Counsel in a Care of breast
2 simulated Initiation of breast feeding
environment, Exclusive breast feeding
care of the Technique of breastfeeding-different position and
breast, attachment
importance and Frequency of breastfeeding
the technique of Adequacy of breastfeeding
breast feeding Expression of breast milk
OG17. Describe and Clinical presentation in mastitis MCQ
3 discuss the Diagnosis of mastitis s
clinical Complication of mastitis
features, Treatment and prevention of mastitis
diagnosis and Breast abscess – definition, clinical presentation,
management of diagnosis, investigation, treatment
mastitis and
breast abscess
Topic: Care of the new born Number of competencies: (04) Number of procedures that require certific
OG18. Describe and Examination of newborn Lectures 3rd & MCQ
1 discuss the Assessment of gestation age – by sole creases , breast 1hr 4th s
assessment of nodule, scalp hair, ear lobe, testes and scrotum Bedside term
maturity of the Birth asphyxia – definition, etiology, diagnosis, clinic,
newborn, clinical features, management Small
 diagnosis of Equipments for resuscitation group
birth asphyxia, principles of resuscitation discussion
principles of Common problem in resuscitation DOAP,
resuscitation, Evening
common labour
problems. room
posting
Skill Lab
OG18. Demonstrate New born resuscitation algorithm Bedside 6th
2 the steps of Initial steps clinic, term
neonatal Positive pressure ventilation DOAP,
resuscitation in Endotracheal intubation, Evening
a simulated chest compression labour
environment medication room
posting
Skill Lab
OG18. Describe and definition birth asphyxia Lectures 8th MCQ
3 discuss the etiopathogenesis 1hr term s
diagnosis of Clinical features and diagnosis Bedside
birth asphyxia management clinic, small
group
discussion
OG18. Describe the Principles of resuscitation Bedside 8th MCQ
4 principles of Steps of resuscitation clinic, term s
resuscitation of Resuscitation principle in baby who is apnoeic Small
the newborn despite tactile stimulation group
and Resuscitation when baby is apnoeic and HR less than
discussion
enumerate the 100
common
problems
encountered
Topic: Normal and abnormal puerperium. Number of competencies: (04) Number of procedures that r
OG19. Describe and definition of Purperium Lectures 6th & MCQ
1 discuss the Physiological changes includes 2hrs 8th s
physiology of uterine changes Tutorials term
puerperium, its Define lochia & types 1hr
complications, general physiological changes Bedside
diagnosis and Puerperal sepsis – definition , causes, pathogenesis , clinic,
management; clinical features, diagnosis, management Small
counselling for Subinvolution , urinary problems group
contraception, Thromboembolic disorders – DVT, thrombophlebitis, discussion
puerperal pulmonary embolism
sterilization Obstetric palsies , puerperal psychiatric disorders
OG19. Counsel in a Methods of contraception Tutorials 8th &
2 simulated Puerperal sterilization - 1hr 9th
environment, a. informed consent and pre-requisites Bedside term
contraception b. timing clinic,
and puerperal c. methods
DOAP, Role
sterilisation play
 d. technique
e. steps
f. complication
Develop a checklist for role paly including above
mention SLO
OG19. Observe/ assist Pre –operative preparation DOAP & 8th &
3 in the Type of anaesthesia Intra 9th
performance of Types of incision operative, term
tubal ligation Procedure skill lab
Advantages
Drawbacks
OG19. Enumerate the Indications for cu-t insertions –WHO eligibility Skill lab & 8th & MCQ
4 indications for, criteria OPD 9th s
describe the Timing of insertion term
steps in and Technique of insertion – no touch insertion
insert and
remove an
intrauterine
device in a
simulated
environment
Topic: Medical termination of pregnancy Number of competencies: (03) Number of procedures that re
OG20. Enumerate the Induction of Abortion- Definition Lectures 3rd MCQ
1 indications and MEDICAL TERMINATION OF PREGNANCY Act 2hr term s
describe and Indications for termination Bedside
discuss the Recommendations (new changes) clinic,
legal First trimester (Upto 12 weeks) -Medical & Surgical Small
aspects, Second Trimester (13-24 weeks) Medical & Surgical group
indications, Complications of MTP- Immediate & Remote discussion
methods for Management of Complications
first and second
trimester MTP;
complications
and
management of
complications
of Medical
Termination of
Pregnancy
OG20. In a simulated Introduces oneself and verifies the patients identity Tutorials 8th &
2 environment and age. Explains that if minor or lunatic then parents 1hr 9th
administer or legal guardian consent is required DOAP, Role term
informed Calculates the gestational age play
consent to a Provides information regarding the options available
person wishing or the need for opinion of two medical practitioners
to undergo Provides information regarding the failure rates,
Medical immediate and remote complications of the chosen
Termination of procedures
 Pregnancy Explains that only the patients written consent is
required and not the husbands
Explains that it is a confidential procedure and has to
be reported to the DHS in the prescribed form
Develop a checklist for role play inluding above
mentioned SLO
OG20. Discuss Pre- Definition of the PC & PNDT act Lectures 9th MCQ
3 conception and Prenatal diagnostic procedures under the act 1hr term s
Pre Natal Prenatal diagnostic Tests covered by the act Bedside
Diagnostic Qualified Personnel and Registration (of The place clinic,
Techniques where USG is performed) Small
(PC& PNDT) Act Offences and penalties group
1994 & its discussion
amendments
Topic: Contraception Number of competencies: (02) Number of procedures that require certification :
OG21. Describe and Methods of contraception Lectures 8th & MCQ
1 discuss the MEC criteria 5hrs 9th s
temporary and pearl Index Tutorials term
permanent Permanent – Male and Female contraceptive method 4hrs
methods of Temporary Natural- Calendar, temperature, Bedside
contraception, withdrawal, lactational (FAM) clinic,
indications, Barrier- Physical-male and female condoms, Small
technique and diaphragms ; Chemical - creams jelly and foam group
complications; IUCD- types, mode of action, contraindications, discussion
selection of complications, other uses Skill lab 1
patients, side Steroidal Contraception-oral, parenteral, devices
effects and COC- types, Mechanism of action, contraindications
failure rate and non-contraceptive uses, follow up, Missed pill
including Ocs, management
male Implants injectables and Emergency contraception
contraception, Male contraception
emergency What is PPIUCD
contraception
and IUCD
OG21. Describe & Mode of insertion of PPIUCD Lectures 8th & MCQ
2 discuss PPIUCD Benefits 1hr 9th s
programme Drawbacks Bedside term
Government Family Planning programs clinic,
Small
group
discussion
Topic: Vaginal discharge Number of competencies: (02) Number of procedures that require certificatio
OG22. Describe the Characteristics of normal vaginal discharge Lectures 6th MCQ
1 clinical Leucorrhea 1hr term s
characteristics Physiological excess Bedside
of physiological Cervical causes clinic
vaginal Vaginal causes ,Small
discharge Enumerate the causes of physiological vaginal group
discharge discussion,
 OPD
OG22. Describe and Defence of the genital tract Lectures 6th MCQ
2 discuss the Candida- Clinical features, complications, diagnosis,
1hr term s
etiology (with treatment Bedside
special T. vaginalis- Clinical features, complications, clinic
emphasis on diagnosis, treatment ,Small
Candida, T. Bacterial Vaginosis- Clinical features, complications,
group
vaginalis, diagnosis, treatment discussion,
bacterial Gonorrhoea - Clinical features, complications, OPD
vaginosis), diagnosis, treatment
characteristics, Syphilis- Clinical features, complications, diagnosis,
clinical treatment
diagnosis, Chlamydial infections- Clinical features,
investigations, complications, diagnosis, treatment
genital hygiene, Chancroid, LGV, Granuloma Inguinale- cause, Clinical
management of features, complications, diagnosis, treatment
common causes Herpes Genitalis- Clinical features, complications,
and the diagnosis, treatment
syndromic Syndromic Approach & kits available
management
Topic: Normal and abnormal puberty Number of competencies: (03) Number of procedures that requi
OG23. Describe and Puberty Definition and Morphological Changes Lectures 6th & MCQ
1 discuss the Endocrinology of Puberty 1hr 7th s
physiology of Precocious Puberty Definition, types, Bedside term
puberty, etiopathogenesis, diagnosis, treatment, prognosis, clinic
features of Delayed Puberty- Definition, types, etiopathogenesis, ,Small
abnormal diagnosis, treatment, prognosis group
puberty, Puberty Menorrhagia - etiopathogenesis, diagnosis discussion,
common treatment OPD
problems and
their
management
OG23. Enumerate the Hypergonadotrophic Hypogonadism- Ovarian Lectures 6th & MCQ
2 causes of Failure, gonadal dysgenesis 1hr 7th s
delayed Hypogonadotrophic hypogonadism-primary, term
puberty. kallmann syndrome, tumors
Describe the Eugonadism- Anatomical ; AIS
investigation
and
management of
common causes
OG23. Enumerate the GnRH dependent- constitutional, intracranial lesions, Lectures 6th MCQ
3 causes of juvenile primary hypothyroidism; incomplete 1hr term s
precocious GnRH independent – Ovarian; adrenal; Liver;
puberty iatrogenic
Topic: Abnormal uterine bleeding Number of competencies: (01) Number of procedures that require c
OG24. Discuss Definition of dysmenorrhea Lectures 6th
0 common clinical Features 1hr term
disorders Types of dismenorrhea & management of Bedside
 associated with dismenorrhea clinic
menstruation Pre menstrual syndrome ,Small
like irregular Etiology group
cycle, HMB, Clinical Features discussion,
intermenstrual management OPD
bleeding,
dismenorrhea,
PMS, ovulatory
pain
OG24. Define, classify Old terminology- Menorrhagia; Polymenorrhea; Lectures 6th MCQ
1 and discuss Metrorrhagia; Oligomenorrhea; Hypomenorrhea; 1hr term s
abnormal DUB Tutorials
uterine Oligomenorrhea; Hypomenorrhea; DUB 1hr
bleeding, its FIGO PALM-COEIN classification Bedside
management Causes and its clinical features clinic
Investigations
Management
Topic: Amenorrhea Number of competencies: (01) Number of procedures that require certification : (N
OG25. Describe and definition of primary and secondary amenorrhea Lectures 6th MCQ
1 discuss the clinical types of amenorrhea 1hr term s
causes of physiological amenorrhea Tutorials
primary and pathological amenorrhea 1hr
secondary causes of primary and secondary amenorrhea Bedside
amenorrhea, its history, clinical examination, when to start clinic,
investigation investigating Small
and the investigations panel group
principles of differential diagnosis of primary and secondary discussion,
management. amenorrhea OPD
OG25. Describe and Sexual Development Lectures 6th MCQ
2 discuss sexual Classification of intersex Disorder 1hr term s
development Turners Syndrome OPD
and disorders Klinefelter’s syndrome
of sexual
development
Topic: Genital injuries and fistulae Number of competencies: (02) Number of procedures that require
OG26. Describe and ENDOMETRIOSIS Lectures 8th MCQ
1 discuss the - definition 2hr term s
etiopathogenesi - prevalence and sites Tutorials
s, clinical - pathogenesis (theories) 1hr
features; - pathology - naked eye and
Bedside
investigation microscopic appearance clinic,
and Small
- ovarian endometrioma
implications on group
- Symptoms and signs
health and discussion,
- investigations
fertility and OPD
management of - differential diagnosis
endometriosis - complications
and - management - expectant /medical /
adenomyosis surgical /combined
 ADENOMYOSIS
- definition
- causes
- pathogenesis
- symptoms and signs
- investigations
- differential diagnosis
- management
- complications
Topic: Genital infections Number of competencies: (04) Number of procedures that require certificatio
OG27. Describe and Disscuss etiopathogenesis of each STD Lectures 6th MCQ
1 discuss the Describe the clinical features 1hr term s
etiology, Discuss differential diagnosis of STD Bedside
pathology, Discuss investigations and management of STD clinic,
clinical Syndromic Approach Small
features, Discuss long term implications of STD group
differential discussion,
diagnosis, OPD
investigations,
management
and long term
implications of
sexually
transmitted
infections
OG27. Describe and Describe aetiopathogenesis of genital TB Lectures 6th MCQ
2 discuss the Describe the clinical features 1hr term s
etiology, Discuss differential diagnosis of genital TB Bedside
pathology, Discuss investigations and management of genital TB clinic,
clinical Discuss long term implications of genital TB Small
features, group
differential discussion,
diagnosis, OPD
investigations,
management
and long term
implications of
genital
tuberculosis
OG27. Describe and Describe etiopathogenesis of HIV Lectures 6th MCQ
3 discuss the Describe the clinical features of HIV in Gynaecology 1hr term s
etiology, Discuss differential diagnosis of HIV Bedside
pathology, Discuss investigations and management of HIV clinic,
clinical Discuss long term implications of HIV Small
features, group
differential discussion,
diagnosis, OPD
investigations,
 management
and long term
implications of
HIV
OG27. Describe and Define PID Lectures 6th MCQ
4 discuss the Describe etiopathogenesis of PID 1hr term s
etiology, Describe the clinical features of PID Tutorials
pathology, Discuss differential diagnosis of acute PID 1hr
clinical Discuss investigations and management of PID Small
features, Discuss long term implications of PID group
differential discussion,
diagnosis, OPD
investigations,
management
and long term
implications of
Pelvic
Inflammatory
Disease
OG27. Describe and Describe aetiology, clinical features, management of Lectures 6th MCQ
5 discuss the chronic PID 1hr term s
etiology, Definition of chronic pelvic pain Small
pathology, Difference between cyclic and acyclic pelvic pain group
clinical Non gynaecological causes of pelvic pain discussion,
features, Enumerate Different causes of pelvic pain OPD
differential (gynaecological)
diagnosis, What is pelvic congestion syndrome and its
investigations, management
management of What is Cornett sign
low back ache What is pessary test
and chronic What is role of laparoscopy in diagnosis of chronic
pelvic pain pelvic pain
What is LUNA
What is residual (trapped) ovarian syndrome

OG27. Discuss clinical Causative organisms Lectures 6th MCQ

6 features, Pathology 1hr term s
differential Fate of infection of bartholin gland Small
disgnosis, clinical features group
pathogens and local examination findings discussion,
management of treatment OPD
Bertholin's recurrent bartholinitis
abscess
Topic: Infertility Number of competencies:(04) Number of procedures that require certification : (NIL)
OG28. Describe and Definition of infertility Lectures 8th MCQ
1 discuss the Enumerate the causes and pathogenesis 1hr term s
common Clinical features Tutorials
causes, Evaluation of infertile couple, Discuss the principles 1hr
pathogenesis, of management of infertility Small
clinical group
features, discussion,
differential OPD
diagnosis;
investigations;
principles of
management of
infertility –
methods of
tubal patency,
ovulation
induction,
assisted
reproductive
techniques
OG28. Enumerate the Causes for tubal factor in infertility Lectures 8th MCQ
2 assessment and Discuss the investigations to asses tubal patency 1hr term s
restoration of Enumerate the methods to restore tubal patency Tutorials
tubal patency 1hr
Small
group
discussion,
OPD
OG28. Describe the Discuss ovarian factor leading to infertility Lectures 8th MCQ
3 principles of Enumerate the investigations for ovarian factor in 1hr term s
ovulation infertility Tutorials
induction Discuss the principles and different methods 1hr
available for ovulation induction Small
group
discussion,
OPD
OG28. Enumerate the Define ART Lectures 8th MCQ
4 various Counselling for ART 1hr term s
Assisted Tutorials
Reproduction 1hr
Techniques Small
group
discussion,
OPD
OG28. Describe and MCQ
5 discuss the Male Infertility : s
common Discuss Aetiology -
causes, Genetic Disorders of Spermatogenesis
pathogenesis,
 clinical Disorders of Sperm
features, Anatomical defect
differential Sexual dysfunction & explain
diagnosis;
investigations;
principles of History to be elicitated
management of - To find the probable causes
male infertility Investigation
- WHO guidelines for semen analysis
- Testicular biopsy
- Immunological test
-Chromosomal assay
Enumerate ART methods
Topic: Uterine fibroids Number of competencies: (01) Number of procedures that require certification
OG29. Describe and Incidence and pathogenesis Lectures 8th MCQ
1 discuss the Risk factors 1hr term s
etiology; Figo classification of types of fibroid Tutorials
pathology; Histological features of fibroid 1hr
clinical Clinical features Small
features; Examination group
differential Investigations discussion,
diagnosis; Differential diagnosis OPD, Intra
investigations; Management operative
principles of Asymptotic fibroids:
management, Medical management :
complications Indications
of fibroid Side effects
uterus Surgical management :
Principles of myomectomy
prerequisites
Indications
Contraindications
Endoscopic procedures:
Hysteroscopy
Laproscopy
Uterine artery embolization
New methods: MRgFUS
Abdominal hysterectomy
Topic: PCOS and hirsutism Number of competencies: (02) Number of procedures that require certifica
OG30. Describe and discuss the etiopathogenesis of PCOS Lectures 8th MCQ
1 discuss the Discuss clinical features of PCOS 1hr term s
etiopathogenesi investigations , Diagnostic criteria , Tutorials
s; clinical Differential diagnosis 1hr
features; Treatment Small
differential Long term complications group
diagnosis; discussion
investigations;
management,
 complications
of PCOS
OG30. Enumerate the Definition of hirsutism Lectures 8th MCQ
2 causes and Ovarian causes: 1hr term s
describe the Adrenal causes: Small
investigations Others: group
and Clinical features discussion,
management of investigations OPD
hyperandrogeni management
sm
Topic: Uterine prolapse Number of competencies: (01) Number of procedures that require certificatio
OG31. Describe and Definition of pelvic organ prolapse Lectures 8th MCQ
1 discuss the Supports of uterus 1hr term s
etiology, Pathophysiology and causes of prolapse Tutorials
classification, Classification of pelvic organ prolapse 1hr
clinical Symptoms of prolapse Small
features, Clinical evaluation including history and examination group
diagnosis, Differential diagnosis of mass per vaginum discussion ,
investigations, investigations OPD, OT,
principles of Factors determining the choice of treatment in pelvic Bed side
management organ prolapse clinics
and preventive Management of prolapse:
aspects of pessary treatment in pelvic organ prolapse
prolapse of preventive aspects of prolapse of uterus
uterus
Topic: Menopause Number of competencies: (02) Number of procedures that require certification : (NI
OG32. Describe and Definition of menopause Lectures 6th MCQ
1 discuss the Physiology of menopause 1hr term s
physiology of Symptoms and investigations Small
menopause, Management and HRT group
symptoms, discussion ,
prevention, OPD
management
and the role of
hormone
replacement
therapy.
OG32. Enumerate the Definition of post-menopausal BLEEDING Lectures 9th MCQ
2 causes of causes 1hr term s
postmenopausa investigations Tutorials
l bleeding and management 1hr
describe its Small
management group
discussion,
OPD, minor
OT, Bed
side clinics
Topic: Benign, Pre-malignant (CIN) and Malignant Lesions of the Cervix Number of competencies: (04)
require certification : (NIL)
OG33. Classify, Risk factors Lectures 9th MCQ
1 describe and Clinical features 2hr term s
discuss the Signs and symptoms Tutorials
etiology, Modes of spread 1hr
pathology, investigations Small
clinical Histological types of c a Cervix group
features, Staging of Ca cervix-FIGO discussion ,
differential OPD
diagnosis,
investigations
and staging of
cervical cancer
OG33. Describe the Benign lesions: Lectures 9th MCQ
2 principles of Etiopathogenesis 1hr term s
management Clinical features Small
including Symptoms and treatment: preventive and definitive group
surgery and Premalignant lesions of cervix (CIN): discussion ,
radiotherapy of OPD
Pathogenesis
Benign, Pre-
Etiology
malignant (CIN)
Symptoms
and Malignant
Lesions of the Investigations
Cervix Treatment of CIN: preventive and definitive
Ca cervix:
Management of Cervical Cancer according to staging
Types of hysterectomy
Indications for radiotherapy & Chemotharapy
OG33. Describe and Complications and followup Small 9th MCQ
3 demonstrate counsel the patient about need for Pap smear group term s
the screening Examination discussion,
for cervical take informed consent about the procedure OPD, Skill
cancer in a ensure the adequate privacy at examination area Lab, DOAP
simulated keep ready equipment needed for the procedure
environment Perform examination under aseptic precaution
Document the findings
Proper disposal of gloves
OG33. Enumerate the Need for screening: Lectures 9th MCQ
4 methods to Methods: VIA 1hr term s
prevent cancer VILI Small
of cervix PAP group
including visual Colposcopy discussion,
inspection with Indications OPD
acetic acid Methods
(VIA), visual inference
inspection of
cervix with
Lugol's iodine
(VILI), pap
smear and
 colposcopy
Topic: Benign and malignant diseases of the uterus and the ovaries Number of competencies: (04) Num
certification : (NIL)
OG34. Describe and Types of endometrial hyperplasia Lectures 9th MCQ
1 discuss Incidence, aetiology of endometrial cancer 1hr term s
aetiology, Pathology – gross, microscopic features. Small
pathology, Types of endometrial cancer group
staging clinical Modes of spread discussion,
features, Diagnosis OPD, intra
differential Figo staging operative
diagnosis, Differential diagnosis, investigations
investigations, Steps of staging laparotomy
staging Chemotherapy and radiotherapy
laparotomy and Follow-up
principles of
management of
endometrial
cancer
OG34. Describe and Incidence, aetiology for ovarian cancer Lectures 9th MCQ
2 discuss the Genetics and ovarian malignancy 2hr term s
etiology, Pathology Tutorials
pathology, Classification of ovarian cancer 1hr
classification, Modes of spread Small
staging of Clinical features group
ovarian cancer, Investigations discussion,
clinical Diagnosis OPD, intra
features, Figo staging operative,
differential Differential diagnosis Bed side
diagnosis, Screening clinics
investigations, Surgical management
principal of Chemotherapy
management Follow-up
including Germ cell tumours of ovary
staging Discuss the role of Tumour markers
laparotomy
OG34. Describe and Gestational trophoblastic disease- spectrum Lectures 9th MCQ
3 discuss the WHO based prognostic scoring 1hr term s
etiology, Incidence Tutorials
pathology, Aetiology 1hr
classification, pathology Small
staging, clinical staging group
features, Spread, clinical features discussion,
differential Investigations, management OPD, Bed
diagnosis, Surveillance during and after therapy side clinics
investigations
and
management of
gestational
trophoblastic
 disease
OG34. Operative operative gynaecology: technique and complications Lectures 9th MCQ
4 Gynaecology : Dilatation and curettage: indications, steps, 2hr term s
Understand and complications Small
describe the Endometrial aspiration – endocervical curettage group
technique and Cervical biopsy: types, indications, steps, procedures, discussion,
complications: complications OPD, OT,
Dilatation & TAH: types, indications, steps, complications Minor OT
Curettage Myomectomy: measures to control blood loss during
(D&C); EA-ECC; myomectomy, steps, complications
cervical biopsy; Surgery for ovarian tumours
abdominal Staging laparotomy
hysterectomy; VH+PFR: steps, complications
myomectomy; Fothergill’s operation: indications, steps,
surgery for complications
ovarian Laparoscopy: advantages, disadvantages,
tumours; instruments, indications, contraindications,
staging techniques, complications
laparotomy; Hysteroscopy: instruments, distending media,
vaginal anaesthesia, procedures, indications,
hysterectomy contraindications, complications
including pelvic
floor repair;
Fothergill’s
operation,
Laparoscopy;
hysteroscopy;
management of
postoperative
complications
OG34. Benign lesions Lectures 8th MCQ
Benign disorders of cervix - cervical erosion
5 of cervix, ovary 2hr term s
- cervical ectropion Small
- cervical polyp group
Benign disorders of ovary - discussion,
OPD, Bed
-Enumerate the conditions of non-
neoplastic ovarian enlargement side clinics
- classification of Benign ovarian tumors
-complications of Benign ovarian tumors
Topic: Obstetrics & Gynecological skills - I Number of competencies: (17) Number of procedures that r
OG35. Obtain a logical Obtain a demographic data Small 3rd
1 sequence of Chief complaints group 4th
history, and History of presenting complaints discussion, 6th &
perform a Obstetric and menstrual history OPD, DOAP 8th
humane and Past and family history term
thorough Treatment history
clinical Personal history
examination, General physical examination including breast and
 excluding thyroid, BMI
internal SYSTEMIC EXAMINATION- RS/CVS/CNS
examinations ABDOMEN EXAMINATION
(perrectal and
per-vaginal)
OG35. Arrive at a With elicited history and detailed examination arrive Small 6th
2 logical at a logical provisional diagnosis group 8th &
provisional discussion, 9th
diagnosis after OPD, DOAP term
examination.
OG35. Recognize Analysis of clinical situation Small 8th &
3 situations, Identify the risk factors and need for urgent group 9th
which call for treatment discussion, term
urgent or early Administer emergency medications OPD, DOAP
treatment at Transfer to tertiary care centre
secondary and
tertiary centres
and make a
prompt referral
of such patients
after giving first
aid or
emergency
treatment.
OG35. Demonstrate Counsel the patient and family members Small 8th &
4 interpersonal Arrive at a provisional diagnosis group 9th
and Explain the medical condition to family members in a discussion, term
communication language understood by them OPD, DOAP
skills befitting a Discuss the medical and surgical
physician in management, complications, requirement of blood
order to discuss and blood products if needed
illness and its Explain the prognosis of medical condition
outcome with
patient and
family
OG35. Determine Address their concerns Small 8th &
5 gestational age, GA; Menstrual History. group 9th
EDD and Clinical methods discussion, term
obstetric Ultrasound examination OPD, DOAP
formula EDD; Menstrual History Negele’s Formula
Clinical methods
Dating scan
No dating scan Then interval Scan
OG35. Demonstrate Definition Gravida, Para, Living, Dead and Abortion Small 3rd
6 ethical behavior Autonomy group 4th
in all aspects of Justice discussion, 6th
medical Beneficence OPD, 8th &
practice. DOAP, role 9th
play term
OG35. Obtain Non malfeasance Small 3rd
7 informed For Examination: Informed oral consent group 4th
consent for any For Procedure; informed written consent discussion, 6th
examination / Signature is must OPD, DOAP 8th &
procedure diagnosis of condition 9th
name and purpose of procedure term
benefits, risks, and alternative procedures
benefits and risks of each alternative procedures
OG35. Write a Demography Small 3rd
8 complete case Obstetric score with amenorrhea group 4th
record with all LMP EDD Menstrual history discussion, 6th
necessary Chief complaint DOAP 8th &
details HOPI 9th
Present obstetric history, Past obstetric history term
Past medical and surgical history and personal
history
General Physical examination with Vitals. Breast and
Spine examination
Specific Systemic Examination
Diagnosis
OG35. Write a proper Contents of discharge summary Small 8th &
9 discharge -name, age, sex, hospital number, address, date of group 9th
summary with admission &discharge discussion, term
all relevant Final diagnosis DOAP
information Name of the operative interventions and
intraoperative findings& complications
Brief history
Relevant investigations and Reports
Course in the hospital in brief
Advice on discharge
Warning signs and symptoms relevant to the case to
be mentioned
Timing of follow up visits
OG35. Write a proper Definition of referral letter Small 8th &
10 referral note to Patient demographics group 9th
secondary or Registered general Practitioner details discussion, term
tertiary centres Referral Details OPD, DOAP
or to other - Institute
physicians with - Specialty dept
all necessary
Referring Practitioner details
details.
Presenting complaints
Past /Family History
Assessment and examination
Legal information
Management to date
Reason and urgency for referral
OG35. Demonstrate Universal Infection Control Precautions Small 3rd
11 the correct use Protective Clothing group 4th
 of appropriate Isolation Facilities discussion, 6th
universal Spillage Of Blood and Body Fluids OPD, DOAP 8th &
precautions for Sterilization And Disinfection 9th
self-protection Intravenous Procedures term
against HIV and Waste Disposal
hepatitis and Staff Protection and Immunization
counsel
patients
OG35. Obtain a PAP counsel the patient about need for Pap smear DOAP 8th &
12 smear in a Examination Skill lab 9th
stimulated ensure the adequate privacy at examination area term
environment keep ready equipment needed for the procedure
perform examination under aseptic precaution
document the findings
Proper disposal of gloves
OG35. Demonstrate Indications DOAP, 8th &
13 the correct Complications Evening 9th
technique to Pelvic examination findings labour term
perform Colour of liquor room
artificial Foetal Heart Assessment posting
rupture of Verbal consent Skill lab
membranes in a
simulated /
supervised
environment
OG35. Demonstrate Define DOAP, 8th &
14 the correct Types Evening 9th
technique to Advantages labour term
perform and Disadvantages room
suture Correct technique posting
episiotomies in Complications – immediate & late Skill lab
a simulated/
supervised
environment
OG35. Demonstrate Define Skill lab 8th &
15 the correct Types 9th
technique to Mechanism of action term
insert and Advantages
remove an IUD Disadvantages
in a simulated/Indications and contra indications
supervised Criteria for selection of a client
environment Techniques
Uses
Complications
OG35. Diagnose and Symptoms and signs Small 8th & Skill
16 provide Examination group 9th asses
emergency Resuscitation discussion, term t
management of - Airway, breathing, circulation drills,
antepartum and Vitals monitoring Skill lab
 postpartum Conservative management, medical, balloon
hemorrhage in tamponade, brace suturing, stepwise
a simulated / devascularization,
guided Emergency hysterectomy.
environment
OG35. Demonstrate Verbal consent after explaining to the patient Skill lab 8th & Skill
17 the correct Able to recognize and identify external urethral 9th asses
technique of meatus with knowledge of anatomy of urethra term t
urinary Knows importance of aseptic precautions, proper
catheterization painting and draping of the patient for the procedure
in a simulated/ Identifies foley’s catheter and its parts, urosac
supervised Can demonstrate the procedure of catheterization on
environment a mannequin
Topic: Obstetrics & Gynecological skills - II Number of competencies: (03) Number of procedures that r
OG36. Plan and History taking to help to arrive at the differential Small 8th &
1 institute a line diagnosis group 9th
of treatment, Appropriate examination of the patient to elicit signs discussion, term
which is need and narrow the list of differential diagnosis Bed side
based, cost Appropriate investigation to arrive at most probable clinics
effective and diagnosis
appropriate for Understanding the specificity and sensitivity of an
common investigation and its value in arriving at a diagnosis
conditions Have idea about cost of investigations so that balance
taking into decisions can be taken.
consideration Have institutional protocols for common diseases on
(a) Patient conditions
(b) Disease Understand and cost involved in various treatment
(c) Socio- options and choses the appropriate treatment based
economic status on social economic status
(d) Institution/
Governmental
guidelines.
OG36. Organize Understands the role of conservative treatment / Small 8th &
2 antenatal, medical treatment / surgical treatment for various group 9th
postnatal, well- disease conditions discussion, term
baby and family Will understand antenatal care and its importance Bed side
welfare clinics Know the requirements for providing ANC care clinics
Will understand the various warning symptoms
during antenatal period
Knowledge of puerperium
Knowledge of assessing the neonatal wellbeing
Importance of breast feeding
Understand attachment, latching and suckling in
breast feeding evaluation
Value of organizing postnatal clinics along with
paediatrician /neonatologist for comfort and benefit
of mother and baby
Able to counsel regarding family planning in the
postnatal visit
OG36. Demonstrate Consent for the procedure Small 8th &
3 the correct Identify the punch biopsy forceps group 9th
technique of Aseptic precautions, painting and draping for the discussion term
punch biopsy of procedure OPD
Cervix in a Visualize the cervix using appropriate instrument
simulated/ Demonstrate the procedure on a mannequin
supervised Collect the specimen for histopathological
environment examination
Topic: Obstetrics & Gynecological skills - III Number of competencies: (07) Number of procedures that
OG37. Observe and Define caesarean section [ CS ] Small 8th &
1 assist in the Mention the indication for CS group 9th
performance of Describe preoperative care, investigations, informed discussion, term
a Caesarean consent OT
section Appreciate the need to cross match and confirm
blood
Inform anaesthetist, OT staff and neonatologist
Observe hand washing, safety check list, instrument
counts, type of anaesthesia given
Enumerate the steps of LSCS
List the complications of CS and its management
Describe the post-operative care
OG37. Observe and Appreciate the importance Documentation of all Small 8th &
2 assist in the steps, events including new born details group 9th
performance of Indication for laparotomy discussion, term
Laparotomy Describe the preoperative care and investigations OT
Informed consent, arrange blood and ICU bed
Lists the steps of laparotomy, need for frozen section.
Patient positioning and anaesthesia
Complications of the procedure
Post Operative care
OG37. Observe and Documentation of all events Small 8th &
3 assist in the Indications group 9th
performance of Assessment for route of surgery discussion, term
Hysterectomy – Preoperative preparation OT
abdominal/vagi Informed consent
nal Anaesthesia and patient positioning
Steps of Hysterectomy- abdominal/vaginal
Complications of the procedure
Post Operative care
OG37. Observe and Documentation of all events Small 8th &
4 assist in the Indications and contraindications group 9th
performance of Patient evaluation and pre op preparation discussion, term
Dilatation & Informed consent and anaesthesia Minor OT
Curettage Steps of procedure OPD
(D&C) Post procedure monitoring
Complications of the procedure
Documentation of all events
OG37. Observe and Discharge advice Small 8th &
5 assist in the Know how to take informed consent group 9th
 performance of How to perform per speculum and per vaginal discussion, term
Endometrial examination Minor OT
aspiration - Know about instruments used (Pipelle) and aseptic OPD
endocervical precautions
curettage (EA- How to take utero cervical length/ cervical length
ECC) Procedure of EA-ECC
Know how to fill the relevant clinical details in HPE
/Biopsy form
Postop instructions and follow up
OG37. Observe and Know how to take informed consent Small 8th &
6 assist in the Identify whether there is an appropriate indication group 9th
performance of for application of outlet forceps/ vacuum/ breech discussion, term
outlet forceps delivery Evening
application Assess whether all criteria for application of outlet labour
of vacuum and forceps/ vacuum/ breech delivery are met room
breech delivery Pre requisites – availability of OT, blood products, posting
Neonatologist, Senior Obstetrician
Labour analgesia/ anaesthesia
Know how to perform phantom application of outlet
forceps/ check equipment of vacuum and choose an
appropriate cup/ manoeuvres for delivery of legs,
arms, shoulders and head in assisted breech delivery
Perform application of outlet forceps/ vacuum/
breech delivery
Know how to give and suture episiotomy and aseptic
precautions
Identify maternal and neonatal complications
Documentation of the procedure
OG37. Observe and Counselling the patient regarding the various Small 8th &
7 assist in the methods available and complications of each and group 9th
performance of taking informed consent discussion, term
MTP in the first Look for any contraindications for the method chosen Minor OT
trimester and Prescription of first trimester MTP pills
evacuation in Identifying the complications of MTP
incomplete pills/Incomplete abortion/ Evacuation of retained
abortion products
Know regarding equipment, instruments and drugs
used (Karmans cannula, Suction apparatus)
Procedure for Evacuation of retained products in
incomplete abortion, under aseptic precautions
Check the need for USG and Anti D
Know how to fill the relevant clinical details in HPE
/Biopsy form
Post operative/ post pill instructions and follow up
Documentation of the procedure and know which
register needs to be filled for intimation to Health
Department of Government
Topic: Should observe Number of competencies: (04) Number of procedures that require certification
OG38. Laparoscopy Indications for laparoscopy Small 8th &
1 Contraindications for laparoscopy group 9th
Informed consent discussion, term
Anaesthesia under which it is performed and its OT
complications
Complications of laparoscopy
Postoperative instructions
OG38. Hysteroscopy Definition of Hysteroscopy Small 8th &
2 Steps of Hysteroscopy group 9th
Indications of Hysteroscopy discussion, term
Diagnostic Hysteroscopy OT
Operative Hysteroscopy
Fluid distension Media
Post Op care and advice
Risks and Complications of Hysteroscopy
OG38. Lap Sterilization procedure in women Small 8th &
3 sterilization Steps of tubal sterilization done laparoscopically group 9th
Effectiveness of Lap sterilization in prevention of discussion term
pregnancy
Risks associated with Lap tubal sterilization
Benefits of Lap tubal sterilization
Ideal timing for Lap tubal sterilization
Reversal of Lap tubal sterilization procedure
OG38. Assess the need Definition of Medical certificate Small 8th &
4 for and issue Medical Certificate certifying illness group 9th
proper medical Medical Certificate certifying fitness discussion term
certificates to Assessing the patient illness and nature of work
patients for Responsibility of the issuing doctor
various Responsibility of the patient
purposes Responsibility of the the third party
Certificate Requirements
Date of Certificate

Summary of course content, teaching and learning methods and student assessment for
the undergraduate (MBBS) Curriculum in Obstetrics and gynaecology

Course content
The course content been given in detail in the above Table, which includes competencies,
specific learning objectives for each competency and the suggested Teaching-Learning
methods and assessment methods both formative and summative. The competencies have
been developed by an expert group nominated by NMC, while the SLOs, T-L methods and
assessments methods have written by the expert committee constituted by Rajiv Gandhi
University of Health Sciences.
Teaching-Learning methods and Time allotted
Lectures Small group Self- Total Clinical postings
(hours) discussion directed hours (weeks)
(hours) learning
(hours)
2nd MBBS 25 25 4weeks
First posting in 3-
 4th terms
(15hours/week)
3rd MBBS 25 35 5 65 4weeks
Part 1 Second posting in
6-7th terms
(18hours/week)
3rd MBBS 70 125 15 210 8+4weeks
Part 2 3rd&4th posting
(18hours/week)
Total 120 160 20 300 20weeks
(This includes
maternity and
family welfare and
family planning)
Two postings of 4
weeks each. and

Time allotted excludes time reserved for internal / University examinations, and vacation.
25% of allotted time (non-clinical time) of third Professional shall be utilized for integrated
learning with pre- and para- clinical subjects. This will be included in the assessment of clinical
subjects.
Teaching-learning methods shall be learner centric and shall predominantly include small
group learning, interactive teaching methods and case-based learning. Didactic lectures not to
exceed one-third of the total teaching time. The teaching learning activity focus should be on
application of knowledge rather than acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the
maximum extent possible to enhance learner’s interest and eliminate redundancy and overlap.
The integration allows the student to understand the structural basis of Obstetrics and
Gynaecology problems, their management and correlation with function, rehabilitation, and
quality of life
Acquisition and certification of skills shall be through experiences in patient care, diagnostic
and skill laboratories. Use of skill lab to train undergraduates in listed skills should be done
mandatorily.
The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from
Monday to Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day
from Monday to Saturday)
Newer T-L method like Learner-doctor method (Clinical clerkship) should be mandatorily
implemented, from 1st clinical postings in Obstetrics and Gynaecology itself.
The goal of this type of T-L activity is to provide learners with experience in longitudinal
patient care, being part of the health care team, and participate in hands-on care of patients in
outpatient and inpatient setting. During the 1st clinical postings, the students are oriented to
the working of the department. During the subsequent clinical posting the students are allotted
patients, whom they follow-up through their stay in the hospital, participating in that patient’s
care including case work-up, following-up on investigations, presenting patient findings on
rounds, observing surgeries if any till patient is discharged.

Curriculum Focus of Learner - Doctor programme

Posting 1 Introduction to hospital environment, early clinical exposure,

understanding perspectives of illness
 Posting 2 History taking, physical examination, assessment of change in
clinical status, communication and patient education

Posting 3 All of the above and choice of investigations, basic procedures and
continuity of care

Posting 4 All of the above and decision making, management and outcome

Attitude, Ethics &Communication Module (AETCOM module)

The development of ethical values and overall professional growth as integral part of
curriculum shall be emphasized through a structured longitudinal and dedicated programme
on professional development including attitude, ethics, and communication which is called the
AETCOM module. The purpose is to help the students apply principles of bioethics, systems-
based care, apply empathy and other human values in patient care, communicate effectively
with patients and relatives and to become a professional who exhibits all these values. This will
be a longitudinal programme spread across the continuum of the MBBS programme including
internship. MBBS Phase 3 Part 2, has to complete 8 modules of 5hours each. The OBG faculty
will have the responsibility of conducting 2-3 modules as per the decision and logistics of each
institution.
Assessment
Eligibility to appear for university examinations is dependent on fulfilling criteria in two main
areas – attendance and internal assessment marks
Attendance
Attendance requirements are 75% in theory and 80% in clinical postings for eligibility to
appear for the examinations in Obstetrics and Gynaecology.
75% attendance in AETCOM Module is required for eligibility to appear for final examination in
3rd professional year 3 part 2.
Internal Assessment
Progress of the medical learner shall be documented through structured periodic assessment
that includes formative and summative assessments. Logs of skill-based training shall be also
maintained.
There shall be no less than four theory internal assessment (One each in 2nd MBBS and 3rd
MBBS Part1 and Two in 3rd MBBS Part2) excluding the prelims in Obstetrics and Gynaecology.
An end of posting clinical assessment shall be conducted for each of the clinical postings in
Obstetrics and Gynaecology. There will be one Theory and Clinical preliminary exams before
the student is eligible for university exams.
Day to day records and logbook (including required skill certifications) should be given
importance in internal assessment. Internal assessment should be based on competencies and
skills.
Learners must secure at least 50% marks of the total marks (combined in theory and clinical;
not less than 40 % marks in theory and practical separately) assigned for internal assessment
in Obstetrics and Gynaecology to be eligible for appearing at the final University examination.
Internal assessment marks will reflect as separate head of passing at the summative
examination.
The results of internal assessment should be displayed on the notice board within 1-2 weeks of
the test.
Remedial measures should be offered to students who are either not able to score qualifying
marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of training
and Obstetrics and Gynaecology logbook entry completed to be eligible for appearing at the
final university examination.
AETCOM assessment will include: (a) Written tests comprising of short notes and creative
writing experiences, (b) OSCE based clinical scenarios / viva voce.
University examinations
University examinations in Third Professional Part II shall be held at end of 12months of
training in the subjects of Medicine, Surgery including Orthopedics, Obstetrics and Gynecology
and Pediatrics.
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/her to function effectively and
appropriately as a physician of first contact. Assessment shall be carried out on an objective
basis to the extent possible.
Marks allotted
Obstetrics and Theory Clinical examination
Gynecology
Total marks 2 papers of 100 marks each for 200 marks
Obstetrics and Gynecology. The
pattern of each question paper
is given below
Long essay 2X10= 20 One obstetric case for 80
marks
Short essay 8x5=40 marks One gynaec case for 80
marks
Short answer question Viva-voce for 40 marks.
10x3=30marks Station-1: Dummy, pelvis
and fetal skull.
Station-2: Instruments
Station-3: Specimens
Station-4: Drugs and
contraception
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short
Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each part should
be indicated separately.
All the question papers to follow the suggested blueprint (APPENDIX 1). It is desirable that
the marks allotted to a particular topic are adhered to.
A minimum of 80% of the marks should be from the must know component of the curriculum.
A maximum of 20% can be from the desirable to know component. All main essay questions
to be from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At
least 30% of questions should be clinical case scenario based. Questions to be constructed to test
higher cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the
examination must be of common conditions that the learner may encounter as 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, analyse the case and develop a management
plan.
Viva/oral examination should assess approach to patient management, emergencies,
attitudinal, ethical, and professional values. Candidate’s skill in interpretation of common
investigative data, X-rays, identification of specimens, ECG, etc. is to be also assessed.
At least one question in each paper of the clinical specialties in the University examination
should test knowledge competencies acquired during the professional development
programme. Skill competencies acquired during the Professional Development Programme
must be tested during the clinical, practical and viva voce.
There shall be one main examination in an academic year and a supplementary to be held not
later than 90 days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for
eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals =
clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the
University to a learner for clearing the examination as a whole but not for clearing a subject
resulting in exemption.
Appointment of Examiners
Person appointed as an examiner in the 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/approved/permitted medical college.
For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners,
out of whom not less than 50% must be external examiners. Of the four examiners, the senior-
most internal examiner will act as the Chairman and coordinator of the whole examination
programme so that uniformity in the matter of assessment of candidates is maintained.
Where candidates appearing are more than 100, two additional examiners (one external & one
internal) for every additional 50 or part there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal
examiners by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and
shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of
concerned university.

BLUEPRINT FOR ASSESSMENT

This section contains the following items
a. Rationale behind the blueprinting with excerpts from NMC document on
assessment.
b. Suggested Blueprinting for Obstetrics (including contraception
c. Sample for a 100-mark theory question paper in Obstetrics
d. Suggested blueprinting for Gynecology theory 100 marks paper
e. Sample for a 100-mark theory question paper in Obstetrics
f. Comments on the theory blueprint and samples
g. Principles to be followed in practical assessment
 h. Schema for practical examination (200 marks)
i. Sample examination format

RATIONALE BEHIND THE BLUEPRINTING WITH EXCERPTS FROM NMC DOCUMENT ON

ASSESSMENT
As per NMC guidelines, a balance should be drawn between the action verbs which are
specified in the Bloom’s taxonomy along with a balance of the topics of the curriculum
Levels of Bloom’s Taxonomy with Suggested Verbs in the questions are specified below.
Knowledge Define, Describe, Draw, Find, Enumerate, Cite, Name, Identify, List, label, Match,
Sequence, Write, State
Comprehension Discuss, Conclude, Articulate, Associate, Estimate, Rearrange, Demonstrate
understanding, Explain, Generalise, Identify, Illustrate,
Interpret, Review, Summarise
Application Apply, Choose, Compute, Modify, Solve, Prepare, Produce, Select, Show,
Transfer, Use
Analysis Analyse, Characterise, Classify, Compare, Contrast, Debate, Diagram,
Differentiate, Distinguish, Relate, Categorise
Synthesis Compose, Construct, Create, Verify, Determine, Design, Develop, Integrate,
Organise, Plan, Produce, Propose, rewrite
Evaluation Appraise, Assess, Conclude, Critic, Decide, Evaluate, judge, Justify, Predict,
Prioritise, Prove, Rank
 The focus should be on providing clinical oriented questions rather than purely theoretical
questions. All faculty and students are directed to the NMC document on Competency Based
Assessment for further details.
The blueprinting provided is an estimate only. While exact adherence to the number of
questions may not be perfectly possible, the spirit of the blueprint must be honoured while
setting the paper. This document will guide teachers/ students and evaluators on what to focus
on.

SUGGESTED BLUEPRINTING FOR OBSTETRICS (INCLUDING CONTRACEPTION)

Level of Demograph Antenatal Labour/Abnorm Lactation/Car MTP/ Number

Bloom’s y/ care/ al lie/ e of newborn/ Contra of
taxonomy Anatomy/ Complication presentation/ Puerperium ceptio question
tested Physiology/ s in early Operative n s
Fetus/ pregnancy/ obstetrics /
Placenta/ APH/ Complications in
Diagnosis of Multiple 3rd stage of
pregnancy pregnancy/ labour
Medical
disorders in
pregnancy
Knowledge 1 1 1 1 2 6
Comprehen 1 2 2 1 1 7
sion
Application 0 1 2 0 0 3
Analysis 1 1 1 1 0 4
Synthesis 0 0 0 0 1 1
Evaluation 0 1 0 0 0 1
Questions 3 6 6 3 4 Grand
in each total 22
topic
*Operative procedures may be incorporated into questions in the respective topics.

Incorporating both these above concepts, a sample 100-mark theory is mentioned below.

SAMPLE FOR A 100-MARK THEORY QUESTION PAPER IN OBSTETRICS

LONG ESSAYS (10 marks x 2 = 20 marks)
1. 32-year-old G2P1L1 at 33 weeks of gestation presents with first episode of painless
spotting per vaginum.
• What is the clinical condition (1)
• Enumerate the differential diagnoses. (1)
• Discuss the clinical features of this condition. (2)
• List the investigations and their interpretation (2)
• Discuss the temporizing management options of this patient (2)
• Discuss the definitive management options of this patient (2)

2. Discuss the steps of lower segment cesarean section in terms of preoperative

preparation, intraoperative steps and immediate postoperative care (3+4+3)

SHORT ESSAYS (5 marks x 8 =40 marks)

3. Illustrate the physiological fetal circulation in utero. Illustrate the changes that take
place in fetal circulation immediately after birth. (2+3)
4. Differentiate between threatened abortion and incomplete abortion on the basis of
definition, history, clinical features and management. (1+1+2+1)
5. A 21 year old primigravida comes with 7 weeks amenorrhea and excessive vomiting.
Discuss the differential diagnosis, clinical examination and management of such a
patient (1+2+2).
6. Illustrate the components of WHO Labour care guide. (5)
7. Primigravida who is in 2nd stage of labour for the past 2.5 hours has the following
pervaginal findings. Fully dilated, fully effaced, vertex at +2 station and occiput at 2 o
clock position. Choose the optimal method of delivery with justification and details.
8. Compare and contrast non-severe preeclampsia with severe preeclampsia in terms of
history/ clinical examination/investigations/ management (1+1+1+2).
9. A 26-year-old P1L1 with instrumental delivery 2 days back presents with fever, chills
and foul-smelling vaginal discharge.
a. Discuss the other clinical features of this conditions (2).
b. Discuss the investigations and management of the condition (1.5 + 1.5)
10. Differentiate monochorionic twins and dichorionic twins in terms of embryology/ USG
features and complications (1+2+2)

SHORT ANSWERS (3 marks x 10 = 30 marks)

11. Define maternal mortality. Enumerate four causes for maternal mortality. (1+2)
12. Enumerate six vaccines that are safe in pregnancy (1/2 each).
13. Justify the use of routine screening for GDM in all pregnant women. (3)
14. Enumerate the components of Active Management of Third Stage of Labour (3)
15. Describe the components of the milk ejection reflex (3)
16. Compare term and preterm newborns – three characteristics (1+1+1).
17. Enumerate 3 non-contraceptive benefits of oral contraceptive pills (1+1+1).
18. P3L3 has come seeking contraception but is not willing for permanent method of
sterilization. List six options available for her contraception (1/2 each)
19. You are the district officer for Beti Bachao program. Develop 6 points to be put in a
poster which is to be organized for popularizing awareness about PCPNDT act (3)
20. G2P1L1 with 34 weeks of gestation with mother’s blood group O negative and
husbands blood group A positive comes with ICT positive status. MCA PSV doppler and
amniocentesis for bilirubin are available as options. Choose the modality with brief
justification. (2+1)

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS GIVEN
BELOW. 10X1=10 marks
21.(i) Increase in menstrual bleeding in amount of bleeding or duration with regular cycles is
called;

a) Metrorrhagia
b) Metropathia hemorrhagica
c) Menorhagia
d) Polymennorhoea

21 (ii)A 21 year old P1L1 has delivered 45 days back. She is not breastfeeding her infant. She has
tested HIV positive during her antenatal checkup. She wants a temporary method of
contraception.

What are her options?

a) Combined oral contraceptive pills
b) Copper Intra uterine device
c) LNG implant
d) LNG Intrauterine device

21.(iii)The Lenght of fallopian tube is:

a) 8-12cm
b) 12-15cm
c) 15-18cm
d) 18-20cm

21(iv)The Corpus luteum secretes:

a) Estrogens
b) Progesterone
c) Both
d) None

21.(v)Test for Tubul patency is

a) Basal body temperature measurement
b) Hysterolaparascopy
c) Fern test
d) Spimbarkeit test

22(i)Contraceptive method with the highest failure rate is

a) Combined hormonal pills
b) Tubectomy
c) Barrier method
d) Intra uterine devices

22(ii)Which is the first sign of puberty in a girl?

a) Thelarche
b) Menarche
c) Adrenarche
d) Pubarche

22.(iii)Screening test for carcinoma cervix is:

a) Visual inspection of cervix with acetic acid
b) Conization of cervix
c) Thermal ablation of cervix
d) Trachelectomy

22(iv).Birth truma is a risk factor for:

 a) Endometriosis
b) Prolapse
c) Abortion
d) PID

22.(v).Which of the following are effects of increased levels of oestrogen in the follicular phase
of the menstrual cycle?
a) Hair thinning
b) Thickening of cervical mucous
c) Thinning of cervical mucous
d) Thickening of the endometrium

Rajiv Gandhi University of Health Sciences

MBBS / PHASE III / PART II DEGREE EXAMINATION

TIME:THREE HOURS MAX.MARKS: 100
MARKS
OBSTETRICS & GYNAECOLOGY – PAPER -1
LONG ESSAY

2X10=20 marks

1. A 30 year old Gravida 4, Para 3, living 3 has delivered a live baby of weight 4 kgs
10mins back. Patient complains of extreme fatigue. Her pulse is 110/mm, BP is
80/50mmHg. Uterus is flabby with excessive bleeding per vagina.
• What is your diagnosis?
(2 marks)
• Give reasons.
(2 marks)
• Outline the investigations & treatment of the case.
(3+3marks)

2. A Gravida 3, Para 2, living 2 with 32 weeks of pregnancy comes to Emergency

ward with 2 episodes of bleeding per vagina , there is no history of pain abdomen
and she had a similar episode which resolved spontaneously two days prior.
• What is your differential diagnosis?
(3 marks)
• Outline the investigations and treatment.
(3+4 marks)

SHORT ESSAY
8X5=40 marks
 3. A 30 yr old G3P1L1A1 lady has come in with 9 wks of unplanned pregnancy. She
wants to terminate the pregnancy, what are the legal issues to consider?
4. Describe the mechanism of labour in breech presentation. Enumerate the foetal
complications of vaginal breech delivery.
(3+2 marks)
5. Enumerate the investigations and treatment of a Primigravida with26 weeks of
gestation with Hb of 6.5gms% on routine ANC.
(2+3 marks)
6. Describe the investigations and management of a Primigravida with 37 weeks of
gestation who presents to the obstetric OPD with a blood pressure of 150/100mm
of Hg. (2+3 marks)
7. A 23 yr old lady comes with 2months amenorrhoea. What signs and symptoms
will diagnose pregnancy? What investigations will confirm the pregnancy?
(2+2+1 marks)
8. State the objectives of antenatal care. Enumerate the investigations & vaccinations
in pregnancy. (2+2+1 marks)
9. Describe the indications and methods of medical management of ectopic
pregnancy. (2+3 marks)
10. Define maternal mortality. Enumerate the causes of maternal deaths. Outline the
preventive measures for the top 3 cases of maternal mortality in India.
(1+2+2 marks)

SHORT ANSWERS

10X3=30 marks

11. Describe the screening tests to diagnose Diabetes in pregnancy.

12. What are the steps of active management of third stage of labour?
13. Mention 6 causes of Shock in obstetrics.
14. Enumerate the radiological signs of fetal death.
15. What are the types & risk factors for morbidity adherent placenta
16. Describe the causes and management of Bandl’s ring.
17. Discuss the investigations to diagnose HELLP syndrome
18. Write the components of modified WHO Partogram(2020)
19. Pre- requisites for ventouse delivery.
20. Enumerate the indications & contraindications of Inj.Methyl ergometrine in
obstetrics.

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS GIVEN
BELOW. 10X1=10 marks
21. (i) A 22 year old woman Gravida4 para3 living3 with 33weeks of gestation
presents to the hospital with heavy painless vaginal bleeding. Her pulse rate is
110/min. Blood pressure is 90/50 mmHg. Per abdomen uterus is relaxed, non-
tender. FHR is 160/min.
What is the most likely diagnosis?
a) Concealed abruption
b) Placenta previa
c) Premature labour
d) Revealed abruption
e) Vasa previa

21.(ii)Which of the following is a parameter used in fetal biophysical profiling?

a) Abdominal circumference
b) Amniotic fluid index
c) Biparietal diameter
d) Head circumference
e) Femur length

21(iii)A 32 year old Primigravida with 28 weeks of gestation presents to the emergency
ward with headache, reports seeing flashing lights, her Pulse are 80beats/min, and blood
pressure is 172/112mmHg. Urine dipstick shows protein 3+, nitrites negative, leucocytes
trace and blood trace.
Which is the appropriate immediate management of the patient?
a) Request for an obstetric ultrasound
b) Administer I V Labetolol to lower her blood pressure
c) Administer Ramipril
d) Immediate cesarean delivery.
e) Avoid antenatal steroids as it would worsen her blood pressure

21.(iv)Which of the following methods is the correct way to calculate the estimated
date of delivery (EDD)?

a) First day of LMP + 9 months and 1 week

b) First day of LMP + 9 months
c) First day of last menstrual period (LMP) + 8 months and 1 week
d) Last day of LMP + 9 months and 1 week

21.(v)Which one of the following is the primary source of progesterone in the later
stages of pregnancy?
a) Fetus
b) Decidua
c) Corpus luteum
d) Placenta

22.(i)Which of the following statements are NOT true regarding HELLP Syndrome;
a) Diagnosis is by biochemical evaluation.
b) Blood pressure is elevated in all cases of HELLP.
 c) Termination of pregnancy is recommended irrespective of the period of
gestation.
d) It is associated with high maternal & perinatal morbidity & mortality.

22.(ii)Which of the following statements describe the first stage of labour correctly?
a) Starts when regular painful contractions begin and ends when the cervix is fully
effaced and dilated to 5 cm.
b) Starts when the effaced cervix is 3cm dilated and end when the cervix is fully
dilated at 10cm.
c) Onset of painful contractions to full effacement of the cervix. The membranes
are still intact.
d) Onset is at rupture of membranes and ends with expulsion of the fetus.

22.(iii)A 25 year old G3P2L2 comes to the antenatal clinic with history of 6 months
amenorrhea. She complains of easy fatiguability and her Hb% is 7.5 gms%
a) Blood transfusion
b) Parenteral iron injections
c) 60 mgs of elemental iron per oral thrice daily
d) 200mgs of ferrous sulphate orally once daily
22.(iv)23 year old Primigravida comes with history of 3 months amenorrhea and pain
abdomen. She has had two episodes of spotting per vagina. On vaginal
examination, her vitals are stable, uterus corresponds to 12 weeks size and
cervical os is closed.
The most probable diagnosis is
a) Missed abortion
b) Threatened abortion
c) Incomplete abortion
d) Complete abortion

22.(v)Tertiary chorionic villi consists of;

a) Trophoblast and mesoderm
b) Trophoblast, ectoderm and blood vessels
c) Mesoderm ectoderm and blood vessels
d) Trophoblast mesoderm and blood vessels
SUGGESTED BLUEPRINTING FOR GYNECOLOGY THEORY 100 MARKS PAPER
A suggested distribution of topics in obstetrics incorporated with the Levels of Bloom’s
taxonomy is tabulated below.
Level of Vaginal AUB/ Puberty/ Infertility/ CIN/ Number
Bloom’s discharge/Genital Fibroid/ Amenorrhea/ PCOS/ Malignancy of
taxonomy infections Genital Menopause/ Hirsuitism questions
 tested Injuries/ Prolapse
Fistula

Knowledge 1 1 2 2 0 6

Comprehension 1 2 2 0 2 7

Application 0 1 0 1 1 3

Analysis 0 0 0 1 1 2

Synthesis 1 0 0 0 1 2

Evaluation 0 1 0 1 0 2

Questions in 3 4 4 5 5 Grand
each topic total 22
*Operative procedures may be incorporated into questions in the respective topics.

SAMPLE FOR A 100-MARK THEORY QUESTION PAPER IN GYNECOLOGY

LONG ESSAY (2 x 10 marks = 20 marks)
1. 34-year-old comes with excessive menstrual bleeding with passage of clots. She is not
pregnant.
a. Discuss the PALM COEIN approach to classifying this condition. (3)
b. Describe in detail the conditions – L and M (2+2)

She is investigated and found to have a 8x8 cm leiomyoma.

c. Discuss the principles and steps in the operative management of such a condition. (3)

2. 15-year-old girl is brought by parents with complaints that she has not attained
menstruation.
a. What is the condition (1). Define this condition (1).
b. Enumerate the various causes for the condition (3).
c. Describe the clinical (2) and management (3) of imperforate hymen.

SHORT ESSAY (10 x 5 marks = 50 marks)

3. Genital tuberculosis. Discuss the clinical features (2 marks). Enumerate the
investigations (1 mark). Discuss the management (2 marks).
4. A 24-year-old P1L1 comes with complaints of curdy white discharge per vaginum.
Apply the concept of syndromic management of Sexually Transmitted Disease and
prepare a treatment plan for such a patient.
5. Discuss the etiological factors (2 marks), clinical features (1 mark) and classification (2
marks) and of uterovaginal prolapse.
6. Define menopause (1). Discuss the clinical features (2) and management options (2)
for menopausal transition.
7. A couple married for 4 years comes with complaints of not being able to bear children.
Classify the various causes of this condition.
8. 45-year-old woman has undergone pap smear and the report shows H-SIL. Discuss the
options for management (3) and follow up (2) for the condition
9. Classify Ovarian tumours (WHO classification).
10. A 30-year-old came with raised Beta HCG and passage of grape like vesicles per
vaginum. Uterus was evacuated.
a. What is the condition likely to be (1 mark).
b. Prepare a management plan(2 marks)
c. Follow-up plan (2 marks) for this patient.

SHORT ANSWER QUESTIONS (10 x 3 marks = 30 marks)

11. Enumerate the criteria for Bacterial vaginosis. (1+1+1)
12. Illustrate any one theory of endometriosis.
13. Enumerate three etiological factors for genital fistula (1+1+1)
14. 38-year-old comes with abnormal uterine bleeding not responding to tranexamic acid.
Uterine curettage shows endometrial hyperplasia without atypia. She is willing for
regular follow-up and is not willing for major operative procedure. Choose the best
treatment modality (1) and describe the modality. (2)
15. List three options for conservative management of prolapse (1 each)
16. An obese hirsute 33-year-old woman presents with irregular menstrual cycles and
ultrasonography suggestive of peripherally arranged follicles. Choose three
pharmacological management options for her. (1 each)
17. Enumerate the parameters of semen analysis with their normal range (1 each)
18. A 56-year-old woman with endometrial curettage showing Carcinoma Endometrium
has an MRI showing spread to serosa of corpus uteri but no invasion of other pelvic
organs or vagina. Paraaortic and pelvic lymph nodes appear negative. What is the
presumptive stage of this patient (1.5). What is the next step (1.5)?
19. Justify the usage of tranexamic acid as the first line of management of AUB. (3)
20. You are the district officer in-charge for popularizing routine early cancer screening for
genital malignancy. Develop 6 points which can be put in a poster for encouraging
patients to undergo early cancer screening.

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS GIVEN
BELOW. 10X1=10 marks

21.(i)Increase in menstrual bleeding in amount of bleeding or duration with regular cycles

is called;

e) Metrorrhagia
f) Metropathia hemorrhagica
g) Menorhagia
h) Polymennorhoea

21.(ii)A 21 year old P1L1 has delivered 45 days back. She is not
breastfeeding her infant. She has tested HIV positive during her
antenatal checkup. She wants a temporary method of
contraception.

What are her options?

e) Combined oral contraceptive pills
f) Copper Intra uterine device
g) LNG implant
h) LNG Intrauterine device

21.(iii)The Lenght of fallopian tube is:

e) 8-12cm
f) 12-15cm
g) 15-18cm
h) 18-20cm

21.(iv)The Corpus luteum secretes:

 e) Estrogens
f) Progesterone
g) Both
h) None

21.(v)Test for Tubul patency is

e) Basal body temperature measurement
f) Hysterolaparascopy
g) Fern test
h) Spimbarkeit test

22.(i)Contraceptive method with the highest failure rate is

e) Combined hormonal pills
f) Tubectomy
g) Barrier method
h) Intra uterine devices

22.(ii)Which is the first sign of puberty in a girl?

e) Thelarche
f) Menarche
g) Adrenarche
h) Pubarche

22.(iii)Screening test for carcinoma cervix is:

e) Visual inspection of cervix with acetic acid
f) Conization of cervix
g) Thermal ablation of cervix
h) Trachelectomy

22.(iv)Birth trauma is a risk factor for:

e) Endometriosis
f) Prolapse
g) Abortion
h) PID

22.(v)Which of the following are effects of increased levels of oestrogen in the follicular phase
of the menstrual cycle?
e) Hair thinning
f) Thickening of cervical mucous
g) Thinning of cervical mucous
h) Thickening of the endometrium
 Rajiv Gandhi University of Health Sciences – Sample question paper
MBBS / PHASE III / PART II DEGREE EXAMINATION
TIME:THREE HOURS MAX.MARKS: 100
MARKS
OBSTETRICS & GYNAECOLOGY – PAPER -2
LONG ESSAY

2X10=20 marks

1. A 54 year old woman presents with bleeding per vagina after 2 years of cessation of
regular menstruation. She is diabetic and hypertensive on treatment since 4 years with
a BMI of 30.
• What is the most likely diagnosis?
(2 marks)
• What is the differential diagnosis of postmenopausal bleeding?
(2 marks)
• Outline the investigations & treatment of the case
(3+3marks)
2. A couple married for 2 yrs, unable to conceive despite staying together.
• What are the probable causes?
(3 marks)
• How will you investigate the couple?
(3 marks)
• Wife has irregular cycles with BMI of 32 and coarse facial hair. Outline the
treatment plan for her. (4 marks)

SHORT ESSAYS 8X5=40

MARKS

3. A parous woman of age 42 yrs is having regular cycles is experiencing an increase

in the amount and duration of bleeding. She also complains of easy fatigability
and weakness. Enumerate the differential diagnosis and how do you work up this
case? (2+3
marks)
 4. 48yr old multiparous lady is having irregular menstrual periods since one year.
She complains of several bouts of hot flushes and night sweats since 6 months.
What is your diagnosis and treatment? (1+4 marks)
5. 65 yr old woman, P6L6, complains of something coming out through the vagina
since 4 yrs. Since past 3 months she is complaining of occasional bloody discharge
and development of a wound over the exposed part. What is the diagnosis. How
do you manage the case? (
2+3 marks)
6. Discuss the Clinical features and management of genital tuberculosis.
(2+3 marks)
7. Indications & contra indications of combined oral contraceptive pills.
(3+2 marks)
8. Describe causes, clinical features and enumerate the surgeries for Vesico-vaginal
fistula. (2+3 marks)
9. Indications for Endoscopy in gynecology. Enumerate the complications of
Hysteroscopy. (2+3 marks)
10. Discuss the diagnosis and treatment of Vaginal Trichomoniasis.
(3+2 marks)

SHORT ANSWERS
10X3=30MARKS
11. Describe the course and branches of internal iliac artery.
(1+2 marks)
12. Indications and dosage of Methotrexate in gynecology
( 2+1 marks)
13. Describe the American fertility society classification of uterine anomalies.
14. Indications & complications of cervical biopsy.
(1+2 marks)
15. Bethesda classification of Pap smear.
16. Discuss the complications of Radiotherapy in gynecology.
17. What are the causes of precocious puberty?
18. What are the hormonal methods of treatment of endometriosis
19. PALM – COEIN classification.
20. What is Pearl index?

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS GIVEN
BELOW. 10X1=10 marks

21. Increase in menstrual bleeding in amount of bleeding or duration with regular

cycles is called;
i) Metrorrhagia
j) Metropathia hemorrhagica
k) Menorhagia
 l) Polymennorhoea

22. A 21 year old P1L1 has delivered 45 days back. She is not breastfeeding her
infant. She has tested HIV positive during her antenatal checkup. She wants a
temporary method of contraception.
What are her options?
i) Combined oral contraceptive pills
j) Copper Intra uterine device
k) LNG implant
l) LNG Intrauterine device

23. The Lenght of fallopian tube is:

i) 8-12cm
j) 12-15cm
k) 15-18cm
l) 18-20cm

24. The Corpus luteum secretes:

i) Estrogens
j) Progesterone
k) Both
l) None

25. Test for Tubul patency is

i) Basal body temperature measurement
j) Hysterolaparascopy
k) Fern test
l) Spimbarkeit test

26. Contraceptive method with the highest failure rate is

i) Combined hormonal pills
j) Tubectomy
k) Barrier method
l) Intra uterine devices

27. Which is the first sign of puberty in a girl?

i) Thelarche
j) Menarche
k) Adrenarche
l) Pubarche

28. Screening test for carcinoma cervix is:

i) Visual inspection of cervix with acetic acid
j) Conization of cervix
 k) Thermal ablation of cervix
l) Trachelectomy

29. Birth trauma is a risk factor for:

i) Endometriosis
j) Prolapse
k) Abortion
l) PID

30. Which of the following are effects of increased levels of oestrogen in the
follicular phase of the menstrual cycle?
i) Hair thinning
j) Thickening of cervical mucous
k) Thinning of cervical mucous
l) Thickening of the endometrium

PRACTICAL/CLINICAL EXAMINATION
Principles to be adhered to in practical/clinical examination
• The practical/ clinical examination should include assessment in psychomotor
and affective domain.
• Assessment of clinical and procedural skills should be based on direct
observations by the examiners.
• AETCOM competencies should also be assessed.
• Practical tests should not become simply tests of knowledge. Avoid
making assessment mainly targeted to knowledge domain only.

Examples
1. Asking a learner in a room away from actual patient, “how history was
taken” is to be avoided. Instead, learner should be observed while he/she
is taking history.
2. Asking a learner in a room away from the actual patient “Tell us how the
obstetric abdominal examination is done” is to be avoided. Instead,
learner should be observed when the examination is being performed,
and evaluated objectively using checklists/ other suitable scales”
Tools to be used in practical examination
It is suggested that practical examination should include a combination of the following tools
• Clinical examination using long case – one each in Obstetrics and Gynecology,
80marks each
• Objective Structured Clinical Examination (OSCE) – Observed 4 stations
10marks each

SCHEMA FOR PRACTICAL EXAMINATION (200 MARKS)

Topic header Obstetrics Gynaecology

I Eliciting history (1 Obs / 1 Gyn) 25 25

II Performing examination (1 Obs/ 1 Gyn) 25 25

III Discussion (1 Obs / 1 Gyn) of 30 30

management
IV 4 Viva voce stations with examiner Station-1: Dummy, pelvis
and fetal skull.
presence
Station-2: Instruments
(10 marks eachx4=40) Station-3: SpecimensStation-
4: Drugs and
contraception
 SAMPLE PRACTICAL EXAMINATION FORMAT

I. ELICITING HISTORY

A. ELICITING HISTORY IN AN OBSTETRIC PATIENT [15 MARKS]

Role of examiner: To create a simulated patient (For example, an intern or a PG or an SR may
be trained to become a simulated patient – as much details as possible to be provided).
Role of student: To elicit detailed obstetric history from a provided simulated patient with all
elements
Role of examiner: To observe and assess the student while student is eliciting history from
the simulated patient and observe regarding arrival at a suitable clinical interpretation/
conclusion based on the history elicited. Checklist for clear schema of marking may be
developed locally.
Time duration is around 5-7 minutes.

B. ELICITING HISTORY IN A GYNECOLOGICAL PATIENT [ 15 MARKS]

Role of examiner: To create a simulated patient (For example, an intern or a PG or an SR may
be trained to become a simulated patient – as much details as possible to be provided).
Role of student: To elicit detailed gynaecological history from a provided simulated patient
with all elements
Role of examiner: To observe and assess the student while student is eliciting history from
the simulated patient and observe regarding arrival at a suitable clinical interpretation/
conclusion based on the history elicited. Checklist for clear schema of marking may be
developed locally.
Time duration is around 5-7 minutes.

II. EXAMINATION
 A. OBSTETRIC EXAMINATION ASSSESSMENT (25 marks)

Role of the examiner: A gravid / puerperal woman (with any suitable diagnosis, preferable late
2nd or 3rd trimester) should be provided for examination by the student.
The brief history of the obstetric patient should be provided to the student.
Student should be allowed to introduce himself/herself and gain confidence of the patient.
Role of the student:
Demonstration of general physical examination should be observed by the examiner
using a locally developed checklist. (Annexure) [5 marks]
Demonstration of abdominal obstetric examination should be observed by the examiner
using a locally developed checklist. (Annexure) [10 marks]
Further discussion based on the examination findings should be done with focus on the
techniques and nuances of performance on examination rather than theoretical
perspectives on management. [10 marks]
Time duration is around 5-7 minutes.

B. GYNECOLOGY EXAMINATION ASSESSMENT (25 MARKS)

Role of the examiner: A woman with gynaecological pathology should be provided for
examination by the student.
The brief history of the gynaecological patient should be provided to the student.
Student should be allowed to introduce himself/herself and gain confidence of the patient.
Role of the student:
Demonstration of general physical examination should be observed by the examiner using
a locally developed checklist. [5 marks]
Demonstration of abdominal examination should be observed by the examiner using a
locally developed checklist. [10 marks]
Local examination (such as perineal / speculum and vaginal examination) findings should be
provided by the examiner to the student.
Further discussion based on the examination findings should be done with focus on the
techniques and nuances of performance on examination rather than theoretical perspectives
on management. [10 marks]
Time duration is around 5-7 minutes.
Discussion on the management of the cases presented
Rajiv Gandhi University of
Health Sciences

UNDERGRADUATE LOGBOOK

DEPARTMENT OF OBSTETRICS &

GYNAECOLOGY
 Purpose of this logbook
The log book is a verified record of the progression of the learner documenting the
Acquisition of there quisite knowledge, skills, attitude and competencies. It is a record of the
academic/co-curricular activities of the designated student, who would be responsible for
maintaining his/her logbook.

Entries in the logbook will reflect the activities undertaken in the department and has to be
scrutinized by the head of the concerned department.

The logbook is a record of various activities by the student like:

✓ Overall participation & performance
✓ attendance
✓ participation in sessions
✓ record of completion of pre-determined activities
✓ acquisition of selected competencies

The logbook is the record of work done by the candidate in the department and shall be verified
by the college before submitting the application of the students for the university examination.

The purposes of this logbook are:

f. To orient the students to holistic patient management by completing the case record,
observing and recording procedures and discussing patient treatment in the
therapeutics section.
g. To facilitate the student’s learning process, document the learning process and assist
in student assessment
h. To keep a record of the student’s progressing development of the desired skills and
attitudes
i. To ensure that the time spent in the department is well utilized
j. To form a basis for continual assessment of the student
This log book is a documentation of cases seen, clerked and witnessed by you during your
posting in OBG .It is also a record of various seminars, case-based learning, simulation
exercises and other academic activities that the learner has been a part of during course.
Though efforts are made to cover as much as possible, in no way should this be considered
the syllabus.

Please carry this book whenever you attend the non-lecture academic activities of the
department and get it duly signed by the concerned staff at the end of the academic activity.
We expect discipline, honesty, sincerity and punctuality.
The responsibility of completing the logbook and getting it verified/assessed by the
faculty lies with the student. The logbook must be carried by the student as per the
given instructions.
 General Instructions
11. It is expected that the students will adhere to the highest ethical standards and
Professionalism.

12. Shall maintain punctuality in respect to arrival and completion of the assigned work

13. Maintain a cordial relationship with peers, unit staff and hospital staff

14. Not indulge in any act which would bring disrepute to the institution.

15. You should wear a clean apron and follow the dress regulations as laid down by the college and
maintain proper hygiene with wearing respective identification badge while in college and
hospital.

16. You should carry the following with you for the clinics
a. Clinical textbook
b. Stethoscope
c. Clinical kit for examination

17. Respect the patient as an individual and recognize that she also has rights.

18. Cases that are discussed only have to be documented and not the dummy cases.

19. Loss of this logbook at any time may affect the formative assessment results and
Impair the student appearing in the summative assessment.

20. Student is solely responsible for maintaining the Logbook and the records. If the
student loses the logbook, he/she would be withheld from appearing for the
University examination unless Suitable back up proof is provided.
Objectives of learning in OBG Department:

A. KNOWLEDGE

At the end of course, the student should be able to:

1. Outline the anatomy, Physiology and pathophysiology of the reproductive system

and the common conditions affecting it.
2. Detect normal pregnancy, labour, puerperium and manage the problems likely to be
encounter therein.
3. List the leading causes of maternal and perinatal morbidity and mortality.
4. Understand the principles of contraception and various techniques employed,
methods of medical termination of pregnancy, sterilization and their complications.
5. Identify the use, abuse and side effects of drugs in pregnancy, Pre-menopausal and
post menopausal periods.
6. Describe the national programme of maternal and child health and family welfare and
their implementation at various levels.
7. Identify the common gynecological diseases and describe principles of their
management.
8. State the indications, techniques and complications of surgeries like Caesarian
section, laprotomy, abdominal and vaginal hysterectomy , Fothergill’s operation and
vacuum aspiration for MTP

B. SKILLS:

At the end of course, the student should be able to:

1. Examine a pregnant woman: recognize high risk factors.

2. Conduct a normal delivery, recognize complications and early referral. Provide
post-natal care.
3. Resuscitate the newborn and recognize congenital anomalies.
4. Advise a couple on the use of various available contraceptive devices and assist in
insertion and removal of intra uterine contraceptive devices
5. Perform pelvic examination, diagnose and manage common gynaecological
problems including early detection of genital malignancies
6. Make a vaginal cytological smear.
7. Interpretation of data of investigations like biochemical, histopathological,
radiological, ultrasound etc.
Name of the student

Roll No

University Registration Number

Batch

Contact No

E mail Id

Guardian/Parent

Name
Contact Number

Signature of the student

Signature of the HOD

 LOGBOOK CERTIFICATE

This is to certify that the candidate ……………………………………………

Reg No……………...... has satisfactorily completed all requirements mentioned in this Logbook

for OBG including related AETCOM modules as per the Competency-Based Undergraduate

Medical Education Curriculum, Graduate Medical Regulation 2019 during the period from

…….... ……….to ……………...

He/ She is eligible to appear for the summative (University) assessment.

Head of Department: Faculty Name:

Name: Signature:
Signature:

Date:

INDEX
 Topic Page No.

1. Attendance extract 8

2. Overall Assessment 9-11

3. Clinical posting 1 12-26

4. Clinical posting 2 27-34

5. Clinical posting 3 35-46

6. Clinical posting 4 47-56

7. Labour Room Procedures 57-59

8. Certifiable skill 60

9. Check lists for skills assessments 61-67

10. AETCOM modules 68-69

11. Integrated sessions 70

12. Self- Directed Learning sessions 71

13. Seminars presented 72

14. Research projects/publications 72

15. Co - Curricular Activities 73

(Quiz, Poster, Debate, Essay, Skits)
16. CME/ Conference / Workshop 74

17. Awards / recognition 74

ATTENDANCE EXTRACT

Theory classes

Professional Year Number Number Percentage Signature of HOD

attended conducted of
Attendance
Second
Profession
al
Third
Professional Part
I
Third
Professional Part
II

Bedside clinics:

Professional Unit Number Number Percentage Signature Signature

Year From attended conducted of of Unit of HOD
(date) Attendance Head
To
(date)
 Second
Professional
year Posting 1

Third
Professional
year Part I
Posting 2

Third
Professional
Part II
Posting 3

Third
Professional
year Part II
Posting 4

Note:

Every candidate should have attendance not less than 75% of the total classes
conducted in theory which includes didactic lectures and self-directed learning and
not less than 80% of the total classes conducted in practical which includes small
group teaching, tutorials, integrated learning and practical sessions in each calendar
year calculated from the date of commencement of the term to the last working day in each
of the subjects prescribed to be eligible to appear for the university examination.

SUMMARY OF INTERNAL ASSESSMENT (IA)

Total marks Marks scored Signatur Signatur

Date of e of e of
Sl. Internal
Assessme student teacher
No. Assessment Theory Practical Theory Practical
nt with with
date date

1 First
 2 Second

3 Third

4 Remedial

Total marks obtained on a total of 200 is -----

A student will be permitted to appear for final university exams only if he/she
obtains more than 100 marks in the assessments.
Final remarks if any -

Note: A candidate who has not secured requisite aggregate in the internal assessment may be
subjected to remedial assessment by the institution. If he/she successfully completes the same,
he/she is eligible to appear for University Examinations. The remedial assessment shall be completed
before submitting the internal assessment marks online to the University.

Formative Assessment at the end of each posting:

Second Third Third Professional

Professional Professional year Part II
MCQ marks obtained year year Part I

1 2 Posting 3 4
Postin Postin Posting
g g

Date Date Date Date

Academic Performance
(Case Presentation & Viva
Voce)
(25+10)

Marks Obtained
Feedbac Positive
k Could be
Provide improved
d
Professionalism

Timely submission of
record Book (5)
Behaves respectfully with
peers and teachers (5)
Grooming and adherence
to Dress code (5)

Total (out of 35+15)

Signature of Student

Signature of Teacher

Guidelines for scoring ( to be shown to the student and discussed with them)

Attendance – 95 -100% - 5 ; 90-94%-4;85-89%-3 80-84%-2;> 80%-1

Timely submission of record – Always submits the record on time – 5; Often

submits the record on time -4; Sometimes submits the record on time -3 ; Rarely
submits the record on time – 2 ; Never submits the record on time -1

Behaves respectfully with peers and teachers - Always speaks politely and
demonstrates the appropriate body language with peers and teachers -5; Often
speaks politely and demonstrates the appropriate body language with peers and
teachers -4; Sometimes speaks politely and demonstrates the appropriate body
language with peers and teachers – 3 ; Rarely speaks politely and demonstrates the
appropriate body language with peers and teachers – 2; Never speaks politely and
demonstrates the appropriate body language with peers and teachers -1
 Clinical posting 1

Duration 4 weeks

Date of posting From

To
Unit

Competency to be achieved

1) Obstetric History taking & examination

2) Gynaecological History taking & examination
3) Assessment of postnatal mother
4) Monitoring of labour
5) Active management of 3rd stage of labour
 Clinical Posting 1

SLNO ACTIVITY

1. Obstetric history taking(OG.8.2)

Determine gestational age, EDD and obstetric formula(OG35.5)

2. Obstetric examination(OG 8.3)

3. Gynec history taking(OG 24.1)

4. Gynec examination (OG 24.1)

5. Monitoring of labour(OG 13.1)

6. Active Management of third stage of labour(OG 16.1)

7. History taking and examination of postnatal mother(OG 19.1)

Competen Name of Date Attempt Rating Decision of Initial of Feedba
cy # Activity completed at faculty faculty ck
addressed dd-mm- activity Below (B) and date Receive
yyyy expectations Completed (C) d
First or Meets(M) Repeat(R)
Only (F) expectations Remedial(Re)
Repeat Exceeds(E)
(R) expectations
Remedial
(Re)

OG 8.2 Obstetric
history
OG35.5 taking
Determine
gestational
age, EDD and Initial
obstetric of
formula learner

OG 8.3 Obstetrics
examination

Initial
of
learner
OG 24.1 Gynae history

Initial
of
learner

OG 13.1 Monitoring of
Labou
r

OG 16.1 Active
management
3rd stage of
labour

OG 19.1 History
taking and
examination
of postnatal
mother
Learner doctor method 1

Posting 1

A. Competency to be achieved-
1. History taking
2. Examination - General physical examination
- Systemic examination
- Obstetrics examination
3. Communication skills-

One antenatal patient will be allotted to the student. The student is expected to take the
history of the patient and examine her. Case record has to be written and daily follow-up till
discharge has to be entered. The students will communicate with the patient and doctor
about the patient care.

A brief summary is to be written at the time of patient discharge and discuss the case with the
teacher.
Learner doctor method

Learner doctor method

Learner doctor method
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty :Date :

Learner doctor method 2

 B. Competency to be achieved

1. History taking
Examination - General physical examination

- Systemic examination
- Gynaecological examination

One patient will be allotted to the student. The student is expected to take the history of the
patient and examine her. Case record has to be written and daily follow-up till discharge has
to be entered. The students will communicate with the patient and doctor about the patient
care.

A brief summary is to be written at the time of patient discharge and discuss the case with the
teacher.

Learner doctor method

Learner doctor method
Learner doctor method
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 Posting 2

Duration 8 weeks

Date of posting From

To

Unit :

Competency to be achieved

1) Diagnosis of early pregnancy

2) Antenatal care and advice
3) Identify the high risk factors in pregnancy
4) Methods of Induction of labour
5) Develop a partogram
6) Postnatal care & Advice
7) Pre & Post operative care

Clinical posting 2

SLNO ACTIVITY
( Case Presentation)

1. Diagnosis of early pregnancy (OG 6.1)

2. Antenatal care and advice (OG 8.1,8.6)

3. Diagnosis of high risk (OG 8.1)

4. Partogram ( OG 13.1)

5. Postnatal care and advice (OG 19.1)

6. Pre and postoperative care including consent for surgery (OG 34.4,
35.7)
Competency Name of Date Attempt Rating Decision of Initial Feedback
# addressed Activty completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

OG6.1 Diagnosis of
early
pregnancy

Initial of
students

OG 8.1, Antenatal
OG 8.6 care and
advice

Initial of
students
OG 8.1 Diagnosis of
high risk

Initial of
students
OG 13.1 Partogram

Initial of
students

OG 19.1 Postnatal
care and
advice
Initial of
students
OG 34.4, Pre and
OG 35.7 postoperative
care
including
consent for Initial of
surgery students
Learner doctor method.

Posting 2

Competency to be achieved
1. History taking

2. Examination - General physical examination

- Systemic examination
- Obstetrics examination
3. Indentifying High Risk factors
4. Communication & patients education
5. Selection of appropriate investigation
6. Approach towards the diagnosis

One patient will be allotted to the student. The student is expected to take the history of the
patient and examine her. Case record has to be written and daily follow-up till discharge has
to be entered. The students will communicate with the patient and doctor about the patient
health.

A brief summary is to be written at the time of patient discharge and discuss the case with the
teacher.

Learner doctor method.

Learner doctor method.
Learner doctor method.
Learner doctor method
Reflection on the learner doctor method of learning :

What happened?

So what ?

What next?

Signature of the faculty: Date:

 Posting 3

Duration 8 weeks

Date of posting From

To

Unit :

Competency to be achieved
1) Obstetric History taking and complete examination
2) Gynaecological History taking and complete examination
3) Management of medical and obstetric disorders in pregnancy
4) Management of Gynaecological disorder

Clinical Posting 3

SLNO ACTIVITY (Case Presentation )

1. Describe clinical features; diagnosis and
investigations, complications, principles of management of
multiple pregnancies (OG11.1)
2. Define, classify and describe the aetiology, clinical features,
ultrasonography, differential diagnosis and management of
antepartum haemorrhage in pregnancy (OG10.1)
3. Define, classify and describe the early detection, investigations;
principles of management of hypertensive disorders of
pregnancy and eclampsia, complications of eclampsia.( OG12.1)

4. Define, classify and describe the diagnosis, investigations, adverse

effects on the mother and foetus and the management during
pregnancy and labor, and complications of anemia in pregnancy .
( OG12.2)

5. Define, classify and describe diagnosis, investigations, criteria,

adverse effects on the mother and foetus and the management
during pregnancy and labor, and complications of diabetes in
pregnancy (OG12.3)

6. Define, classify and describe the etiology, diagnosis, investigations,

criteria, adverse effects on the mother and foetus and the
management during pregnancy and labor, and complications of
heart diseases in pregnancy (OG12.4)
7. Describe the mechanism, prophylaxis, fetal complications,
diagnosis and management of isoimmunization in pregnancy
(OG12.8)

8. Describe and discuss causes, clinical features, diagnosis,

investigations; monitoring of fetal well-being, including ultrasound
and fetal Doppler; principles of management; prevention and
counselling in intrauterine growth retardation (OG16.3)

9. Define, classify and discuss abnormal uterine bleeding, its

aetiology, clinical features, investigations, diagnosis and
management (OG24.1)

10. Describe and discuss the clinical features; differential diagnosis;

investigations; principles of management, complications of fibroid
uterus (OG29.1)
11. Describe and discuss the etiology, classification, clinical features,
diagnosis, investigations, principles of management and
preventive aspects of prolapse of uterus (OG31.1)
Competency Name of Activity Date Attempt Rating Decision of Initial Feedback
# addressed completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
OG11.1 Describe the
clinical features;
diagnosis and
investigations,
complications,
principles of
management of
multiple
pregnancies Initial of
students
OG10.1 Define, classify
and describe the
aetiology, clinical
features,
ultrasonography,
differential
diagnosis and
management of
antepartum
haemorrhage in
pregnancy
Initial of
students
OG12.1 Define, classify
and describe the
early detection,
investigations;
principles of
management of
hypertensive
disorders of
pregnancy and
eclampsia,
complications of
eclampsia Initial of
students
Competency Name of Date Attempt Rating Decision of Initial Feedback
# addressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

OG12.2 Define, classify

and describe
the
diagnosis,
investigations,
adverse effects
on the mother
and foetus and
the
management
during
pregnancy and Initial of
labor, and students
complications
of anemia in
pregnancy
OG12.3 Define, classify
and describe
the diagnosis,
investigations,
criteria,
adverse effects
on the mother
and foetus and
the
management
during
pregnancy and Initial of
labor, and students
complications
of diabetes in
pregnancy
OG12.4 Define, classify
and describe
the etiology,
diagnosis,
investigations,
criteria,
adverse effects
on the mother
and foetus and
 the
management
during
pregnancy and Initial of
labor, and students
complications
of heart
diseases in
pregnancy

Competency Name of Activity Date Attempt Rating Decision of Initial Feedback

# addressed completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

OG12.8 Describe the

mechanism,
prophylaxis, fetal
complications,
diagnosis and
management of Initial of
isoimmunization students
in pregnancy
OG16.3 Describe and
discuss causes,
clinical features,
diagnosis,
investigations;
monitoring of
fetal well-being,
including
ultrasound and
fetal Doppler;
principles of
management; Initial of
prevention and students
counselling in
intrauterine
growth
retardation
OG24.1 Define, classify
and discuss
abnormal
uterine
bleeding, its
aetiology, clinical
features, Initial of
investigations, students
diagnosis and
management

Competency Name of Date Attempt Rating Decision of Initial Feedback

# addressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

OG29.1 Describe and

discuss the
clinical
features;
differential
diagnosis;
investigations;
principles of
management,
complications
of fibroid Initial of
uterus students
OG31.1 Describe and
discuss the
etiology,
classification,
clinical
features,
diagnosis,
investigations,
principles of
 management
and
preventive
aspects of
prolapse of
uterus
Initial of
students

Learner doctor method.

Posting 3

Competency to be achieved

1. History taking
2. Examination - General physical examination
- Systemic examination
- Obstetrics examination
3. Identifying High Risk factors
4. Communication & patients education
5. Selection of appropriate investigation
6. Approach towards the diagnosis
7. Plan of Management.

One patient will be allotted to the student. The student is expected to take the history of the
patient and examine her. Case record has to be written and daily follow-up till discharge has
to be entered. The students will communicate with the patient and doctor, about the patient
care & plan of management

A brief summary is to be written at the time of patient discharge and discuss the case with the
teacher.
Learner doctor method.
Learner doctor method.
Learner doctor method.
Learner doctor method
Reflection on the learner doctor method of learning :

What happened?

So what ?

What next?

Signature of the faculty: Date:

 Posting 4

Duration 4 weeks

Date of posting From

To

Unit :

Competency to be achieved

1) Gynaecological history taking and complete examination

2) Early detection of genital malignancies
3) Document and maintain a case record
4) Write a discharge summary for the given case
5) Write a Referral note for the given case
6) Take an informed consent for the given procedure
 Clinical posting 4

SLNO ACTIVITY
(Case Presentation)

1. Classify, describe and discuss the etiology, clinical features, differential

diagnosis, investigations and staging of cervical cancer (OG33.1)

2. Describe and discuss aetiology, staging clinical features, differential diagnosis,

investigations, staging laparotomy and principles of management of
endometrial cancer (OG34.1)
3. Describe and discuss the etiology, classification, staging of ovarian cancer,
clinical features, differential diagnosis,
investigations, principal of management including staging
laparotomy (OG34.2)
4. Obtain a logical sequence of history, and perform a humane and thorough
clinical examination, excluding internal examinations (perrectal and per-
vaginal) (OG35.1)
5. Arrive at a logical provisional diagnosis after examination. (OG35.2)

6. Write a complete case record with all necessary details (OG35.8)

7. Write a proper discharge summary with all relevant information (OG35.9)

8. Write a proper referral note to secondary or tertiary centres or to other

physicians with all necessary details (OG35.10)

9. Take an informed consent from the patient and family for Staging laprotomy
(OG34.4, OG35.7)
Competency Name of Date Attempt Rating Decision of Initial Feedback
# addressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
OG33.1 Classify, describe
and discuss the
etiology, , clinical
features,
differential
diagnosis,
investigations
and staging of
cervical cancer Initial of
students
OG34.1 Describe and
discuss
aetiology,staging
clinical features,
differential
diagnosis,
investigations,
staging
laparotomy and
principles of
management of
endometrial Initial of
cancer students
OG34.2 Describe and
discuss the
etiology,
classification,
staging of
ovarian cancer,
clinical features,
differential
diagnosis,
investigations,
principal of
management Initial of
including staging students
laparotomy
Competency Name of Date Attempt Rating Decision of Initial Feedback
# addressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

OG35.1 Obtain a logical

sequence of
history, and
perform a
humane and
thorough
clinical
examination,
excluding Initial of
internal students
examinations
(perrectal and
per-vaginal
OG35.2 Arrive at a
logical
provisional
diagnosis after
examination.

Initial of
students
OG35.8 Write a
complete case
record with all
necessary
details

Initial of
students
Competency Name of Date Attempt Rating Decision of Initial Feedback
# addressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

OG35.9 Write a
proper
discharge
summary
with all
relevant
information
Initial of
students
OG35.10 Write a
proper
referral note
to secondary
or tertiary
centres or to
other
physicians Initial of
with all students
necessary
details
OG34.4, Take an
OG 35.7 informed
consent
from the
patient and
family for Initial of
Staging students
laprotomy
Learner doctor method.

Posting 4

Competency to be achieved

1. Arriving at diagnosis
2. Planning management
3. Taking consent from the patient for the procedure
4. Assessing post procedure complication
5. Writing discharge summary
6. Advise on discharge

One patient will be allotted to the student. The student is expected to take the history of the
patient and examine her. Case record has to be written and daily follow-up till discharge has
to be entered. The students will communicate with the patient and doctor about patient care
and plan of management.

A brief summary is to be written at the time of patient discharge and discuss the case with the
teacher.

Learner doctor method.

Learner doctor method.
Learner doctor method
Reflection on the learner doctor method of learning :

What happened?

So what ?

What next?

Signature of the faculty: Date:

 LABOUR ROOM PROCEDURES

SLNO ACTIVITY

1. Obtain a logical sequence of history, and perform a humane and

thorough clinical examination, excluding internal examinations
(perrectal and per-vaginal) (OG35.1)

2. Arrive at a logical provisional diagnosis after examination. (OG35.2)

3. mechanism of labor in occipito-anterior presentation (OG13.1)

4. monitoring of labor including partogram (OG13.1)

5. Induction of Labour

6. acceleration of labor(OG13.1)

7. Amniotomy (OG 13.3)

8. Enumerate and describe the indications, steps and complications of

Caesarean Section (OG15.1)
9. Observe/Assist in operative obstetrics case – Forceps/ vacuum
extraction (OG15.2)

10 Describe and discuss the classification; diagnosis; management of

abnormal labor (OG 14.4)
Competenc Name of Date Observe Assisted Initial of Feedback
y# Activity completed d faculty and Received
addressed dd-mm- date
yyyy

OG35.1 Obtain a
logical
sequence of
history, and
perform a
humane and
thorough
clinical
examination,
excluding
internal
examinations Initial of
(perrectal and students
per-vaginal

OG35.2 Arrive at a
logical
provisional
diagnosis
after Initial of
examination. students

OG13.1 mechanism of
labor in
occipito-
anterior
presentation

Initial of
students

Name of Date Observed Assisted Initial of Feedback

Competenc Activity completed faculty Received
y# dd-mm- and date
addressed yyyy
OG13.1 monitoring
of labor
including
partogram Initial of
students

OG13.1 Induction of
labour
Initial of
students
OG13.1 acceleration
of labor

Initial of
students
OG 13.3 Amniotomy

Initial of
students
OG15.1 Caesarean
section,

Initial of
students
OG15.2 Instrumenta
l delivery
Initial of
students

OG14.4 diagnosis;
managemen
t of
abnormal Initial of
labor students
 Certifiable Skills

Name of Activity: Observe and assist the conduct of a normal vaginal delivery

Competency # Date Performed Initial of Feedback

addressed completed under faculty Received
dd-mm- supervision and date
yyyy

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

Checklist for assessment of skills in Skill lab

Sl. no Skills

1 Speculum Examination /Pap Smear

 2 Prevaginal examination

3 Normal Delivery

4 Episotomy

5 Female Urinary Catheterization

1. Speculum Examination / Pap Smear

Sl No Step/Task Yes No
1 0
1 Introduce yourself
2 Verbal consent
3 Explain procedure to woman
4 Ask to empty bladder
5 Provide adequate privacy
6 Place in dorsal position
7 Scrub hands
8 Wear sterile gloves
9 Encourage the woman to take deep breath and relax during
examination
10 Separate the labia with left hand, introduce cuscos
speculum into vagina with right hand.
11 Points to observe:
a) Direction of cervix
B )Cervical lips
c) External os
d) abnormal discharge or bleeding from any side
e) abnormal growth from any side
12 Take Pap Smear using Ayre’s spatula from the cervix \,
rotate in a 3600 movement. The longer projection of the
spatula is inserted into the endocervix and shorter end
to the ecto cervix
13 Another sample is collected from the posterior fornix with
the flat end of the spatula
14 The material collected is immediately spread over 2 slides
and at once put into the fixative ethyl alcohol 95% before
drying or fixed with confixative spray.
15 The slides are labelled and send to the lab with brief patient
 history and examination findings and proper patient
identification number.
16 Proper disposal of the gloves
17 Documentation of findings

Level of expertise expected - advanced / beginner

Level of expected expertise attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session: level of expected expertise attained- Yes/ No.

2.Prevaginal examination

Sl No Step/Task Yes No
1 0
1 Introduce yourself
2 Verbal consent
3 Ask to empty bladder
4 Provide adequate privacy
5 Explain procedure to woman
6 Place in dorsal position
7 Scrub hands
8 Wear sterile gloves
9 Lubricate fingers with jelly
10 Separate the labia with left hand, introduce index and
middle finger of right hand into vagina,
11 Encourage the woman to take deep breath and relax during
examination
12 Bimanual examination – to note down
a) Direction of the cervix
b) consistency of the cervix (firm / hard)

c)cervical motion tenderness (tenderness present / absent)

d)Whethercervix bleeds on touch

e)Uterus - anteverted/ retroverted
f)Size of uterus
g)Consistency of uterus

h)Mobility of uterus
i)Surface of Uterus –regular/ irregular
j) Palpation of Adnexa – appendages / fornices / describe
the mass if palpable

13 Proper disposal of gloves

14 Document findings

Level of expertise expected– advanced/ beginner

 Level of expected expertise attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session: level of expected expertise attained- Yes/ No.

3. Normal delivery

Sl. No. Procedure Yes No Comments if any

1. Put on personal protective barriers. (Wear
Goggles, Mask, Cap, Shoe cover, Plastic Apron).

2. Perform hand hygiene and put on sterile glove

3. Empty the bladder

4. Paint & drape the parts

5. Talk to the woman and encourage woman for

breathing & small pushes with contractions
6. Once crowning give liberal episiotomy after
infiltrating lignocaine
7. Control the birth of the head with the fingers of
one hand to maintain flexion, allow natural
stretching of the perineal tissue, ask the assistant
to support perineum
8. Feel around the baby’s neck for the cord and
respond appropriately if the cord is present.
9. Allow the baby’s head to turn spontaneously and
with the hands on either side of the baby’s head,
delivers the anterior shoulder
10. Pull the head upward as the posterior shoulder is
born over the perineum
11. Support the rest of the baby’s body as it slides out
and place the baby on the mother’s abdomen over
the clean towels
12. Note the time of birth and sex of the baby

13 Active management of third stage of labor

(AMTSL)
a) Administer uterotonic Drug –
Inj.oxytocin10 IU IM or tab.
Misoprostol (600ug) orally

b) Perform controlled cord Traction

during a
contraction by placing one
hand on the lower
abdomen to support the
uterus and gently
pulling the clamped
cord by the other hand
close to perineum
14. Examine the vagina and perineum

15. Examine the placenta, membranes, and umbilical

cord
● Maternal surface of placenta
● Foetal surface
● Membranes
Umbilical cord

Level of expertise expected – advanced / beginner

Level of expected expertise attained – Yes / No
Needs to repeat the session – Yes / No
Repeat session: level of expected expertise attained- Yes/ No
4. Episotomy

Sl No Step/Task Yes No
1 0
1 Informs patient about need for episiotomy and local
infiltration
2 Gives local Inj. Xylocaine in fan shaped manner after
checking for inadvertent needle in vessel
3 Performs the incision with fingers guarding the fetus from
injury
4 Confirms integrity of rectum
5 Changes gloves
6 Identifies the apex of the mucosal layer
7 Ask for appropriate suture material
8 Sutures vaginal mucosa first by continuous suturing
9 Sutures muscle layer intermittently after vaginal mucosa
10 Sutures skin after muscular layer
11 Confirms haemostasis, looks for any forgotten gauze
12 Do a per rectal examination to feel for any suture passing
through rectal mucosa

Level of expertise expected– advanced/ beginner

Level of expected expertise-attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session : level of expected expertise attained- Yes/ No.
 5. Female Urinary Catheterization

Sl No Step/Task Yes No
1 0
1 Self-Introduce, Explainprocedure & take consent
2 Arrange Catheter set
3 Paint external gentialiaupto mid-thigh
4 Painting- separate labia minora & clean urethral &
vaginal region
5 Draping
6 Keep kidney tray over drape
7 Lubricate the tip of the foley ‘s Catheter with xylocaine
gel
8 Separate labia minora with left hand
9 Introduce the catheter into the urethra
10 Drain the urine into the kidney tray
11 Foley bulb to be inflated with 5 ml distilled water
12 Connecting the urosac bag
13 Dispose appropriately (yellow linen – gauze, paper) ( red
linen – glove)

Level of expertise expected– advanced/ beginner

Level of expected expertise attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session : level of expected expertise attained- Yes/ No.

AETCOM MODULES

Module number: Date:

Name of the activity:
Department of Internal Medicine

Competencies
The student should be able to :
Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

AETCOM MODULES

Module number: Date:

Name of the activity:
Department of Internal Medicine

Competencies
The student should be able to :

Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

Integrated sessions :

Date of Topics covered Competency Departments Signature Signature

session numbers involved in of the of the
addressed the conduct of student faculty
the session
1

5
 Sl. No. Date Topic Competency number Signature of
The Faculty

1.

2.
3.

4.

5.
6

7
8
9

10

Self-directed learning sessions:

Seminars presented

Date Topic Content( Clarity of Interacti Knowle Use Tota

5) presentat on dge of l
ion (5) Audi
(5) (5)
o
Vide
o aid
(5)
Research projects and publications

Sl.no Name of the topic Date Signature of the

faculty

5
Co curricular activities –(quiz, poster, debates, essays, skit)

Sl.no Name of the topic Date Signature of the

faculty

9
 10

Participation in CME, conference, workshops

Sl..no Name of the topic Date Signature of the
faculty

Awards and recognition

Sl. no Name of the topic Date Signature of the

faculty
1
2

Rajiv Gandhi University of Health Sciences

Bangalore, Karnataka

Paediatrics Curriculum
as per
Competency-Based Medical Education
Curriculum
 Abbreviations

NMC - National Medical Council

IMG - Indian Medical Graduate
CBME - Competency Based Medical Education
SLO - Specific Learning Objectives
TL - Teaching Learning
P - performed
Y/N - yes / no
SGD - Small group discussion
OSCE - Objective structured clinical examination
AETCOM - Attitude, Ethics and communication
SAQ - short answer question
MCQ - multiple choice question

RGUHS Paediatrics Curriculum as per the new Competency Based Medical Education

Preamble

The NMC envisages that the Indian Medical Graduate, should function as the Physician of first
contact in the community, to provide holistic health care to the evolving needs of the nation and the
world. To fulfil this the IMG should be able to perform the following roles: a clinician, a
communicator, a lifelong learner, a professional and a team leader.

Competency-based medical education (CBME) is an outcomes-based training model that has

become the new standard of medical education internationally. This new curriculum is being
implemented across the country and the first batch has been enrolled since the academic year 2019.
The regulatory and accrediting body NMC had started the process by training faculty across the
country in the key principles of CBME and developing key competencies for each speciality with the
input from expert groups under each speciality.

Paediatrics is an interesting branch of medicine dealing with health and medical care of children. It
encompasses a broad spectrum of services ranging from preventive health care to the diagnosis and
treatment of acute and chronic childhood illnesses. It is an ever-evolving branch requiring
compassion, dedication and precision of care. The Paediatrics undergraduate curriculum provides
the IMG the requisite knowledge, essential skills and appropriate attitudes to be able to diagnose
and treat common paediatric disorders and also to be able to recognise serious conditions and refer
appropriately.

The NMC, in the Graduate medical regulations 2019, has provided the list of paediatric
competencies required for an IMG and these have been included in this curriculum document. The
Specific learning objectives (SLO’s) to achieve each competency has been listed along with the
suggested Teaching-Learning methods and preferred assessment methods.

Following this is a detailed blueprint showing the weightage and the assessment tool for a
particular chapter. This blueprint will ensure that there is an alignment between the SLOs’, TL
methods and the assessment. A question paper layout has also been added to ensure that there is
consistency among different paper setters. Finally, the list of practical skills along with the most
appropriate TL and assessment methods has been laid out.

Goals and Objectives of the RGUHS Paediatrics Curriculum

Goals:
The course includes systematic instructions in management of common diseases of infancy and
childhood, evaluation of growth and development, nutritional needs, and immunization
schedule in children, social pediatrics and counseling is also dealt in the course. The aim of
teaching undergraduate medical students is to impart appropriate knowledge and skills to
optimally deal with major health problems and also to ensure optimal growth and development
of children.

Objectives:

(A) Knowledge

At the end of the course, the student shall be able to:

1. Describe normal growth and development during fetal, neonatal, child and adolescence
period.
2. Describe the common pediatric disorders and emergencies in terms of epidemiology,
etiopathogenesis, clinical manifestations, diagnosis, rational therapy and rehabilitation.
3. State age related requirements of calories, nutrients, fluids, drugs etc. in health and disease.
4. Describe preventive strategies for common infectious disorders, poisonings, accidents and
child abuse.
5. Outline national programmes relating to child health including immunization programmes.

(B) Skills

At the end of the course, the student shall be able to:

1. Take a detailed pediatric history, conduct an appropriate physical examination of children

including neonates, make clinical diagnosis, conduct common bedside investigative
procedures, interpret common laboratory investigation results and plan and institute
therapy.
2. 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.
3. Take anthropometric measurements, resuscitate newborn infants at birth, prepare oral
rehydration solution, perform tuberculin test, administer vaccines available under current
 national programmes, perform venesection, start an intravenous line and provide
nasogastric feeding.
4. Would have observed procedures such as lumbar puncture, liver and kidney biopsy, bone
marrow aspiration, pleural tap and ascitic tap.
5. Provide appropriate guidance and counseling in breast feeding.
6. Provide ambulatory care to all sick children, identify indications for specialized/inpatient
care and ensure timely referral of those who require hospitalization.
7. Be aware and analyse ethical problems that arise during practice and deal with them in an
acceptable manner following the code of ethics.

(C) Attitude and communication skills

At the end of the course, the student shall be able to:

1.Communicate effectively with patients, their families and the public at large.

2. Communicate effectively with peers and teachers and demonstrate the ability to work effectively
with peers in a team.

3. Demonstrate professional attributes of punctuality, accountability and respect for teachers and
peers.

4. Appreciate the issues of equity and social accountability while undergoing early clinical exposure

(D) Integration

The training in pediatrics should prepare the student to deliver preventive, promotive, curative
and rehabilitative services for care of children both in the community and at hospital as part of
a team in an integrated form with other disciplines.

List of all Paediatrics competencies with their specific learning objectives, with suggested
teaching-learning and assessment methods:

Number Competency&LearningObjective(s) Core Suggested

TeachingLearni
ngMethod

Topic:NormalGrowthandDevelopment Numberofcompetencies:(7) Number

)
 DefinetheterminologiesGrowthandDevelopm
PE1.1 ent Y Lecture/SGD
and Discuss the factors affecting normal
growth anddevelopment
1.1.1 DefineGrowthandDevelopment Y Lecture/SGD
Enumerate the factors affecting normal
1.1.2 Y Lecture/SGD
growth anddevelopment
DiscussandDescribethepatternsofgrowthin
PE1.2 infants,childrenandadolescents Y Lecture/SGD
Describethepatternsofgrowth
1.2.1 Y Lecture/SGD
ininfants,childrenandadolescents
Discuss and Describe the methods of
assessment ofgrowth including use of
PE1.3 WHO and Indian nationalstandards. Y Lecture/SGD
Enumerate the parameters used for
assessment ofphysical growth in infants
children
and adolescents
Describe themethodsofassessmentofgrowth
1.3.1 includinguseofWHOandIndiannational Y Lecture/SGD
standards.
DescribeWHOandIndiannationalstandardsforgr
1.3.2 Y Lecture/SGD
owthofinfants,children andadolescents.
Enumeratetheparametersusedforassessmentofp
1.3.3 Y Lecture/SGD
hysicalgrowthininfants,children and
adolescents.
PerformAnthropometricmeasurements,docu
PE1.4 Y SGD
ment
ingrowthchartsandinterpret
Performanthropometricmeasurements Clinicalteaching/
1.4.1 Y
inchildrenofdifferentagegroups. skilllab
Documentthemeasuredparametersingrowthc Clinicalteaching/
1.4.2 Y
hartsandinterpretthefindingson skilllab
growthcharts.
Define development and Discuss the
PE1.5 normaldevelopmentalmilestoneswithrespect Y Lecture/SGD
tomotor,
behavior,social,adaptiveandlanguage
1.5.1 Definedevelopment. Y Lecture/SGD
Describe the normal developmental
1.5.2 milestones withrespect to motor, behavior, Y Lecture/SGD
social, adaptive and languagedomains.
PE1.6 Discussthemethodsofassessmentofdevelopm Y Lecture/SGD
ent.
1.6.1 Discussthemethodsofassessmentofdevelopment Y Lecture/SGD

PE1.7 PerformDevelopmentalassessmentandinterp N Bedside/skillsla

ret b
PerformDevelopmentalassessmentininfantsan
1.7.1 N Bedside/skillslab
dchildrenandinterpret thefindings.
Topic:CommonproblemsrelatedtoGrowth Numberofcompetencies:(6) Number
L)
Discusstheetiopathogenesis,clinicalfeaturesa
PE2.1 Y Lecture/SGD
nd
managementofachildwhofailstothrive
2.1.1 Discussthe Y Lecture/SGD
etiopathogenesisofachildwhofailstothrive.
2.1.2 Describetheclinicalfeaturesofachildwhofailstoth Y Lecture/SGD
rive.
2.1.3 Discussthemanagementofachildwhofailstothrive Y Lecture/SGD
.
Assessmentofachildwithfailuretothriveinclu
PE2.2 Y Bedsideclinics
ding
elicitinganappropriatehistoryandexaminatio
n
2.2.1 Elicitanappropriatehistoryinachildwithfailureto Y Bedsideclinics
thrive.
Performacompletephysical
2.2.2 Y Bedsideclinics
examinationinachildwithfailureto thrive.
PE2.3 Counselingaparentwithfailingtothrivechild Y OSCE

2.3.1 Counselaparentofachildwith failuretothrive. Y Skilllab/roleplay

PE2.4 Discuss the etiopathogenesis, clinical Y Lecture/SGD

features
andmanagementofachildwithshortstatur
e
2.4.1 Enumeratecausesof shortstatureinchildren. Y Lecture/SGD

2.4.2 Describetheclinicalfeaturesofachildwithshortsta Y Lecture/SGD

ture.
2.4.3 Discussthemanagementofa Y Lecture/SGD
childwithshortstature.
Assessment of a child with short
PE2.5 stature: Y Bedside/skilllab
Elicithistory;performexamination,doc
umentand
present.
2.5.1 Elicithistoryinachildwithshortstature. Y Bedside/skilllab
Performacompletephysical
2.5.2 Y Bedside/skilllab
examinationinachildwithshortstature.
Documentandpresentassessmentofachildwithsh
2.5.1 Y Bedside/skilllab
ortstature.
Enumeratethereferralcriteriaforgrowthrelat
PE2.6 Y Lecture/SGD
ed
 problems

2.6.1 Enumeratethereferralcriteriaforgrowthrelatedp Y Lecture/SGD

roblems
Topic:CommonproblemsrelatedtoDevelopment-1
Numberofcompetencies:(8) Numberofp
(Developmentaldelay,Cerebralpalsy)
Define, Enumerate and Discuss the
PE.3.1 causes Y Lecture,SGD
ofdevelopmentaldelayanddisabilityi
ncluding
intellectualdisabilityinchildren
3.1.1 Definedevelopmentaldelay. Y Lecture/SGD

3.1.2 Enumeratecausesofdevelopmentaldelay. Y Lecture/SGD

3.1.3 DefinedisabilityasperWHO. Y Lecture/SGD

3.1.4 DefineIntellectualdisabilityinchildren. Y Lecture/SGD

Gradeintellectualdisabilityintermsofintelligenc
3.1.5 Y Lecture/SGD
e quotient(IQ).
Discusstheapproachtoachildwithdevelopme
PE3.2 Y Lecture,SGD
ntal
delay
Discussclinicalpresentationofcommoncausesof
3.2.1 developmentaldelay. Y Lecture,SGD

3.2.2 Enumerateinvestigationsfordevelopmentaldelay Y Lecture,SGD

.
Based on clinical presentation, make an
3.2.3 Y Lecture,SGD
investigation planfora childwith
developmentaldelay.
3.2.4 Discussdifferentialdiagnosisofdevelopmentaldel Y Lecture,SGD
ay.
Assessmentofachildwithdevelopmentaldelay
PE3.3 Y Bedside,Skillslab
-
elicitdocumentandpresenthistory
3.3.1 Elicitdevelopmentalhistoryfromaparent/caretak Y Bedside,Skillslab
er.
3.3.2 Elicitthecurrentdevelopmentalmilestonesofthec Y Bedside,Skillslab
hild.
Interpret developmental status of a child
3.3.3 Y Bedside,Skillslab
based on thehistoryand examination.
3.3.4 Documentandpresentthedevelopmentalassessm Y Bedside,Skillslab
ent.
PE3.4 Counselaparentofachildwithdevelopmentald Y DOAPSession
elay
Communicatethedevelopmentalstatusofthechild
3.4.1 tothe Y DOAPSession
parent.
3.4.2 Counseltheparentsofachildwithdevelopmentald Y DOAPSession
elay.
 Discusstheroleofthechilddevelopmentaluniti
PE3.5 N Lecture,SGD
n
managementofdevelopmentaldelay
Enumeratethestructureand
3.5.1 compositionofstaffatachild N Lecture/SGD
developmentunit.
3.5.2 Describerolesofachilddevelopmentunit. N Lecture/SGD

Discussthereferralcriteriaforchildrenwith
PE3.6 developmentaldelay Y Lecture,SGD
Enumerateclinicalcriteriafor
3.6.1 Y Lecture/SGD
referralofachildwithdevelopmentaldelay.
VisitaChildDevelopmentalUnitandObserveits
PE3.7 functioning Y Lecture,SGD
Observeandlisttheactivitiesinthechilddevelopme
3.7.1 ntal Y Lecture,SGD
unit.
Discuss the etiopathogenesis, clinical
PE3.8 presentationandmultidisciplinaryapproac Y Lecture/SGD
hinthemanagement
ofcerebralpalsy
3.8.1 Definecerebralpalsy. Y Lecture/SGD

3.8.2 Enumeratecommoncausesofcerebralpalsy. Y Lecture/SGD

3.8.3 Describetheetiopathogenesisofcerebralpalsy. Y Lecture/SGD

Classifycerebralpalsywithrespecttofunctionand
3.8.4 topography. Y Lecture/SGD
Describe common clinical presentations of Lecture/SGD
3.8.5 Y
different typesofcerebral palsy.
Listsomecommonco-morbiditiesinachildwith Lecture/SGD
3.8.6 Y
cerebralpalsy.
Describecommoninterventionsformanagemento
3.8.7 fachild Y Lecture/SGD
withcerebralpalsy.
Topic: Common problems related to Development- Numberofcompetencies:(6) Numberofp
2(Scholasticbackwardness,LearningDisabilities,Autis
m,
ADHD)
Discussthecausesandapproachtoachildwith
PE4.1 scholasticbackwardness N Lecture,SGD

4.1.1 Definescholasticbackwardness. N Lecture,SGD

4.1.2 Listcommoncausesofscholasticbackwardness. N Lecture,SGD

Discussclinicalassessmentofachildwithscholastic
4.1.3 N Lecture,SGD
backwardness.
Discusstheetiology,clinicalfeatures,diagnosis
PE4.2 N Lecture,SGD
and
managementofachildwithlearningdisabilities
4.2.1 Definelearningdisabilities. N Lecture,SGD
4.2.2 Enumeratecausesoflearning disabilities. N Lecture,SGD
Describeclinicalpresentationofachildwithlearnin
4.2.3 g N Lecture,SGD
disabilities.
4.2.4 Discussassessmentofachildwithlearningdisabiliti N Lecture,SGD
es.
Discussmanagementoptionsforachildwithl
4.2.5 N Lecture,SGD
earningdisabilities.
Discusstheetiology,clinicalfeatures,diagnosis
PE4.3 andmanagementofachildwithAttentionDefici N Lecture,SGD
t
HyperactivityDisorder(ADHD)
4.3.1 DefineADHD. N Lecture,SGD

4.3.2 DescribeclinicalfeaturesofADHD. N Lecture,SGD

Discussdiagnosticassessmentofachildwithsuspec
4.3.3 ted N Lecture,SGD
ADHD.
4.3.4 EnumeratedrugsfortreatmentofADHD. N Lecture,SGD
Discussetiology,clinicalfeatures,dia
PE4.4 N Lecture,SGD
gnosisandmanagementofa
childwithautism
4.4.1 DefineAutismSpectrumDisorders(ASD). N Lecture,SGD

4.4.2 DiscusscausesofASD. N Lecture,SGD

4.4.3 DescribeclinicalfeaturesofASD. N Lecture,SGD

4.4.4 DiscussclinicalassessmentofASD. N Lecture,SGD

4.4.5 DiscussmanagementoptionsforachildwithASD. N Lecture,SGD

DiscusstheroleofChildGuidanceClinicinchildr
PE4.5 N Lecture,SGD
en
withDevelopmentalproblems
DescribethestructureofaChildGuidanceClinicwit
4.5.1 h N Lecture,SGD
respecttostaffandfacilities.
4.5.2 Enumeratethefunctionsofachild guidanceclinic. N Lecture,SGD

PE4.6 VisittotheChildGuidanceClinic N Lecture,SGD

Describethefunctioningofchildguidanceclinicinth
4.6.1 N Lecture,SGD
eirinstitutions.
Topic:Commonproblemsrelatedtobehaviour Numberofcompetencies:(3) Number
L)
Describetheclinicalfeatures,diagnosisand
PE 5.1 managementofthumbsucking N Lecture,SGD

5.1.1 Describeclinicalfeaturesofthumbsucking. N Lecture,SGD

5.1.2 Describediagnosisofthumbsucking. N Lecture,SGD
Discuss management strategies for a child
5.1.3 N Lecture,SGD
with thumbsucking.
Describetheclinicalfeatures,diagnosisand
PE 5.2 managementoffeedingproblems N Lecture,SGD

5.2.1 Enumeratecommonfeedingproblems. N Lecture,SGD

5.2.2 Discussclinicalpresentationsoffeedingproblems. N Lecture,SGD

Discussmanagementstrategiesforachildwithfeed
5.2.3 N Lecture,SGD
ingproblems.
Describetheclinicalfeatures,diagnosisand
PE 5.3 managementofnail-biting N Lecture,SGD

5.3.1 Describefeaturesofnailbiting. N Lecture,SGD

5.3.2 Discussmanagementofnailbiting. N Lecture,SGD

Describetheclinicalfeatures,diagnosisand
PE 5.4 managementofbreathholdingspells. N Lecture,SGD

5.4.1 Describeabreathholdingspell. N Lecture,SGD

5.4.2 Describethetypesofbreathholdingspells. N Lecture,SGD

5.4.3 Discusscausesofbreathholdingspells. N Lecture,SGD

5.4.4 Discussmanagementofbreathholdingspells. N Lecture,SGD

Describetheclinicalfeatures,diagnosisand
PE 5.5 managementoftempertantrums N Lecture,SGD

5.5.1 Describepresentationofatempertantrum. N Lecture,SGD

5.5.2 Discusscausesoftempertantrum. N Lecture,SGD

5.5.3 Discussmanagementoftempertantrums. N Lecture,SGD

Describetheclinicalfeatures,diagnosisand
PE 5.6 managementofpica N Lecture,SGD

5.6.1 Definepica. N Lecture,SGD

5.6.2 Discusscausesofpica. N Lecture,SGD

5.6.3 Discusstreatmentofpica. N Lecture,SGD

Describetheclinicalfeatures,diagnosisand
PE 5.7 managementoffussyinfant N Lecture,SGD

5.7.1 Describeafussyinfant. N Lecture,SGD

5.7.2 Enumeratecausesof fussinessinchildren. N Lecture,SGD

5.7.3 Discussmanagementoffussinessinachild. N Lecture,SGD

Discusstheetiology,clinicalfeaturesand
PE 5.8 managementofenuresis. N Lecture,SGD
5.8.1 Defineprimaryandsecondary N Lecture,SGD
enuresisforboysandgirls.
5.8.2 Discussetiologyofprimaryandsecondaryenuresis N Lecture,SGD
.
Discusspharmacologicalandnon-
5.8.3 pharmacological N Lecture,SGD
managementstrategiesforenuresis.
Discusstheetiology,clinicalfeaturesand
PE 5.9 managementofEncopresis. N Lecture,SGD

5.9.1 DescribeEncopresis. N Lecture,SGD

5.9.2 DiscusscausesofEncopresis. N Lecture,SGD

5.9.3 DescribemanagementofEncopresis. N Lecture,SGD

Discusstheroleofchildguidanceclinicinchildr
PE 5.10 en N Lecture,SGD
withbehaviouralproblemsandthereferralcrit
eria
Describetheroleofachildguidanceclinicinchild
5.10.1 N Lecture,SGD
renwithbehaviouralproblems.
Enumeratereferralcriteriaforbehaviouralproble
5.10.2 msin N Lecture,SGD
children.
PE 5.11 VisittoChildGuidanceClinicandobservefuncti N Lecture,SGD
oning
5.11.1 DescribefunctioningofaChildGuidanceClinic. N Lecture,SGD
Topic:AdolescentHealth&commonproblemsrelatedto
Numberofcompetencies:(13) Numbero
Adolescent Health
PE6.1 DefineAdolescenceandstagesofadolescence Y Lecture,SGD

6.1.1 Defineadolescence. Y Lecture,SGD

6.1.2 Enumeratethestagesofadolescence. Y Lecture,SGD

Describethephysical,physiologicalandpsycho
PE 6.2. Y Lecture,SGD
logical
changesduringadolescence(Puberty)
6.2.1 Describethephysicalchangesduringadolescence. Y Lecture,SGD

6.2.2 Describethephysiologicalchangesduringadolesce Y Lecture,SGD

nce.
6.2.3 Describethepsychologicalchangesduringadolesc Y Lecture,SGD
ence.
Discussthegeneralhealthproblemsduring
PE6.3 adolescence Y Lecture,SGD

6.3.1 Enumeratethegeneralhealthproblemsofadolesce Y Lecture,SGD

nce
6.3.2 Describethegeneralhealthproblemsofadolescenc Y Lecture,SGD
e
 Describeadolescentsexualityandcommonpro
PE6.4 N Lecture,SGD
blems
relatedtoit
6.4.1 Describeadolescentsexuality. N Lecture,SGD
Enumeratecommonproblemsrelatedtoad
6.4.2 N Lecture,SGD
olescentsexuality.
ExplaintheAdolescentNutritionandcommon
PE6.5 nutritionalproblem Y Lecture,SGD

6.5.1 Describethenutritionalrequirementsofadolescen Y Lecture,SGD

ts.
6.5.2 Discussthenutritionalproblemsin adolescents. Y Lecture,SGD
DiscussthecommonAdolescenteatingdisorde
PE6.6 N Lecture,SGD
rs
(Anorexianervosa,Bulimia)
Describethecommonadolescenteatingprob
6.6.1 N Lecture,SGD
lemslikeAnorexianervosaand
Bulimianervosa.
Describethecommonmentalhealthproblemsd
PE6.7 Y Lecture,SGD
uring
adolescence
Describethecommonmentalhealthproble
6.7.1 Y Lecture,SGD
msduringadolescence.
Respectingpatientprivacyandmaintaining
PE6.8 confidentialitywhiledealingwithadolescence Y Bedside
Interactwithanadolescentin
6.8.1 privacyandmaintaining Y Bedside
confidentiality.
PerformroutineAdolescentHealthcheckupinc
ludingeliciting history, performing
PE6.9 examination includingSMR (Sexual Maturity Y Bedsideclinic
Rating), growth
assessments(usingGrowthcharts)andsystemi
c examincluding
thyroidandBreastexamandtheHEADSSscreen
ing
6.9.1 Elicitthehistoryfromanadolescent. Y Bedside
6.9.2 Assesssexualmaturityrating(SMR)inanadolescen Y Bedside
t.
6.9.3 Evaluatethegrowthofanadolescentusinggrowthc Y Bedside
harts.
6.9.4 Examinethethyroidglandofanadolescent. Y Bedside
6.9.5 Performabreastexamination ofanadolescent. Y Bedside
6.9.6 ApplyHEADSSscreeninginadolescentworkup. Y Bedside
Discuss the objectives and functions of
PE6.10 AFHS(AdolescentFriendlyHealthServices)an N Lecture,SGD
dthereferral
criteria
Discusstheobjectivesofadolescentfriendlyhealth
6.10.1 N Lecture,SGD
services(AFHS).
Enumeratethefunctionsofadolescentfriendlyheal
6.10.2 th N Lecture,SGD
services(AFHS).
PE6.11 VisittotheAdolescentClinic Y DOAPsession

6.11.1 Visitanadolescentclinicatleastonce. Y DOAPsession

Enumeratetheimportanceofobesityandother
PE6.12 Y Lecture,SGD
NCD
inadolescents
DefineobesityinadolescenceandEnumeratethe
6.12.1 complications. Y Lecture,SGD
Analyzetheimportanceofnon-
6.12.2 Y Lecture,SGD
communicablediseasesinadolescence.
Enumerate the prevalence and the
PE6.13 importance N Lecture,SGD
ofrecognitionofsexualdrugabuseinadolescen
tsand
children
Statetheprevalenceofsexualanddrugabuseamon
6.13.1 g N Lecture,SGD
adolescentsandchildren.
Discuss the importance of recognition of
6.13.2 N Lecture,SGD
sexual and drugabuseinadolescentsand
children.
Topic:TopromoteandsupportoptimalBreastfeedingfo
Numberofcompetencies:(11) Numbe
r
01)
Infants
Awarenessontheculturalbeliefsandpractices
PE7.1 N Lecture,SGD
of
breastfeeding
Explaintheharmlessandharmfulculturalbe
7.1.1 N Lecture,SGD
liefsandpracticesof breastfeeding.
PE7.2 ExplainthePhysiologyoflactation Y Lecture,SGD
7.2.1 DescribetheAnatomy ofbreast. Y Lecture,SGD
7.2.2 ExplainthePhysiologyoflactation. Y Lecture,SGD
Describethecompositionandtypesofbreastmi
PE7.3 lk Y Lecture,SGD
andDiscussthedifferencesbetweencow’smilk
and
Humanmilk
7.3.1 Describethecompositionofbreastmilk. Y Lecture,SGD,

7.3.2 Describethecompositionofcow'smilk. Y Lecture,SGD

Enumeratethedifferencesbetweenbreastmilkand
7.3.3 Y Lecture,SGD,
cow'smilk.
Describethe
7.3.4 Y Lecture,SGD,
varioustypesofbreastmilkandtheirchar
acteristiccomposition.
PE7.4 Discusstheadvantagesofbreastmilk Y Lecture,SGD

7.4.1 Enumeratetheadvantagesofbreastmilk. Y Lecture,SGD

Observethecorrecttechniqueof
PE7.5 Y Bedside,Skillsl
breastfeedingand
ab
 distinguishrightfromwrongtechnique

Observecorrecttechniqueof Bedside
7.5.1 breastfeedingnotingsignsofgoodattachmentandc Y teaching/vi
orrectpositioningofmotherand
baby. deo/Skillla
b
Distinguishcorrectfeedingtechniquefromwro
7.5.2 Y Bedside,skillsla
ngoneonthemother baby dyad.
b

PE7.6 Enumeratethebabyfriendlyhospitalinitiative Y Lecture,SGD

s
Enumeratecomponentsofthebabyfriendlyhospit
PE7.6.1 al Y Lecture,SGD
initiative.
Perform breast examination and Identify
PE7.7 commonproblems during lactation such as Y Bedside,Skillsl
retracted ab
nipples,crackednipples,breastengorgemen
t,breastabscess
Enumeratecommonproblemsinthemotherduring Lecture,Bedside
7.7.1 lactation. Y ,
skillslab

Examinebreastofalactating
7.7.2 Y Bedside,skillsla
motherinanappropriatemanner.
b

Identifythecommonproblemsafterexaminingt
7.7.3 hebreastin lactating mother viz retracted Y Bedside,skillsla
nipples, cracked nipples,breastengorgement, b
breastabscess.
Educatemothersonantenatalbreastcareandp
PE7.8 Y DOAPsession
reparemothersforlactation
Educateandcounselpregnantwomanduringa DOAPsession/
7.8.1 Y
ntenatalperiod in Clinicalsessio
preparationforbreastfeeding. n
DOAPsession/C
7.8.2 Educatethepregnantwomanforantenatalbreastc Y linical
are. Session
Educateandcounselmothersforbestpracticesi
PE7.9 Y DOAPsession
nBreastfeeding

7.9.1 Enumeratethebestbreastfeedingpractices. Y Lecture,SGD

7.9.2 Educatemothersforthebestbreastfeedingpractic Y DOAPsession

es.
PE7.10 Respectspatientprivacy Y DOAPsession

7.10.1 Demonstraterespect foramother'sprivacy. Y DOAPsession

PE7.11 ParticipateinBreastfeedingWeekCelebration Y DOAPsession
ActiveParticipat
7.11.1 Participateactivelyin Y ionin
 breastfeedingweekcelebrations. theactivities

Topic:ComplementaryFeeding Numberofcompetencies:(5) Numbe

NIL)
PE8.1 DefinethetermComplementaryFeeding Y Lecture,SGD

PE 8.1.1 Definecomplementaryfeeding. Y Lecture,SGD

Discusstheprinciples,theinitiation,attributes,
PE8.2 frequency,techniqueandhygienerelatedtoco Y Lecture,SGD
mplementaryfeeding
includingIYCF
8.2.1 Describetheprinciplesofcomplementaryfeeding. Y Lecture,SGD
Narratethetypesandattributesofgoodcompleme
8.2.2 Y Lecture,SGD
ntaryfoods.
Describetheinitiationofcomplementaryfeedingin
8.2.3 differentsituations. Y Lecture,SGD
Describethefrequencyofcomplementaryfeedin
8.2.4 Y Lecture,SGD
gindifferentsituations.
8.2.5 Describethecorrecttechniqueofcomplementaryf Y Lecture,SGD
eeding.
Enumeratethehygienicpracticestobefolloweddur
8.2.6 Y Lecture,SGD
ingcomplementaryfeeding.
PE8.3 Enumeratethecommoncomplimentaryfoods Y Lecture,SGD

PE 8.3.1 Enumeratecommonlocallyavailablecomplement Y Lecture,SGD

aryfoods.
PE8.4 ElicithistoryontheComplementaryFeedingha Y BEDSIDE,SKIL
bits LLAB
Elicitafocusedanddetailedhistoryforcomplement
PE 8.4.1 ary Y Bedside
feeding.
Counselandeducatemothersonthebestpractic
PE8.5 Y DOAPsession
esin
complementaryfeeding
Counselthemotherforthebestpract
8.5.1 Y DOAPsession
icesincomplementaryfeeding.
Topic:Normalnutrition,assessmentandmonitoring Numberofcompetencies:(7) Numbe
NIL)
Describe the age-related nutritional needs
PE9.1 Y Lecture,SGD
of infants,children and adolescents
including micronutrientsandvitamins
Listthemacronutrientsandmicronutrientsre
9.1.1 Y Lecture,SGD
quiredforgrowth.
Describe the nutritional needs (calorie,
9.1.2 Y Lecture,SGD
protein,micronutrientsmineralsandvita
mins)ofaninfant.
Describe the nutritional needs (calorie,
9.1.3 protein,micronutrientsmineralsandvitam Y Lecture,SGD
 ins)forchildrenof
differentages.

Describe the nutritional needs (calorie,

9.1.4 protein,micronutrientsmineralsandvitamin Y Lecture,SGD
s)ofadolescentsofboth genders.
Describe the tools and methods for
PE9.2 assessment Y Lecture,SGD
andclassificationofnutritionalstatusofinfants
,children
andadolescents
Listthetoolsrequiredforanthropometricmeasure
9.2.1 ments Y Lecture,SGD
viz.weight,length/height,headcircumferenc
e,midarmcircumference.
Describethemethodofassessmentindetailfordiffe
9.2.2 Y Lecture,SGD
rentanthropometricmeasurementsforallagegrou
ps.
ClassifythenutritionalstatusasperWHOclassificat
9.2.3 ion Y Lecture,SGD
basedonanthropometricmeasurementdataf
orallagegroups.
PE9.3 ExplainsthecalorificvalueofcommonIndianfo Y Lecture,SGD
ods
Explainthecalorieandproteincontentofcommonl
9.3.1 Y Lecture,SGD
yuseduncookedand cooked cereals.
Explain the calorie and protein content of
9.3.2 commonuncookedfooditemslikedairypro Y Lecture,SGD
ducts,eggs,fruits,
vegetablesetc.
ExplainthecalorieandproteincontentofcommonI
9.3.3 ndiancooked food items e.g. dalia, roti, chapati, Y Lecture,SGD
khichdi, dal,rice,idli.
Elicit,documentandpresentanappropriate
PE9.4 nutritionalhistoryandperformadietaryrecall Y Bedside,skilll
ab
Takefocusseddietaryhistorybasedonrecallmetho
9.4.1 dfrom Y Bedside,skillla
thecaregiver. b
Documentthedietaryhistory
9.4.2 Y Bedside,skillla
andcalculatecalorieandproteincontent.
b
9.4.3 Presentthedietaryhistory. Y Bedside,skillla
b
Calculate the age appropriate calorie
PE9.5 Y Bedsideclinic,
requirement
inhealthanddiseaseandIdentifygaps SGD

Calculatetherecommendedcalorieandproteinr
9.5.1 Y Bedsideclinic,S
equirementforchildrenofallagegroups.
GD

Calculatethecalorieandproteincontentof24hourd
9.5.2 ietary Y Bedsideclinic,S
 intakeby achild. GD

Calculatethegap(deficit)betweenrecommendedi
9.5.3 Y Bedsideclinic,S
ntakeofcalorieand protein and actual intake.
GD
Assessandclassifythenutritionstatusofinfants
PE9.6 Y Bedsideclinic,
,
childrenandadolescentsandrecognizedeviati SGD
ons
Assessnutritionalstatusfromanthropometricp
9.6.1 Y Bedsideclinic,S
arametersforchildren ofall agegroups.
GD
Interprettheanthropometricmeasurementdatab
9.6.2 y Y Bedsideclinic,S
plottinginappropriateWHOgrowthchartsforc GD
hildrenofallage groupsand gender.
Classifythetypeanddegreeofundernutritionusing
9.6.3 the Y Bedsideclinic,S
WHOcharts. GD
Identifyovernutrition(overweightandobesit
9.6.4 Y Bedsideclinic,S
y)byusingWHOcharts.
GD
PE9.7 Plananappropriatedietinhealthanddisease N Bedsideclinic,
SGD
9.7.1 Planadietforahealthychildofallagegroups. N Bedsideclinic,S
GD
Plananageappropriatedietforchild
9.7.2 ofdifferentage N Bedsideclinic,S
groupswithundernutrition/overnutrition. GD
Plan an age appropriate diet for child of
9.7.3 different N SGD
agegroupswithfewcommondiseasesviz.Lactos
eintolerance,
Celiacdisease,ChronicKidney disease
Topic:Providenutritionalsupport,assessmentand
Numberofcompetencies:(6) Numbe
monitoringforcommonnutritionalproblems
NIL)
Define and Describe the
etiopathogenesis, classifyincluding WHO
P E10.1 classification, clinical Y Lecture,SGD
features,complication and management
of severe
acutemalnourishment(SAM)andmoderat
eacute
Malnutrition(MAM)
10.1.1 Definemalnutrition asperWHO. Y Lecture,SGD

10.1.2 Describetheaetiologyofmalnutrition. Y Lecture,SGD

10.1.3 Discussthepathophysiologyofmalnutrition. Y Lecture,SGD

10.1.4 ClassifythemalnutritionasperWHO. Y Lecture,SGD

Describethecriteriaforsevereacutemalnutriti
10.1.5 Y Lecture,SGD
on(SAM)andmoderateacutemalnutrition(MA
 M)asperWHO.

DescribetheclinicalfeaturesofMAMandSAMin
10.1.6 Y Lecture,SGD
cludingmarasmusand kwashiorkor.
10.1.7 DescribethecomplicationsofSAM. Y Lecture,SGD
DescribethestepsofmanagementofSAMinvolving
10.1.8 Y Lecture,SGD
stabilizationand rehabilitationphase.
Describethedomiciliarymanagementofmoder
10.1.9 Y Lecture,SGD
ateacutemalnutrition (MAM).
Outline the clinical approach to a child with
P E10.2 Y Lecture,SGD
SAM andMAM
Describe the clinical approach (algorithmic
10.2.1 approachincludingclinicalhistory,examinationa Y Lecture,SGD
ndinvestigations)to
achild withSAMandMAM.
Assessment of a patient with SAM and
MAM,diagnosis, classification and Bedside,
P E10.3 Y
planning SkillsLab
managementincludinghospitalandcommu
nity-based
intervention,rehabilitationandprevention
Takeclinicalhistoryincludingfocusseddietary
10.3.1 Y Bedside
historyfromthecaregiver.
Examinethechildincludinganthropometryandsig
10.3.2 nsof Y Bedside
vitamindeficiency.
Diagnose and classify the patient as having
10.3.3 Y Bedside
SAM or
MAMbasedonclinicalhistory,examinationanda
nthropometry.
Plantheindividualised home-
10.3.4 basedmanagementinachild Y Bedside
withMAMoruncomplicatedSAM.
Planthehospital-
10.3.5 Y Bedside
basedmanagementofcomplicatedSAMina
child.
Planthehospital-
10.3.6 Y Bedside
basedrehabilitationphasemanagementofcom
plicated SAM in a child.
10.3.7 Planpreventionofmalnutritionatalllevels. Y Bedside
Identifychildrenwithundernutritionasper
P E10.4 Y DOAPsession
IMNCI
criteriaandplanreferral
10.4.1 IdentifyundernutritionasperIMNCIcriteria. Y DOAPsession

10.4.2 Describepre-referraltreatmentasperIMNCI. Y DOAPsession

Planreferralforchildrenwith
10.4.3 Y DOAPsession
undernutritionasperIMNCIguidelines.
Bedsideclinic,
P E10.5 CounselparentsofchildrenwithSAM andMAM Y SkillsStation
 Counseltheparentsonrehabilitationofchildrenwi Bedsideclin
10.5.1 Y
thSAMandMAM. ic,skillstatio
n
Bedsideclinic,s
10.5.2 Addressthequeriesraisedbytheparents. Y kill
Station
Enumeratetheroleoflocallypreparedtherape
P E10.6 N Lecture,SGD
utic
dietsandreadytousetherapeutic diets
EnumeratethecompositionofReadytousethera
10.6.1 N Lecture,SGD
peuticfoods(RUTF).
Enumeratethelocallyavailablehomefoodprepare
10.6.2 d with N Lecture,SGD
cereals,pulses,sugar,oil,milk and/oreggetc.
DiscusstheroleofRUTF/locallypreparedfoodt
10.6.3 N Lecture,SGD
oachievecatch-
upgrowthinmalnourishedchild.
Topic:Obesityinchildren Numberofcompetencies:(6) Numbe
01)

P E11.1 Describe the common etiology, clinical Y Lecture/SGD

features andmanagement of
obesityinchildren
11.1.1 DefineObesityandoverweightasperWHOguideline Y Lecture,SGD
s.
11.1.2 EnumeratecommoncausesofObesityamongchildr Y Lecture,SGD
en.
11.1.3 Describeclinicalfeaturesofobesityincludingco- Y Lecture,SGD
morbidities.
11.1.3 OutlineprinciplesofmanagementofObesityinchildr Y Lecture,SGD
en.
DiscusstheriskapproachforobesityandDiscuss
P E11.2 Y Lecture,SGD
the
preventionstrategies
11.2.1 EnumerateriskfactorsforObesityamongchildren. Y Lecture,SGD

11.2.2 DescribestrategiesforpreventionofObesity. Y Lecture,SGD

Assessment of a child with obesity with Bedside,
P E11.3 regard Y Standar
toelicitinghistoryincludingphysicalactiv dized
ity,charting patients
anddietaryrecall
Elicitadetailedhistoryinachildwithobesityin
11.3.1 cluding Y Bedsideskilllab
activitycharting.
Bedsideclini
11.3.2 Obtaindetailed Y
cs,skilllab
dietaryhistorybyrecallmethod.
 Examination including calculation of
Bedside,St
BMI,measurementofwaisthipratio,Ide
P E11.4 Y andardize
ntifyingexternal
dpatients,
markers like acanthosis, striae,
Videos
pseudo-gynecomastiaetc
Bedside
Performanthropometryinanobese
11.4.1 Y /Multimedi
childincludingcalculation ofBMI
abased
andWaist HipRatio. tutorial
Identifyphysicalmarkersofobesitylikeacant
11.4.2 Y Videos/patient
hosis,striae,pseudogynecomastia.
s
P E11.5 CalculateBMI, Y Bedside,SGD
documentinBMIchartandinterpret
11.5.1 CalculateandChartBMIaccurately. Y Clinicalposting
s
11.5.2 InterpretBMIforagivenpatient. Y Bedsideclinic
P E11.6 Discusscriteriaforreferral Y Lecture,SGD

Lec
11.6.2 Enumeratecriteriafor Y
tur
referralinanobesechild.
e/S
GD
Topic:MicronutrientsinHealthanddisease-
Numberofcompetencies:(21) Numbe
1(Vitamins
NIL)
ADEK,BComplexandC)
Discuss the RDA, dietary sources of Written/ V
PE 12.1 Y Lecture,SGD
Vitamin A andtheirrole
inhealthanddisease
RecalltheRDAanddietarysourcesofvitami Lecture,SGD Written/vi
12.1.1 Y
nAforchildrenofdifferent ages.
DescribethephysiologyandroleofvitaminAi Lecture,SGD Written/vi
12.1.2 Y
nhealthanddisease.
Describethecauses,clinicalfeatures,diag Lecture,SGD Written/V
PE 12.2 Y voce
nosisand
managementofDeficiency/excessofVita
minA
EnumeratethecausesofVitaminAdeficiency Lecture,SGD Written/vi
12.2.1 Y
/excessinchildren.
DescribetheclinicalfeaturesofVitaminADefi Lecture,SGD Written/vi
12.2.2 ciency/excess Y voce
inchildren.
Describethediagnosisandmanageme Lecture,SGD Written/vi
12.2.3 Y
ntofVitaminADeficiency/excessinchi
ldren.
Identifytheclinicalfeaturesofdietarydefi Document
PE 12.3 Y Bedside,SGD Logbook
ciency
/excessofVitaminA
SGD/clinicalp
IdentifytheclinicalfeaturesofVitaminADef OSCE/case
12.3.1 Y hotographs/
iciency/excessinchildren. n
bedsid
eteaching
 DiagnosepatientswithVitaminAdeficienc Bedside,Skill Document
PE 12.4 N Station Logbook
y(VAD),
classifyandplanmanagement
Document
12.4.1 DiagnosepatientswithVAD. N Bedside

SkillStation,Be Skill
12.4.2 ClassifythepatientwithVADasperWHO. N station,Doc
dside Logbook
SkillStation,Be Skill
12.4.3 PlanmanagementofachildwithVAD. N station,Doc
dside Logbook
DiscusstheVitaminAprophylaxisprogra Lecture,SGD Written/V
PE 12.5 Y voce
mandtheir
Recommendations
EnumeratethecomponentsoftheNationalvit Written/vi
12.5.1 Y Lecture,SGD
aminAprophylaxisprogram.
DiscusstheRDA,dietarysourcesofVitami Lecture,SGD Written/V
PE 12.6 Y voce
nDand its
roleinhealthanddisease
DescribetheRDAanddietarysourcesofvitami Lecture,SGD Written/vi
12.6.1 Y
nDforthepediatricagegroups.
Lecture,SGD Written/vi
12.6.2 DescribetheroleofvitaminDinhealthanddise voce
ase.
Written /
Describe the causes, clinical features,
PE 12.7 Y Lecture,SGD
diagnosis andmanagement of vitamin
Rickets D deficiency (VDD)/
excess(Rickets&Hypervitaminosis D)
Lecture,SGD Written/vi
12.7.1 ListthecausesofRickets/HypervitaminosisD Y voce
inchildren.
DescribetheclinicalfeaturesandDescribethe Lecture,SGD Written/vi
12.7.2 Y
underlyingpathophysiologyofRickets/Hype
rvitaminosisD.
Describe the diagnosis and Lecture,SGD Written/vi
12.7.3 Y
management of Rickets
/HypervitaminosisD.
Identify the clinical features of Document
PE 12.8 Y Bedside,Skills
dietary deficiency ofVitaminD
lab
Clinical
OSCE/ clin
12.8.1 IdentifytheclinicalfeaturesofRickets(VDD). Y case
orphotogr
aphs/beds
ideteachin
g
AssesspatientswithVitaminDdeficiency, Document
PE 12.9 Y Bedside,skilll
diagnose,classifyandplanmanagement
ab
Document
12.9.1 Diagnosepatientswith Rickets. Y Bedside Logbook/O
Skill statio
SkillStation,Be
12.9.2 ClassifythepatientwithRickets. Y inLogbook
dside
12.9.3 Planmanagementand follow-upofpatient Y Skillstation Logbook
withRickets.
Identifynon-
12.9.4 responsetoVDDmanagementandIdentify Y Skillstation Logbook
needforreferral.
Lecture,SGD Written/v
PE 12.10 DiscusstheroleofscreeningforVitaminDd Y voce
eficiency
Listthesociodemographicfactorsassociated Lecture,SGD Written/vi
12.10.1 Y voce
withvitaminDdeficiency.
Describetheprevalenceandpattern Lecture,SGD Written/vi
12.10.2 Y voce
sofVDDintheregion/country.
DiscusstheroleofscreeningforVDDindif Written/vi
12.10.3 Y Lecture/SGD voce
ferentgroups(high-risk/population).
DiscusstheRDA,dietarysourcesofVitami Lecture,SGD Written/V
PE 12.11 N voce
nEand its
roleinhealthanddisease
DescribetheRDAanddietarysourcesofvitami Lecture,SGD Written/vi
12.11.1 N voce
nEforthepediatricage.
Lecture,SGD Written/vi
12.11.2 DescribetheroleofvitaminE N voce
inhealthanddisease.
Describethecauses,clinicalfeatur Lecture,SGD Written/V
PE12.12 N
es,diagnosisandmanagementofd
eficiencyofVitaminE
Lecture,SGD Written/vi
12.12.1 ListthecausesofdeficiencyofVitaminEinchil N voce
dren.
Lecture,SGD Written/vi
12.12.2 DescribetheclinicalfeaturesofdeficiencyofVi N voce
taminE.
Describethediagnosisandmanagementofdef Lecture,SGD Written/vi
12.12.3 N voce
iciencyofVitaminE.
Lecture,SGD
Discuss the RDA, dietary sources of Written/ V
PE 12.13 N
Vitamin K
andtheirroleinhealthanddisease
DescribetheRDAand Lecture,SGD Written/vi
12.13.1 N voce
dietarysourcesofvitaminKforthepediatricag
e.
Lecture,SGD Written/vi
12.13.2 DescribetheroleofvitaminKinhealthanddise N voce
ase.
Describe the causes, clinical features, Lecture Written/ V
PE 12.14 N
diagnosismanagement&preventionofde group,Smal
ficiencyofVitaminK lDiscussion
ListthecausesofdeficiencyofVitaminKinchil Written/vi
12.14.1 N Lecture/SGD voce
drenofdifferentages.
Written/vi
12.14.2 ListtheclinicalfeaturesofdeficiencyofVitami N Lecture/SGD voce
nK.
Describethediagnosisandmanagementofdef Lecture/SGD Written/vi
12.14.3 N voce
iciencyofVitaminK.
DiscusstheRDA,dietarysourcesofVitami Lecture,SGD Written/V
PE 12.15 voce
nBand its
 roleinhealthanddisease

Describe the RDA and dietary sources of Written/vi

12.15.1 Y Lecture/SGD voce
various vitamins
Bforthepediatricagegroup.
Written/vi
12.15.2 DescribetheroleofvitaminBinhealthanddise Y Lecture/SGD voce
ase.

Describe the causes, clinical features, Lecture,SGD Viva/SAQ/

PE 12.16 Y
diagnosis
andmanagementofdeficiencyofBcom
plexvitamins
ListthecausesofdeficiencyofBcomple Written/vi
12.16.1 Y Lecture/SGD voce
xvitaminsinchildren
DescribetheclinicalfeaturesofdeficiencyofB Written/vi
12.16.2 complexvitamins Y Lecture/SGD

Describethediagnosisand Written/vi
12.16.3 Y Lecture/SGD voce
managementofdeficiencyofBcomplexvitami
ns
IdentifytheclinicalfeaturesofVitaminBco Document
PE 12.17 Y Bedside,Skills Logbook
mplex
Deficiency lab
Clinicalcase
Identifytheclinicalfeaturesofdeficienc /slides/bedsid
12.17.1 yofBcomplexvitamins Y OSCE
e
teaching
DiagnosepatientswithvitaminBcomplex Bedside, Document
PE 12.18 Y Skillslab Logbook
deficiency
andplanmanagement
Bedside, Document
12.18.1 DiagnosepatientswithvitaminBcomplexdefi Y
Clinicalph
ciency
otographs
Skill
Planmanagementforachildwithvita SkillStation,B
12.18.2 Y station,Doc
minBcomplexdeficiency edside,Case- Logbook
basedlearning
DiscusstheRDA,dietarysourcesofvitamin Lecture,SGD Written/V
PE 12.19 N voce
Cand
theirroleinhealthanddisease
ListtheRDAanddietarysourcesofvita Written/vi
12.19.1 N Lecture,SGD voce
minC forthepediatricage
Written/vi
12.19.2 DescribetheroleofvitaminCinhealthanddise N Lecture,SGD voce
ase
Describethecauses,clinicalfeatures,diag Lecture,SGD Written/V
PE 12.20 N voce
nosisand
managementofdeficiencyofvitaminC(scu
rvy)
Written/vi
12.20.1 ListthecausesofdeficiencyofVitaminCinchil N Lecture,SGD voce
dren
Written/vi
12.20.2 Describetheclinicalfeaturesofdeficiencyofvi N Lecture,SGD voce
 taminC

Describethediagnosisandmanagementofdef Written/vi
12.20.3 N Lecture,SGD voce
iciencyofvitaminC
Bedside,Skill Document
PE 12.21 IdentifytheclinicalfeaturesofvitaminCde N lab Logbook
ficiency
Clinicalcase
/slides/bedsid Document
12.21.1 Identifytheclinicalfeaturesofdeficiencyofvit N inLogbook
e
aminC. teaching
Clinical case Documenti
Differentiatetheclinicalfeaturesofdeficiency
12.21.2 N orphotograph Logbook,O
ofvitaminC(scurvy)fromthosedueto
/
VDD(rickets).
bedsideteachi
ng
Topic:MicronutrientsinHealthanddisease- Numberofcompetencies:(14) Numb
2:Iron,Iodine, NIL)
Calcium,Magnesium
Lecture,SGD
Discuss the RDA, dietary sources of Written/ V
PE 13.1 Y
Iron and their roleinhealthanddisease
Lecture,SGD Written/vi
13.1.1 RecalltheRDAofIronin Y
childrenofallagegroups.
EnumeratethedietarysourcesofIronandDisc Lecture,SGD Written/v
13.1.2 usstheirrole Y voce
inhealthanddisease.
Lecture,SGD
Describe the causes, diagnosis and Written/v
PE 13.2 Y
management ofIrondeficiency
Lecture,SGD Written/v
13.2.1 Enumeratethecausesofirondeficiency. Y voce
Lecture,SGD Written/vi
13.2.2 Describethediagnosisofirondeficiency. Y
Lecture,SGD Written/vi
13.2.3 Describemanagementofirondeficiency. Y voce
Identifytheclinicalfeaturesof Document
PE 13.3 Y Bedside/skilll
dietarydeficiencyofIronandmakeadiagn
ab
osis
Document
inLogbook
13.3.1 Identifytheclinicalfeaturesofdietaryirondefi Y Bedside/skillla
al
ciency. b case
Document
Make a clinical diagnosis of dietary inLogbook
13.3.2 Y Bedside/skillla
deficiency of Iron al
b case
afterappropriatehistory and
examination.
Bedside
SkillAsses
PE 13.4 InterprethemogramandIronPanel Y clinic/Sm
all
groupdiscussi
on
 SkillAssess
Identifythefeaturesofirondeficiencyane Bedsideclinic OSCE
13.4.1 Y
miainabloodfilm. /Smallgroup
discussion
Bedsideclinic SkillAssess
13.4.2 Identifyabnormalhematologicalindicesona Y /Smallgroup
hemogram. discussion
Bedsideclinic SkillAssess
13.4.3 Interprethemogram. Y /Smallgroup OSCE
discussion
Bedsideclinic SkillAssess
13.4.4 Interpretabnormalvaluesoftheironpanel. Y /Smallgroup OSCE
discussion
ProposeamanagementplanforIRONdefic Skill
PE 13.5 Y Bedside/skilll assessmen
iency
Anemia ab
Skillassess
MakeamanagementplanforIrondeficie
13.5.1 Y Bedside/skillla
ncyanemiainchildrenofdifferent ages.
b
DiscusstheNationalanemiacontrolprogr Lecture,SGD Written/v
PE 13.6 Y voce
amandits
recommendations
Describe the components of Lecture,SGD Written/vi
13.6.1 Y
National anemia
controlprogramand
itsrecommendations.
DiscusstheRDA,dietarysourcesofIodinea Lecture,SGD Written/v
PE 13.7 Y voce
ndits role
inHealthanddisease
Lecture,SGD Written/vi
13.7.1 RecalltheRDAofIodinein children. Y voce
EnumeratethedietarysourcesofIodineandth Lecture,SGD Written/vi
13.7.2 Y
eirroleinHealthand disease.
Describethecauses,diagnosisandmanage Lecture,SGD Written/v
PE 13.8 Y voce
mentof
deficiencyofIodine
Lecture,SGD Written/vi
13.8.1 EnumeratethecausesofIodinedeficiency. Y voce
Lecture,SGD Written/vi
13.8.2 DiscussthediagnosisofIodinedeficiency. Y
Lecture,SGD Written/vi
13.8.3 DescribethemanagementofIodinedeficienc Y
y.
IdentifytheclinicalfeaturesofIodinedefic Bedside Clinical
PE 13.9 N clinic assessmen
iency
disorders
Bedside Clinical
13.9.1 IdentifytheclinicalfeaturesofIodinedeficien N clinic assessmen
cydisorders.
Lecture/
Discuss the National Goiter Control Written/v
PE 13.10 Y Smallgro
program and itsrecommendations
up
discussion
Discuss the National Goiter Control Lecture/Smal Written/vi
13.10.1 Y
program and lgroupdiscuss
 theRecommendations. ion

Lecture/
Discuss the RDA, dietary sources of Written/v
PE 13.11 Y Smallgro
Calcium and
up
itsroleinhealthanddisease
discussion
Lecture/Small Written/vi
13.11.1 RecalltheRDAofCalciuminchildren. Y group voce
discussion
Lecture/Smal Written/vi
13.11.2 Enumeratethedietarysourcesofcalcium. Y
lgroupdiscuss
ion
Lecture/Smal Written/vi
13.11.3 Explaintheroleofcalciuminhealthanddiseas Y
lgroupdiscuss
e.
ion
Lecture/
Describe the causes, clinical features, Written/v
PE 13.12 Y Smallgro
diagnosis
up
andmanagementofCalciumDeficiency discussion
Lecture/Smal Written/vi
13.12.1 EnumeratethecausesofCalciumDeficiency. Y
lgroupdiscuss
ion
Lecture/Smal Written/vi
13.12.2 DescribetheclinicalfeaturesofCalciumDefici Y
lgroupdiscuss
ency.
ion
Lecture/Small Written/vi
13.12.3 DiscussthediagnosisofCalciumDeficiency. Y group voce
discussion
Lecture/Smal Written/vi
13.12.4 DiscussthemanagementofCalciumDeficienc Y
lgroupdiscuss
y.
ion
Lecture/
Discuss the RDA, dietary sources of Written/v
PE 13.13 N Smallgro
Magnesium
up
andtheirroleinhealthanddisease discussion
Lecture/Small Written/vi
13.13.1 RecalltheRDAofMagnesiumin children. N group voce
discussion
ListthedietarysourcesofMagnesiumandt Lecture/Smal Written/vi
13.13.2 N
heirroleinhealthand disease. lgroupdiscuss
ion
Lecture/Small
Describe the causes, clinical features, Written/v
PE 13.14 N group
diagnosis
discus
andmanagementofMagnesium
sion
Deficiency
Lecture/Small Written/vi
13.14.1 EnumeratethecausesofMagnesiumDeficien N group voce
cy. discussion
Lecture/Small Written/vi
13.14.2 DescribetheclinicalfeaturesofMagnesiumDe N group voce
ficiency. discussion
Lecture/Smal Written/vi
13.14.3 DiscussthediagnosisofMagnesiumDeficienc N
lgroupdiscuss
y.
ion
 Lecture/Small Written/vi
13.14.4 DiscussthemanagementofMagnesiumDefici N group voce
ency. discussion
Topic:Toxicelementsandfreeradicalsandoxygentoxi Numberof competencies:(5) Numb
city NIL)
Discusstheriskfactors,clinicalfeatures,di Lecture/Small Written/v
PE 14.1 Group voce
agnosis
andmanagementofLeadPoisoning discussion
Lecture/Smal Written/vi
14.1.1 Enumeratetheriskfactorsforleadpoisoningi N
lgroupdiscuss
nchildren.
ion
Lecture/Small Written/vi
14.1.2 Describetheclinicalfeaturesofleadpoisonin N group voce
g. discussion
Lecture/Smal Written/vi
14.1.3 Discussthediagnosisofleadpoisoning. N
lgroupdiscuss
ion
Describethemanagementofachildwithl Lecture/Smal Written/vi
14.1.4 N
eadpoisoningincludingprevention. lgroupdiscuss
ion
Discusstheriskfactors,clinicalfeatures,di Lecture/Smal Written/vi
PE 14.2 N
agnosis lgroupdiscuss
andmanagementofKeroseneaspiration ion
Lecture/Smal Written/vi
14.2.1 Enumeratetheriskfactorsfor N
lgroupdiscuss
keroseneaspiration.
ion
Lecture/Smal Written/vi
14.2.2 Describetheclinicalfeatures N
lgroupdiscuss
ofkeroseneaspiration.
ion
Lecture/Small Written/vi
14.2.3 Discussthediagnosisofkeroseneaspiration. N group voce
discussion
Describe the management of a Lecture/Smal Written/vi
14.2.4 N
child with keroseneaspiration. lgroupdiscuss
ion
Lecture/
Discuss the risk factors, clinical Written/v
PE 14.3 N Smallgro
features,
up
diagnosisandmanagementofOrgano discussion
phosphoruspoisoning
Lecture/Small Written/vi
14.3.1 Enumeratetheriskfactorsfororganophosph N group voce
oruspoisoning. discussion
Describe the clinical features of Lecture/Smal Written/vi
14.3.2 N
organophosphoruspoisoning. lgroupdiscuss
ion
Lecture/Smal Written/vi
14.3.4 Discussthediagnosisoforganophosphorusp N
lgroupdiscuss
oisoning.
ion
Describethemanagementofachildwithorga Lecture/Small Written/vi
14.3.5 nophosphorus N group voce
poisoning. discussion
Lecture/
Discusstheriskfactors,clinicalfeatur Written/v
PE 14.4 N Smallgro
es,diagnosisandmanagementofpara
up
 cetamolpoisoning discussion

Lecture/Smal Written/vi
14.4.1 Enumeratetheriskfactorsforparacetamolpo N
lgroupdiscuss
isoning.
ion
Lecture/Smal Written/vi
14.4.2 Describetheclinicalfeaturesofparacetamolp N
lgroupdiscuss
oisoning.
ion
Lecture/Smallg Written/vi
14.4.3 Discussthediagnosisofparacetamolpoisoni N roup voce
ng. discussion
Discussthemanagementofa Lecture/Smal Written/vi
14.4.4 N
childwithparacetamolpoisoning lgroupdiscuss
includingprevention. ion
Lecture/
Discusstheriskfactors,clinicalfeatures, Written/v
PE 14.5 N Smallgro
diagnosisandmanagement
up
ofOxygentoxicity discussion
Lecture/Smallg Written/vi
14.5.1 Enumeratetheriskfactorsforoxygentoxicity. N roup voce
discussion
Lecture/Smal Written/vi
14.5.2 Describetheclinicalfeaturesofoxygentoxicit N
lgroupdiscuss
y.
ion
Lecture/Smal Written/vi
14.5.3 Discussthediagnosisofoxygentoxicity. N
lgroupdiscuss
ion
Lecture/Smallg Written/vi
14.5.4 Discussthemanagementofa N roup voce
childwithoxygentoxicity. discussion
Topic:Fluidandelectrolytebalance Numberofcompetencies:(7) Numb
NIL)
Lecture/
Discussthefluidandelectrolyterequirem
PE 15.1 Y Smallgro
entinhealthanddisease
up
discussion
Lecture/Smal
15.1.1 Statethefluidrequirementofahealthyneonat Y
lgroupdiscuss
e.
ion
Describethefluidandelectrolyterequiremen Lecture/Smal
15.1.2 Y
tsofhealthychildrenofdifferent ages. lgroupdiscuss
ion
Describethefluidrequirementsincommondi Lecture/Smallg
15.1.3 seasesof Y roup
children. discussion
Discusstheclinicalfeaturesandcomplicat Lecture/Small
PE 15.2 ionsoffluid group
and electrolyte imbalance discu
and outline themanagement ssion
Lecture/Smallg
15.2.1 Definehyponatremiaandhypernatremia. Y roup
discussion
Lecture/Smallg
15.2.2 Definehypokalemiaandhyperkalemia. Y roup
 discussion

Describetheclinicalfeaturesofachildwho Lecture/Smal
15.2.3 Y
hasdehydrationorfluid overload. lgroupdiscuss
ion
Outlinethemanagementofachildwhohas Lecture/Smal
dehydrationorfluidoverload. Y lgroupdiscuss
15.2.4
ion
Enumeratethesymptomsandsignsofhypo Lecture/Smal
Y
15.2.5 natremiaandHypernatremia. lgroupdiscuss
ion
Enumeratethesymptomsandsignsofhypo Lecture/Smal
15.2.6 Y
kalemiaandhyperkalemia. lgroupdiscuss
ion
Outline the management of a child Lecture/Smal
15.2.7 Y
with hyponatremia /hypernatremia. lgroupdiscuss
ion
Outlinethemanagementofachildwithhypok Lecture/Smallg
15.2.8 alemiaor Y roup
Hyperkalemia. discussion
Calculatethefluidandelectrolyterequire
PE 15.3 Y Bedside,SGD
mentin
health
15.3.1 Calculatefluidrequirementinhealthychild Y Bedside,SGD
renofdifferentages.
Calculateelectrolyterequirementinhealthyc
15.3.2 hildrenof Y Bedside,SGD
differentages.
PE 15.4 Interpretelectrolytereport Y Bedside/SGD
Interpretreportsofdyselectrolytemia.
15.4.1 Y Bedside/SGD

PE 15.5 Calculatefluidandelectrolyteimbalance Y Bedside/SGD

Calculatefluidrequirementofthechildtoco
15.5.1 Y Bedside/SGD
rrectfluidimbalance.
15.5.2 Calculateelectrolytecorrectionforagivensce Y Bedside/SGD
nario.
Demonstratethesteps ofinserting
PE 15.6 Y Skilllab
anIVcannulaina
model
Demonstrateinsertingan
15.6.1 Y Skilllab
intravenouscannulaonamodelinaskilllab
oratory.
Demonstratethestepsofinsertinganinter
PE 15.7 Y Skilllab
osseous
lineinamannequin
Demonstrateinsertinganintraosse
15.7.1 ouscannulainamannequin. Y Skilllab
Topic:IntegratedManagementof Numberofcompetencies:(3) Num
NeonatalandChildhood NIL)
Illnesses(IMNCI)Guideline
 Explain the components of Integrated
Lecture,SGD
PE16.1 Management ofNeonatal and Y
Childhood Illnesses (IMNCI)
guidelinesandmethodofRiskstratificati
on
Lect
16.1.1 StatethecomponentsofIMNCIapproach. Y ure
/SG
D,
IMNCIvideos
Lect
16.1.2 Explaintheriskstratification asperIMNCI. Y
ure
/SG
D
PE16.2 Assesschildren<2monthsusingIMNCIgui Y DOAP
delines
Demonstrateassessmentoftheyounginfan DOAP,
16.2.1 t<2monthsageasper IMNCIguidelines. Y Video

Classifytheyounginfants<2 DOAP,
16.2.2 Y
monthsageaspertheIMNCIclassification. Video

Identifythetreatmentinyounginfants< D
16.2.3 Y
2monthsasperIMNCI. O
A
P,
SG
D
DOAP,
16.2.4 CounselparentsasperIMNCIguidelines. Y SGD,roleplay,
Video

Assesschildren>2monthsto5years
PE16.3 usingIMNCIguidelinesandstratify Y DOAP
risk
Demonstrateassessmentofthechild>2mont DOAP,
16.3.1 Y Video
hsto5yearsasperIMNCIformat.

Classifythechildren>2monthsto5yearsas DOAP,
16.3.2 Y Video
pertheIMNCIclassification.

Identifythetreatmentinchildren>2monthst D
16.3.3 Y
o5yearsasperIMNCIguidelines. O
A
P,
SG
D
DOAP,
16.3.4 CounselparentsasperIMNCIguidelines. Y SGD,roleplay,Vi
deo
Topic:TheNational Health programs, NHM Numberofcompetencies:(02) Num
 NIL)
PE17.1 State the vision and outline the goals, Y Lect
strategies andplan of action of NHM ure/
and other important SGD
nationalprograms pertaining to
maternal and child
healthincludingRMNCHA+,RBSK,RKS
K, JSSK, mission
IndradhanushandICDS
Listthenationalhealthprogramspertainin
17.1.1 Y Lecture/SGD
gtomaternalandchild health.
17.1.2 Outlinevision,goals,strategiesandplan Y Lecture/SGD
ofactionofNHM.
Outlinethevision,goals,strategiesandp
17.1.3 lanofactionofotherimportant Y Lecture/SGD
nationalprogramsfor
maternalandchildhealth –
RMNCHA+,RBSK,RKSK,JSSK,
missionIndradhanushandICDS.
Analyze the outcomes and appraise
PE17.2 the monitoringandevaluation Y Debate
ofNHM
Critically Debate,
17.2.1 analyzetheimpactofNHMandothernational Y SGD
healthprogramsonmaternal
andchildhealth.
Appraisethemonitoringandevaluationo De
17.2.2 Y
fNHMandotherhealthprograms. bat
e,S
GD
Topic:TheNationalHealthPrograms:RCH Numberofcompetencies:(8) Num
NIL)
PE18.1 List and explain the components, plan, Y Lect
outcome ofReproductive Child Health ure/
(RCH) program and SGD
appraiseitsmonitoring and evaluation
Statethecomponents,
18.1.1 Y Lecture/SGD
strategyandtargetedoutcomeofRCHprogra
m.
Listtheprerequisitesandroleofaccredited
18.1.2 Y Lecture/SGD
socialhealthactivist(ASHA).
 Lecture/SGD Written/v
18.1.3 AnalyzethemonitoringandevaluationofRCHprogra Y
ivavoce
m.
Explainpreventiveinterventionsforchildsurviv Lecture/ SGD Written/viva
PE 18.2 Y voce ComMed OBG
aland
safemotherhood
Listthepreventiveinterventionsforchildsurvivalan Lecture/SGD Written/viva
18.2.1 dsafe Y voce
motherhood.
Explainthepreventiveinterventionsforchildsurv Lecture/SGD Written/v
18.2.2 Y
ivalandsafe motherhood. ivavoce
Conduct antenatal examination of
Bedside
PE 18.3 womenindependentlyandapplyat- Y Skillstation ComMed OBG
riskapproachinantenatal
care
Bedside,
18.3.1 Conductantenatalexaminationofwomenindepend Y Video Skillstation
ently.
Bedsid
18.3.2 Applyat-riskapproachinantenatalcare. Y Skillstation
e,Vide
o
Provideintra- DOAPsession, Documentin
PE 18.4 Y Skillslab Logbook ComMed OBG
natalcareandconductanormaldelivery
inasimulatedenvironment
Demonstratethestepsofintra-natalmonitoringina DOAPsession,Skill Documentin
18.4.1 simulatedenvironment. Y s Logbook
Lab,Video
DOAPsession,S Document
18.4.2 Demonstratetheuseofaportogram. Y killsLab,
Video inLogboo
k
DOAPsession,S
Conductanormaldeliver Document
18.4.3 Y killslab,
yinasimulatedenvironm Video inLogboo
ent. k
 Provideintra- DOAPsession Documentin
PE 18.5 Y Logbook OBG
natalcareandobservetheconductofa
normaldelivery
Demonstratethepreparationofvariouscomp DOAPsession Document
18.5.1 Y
onentsofintranatalcare. inLogboo
k
DOAPsession Documentin
18.5.2 Observeandassistinconductofanormaldelivery. Y Logbook
PerformPostnatalassessmentofnewbornand
Bedside, SkillAsse
PE 18.6 mother, provide advice on breastfeeding, Y ComMed OBG
SkillLab ssment
weaning andonfamily planning
 Bedside,
18.6.1 Performpostnatalassessmentofnewborn. Y SkillAssessm
SkillLab
ent
Bedside,Skill
18.6.2 Performpostnatalassessmentofmother. Y Lab SkillAssessm
ent
Giveadvicetothemotheroninitiationandmainte Bedside,
18.6.3 nanceofexclusive breastfeeding, common Y SkillLab SkillAssessm
problems seen ent
duringbreastfeeding,weaningand
familyplanning.
OSCE/Skill
PE 18.7 Educateandcounselcaregiversofchildren Y roleplay Assessment AETCOM
Educateandcounselcaregiversofchildrenonnewbo Role
rncare SkillAssessm
18.7.1 Y playVi
includingprovidingwarmth,feeding,andprev entOSCE
deo
ention ofinfection,immunizationand
dangersigns.
Observetheimplementationoftheprogramby Bedside,Skill Documentin
PE18.8 visitingtheRuralHealthCenter Y Lab Logbook ComMed OBG
Makeobservationsontheimplementationoftheprog Ruralhealth Documentin
18.8.1 ramby Y center Logbook
visitingtheRuralHealth Center. visit
Topic:NationalPrograms,RCH-UniversalImmunization Numberofcompetencies:(16) Numberofproceduresthatrequirecertification:(0
program 1)
PE19.1 Explain the components of the Y Lecture Written/vi Com
UniversalImmunizationProgram(UIP)an /SGD vavoce Med,Micro
dtheNationalImmunization ,Biochemis
Program(NIP) try
Lecture/ Written/viva
19.1.1 ExplainthecomponentsofUIPandNIP. Y SGD voce
Lectur Written/v
19.1.2 ListthevaccinescoveredunderUIPandNIP. Y
e/SGD ivavoce
 Com
Explain the epidemiology of vaccine Lectur Written/vi
PE 19.2 Y Med,Mic
preventablediseases(VPDs) e/SGD vavoce
ro,
Biochemist
ry
Lecture/ Written/viva
19.2.1 DescribetheepidemiologyofindividualVPDs. Y SGD voce
Vaccinedescriptionwithregardtoclassification Lecture/ Written/viva ComMed,
PE 19.3 Y SGD voce Micro,
of
vaccines,strainused,dose,route,schedule,risks,
 benefitsandsideeffects, indicationsand Biochemist
contraindications ry
Classifyvaccinesaccordingtotypeofvaccine. Lectur Written/v
19.3.1 Y
e/SGD ivavoce
DescribethecompositionoftheNIPvaccinesinclu Lectur Written/v
19.3.2 Y
dingthestrainused. e/SGD ivavoce
Lectur Written/v
19.3.3 Statethedose,routeandscheduleofallvaccinesunde Y
e/SGD ivavoce
rNIP.
Recalltherisks,benefits,sideeffects,indicationsand Lecture/ Written/viva
19.3.4 contraindicationsofvaccinesunderNIP. Y SGD voce
Com
Define cold chain and discuss the Lectur Written/vi
PE 19.4 Y Med,Mic
methods of safestorageand e/SGD vavoce
ro,
handlingofvaccines Biochemist
ry
Lecture/SGD Written/v
19.4.1 Definecoldchainanddiscussitsimportanceforvacci Y
ivavoce
nes.
Lecture/SGD Written/viva
19.4.2 Listthevariouscoldchainequipment. Y voce
Describe the appropriate storage of vaccines in Lecture/SGD Written/v
19.4.3 Y
domesticrefrigerator,icelinedrefrigerator(ILR) ivavoce
andvaccinecarriers.
Enumerate the precautions for maintaining Lecture/SGD
Written/v
19.4.4 vaccines Y ivavoce
atappropriatetemperatureincludingtheuseofva
ccinevial
monitor(VVM).
Explainthemethodofcoldchainmaintenanceduring Lecture/SGD Written/viva
19.4.5 a Y voce
vaccinesession.
 Discuss immunization in special situations –
HIVpositive children, immunodeficiency, Written/vi Com
PE 19.5 pre-term, organtransplants, those who Y Lecture/ SGD vavoce Med,Micro
received blood and ,Biochemis
bloodproducts,splenectomisedchildren,adol try
escents, and travelers
Explain immunization in special situations –
HIV positivechildren,immunodeficiency,pre- Written/v
19.5.1 Y Lecture/SGD
term,organtransplants,thosewhoreceivedblo ivavoce
odandblood products,
splenectomisedchildren,adolescents,travelers.
 Assess patient forfitness for immunization
Out Patient SkillAsse
PE 19.6 and prescribe an age appropriate Y 5
clinics,Skillslab ssment
immunization schedule
OutPatientclin SkillAssessm
19.6.1 Assesspatientfitnessforimmunization. Y 5
ics,Skillslab entOSCE
Makeanageappropriateplanforimmunizationi OutPatientclin SkillAssessm
19.6.2 Y 5
ncludingcatchup doses. ics,Skillslab entOSCE
Prescribethecorrectvaccine,dose,routeofadminist OutPatientclinics,
19.6.3 ration Y Skillslab SkillAssessme 5
forthechild. nt
Documentin
PE 19.7 Educateandcounselapatientforimmunization Y DOAPsession Logbook
DOAP Document
19.7.1 Educatetheparentsabouttheimportanceofvaccines Y
session,Role inLogboo
.
play k
Counselparentsforageappropriatevaccines,thesch DOAPsession, Documentin
19.7.2 edule Y Roleplay Logbook,OSC
andtimingandtheexpectedsideeffects. E
Lecture/s
Demonstrate willingness to participate in Document
PE 19.8 Y mallgrou ComMed
the nationalandsubnational inLogbook
p
immunizationdays discussion
Participateinthenational(NIDs)andsub Small Document
19.8.1 Y
nationalimmunization days(SNIDs). group,NIDs inLogboo
andSNIDs k
Lecture/s
Describe the components of safe vaccine
mall Written/vi
practice –Patient education/ counselling;
PE 19.9 Y groupdisc vavoce AETCOM
adverse eventsfollowing immunization,
ussion/
safe injection
Immunizati
practices,documentationandmedico-
onclinic
legalimplications
Describethecomponentsofsafevaccinepractices- Lecture/SGD Written/viva
19.9.1 patient Y voce AETCOM
 education/counseling.

Describeadverseeventsfollowingimmuniz Lecture/SGD Written/v

19.9.2 Y
ationandstandardprecautionstoprevent ivavoce
them.
Listsafeinjectionpracticesanddocumentati Lecture/SGD Written/v
19.9.3 Y
onduringimmunization. ivavoce
Demonstratenecessarydocumentationandm Lecture/SGD Written/v
19.9.4 Y
edicolegalimplicationsofimmunization. ivavoce
 Written/viva
PE 19.10 Observethehandlingandstoringofvaccines Y DOAPsession voce
Observe and note the correct handling and DOAP
19.10.1 Y Vivavoce/OSCE
storing ofvaccines. session,Vide
os
OutPatientclinic Skill
PE 19.11 DocumentImmunizationinanimmunizationreco Y assessment
s,
rd Skillslab
OutPatien tclinics, Skillassessmen
19.11.1 DocumentImmunizationinanimmunizationrecord. Y Skillslab t
OSCE
Documentin
PE 19.12 ObservetheadministrationofUIPvaccines Y DOAPsession Logbook ComMed
Document
19.12.1 Observeanddocumenttheadministrationofvaccines. Y DOAPsession
inLogbook
Demonstratethecorrectadministrationofdiffere Documentin
PE 19.13 Y DOAPsession Logbook ComMed
nt
vaccinesinamannequin
Preparevaccinesbymaintaininghandhygienea DOAP Document
19.13.1 Y
ndskinsterilization. session,Skill inLogbook,O
station SCE
Administeravaccineinthemannequinbycorrectro DOAP Document
19.13.2 Y
ute(IM,SC,ID)for thecorrectvaccine. session,Ski inLogbook,O
ll station SCE
PracticeInfectioncontrolmeasuresandappropri Documentin
PE 19.14 Y DOAPsession Logbook ComMed
ate
handlingofthesharps
Documentin
19.14.1 PracticeInfectioncontrolmeasures. Y DOAPsession Logbook
Document
19.14.2 Practiceappropriatehandlingofthesharps. Y DOAPsession
inLogbook
ExplainthetermimpliedconsentinImmunization Smallgroup Written/viva
PE 19.15 services Y discussion voce
 Smallgroup Written/viva
19.15.1 ExplainthetermimpliedconsentinImmunizationserv Y discussion voce
ices.
Enumerate available newer vaccines and Lecture/s
Written/viv
PE 19.16 theirindicationsincludingpentavalentpneum N mallgrou
avoce
ococcal, p
rotavirus,JE,typhoidIPV& HPV discussion
Enumeratenewervaccines(pneumococcal,rota Lecture/SGD Written/vi
19.16.1 N
virus,JEtyphoid,IPV, influenza&HPVvaccines). vavoce
 Listtheindicationsfornewervaccinessuchaspneum Lecture/SGD Written/vi
19.16.2 N
ococcal,JE,typhoid, influenza&HPV vaccines vavoce
Topic:CareoftheNormalNewbornandHighriskNewborn Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(NIL)
Definethecommonneonatalnomenclaturesincl Lecture/ SGD
Written/viv
PE 20.1 udingthe classification and describe the Y
avoce
characteristics of
aNormalTermNeonateandHighRiskNeonates
Lecture/SGD Written
20.1.1 DefinetheNeonatalandPerinatalperiod. Y
/Vivavoce
Lecture/SGD Written/Viva
20.1.2 Definelivebirthandstillbirth. Y voce
Classifytheneonateaccordingtobirthweightinto Lecture/SGD Written
20.1.3 Y
differentcategories. /Vivavoce
Lecture/SGD Written
20.1.4 Classifytheneonateaccordingtoperiodofgestation. Y
/Vivavoce
Lecture/SGD Written/Viva
20.1.5 Classifytheneonateasperintrauterinegrowthperce Y voce
ntiles.
DefineNeonatalMortalityRate(NMR)andP Written
20.1.6 Y Lecture,SGD.
erinatalMortalityRate. /Vivavoce
Written/Viva
20.1.7 Describethecharacteristicsofanormaltermneonate Y Lecture,SGD. voce
.
Written
20.1.8 Describethecharacteristicsofthehigh-riskneonate. Y Lecture,SGD.
/Vivavoce
Written/Viva
PE 20.2 Explainthecareofanormalneonate Y Lecture,SGD voce
Written
20.2.1 EnumeratethecomponentsofEssentialNewbornCa Y Lecture,SGD
/Vivavoce
re
Written/Viva
20.2.2 Enumeratethestepsofcareofthenormalneonateatb Y Lecture,SGD. voce
irth.
Explainthecareofthenormal Written
20.2.3 Y Lecture,SGD.
neonateduringthepostnatalperiod. /Vivavoce
 Listthecriteriafordischargeofanormalneonatefro Written/Viva
20.2.4 mthe Y Lecture,SGD. voce
Hospital
PE 20.3 PerformNeonatalresuscitationinamanikin Y DOAP/SKILLLAB Logbook
20.3.1 Performallthestepsofroutinecareona manikin. Y DOAP/skilllab Logbook/OSCE
 Demonstratetheinitialstepsofneonatalresuscit Logbookent
20.3.2 Y DOAP
ationinamanikininthecorrectsequence. ry/OSCE
Demonstratethemethodofcountingtheheartrateof
20.3.3 the Y DOAP Skilllab/OSCE
neonateduringresuscitation.
Demonstratethemethodofadministeringfreeflo Skillstation/
20.3.4 Y DOAP
woxygenduringresuscitation. OSCE
Logbook
20.3.5 Checkthefunctionsofallpartsofthe self- Y DOAP entry/OSCE
inflatingbag.
Demonstrate the method of positive pressure Logbookent
20.3.6 Y DOAP
ventilation(PPV)inamanikinusingappropriatesi ry/OSCE
zeofbagandmask.
20.3.7 Checksthesignsofeffectivepositivepressureventila Y DOAP Logbook/OSCE
tion.
Initiatecorrectivestepsincorrectsequenceforin Logbookent
20.3.8 Y DOAP
effectiveventilationinsimulatedsettings. ry/OSCE
Demonstratethemethodofplacementoforogastri
20.3.9 Y DOAP Logbookentry
ctubeduringprolonged PPV in a manikin.
Logbooke
Demonstratethe‘thumbtechnique’and‘twofinger
20.3.10 Y DOAP ntry/skill
technique’ofprovidingchestcompressionina station/OSCE
manikin.
20.3.11 Preparecorrectdilutionofadrenalineinjection. Y DOAP Logbook
IdentifythecorrectsizeofLaryngoscopeandend Logbookent
20.3.12 Y DOAP
otrachealtubebasedongivenbirth ry/OSCE
weight/gestationcorrectly.
Demonstratethetechniqueofendotrachealintubati
20.3.13 onina Y DOAP Logbookentry
manikincorrectly.
Skill
PE 20.4 Assessmentofanormalneonate Y Bedside/Skilllab assessment
Elicittherelevantgeneral,antenatal,natalandp
20.4.1 Y Bedside/Skilllab Skillassessment
ostnatalhistoryofthemother.
 Demonstratethetouchmethodofassess
20.4.2 Y Bedside/Skilllab Skillassessment
mentoftemperatureina newborn.
Demonstratethemethodofrecordingaxillaryandre
20.4.3 ctal Y Bedside/Skilllab Skillassessment
temperatureinaneonatalmanikin.
20.4.4 Demonstratethecountingofrespiratoryrateinaneo Y Bedside/Skilllab Skillassessment
nate.
DemonstratetheelicitingofcapillaryrefilltimeCR
20.4.5 Y Bedside/Skilllab Skillassessment
Tinanewborn.
20.4.6 Demonstratecountingtheheartrateinaneonate. Y Bedside/Skilllab Skillassessme
nt
Measureweight,length,headcircumferencea
20.4.7 Y Bedside/Skilllab Skillassessme
ndchestcircumferencein aneonate/manikin
nt
accurately.
Performagestationalassessmentbyphysicaland
20.4.8 neurologicalcriteriainaneonate. Y Bedside/Skilllab Skillassessme
nt
20.4.9 Performaheadtotoeexaminationoftheneonate. Y Bedside/Skilllab Skillassessme
nt
Elicitcommonneonatalreflexeslikerooting,sucking
20.4.10 ,grasp, Y Bedside/Skilllab Skillassessme
andMoro’sreflexcorrectly. nt
20.4.11 Performarelevantsystemicexaminationofaneonat Y Bedside/Skilllab Skillassessme
e nt
PE 20.5 Counsel/educatemothersonthecareofneonate Y DOAP Logbookentr
s y
CounselmothersusingtheGALPACtechnique(Gre Logbookdocu
20.5.1 et,Ask,Listen,Praise,Advise,Checkforunderstand Y DOAP mentation/
ing) OSCE
appropriately.
Educatemothersregardingcareoftheeyes,skinan Logbookdocu
20.5.2 Y DOAP
dcordstumpofthe neonate. mentation
Logbookdocu
20.5.3 Educatethemotherforpreventionofinfections. Y DOAP mentation/
OSCE
Logbookdocu
20.5.4 Educatemothersregardingbathingroutineandclea Y DOAP mentation/
nliness. OSCE
Logbookdocu
20.5.5 Counselthemotherregardingherownnutritionand Y DOAP
mentation
health.
 Explain the follow-up care for neonates
Logbookdoc
PE 20.6 includingBreastfeeding,Temperaturemainte Y DOAP
umentation
nance,
immunization,importanceofgrowthmonitori
ngandredflags.
Counselthemothersabouttheimportanceofexclusi Logbook
20.6.1 ve Y DOAP documentation
breastfeedingappropriately.
Educate the mother regarding harmful effects of Logbookdocu
20.6.2 Y DOAP
pre-lactealsandnon-humanmilk. mentation
Explaintothemothertheimportanceoffrequentb Logbookdocu
20.6.3 Y DOAP
reastfeedingincludingnightfeeds. mentation
 Logbookdocu
20.6.4 Educatethemotherregardingcommonlactationpro Y DOAP
mentation
blems
Logbookdocu
Explaintothemotherthemethodsofkeepingthebab
20.6.5 Y DOAP mentation/
ywarmathome. OSCE
Logbookdocu
DemonstratethetechniqueofKangarooMotherCa
20.6.6 Y DOAP mentation/
reinamanikinand simulated mother. OSCE
Logbookdocu
Explainthescheduleofimmunizationasperthenat
20.6.7 Y DOAP mentation/OS
ionalimmunizationschedulecorrectly.
CE
Logbookdocu
Counseltheparentsonimportanceofregularvisittot
20.6.8 Y DOAP mentation/
hewellbabyclinic for growth monitoring. OSCE
Logbookdocu
Explaintotheparentstheredflagsignsforurgentvi
20.6.9 Y DOAP mentation/
sittohospital. OSCE
Discusstheetiology,clinicalfeaturesand Lecture/ SGD Written/Viva
PE 20.7 managementofBirthasphyxia Y voce
DefinebirthasphyxiaasperNNF(NationalNeonat Lecture/SGD Written
20.7.1 Y
ologyForum)and WHO,AAP guidelines. /Vivavoce
Enumeratetheetiologyofbirthasphyxiabasedonant Written
20.7.2 Y Lecture,SGD
enatal,nataland postnatal factors. /Vivavoce
Written/Viva
20.7.3 Describetheclinicalfeaturesofbirthasphyxia. Y Lecture,SGD voce
Written
20.7.4 Listthecomplicationsofhypoxicischemicencephalo Y Lecture,SGD
/Vivavoce
pathy.
Describethepostresuscitationmanagementofthe Written/Viva
20.7.5 asphyxiatedneonate. Y Lecture,SGD voce
Discuss the etiology, clinical features and
Written
PE 20.8 managementofrespiratorydistressinNewbor Y Lecture,SGD
/Vivavoce
nincludingmeconium
aspirationandtransienttachypneaofnewborn.
 DefineRespiratoryDistressinaneonate(asperNN Written
20.8.1 Y Lecture,SGD
Fguidelines). /Vivavoce
 Enumeratethecommonetiologiesofrespiratoryd Written
20.8.2 Y Lecture,SGD
istressbasedon timeofonset andgestation. /Vivavoce
EnumeratetheparametersoftheDownesscorefor Written/Viva
20.8.3 assessmentofseverityofrespiratorydistress. Y Lecture,SGD voce
DescribetheclinicalfeaturesandcomplicationsofMe Written
20.8.4 Y Lecture,SGD
coniumAspiration Syndrome (MAS). /Vivavoce
Written/Viva
20.8.5 DiscussthemanagementofMAS. Y Lecture,SGD voce
DiscusstheclinicalfeaturesandmanagementofTr Written
20.8.6 Y Lecture,SGD
ansientTachypneaofNewborn. /Vivavoce
Describetheetiologyandclinicalfeaturesof Written
20.8.7 Y Lecture,SGD
HyalineMembraneDisease. /Vivavoce
Written/Viva
20.8.8 DiscussthemanagementincludingpreventionofHM Y Lecture,SGD voce
D.
Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.9 Y Lecture,SGD voce
ement
ofbirthinjuries.
Written
20.9.1 Definebirthinjury(asperNationalVitalStatisticsRep Y Lecture,SGD
/Vivavoce
ort).
Written
20.9.2 Enumeratethecommonbirthinjuriesinneonates Y Lecture,SGD
/Vivavoce
Written/Viva
20.9.3 Discusstheetiologyandriskfactorsofbirthinjuries Y Lecture,SGD voce
Discuss the clinical features of common birth
injuries Written
20.9.4 Y Lecture,SGD
like,cephalhematoma,subgalealhemorrhage,brac /Vivavoce
hialplexusandfacialnerveinjury, boneandsoft
tissueinjuriesand intra-
abdominalinjuries,fractures.
Discussthemanagementincludingpreventionofc Written
20.9.5 Y Lecture,SGD
ommonbirth injuries /Vivavoce
Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.10 Y Lecture,SGD voce
ement
 ofhemorrhagicdiseaseofnewborn

Enumeratethecausesofhemorrhagicdiseaseofnew Written/Viva
20.10.1 born Y Lecture,SGD voce
accordingtotimeofonset.
DiscusstheroleofvitaminKdeficiencyinhem Written
20.10.2 Y Lecture,SGD
orrhagicdiseaseofnewborn. /Vivavoce
 Describetheclinicalfeaturesofearly,classicalandlat Written
20.10.3 Y Lecture,SGD
eonsethemorrhagicdiseaseofnewborn. /Vivavoce
Outlinethestepsofmanagementandpreventionof Written/Viva
20.10.4 hemorrhagicdiseaseofnewborn. Y Lecture,SGD voce
Discusstheclinicalcharacteristics,complicati
Written
PE 20.11 onsandmanagementoflowbirthweight(prete Y Lecture,SGD /Vivavoce
rmandsmall
forgestation).
Describetheclinicalcharacteristicsofpreterm, Written
20.11.1 Y Lecture,SGD
smallforgestationand /Vivavoce
lowbirthweightnewborns.
Enumeratethecomplicationsinthepreterm,smallfo Written/Viva
20.11.2 r Y Lecture,SGD voce
gestationandlowbirthweightnewborns
Describethemanagementofthepreterm,small Written
20.11.3 Y Lecture,SGD
fordateandlowbirthweight newborns. /Vivavoce
Enumeratethecriteriafordischargeoflowbirt Written
20.11.4 Y Lecture,SGD
hweightbabiesfrom hospital-basedcare. /Vivavoce
Written/Viva
20.11.5 Listthefollowupadvicefor Y Lecture,SGD voce
lowbirthweightnewborns.
Discussthetemperatureregulationinneonates,
Written
PE 20.12 clinicalfeaturesandmanagementofNeonatal Y Lecture,SGD /Vivavoce
Hypothermia.
Written/Viva
20.12.1 Enumeratethemodesofheatlossinanewborn. Y Lecture,SGD voce
Describethemechanismofthermoregulationinthe Written/Viva
20.12.2 newborn. Y Lecture,SGD voce
Written
20.12.3 ClassifyhypothermiainnewbornsasperNNFcriteria Y Lecture,SGD
/Vivavoce
.
Describetheclinicalfeaturesofanewbornwithcol Written
20.12.4 Y Lecture,SGD
dstress,moderatehypothermiaandseverehypot /Vivavoce
hermia.
 Discussthemanagementofcoldstress,moderate Written/Viva
20.12.5 hypothermiaandseverehypothermia. Y Lecture,SGD voce
Outlinethepreventionofhypothermiainnewbor Written
20.12.6 Y Lecture,SGD
nby‘tenstepsofthewarmchain’. /Vivavoce
ExplaintheKangarooMotherCareforpreventionof Written/Viva
20.12.7 hypothermiainnewborns. Y Lecture,SGD voce
 Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.13 Y Lecture,SGD voce
ement
ofNeonatalhypoglycemia.
Written
20.13.1 Definehypoglycemiainnewborn. Y Lecture,SGD
/Vivavoce
Written/Viva
20.13.2 Enumeratetheetiologyofhypoglycemiainthenewb Y Lecture,SGD voce
orn.
Enumeratethe“atrisknewborns”needingroutinebl Written
20.13.3 Y Lecture,SGD
ood /Vivavoce
sugarmonitoringforhypoglycemia.
Describetheclinicalfeaturesofhypoglycemiainthe Written/Viva
20.13.4 newborn. Y Lecture,SGD voce
Discussthemanagementofa Written
20.13.5 Y Lecture,SGD
newbornwithasymptomaticandsymptomatic /Vivavoce
hypoglycemia.
Enumeratethemeasuresfor Written
20.13.6 Y Lecture,SGD
preventionofhypoglycemiainnewborn. /Vivavoce
Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.14 Y Lecture,SGD voce
ement
ofNeonatalhypocalcemia.
Written/Viva
20.14.1 Defineneonatalhypocalcemia. Y Lecture,SGD voce
Enumeratetheriskfactorsfor earlyandlateonset Written/Viva
20.14.2 hypocalcemia. Y Lecture,SGD voce
Written/Viva
20.14.3 Describetheclinicalfeaturesofneonatalhypocalcem Y Lecture,SGD voce
ia.
Written
20.14.4 Outlinethemanagementofneonatalhypocalcemia. Y Lecture,SGD
/Vivavoce
Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.15 Y Lecture,SGD voce
ement
ofneonatalseizures.
Written
20.15.1 Enumeratetheclinicaltypesofseizuresinthenewbor Y Lecture,SGD
/Vivavoce
n.
 Enumeratethekeydifferentiatingfeaturesbetween Written/Viva
20.15.2 seizures Y Lecture,SGD voce
andjitteriness.
Describethecommoncausesofneonatalseizuresa Written
20.15.3 Y Lecture,SGD
ccordingtotimeofonset ofseizure. /Vivavoce
Discusstheclinicalfeaturesofthecommoncauses Written
20.15.4 Y Lecture,SGD
ofneonatalseizures. /Vivavoce
 Listtheprimarydiagnostictestsindicatedin Written
20.15.5 Y Lecture,SGD
neonatalseizures. /Vivavoce
Elaboratethestepwisealgorithmicapproachforthe Written/Viva
20.15.6 managementofneonatalseizures. Y Lecture,SGD voce
Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.16 Y Lecture,SGD voce
ement
ofneonatalsepsis.
Defineneonatalsepsis,probablesepsis,severesepsi Written
20.16.1 Y Lecture,SGD
s,septicshock /Vivavoce
Written/Viva
20.16.2 ClassifyEarlyandlateneonatalsepsis. Y Lecture,SGD voce
Enumeratetheorganismsresponsibleforcausing
20.16.3 Y
earlyandlateonset sepsis.
Enumeratetheriskfactorsofearlyandlateonsetne Written
20.16.4 Y Lecture,SGD
onatalsepsiscorrectly. /Vivavoce
Describetheclinicalfeaturesofearlyonsetandlateon Written/Viva
20.16.5 set Y Lecture,SGD voce
neonatalsepsis
Enumeratethecommonlyusedlaboratorytestsfor Written
20.16.6 Y Lecture,SGD
diagnosisofneonatal sepsis. /Vivavoce
Written
20.16.7 Recalltheinterpretationofapositive sepsisscreen. Y Lecture/SGD
/Vivavoce
Describetheapproachtoanewbornwithsuspectede Written/Viva
20.16.8 arly Y Lecture,SGD voce
onsetsepsis.
Describetheapproachtoanewbornwithsuspe Written
20.16.9 Y Lecture,SGD
ctedlateonset sepsis. /Vivavoce
Listthecommonlyusedantibiotics(withdosageand Written/Viva
20.16.8 duration Y Lecture,SGD voce
oftherapy)inthemanagementofneonatalsepsis.
Describethesupportiveand Written/vi
20.16.9 N Lecture/SGD
adjunctivetherapyinmanagementofneo vavoce
natalsepsis.
Discussthemeasuresforpreventionofearlyonset Written
20.16.9 Y Lecture,SGD
 andlateonsetsepsis. /Vivavoce

Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.17 Y Lecture,SGD voce
ement
ofPerinatalinfections.
Written/Viva
20.17.1 DefinePerinatalinfection. Y Lecture,SGD voce
 Discuss the etiology and risk factors for
20.17.2 acquisition ofcommon Perinatal infections like Y Lecture,SGD Written
Herpes, /Vivavoce
Cytomegalovirus,Toxoplasmosis,Rubella,HIV,Va
ricella,HepatitisBvirusand
syphilis.
DescribetheclinicalfeaturesofthecommonP Written
20.17.3 Y Lecture,SGD
erinatalinfections. /Vivavoce
Written/Viva
20.17.4 OutlinethemanagementofthecommonPerinatalinf Y Lecture,SGD voce
ections.
Enumeratethemeasuresfor Written
20.17.5 Y Lecture,SGD
preventionofcommonPerinatalinfections. /Vivavoce
IdentifyandstratifyriskinasickneonateusingIM Documentin
PE 20.18 Y DOAP Logbook
NCI
guidelines
Identifypossibleseriousbacterialinfection/jaundic Documentin
20.18.1 eand Y DOAP Logbook
stratifythesickneonateasperIMNCI.
Identifyandstratifydehydrationinasickneon Document
20.18.2 Y DOAP
atewithdiarrheaasper IMNCI. inLogbook
Classifydiarrheaintoseverepersistentdiarrheaa Document
20.18.3 Y DOAP
ndseveredysenteryasper IMNCIguidelines. inLogbook
Documentin
20.18.4 Checkforfeedingproblemandmalnutritionandstrat Y DOAP Logbook
ify.
Assessbreastfeedingandcheckforsignsofgoodatt Document
20.18.5 Y DOAP
achmenttothebreastina neonate. inLogbook
Interpretandclassifytheneonateonthebasisofwe Document
20.18.6 Y DOAP
ightforagez scoresweightcategoriesaccurately. inLogbook
Discusstheetiology,clinicalfeaturesandmanag Written/Viva
PE 20.19 Y Lecture/SGD voce
ement
ofNeonatalhyperbilirubinemia.
Written/Viva
20.19.1 Describetheetiologyofneonatalhyperbilirubinemi Y Lecture/SGD voce
 a

Differentiatethecausesofneonataljaundicebasedo Written
20.19.2 Y LectureSGD
nageofonsetand duration ofjaundice. /Vivavoce
Enumeratethecommoncausesofunconjugatedand Written/Viva
20.19.3 conjugatedhyperbilirubinemiainthenewborn. Y Lecture/SGD voce
Differentiatebetweenphysiologicalandpathologica Written
20.19.4 Y Lecture/SGD
ljaundiceinthenewborn. /Vivavoce
 Discusstheclinicalfeaturesofcommoncausesofn Written
20.19.5 Y Lecture/SGD
eonataljaundice /Vivavoce
Describetheimportantclinicalfeaturesofacutebilir Written/Viva
20.19.6 ubin Y LectureSGD voce
encephalopathy.
Listtheinvestigationstobeperformedintheeval Written
20.19.7 Y Lecture/SGD
uationofneonatalhyperbilirubinemia. /Vivavoce
Categorizetheriskinneonatalhyperbilirubinemiab Written/Viva
20.19.8 asedon Y Lecture/SGD voce
theAmericanAcademyofPediatricsBilirubinNomo
gram.
Identify a neonate requiring phototherapy Written
20.19.9 Y Lecture/SGD
as per /Vivavoce
theAmericanAcademyofPediatricsBilirubi
nNomogram.
Identifyaneonaterequiringexchangetransfusionas
Written
20.19.10 pertheAmerican Y Lecture/SGD
/Vivavoce
AcademyofPediatricsBilirubinNomogram
correctly.
Written
20.19.11 Describethecareofthebabyreceivingphototherapy. Y Lecture/SGD
/Vivavoce
Explainthemechanismofphototherapy. Written
20.19.12 Y Lecture/SGD
/Vivavoce
Written/Viva
20.19.13 Detailthemethodofadministeringphototherapy. Y Lecture/SGD voce
Identify clinical presentations of common
PE 20.20 surgicalconditions in the newborn Y Lecture/ SGD Written/
including TEF, vivavoce
esophagealatresia,analatresia,cleftlipandp
alate,congenital
diaphragmaticherniaandcausesofacuteabdom
en.
 Describeclinicalpresentationsofcommonsurgical
conditionsin the newborn like Tracheo- Written
20.20.1 Y Lecture/SGD
esophageal fistula /Vivavoce
(TEF),esophagealatresia,analatresia,cleftlip
andpalateand
congenitaldiaphragmaticherniacorrectly.
Written
20.20.2 Enumeratethecausesofacuteabdomeninthenewbo Y Lecture/SGD
/Vivavoce
rn
Recallthecausesofacuteabdomeninthenewbornba Written/Viva
20.20.3 sedon Y Lecture/SGD voce
thepresentingclinicalfeatures.
Topic:Genito-Urinarysystem Numberofcompetencies:(17) Numberofproceduresthatrequirecertification:(NI
L)
Enumeratetheetiopathogenesis,clinicalfeatu Small Written
PE21.1 res,complicationsandmanagementofUrinary Y groupdisc /Vivavo Micro
Tract ussion ce
infection(UTI)inchildren
Written/Viva
21.1.1 DefineUTIasperstandardcriteria. Y Lecture/SGD voce
EnumeratetheorganismscausingUTIinchildrenofd Lecture/SGD Written
21.1.2 Y
ifferentages. /Vivavoce
Lecture/SGD Written/Viva
21.1.3 Describetheclinicalfeaturesofsimple&complicated Y voce
UTI.
OutlinediagnosticworkupforchildrenwithUTIat Lecture/SGD Written
21.1.4 Y
differentages. /Vivavoce
Describe the treatment including the choice of Written
21.1.5 Y Lecture/SGD /Vivavoce
antibiotics anddurationofantibiotic therapyfor
treatingsimple&
complicatedUTI.
Lecture/SGD Written
21.1.6 EnumeratethecomplicationsofUTIchildren. Y
/Vivavoce
Enumeratetheetiopathogenesis,clinicalfeature Written
PE21.2 s, Y Lecture/ SGD /Vivavoce Path
complications and management of
acute post-
streptococcalGlomerularNephritisinc
hildren
Written/Viva
21.2.1 Defineacuteglomerulonephritis. Y Lecture/SGD voce
Elaboratepathogenesisofimmunemediated Written
21.2.2 Y Lecture/SGD
nephriticsyndrome /Vivavoce
DescribetheclinicalfeaturesofPost- Written
21.2.3 Y Lecture/SGD
StreptococcalGlomerulonephritis(PSGN /Vivavoce
 )
Written/Viva
21.2.4 EnumeratethecomplicationsofPSGN. Y Lecture/SGD voce
Written
21.2.5 EnumeratetheinvestigationsforPSGN. Y Lecture/SGD
/Vivavoce
Written/Viva
21.2.6 EnumerateindicationsofkidneybiopsyinPSGN. Y Lecture/SGD voce
Written
21.2.7 OutlinemanagementofPSGN. Y Lecture/SGD
/Vivavoce
 Discusstheapproachandreferralcriteriatoachil Written/Viv
PE21.3 Y Lecture/ SGD Path
d a
withProteinuria voce
Written
21.3.1 Listcausesofglomerular&nonglomerularProteinur Y Lecture/SGD
/Vivavoce
ia.
Written/Viva
21.3.2 Definenephroticsyndrome. Y Lecture/SGD voce
Written
21.3.3 Enumeratecausesofnephroticsyndrome. Y Lecture/SGD
/Vivavoce
Outlinetheapproachtoachildwithfirstepisodeofne Written/Viva
21.3.4 phrotic Y Lecture/SGD voce
syndrome.
Written
21.3.5 Listthecomplicationsofnephroticsyndrome. Y Lecture/SGD
/Vivavoce
Written
21.3.6 Listindicationsofkidneybiopsyinnephroticsyndro Y Lecture/SGD
/Vivavoce
me.
Outlinethemanagementofinitialepisode nephrotic Written/Viva
21.3.7 syndromeandsubsequentrelapse. Y Lecture/SGD voce
Written
21.3.8 ListtheCriteriaforreferralofachildwithproteinuria. Y Lecture/SGD
/Vivavoce
Discusstheapproachandreferralcriteriatoachil Written/Viv
PE21.4 Y Lecture/ SGD Anat
d a
withhematuria voce
Written/Viva
21.4.1 Enumeratecausesofhematuriainchildrenofdiffere Y Lecture/SGD voce
ntages
Outlinedifferencesbetweenglomerular&nongl Written
21.4.2 Y Lecture/SGD
omerularhematuria /Vivavoce
Written
21.4.3 Listinvestigationsforachildwithhematuria Y Lecture/SGD
/Vivavoce
Written/Viva
21.4.4 Listindicationsofkidneybiopsyin hematuria Y Lecture/SGD voce
Written
21.4.5 Listcriteria forreferralforachildwithhematuria Y Lecture/SGD
/Vivavoce
 Enumerate the etiopathogenesis, clinical Written
PE21.5 features,complicationsandmanagementofAcut Y Lecture/ SGD /Vivavoce Path
eRenalFailure
inchildren
Written/Viva
21.5.1 Defineacutekidneyinjury(AKI)asperKDIGO. Y Lecture/SGD voce
 Written
21.5.2 OutlineclassificationofAKI. Y Lecture/SGD
/Vivavoce
Written/Viva
21.5.3 EnumeratecausesofAKI. Y Lecture/SGD voce
Written
21.5.4 ListinvestigationsforAKIinchildren. Y Lecture/SGD
/Vivavoce
Written/Viva
21.5.5 DescribethemanagementofAKI. Y Lecture/SGD voce
Written
21.5.6 ListindicationsofrenalreplacementtherapyinAKI. Y Lecture/SGD
/Vivavoce
Written
21.5.7 EnumeratecomplicationsofAKI. Y Lecture/SGD
/Vivavoce
Enumerate the etiopathogenesis, clinical Written
PE21.6 features,complicationsandmanagementof Y Lecture/ SGD /Vivavoce Path
chronickidney disease in children.
Definechronickidneydisease(CKD)&itsstaginginch Written/Viva
21.6.1 ildren. Y Lecture/SGD voce
Written
21.6.2 OutlinetheclinicalfeaturesofCKDinchildren. Y Lecture/SGD
/Vivavoce
Written/Viva
21.6.3 ListcausesofCKDinchildren. Y Lecture/SGD voce
Written
21.6.4 EnumeratecomplicationsofCKDinchildren. Y Lecture/SGD
/Vivavoce
Written
21.6.5 OutlinemanagementofCKD &itscomplications. Y Lecture/SGD
/Vivavoce
Enumeratetheetiopathogenesis,clinicalfeature Written/Viva
PE21.7 Y Lecture/ SGD voce Path
s,
complicationsandmanagementofWilmsTumor
.
Written/Viva
21.7.1 DescribeEtiopathogenesisofWilmstumor. Y Lecture/SGD voce
Written
21.7.2 DescribeclinicalfeaturesofWilmstumor. Y Lecture/SGD
/Vivavoce
 Written/Viva
21.7.3 ListinvestigationsforapatientwithWilmstumor. Y Lecture/SGD voce
Written
21.7.4 OutlinethemanagementofWilmstumor. Y Lecture/SGD
/Vivavoce
 Elicit, Skill
PE21.8 Y Bedside,Skillslab Assessment
documentandpresentahistorypertainingto
diseasesoftheGenitourinarytract
Elicitclinicalhistorypertainingtogenitourinary
21.8.1 Y Bedside,Skillslab SkillAssessment
diseasesinchildren.
Performacompletephysicalexaminationforachild
21.8.2 with Y Bedside,Skillslab SkillAssessment
genitourinarydiseases.
21.8.4 Documentthecompletehistoryinthe Logbook. Y Bedside,Skillslab SkillAssessment
IdentifyexternalmarkersforKidneydisease,lik
Document
PE21.9 e Y Bedside,Skillslab
inLogbook
Failingtothrive,hypertension,pallor,Icthyosi
s,anasarca
IdentifyexternalmarkersforKidneydisease,likeFail Documentin
21.9.1 Y Bedside,Skillslab Logbook
ingto
thrive,hypertension,pallor,Icthyosis,anasarca.
Analyzesymptomandinterpretthephysicalfi
PE21.10 ndingsandarriveatanappropriateprovisiona Y Bedside,Skillslab Logbook
ldifferential
diagnosis
Analyzesymptomsandinterpretthephysicalfinding
21.10.1 sand Y Bedside,Skillslab Logbook
arriveatanappropriateprovisionaldifferentialdiag
nosis.
PerformandinterpretthecommonanalytesinaU Skill Biochemistr,
PE21.11 Y Bedside,Skillslab assessment Path
rine
examination
21.11.1 PerformatleastonetesttoelicitProteinuria. Y Bedside,Skillslab Skillassessment
21.11.2 Interpretthetestsforproteinuriaandtheirsignifican Y Bedside,Skillslab Skillassessment
ce.
21.11.3 Performtest forevaluatingUrinePH. Y Bedside,Skillslab Skillassessment
21.11.4 Performurinemicroscopy. Y Bedside,Skillslab Skillassessment
IdentifytheabnormaldepositsandInterprett
21.11.5 Y Bedside,Skillslab Skillassessment
heurinemicroscopyfindings.
21.11.6 Testtheurineforglucosuria. Y Bedside,Skillslab Skillassessment
21.11,7 Interprettheurinesugarresults. Y Bedside,Skillslab Skillassessment
Radi
PE21.12 InterpretreportofPlainXRayofKUB Y Bedside,Skillslab Logbook o
D
21.12.1 Identifyany abnormalitiesonX-Ray KUB. Y Bedside,Skillslab Logbook
Enumeratetheindicationsfor andInterpretthe Radi
PE21.13 writtenreportofUltrasonogramofKUB Y Bedside,Skillslab Logbook
o
D
21.13.1 EnumerateindicationsforUltrasoundKUB. Y Bedside,Skillslab Logbook
21.13.2 InterpretthewrittenreportofultrasonogramofKUB. Y Bedside,Skillslab Logbook
Recognize common surgical conditions of
theabdomen and genitourinary system
and enumeratethe indications for referral Bedside,
PE21.14 including acute andsubacute intestinal Y Bedside,Skillsla Skillslab Surg
obstruction, appendicitis,pancreatitis, b
perforation intussusception, Phimosis,
undescendedtestis,Chordee,hypospadias,T
orsion
testis,herniaHydrocele,VulvalSynechiae
Recognize common surgical conditions of the
abdomen andgenitourinary system and
enumerate the indications forreferral including Bedside,
21.14.1 Y Bedside,Skillslab
acute and subacute intestinal Skillslab
obstruction,appendicitis, pancreatitis, perforation
intussusception,Phimosis,undescendedtestis,Chor
dee,hypospadias,Torsion
testis,herniaHydrocele,VulvalSynechiae.
Discussandenumeratethereferralcriteriaforch Written/viva
PE21.15 Y Lecture/ SGD voce
ildren
withgenitourinarydisorder
EnumeratereferralcriteriainachildwithGenit Written/vi
21.15.1 Y Lecture/SGD
ourinarydisorder. vavoce
PE21.16 Counsel/educateapatientforreferralappropria Y DOAP Logbook AETCOM
tely
21.16.1 Counsel/educateapatientforreferralappropriately Y DOAP Logbook
.
Describetheetiopathogenesis,grading,clinical Lecture/ Written/viva
PE21.17 featuresandmanagementofhypertensioninchil Y SGD voce
dren
 DefineHypertension(HTN)&itsstagingasperAAP
Written/
21.17.1 2017guidelines. Y Lecture/SGD vivavoce
Written/viva
21.17.2 Enumeratecausesofhypertensioninchildren. Y Lecture/SGD voce
Written/
21.17.3 DescribetheclinicalpresentationofachildwithHT. Y Lecture/SGD
vivavoce
Written/
21.17.4 ListcomplicationsofHTin children. Y Lecture/SGD
vivavoce
Written/viva
21.17.5 Enumerateinvestigationsforhypertensioninchildr Y Lecture/SGD voce
en.
 Outlinetreatmentofhypertension(asperguidelin Written/
21.17.6 Y Lecture/SGD
es)inchildren. vivavoce
Topic:Approachtoandrecognitionofachildwithpossible Numberofcompetencies:(3) Numberofproceduresthatrequirecertification:(NI
Rheumatologicproblem L)
EnumeratethecommonRheumatologicalprob Lecture/SGD
Written /
PE 22.1 lemsinchildren.Discuss the clinical approach Y
vivavoce
to
recognitionandreferralofachildwithRheumat
ologicalproblem
EnumeratethecommonRheumatologicalpr Lecture/SGD
Written/vi
22.1.1 oblemsinchildren. Y
vavoce
Describetheclinicalapproachtoachil Lecture/SGD Written/vi
22.1.2 Y
d withRheumatologicalproblem. vavoce
Enumeratetheindicationsfor Lecture/SGD Written/vi
22.1.3 Y
referralofachildwithRheumatologicalpro vavoce
blem.
Bedsideclinic/sk
PE 22.2 CounselapatientwithChronicillness N Logbook
ill
lab
Bedsideclinic/skil
22.2.1 Counselachild N l Logbook
/parentsofachildwithachronicillness. lab
Describethediagnosisandmanagementofcom
Written /
PE 22.3 mon N Lecture/SGD vivavoce
vasculitic disorders including Henoch
SchonleinPurpura, KawasakiDisease,
SLE, JIA
Written/Viva
22.3.1 Listthecommoncausesofvasculitisinchildren. Y Lecture/SGD voce
Written/viva
22.3.2 EnumerateClinical N Lecture/SGD voce
featuressuggestiveofvasculitisinachild
 Written/vi
22.3.3. ListtheclinicalfeaturesofHenochSchonleinPurpura N Lecture/SGD
vavoce
(HSP).
ListthediagnosticcriteriaofHSP. Written/vi
22.3.4 N Lecture/SGD
vavoce
Written/viva
22.3.5 OutlinethemanagementofachildwithHSP. N Lecture/SGD voce
Written/vi
22.3.6 Enumeratetheclinical N Lecture/SGD
vavoce
featuresofKawasakidisease(KD).
 Written/vi
22.3.7 DefinediagnosticcriteriaofKawasakidisease. N Lecture/SGD
vavoce
Written/viva
22.3.8 Outlinethemanagementofa childwithKawasaki N Lecture/SGD voce
Disease.
Written/vi
22.3.9 DefinediagnosticcriteriaofSLE. N Lecture/SGD
vavoce
Written/viva
22.3.10 Outlinethemanagementofachild withSLE. N Lecture/SGD voce
Written/vi
22.3.11 DefinediagnosticcriteriaofJIA. N Lecture/SGD
vavoce
Written/vi
22.3.12 OutlinethemanagementofachildwithJIA. N Lecture/SGD
vavoce
Topic:Cardiovascularsystem-HeartDiseases Numberofcompetencies:(18) Numberofproceduresthatrequirecertification:(NI
L)
Discuss the Hemodynamic changes,
Written/
PE 23.1 clinicalpresentation, complications and Y Lecture/SGD Physio,Path
Vivavoce
management ofacyanoticHeartDiseases-
VSD,ASDandPDA
Explain and illustrate diagrammatically the Written/V
23.1.1 hemodynamicchangesseeninacyanoticcongenit Y Lecture/SGD Physio,Path
ivaVoce
alheart diseases viz VSD,ASD,PDA.
Describethesignsandsymptoms,timingofpresen Written/V
23.1.2 Y Lecture/SGD
tationofaboveacyanotic congenitalheart ivaVoce
diseases.
Enumeratethecomplicationsofacyanoticconge Written/V
23.1.3 Y Lecture/SGD
nitalheartdiseases. ivaVoce
Outlinethemedicalmanagementofcongenitalacyan Written/Viva
23.1.4 otic Y Lecture/SGD Voce
heartdiseaseasabove.
Written/V
23.1.5 Enumeratethesurgicaltreatments Y Lecture/SGD
ivaVoce
forVSA,ASD,PDA.
 Discuss the Hemodynamic changes,
Written/Vi
PE 23.2 clinicalpresentation,complicationsandmana Y Lecture/SGD Physio,Path
vaVoce
gementof
CyanoticHeartDiseases–FallotPhysiology
Enumeratetheessentialcomponentsof Written/Viva
23.2.1 FallotPhysiologyand Y Lecture/SGD Voce
ListthecardiacconditionswiththeFallotPhysiology.
Describe and illustrate diagrammatically the
Written/V
23.2.2 hemodynamicchangesseeninFallotPhysiologyc Y Lecture/SGD ivaVoce
yanoticcongenitalheartdiseases.
23.2.3 Explaintheclinicalpresentationandcomplication Written/V
Y Lecture/SGD
sofFallotPhysiologycyanoticcongenitalheart ivaVoce
diseases.
Describeacyanoticspellandthepharmacologicalan Written/Viva
23.2.5 dnon- Y Lecture/SGD Voce
pharmacologicalmanagementofcyanoticspells.
23.2.6 DescribethetreatmentoptionsforlesionswithFal Written/V
Y Lecture/SGD
lotPhysiology. ivaVoce
Discusstheetiopathogenesis,clinicalpresentati Written/Viv
PE 23.3 Y Lecture/SGD Physio,Pat
onand a
managementofcardiacfailureininfantandchild Voce h
ren
Enumeratecausesofcongestiveheartfailurein Written/Viva
23.3.1 childrenas Y Lecture/SGD Voce
pertheageofpresentation.
Describethehemodynamicchangesincongest Written/V
23.3.2 Y Lecture/SGD
iveheartfailure. ivaVoce
Describethesignsandsymptomsofleft Written/V
23.3.3 Y Lecture/SGD
side,rightsideandcombinedcongestiveheart ivaVoce
failure.
Enumeratethevariousmanagementoptionsavailab Written/Viva
23.3.4 lefor Y Lecture/SGD Voce
congestiveheartfailure.
Explaintheroleofdiuretics,inotropes,inodilators, Written/V
23.3.5 Y Lecture/SGD
andafterload reducingagentsintreatmentof CCF. ivaVoce
Discusstheetiopathogenesis,clinicalpresentati Written/Viv
PE 23.4 Y Lecture/SGD Physio,Pat
onand a
managementofAcuteRheumaticFeverinchildre Voce h
n
Written/Viva
23.4.1 ExplaintheetiopathogenesisofAcuterheumaticfeve Y Lecture/SGD Voce
r.
Describethemodified Written/V
23.4.2 Y Lecture/SGD
JonescriteriatodiagnosetheAcuterheumaticfev ivaVoce
er.
 Written/V
23.4.3 DescribelaboratorychangesinAcuterheumaticfeve Y Lecture/SGD
ivaVoce
r.
Discusstheclinicalfeatures,complications,
Written/Vi Physi
PE 23.5 diagnosis,managementand Y Lecture/SGD
vaVoce o,Path
preventionofAcuteRheumaticFever
Written/V
23.5.1 Describetheclinicalfeaturesofacuterheumatic Y Lecture/SGD
ivaVoce
fever.
Written/Viva
23.5.2 Listthelong- Y Lecture/SGD Voce
termcomplicationsofAcuteRheumaticfever.
 Written/V
23.5.3 Outlinethemedical managementofacuterheumatic Y Lecture/SGD
ivaVoce
fever.
Discussstrategiesfortheprimaryand Written/Viva
23.5.4 secondaryprevention Y Lecture/SGD Voce
oftheacuterheumatic fever.
Discusstheetiopathogenesis,clinicalfeaturesan Written/Viv Physio,Path
PE 23.6 Y Lecture/SGD
d a ,
managementofInfectiveendocarditisinchildre Voce Micro
n
Enumerate the common predisposing Written/V
23.6.1 Y Lecture/SGD
conditions ivaVoce
andetiopathogenesisofInfectiveendocarditisi
nchildren
Written/Viva
23.6.2 ListcriteriausedtodiagnoseInfectiveendocarditis. Y Lecture/SGD Voce
Describetheclinicalfeaturesofinfectiveendoc Written/V
23.6.3 Y Lecture/SGD
arditisinchildren. ivaVoce
Written
23.6.4 Outlinethemanagementofinfectiveendocarditisinc Y Lecture/SGD
/Vivavoce
hildren.
Written/Viva
23.6.5 Statethelong- Y Lecture/SGD Voce
termcomplicationsofInfectiveendocarditis.
Enumeratetheconditionsrequiringprophylaxisfori Written/V
23.6.6 Y Lecture/SGD
nfectiveendocarditis. ivaVoce
Elicitappropriatehistoryforacardiacdisease,a
nalyzethe symptoms e.g. breathlessness, Bed
PE 23.7 chest pain,tachycardia, feeding difficulty, Y Bedside,Skillsla side/skilla
failing to b ssessment
thrive,reducedurinaryoutput,swelling,
syncope,cyanotic
spells,Suckrestcycle,frontalswellingininfants.
 Elicitappropriatehistoryrelevanttothecardiacdi
seaseandanalyze the importance of symptoms Bed
23.7.1 e.g. breathlessness,chest pain, tachycardia, Y Bedside,skillslab side/skillas
feeding difficulty, failing to sessment
thrive,reducedurinaryoutput,swelling,syncope,
cyanoticspells,
Suckrestcycle,frontalswellingininfants.
Documentandpresentthehistorytakeninapp Bedside/skill
23.7.2 Y Bedside,skillslab assessment
ropriatemanner.
Identify external markers of a cardiac
PE 23.8 disease Y Bedside,SkillsLa Bed
e.g.Cyanosis,Clubbing,dependentedema,den b side/skilla
talcaries ssessment
arthritis, erythema rash, chorea,
subcutaneousnodules,Oslernode,Janewayle
sionsanddocument
 Identify and document the external markers of
heartdisease in general physical examination Bed
23.8.1 e.g. Cyanosis,Clubbing, dependent edema, Y Bedside, skills lab side/skillas
dental caries, sessment
arthritis,erythemarash,chorea,subcutaneousn
odules,Osler node, Janewaylesions.
Recordpulse,bloodpressure,temperatureand Bedside/skil
PE 23.9 respiratoryrateandinterpretaspertheage Y Bedside,Skillsla l
b assessment
OSCE/bedsid
23.9.1 Recordanddemonstratevariousparametersofthep Y Bedside,Skillslab e
ulse. assessment
Recordcorrectlythesystolicanddiastolicblood OSCE
23.9.2 Y Bedside/skilllab
pressureusingappropriateequipment. /bedsideas
sessment
OSCE/bedsid
23.9.3 UsetheagespecificnomogramstointerprettheBPre Y Bedside,Skillslab e
adings. assessment
OSCE
23.9.4 Measurebodytemperatureusingathermometer. Y Bedside,Skillslab
/bedsideas
sessment
OSCE
23.9.5 Counttherespiratoryrateandinterpretaspertheage Y Bedside,Skillslab
/bedsideas
.
sessment
Perform independently examination of
thecardiovascular system – look for
precordial bulge,pulsations in the Bed
PE 23.10 Y Bedside,Skillsla
precordium, JVP and its significancein side/skilla
b
children and infants, relevance of ssessment
percussion
inPediatricexamination,Auscultationandoth
ersystem
examinationanddocument
 PerformindependentCVSexaminationlookingforpr
23.10.1 Y Bedside,Skillslab Bedside,OSCE
ecordialbulgeandpulsations,auscultationofareasof
precordium.
bedside
23.10.2 LookforandmeasureJVP. Y Bedside,Skillslab assessment
Describerelevanceofpercussioninthecardio
23.10.3 Y SGD Viva
vascularexamination.
Documentthefindingsofthecardiovascularandot
23.10.4 Y Bedside,Skillslab Logbook
hersystemexam.
Develop a treatment plan and prescribe
written/Vi
PE 23.11 appropriatedrugsincludingfluidsincardiacdi Y Bedside,Skillsla vavoce
seases,anti -failure b
drugs,andinotropicagents
Makeanappropriatetreatmentplanforachildwit Bedside
23.11.1 Y OSCE/Logboo
hcardiacdiseaseincludingantifailure class/papercas
k
drugs,inotropsandfluids. es
PE 23.12 InterpretachestXrayandrecognizeCardiomega Y Bedside,Skillsla Logbookentr RadioD
ly b y
23.12.1 Calculatecardiothoracicratioandinterpretaccordin Y Bedside,Skillslab vivavoce,OSC RadioD
gtoage. E
23.12.2 StatefeaturesofcardiomegalyonthechestX-ray. Y Bedside,Skillslab OSCE,vivavoc RadioD
e
Identifythepathognomonicradiologicalfeatures
23.12.3 Y Bedside,Skillslab OSCE,vivavoc
ofvariouscongenitalheart diseaseson chest
e
xray.
Identifypleuraleffusionandthepulmonaryedemao
23.12.4 Y Bedside,Skillslab OSCE,vivavoc
nachestX-ray.
e
PE 23.13 ChooseandInterpretbloodreportsinCardiacilln Y Bedside,SGD Logbookentr
ess y
23.13.1 Listbloodtestsrelevantforthecardiacdiseases. Y Bedside,Skillslab vivavoce
23.13.2 Interpretthebloodtestsreportsforthecardiacdiseas Y Bedside,Skillslab vivavoce,OSC
e. E
PE 23.14 InterpretPediatricECG Y Bedside,Skillsla Logbookentr
b y
23.14.2 InterpretfewcommonECGabnormalitiesinchildren Y SGD,skilllab OSCE,vivavoc
. e
PE 23.15 UsetheECHOreportsinmanagementofcases Y Bedside Logbookentr Cardio
y
23.15.1 UsetheECHOreportsinmanagementofcases. Y Bedside,Skillslab Logbookentry
DiscusstheindicationsandlimitationsofCardiac Written/Viv
PE 23.16 catheterization Y Lecture/ SGD
a
Voce
Written/
23.16.1 EnumeratetheindicationsofCardiaccatheterizatio Y Lecture/SGD
VivaVoce
n.
Written/Viva
23.16.2 ListthelimitationsofCardiaccatheterization. Y Lecture/SGD Voce
Enumeratesomecommoncardiacsurgerieslike Written/Viv
PE 23.17 Y Lecture/ SGD
BT a
shunt,PottsandWaterston’sandcorrectivesurg Voce
eries
Enumeratecommoncardiacsurgeriesandtheirind Written/
23.17.1 Y Lecture/SGD
icationsinchildren. VivaVoce
Document
Demonstrateempathywhiledealingwithchil SGD, inLogbook
PE23.18 drenwithcardiac Y Bedside,Ski ,Directobs AETCOM
diseasesineverypatientencounter llslab ervation,
OSCE
Directobs
Demonstrateempathywhiledealingwithchil
23.18.1 Y Bedside,Skillslab ervation, AETCOM
drenwithcardiacdiseasesineverypatient OSCE
encounter.
Directobs
Demonstrateempathywhiledealingwithparentso
23.18.2 Y Bedside,Skillslab ervation, AETCOM
fchildrenwithcardiac diseasesin everycontact.
OSCE
Topic:DiarrhoealdiseasesandDehydration Numberofcompetencies:(17) Numberofproceduresthatrequirecertification:(0
 3)
Discusstheetiopathogenesis,classification,clini
Written / Path
PE 24.1 cal Y Lecture/ SGD
vivavoce Micr
presentation and management of diarrheal
o
diseases inchildren.
Written/ Path
24.1.1 ExplainetiopathogenesisofDiarrhealdiseasesinchil Y Lecture/SGD
VivaVoce Micr
dren.
o
ClassifyDiarrhealdiseasebasedondurationandetiol Written/Viva Path
24.1.2 Y Lecture/SGD Voce Micro
ogy.
Written/
24.1.3 DescribesymptomsandsignsofDiarrhealdiseaseinc Y Lecture/SGD
VivaVoce
hildren.
EnumerateinvestigationsrequiredforDiarrheald Written/ Path
24.1.4 Y Lecture/SGD
iseaseinchildren. VivaVoce Micr
o
Written/Viva
24.1.5 OutlinethetreatmentplanofDiarrhealdiseaseinchil Y Lecture/SGD Voce
dren.
Discusstheclassificationandclinicalpresentati Written/viva Path, Micro
PE 24.2 Y Lecture/SGD voce
onof
varioustypesofdiarrhealdehydration
Enumerateallthesignsandsymptomsofdehydrat Lecture/Smallgr Written/
24.2.1 Y
ioninchildren. oupactivity VivaVoce
ClassifydehydrationasperWHOguidelines. Written/Viva
24.2.2 Y Lecture/SGD Voce
Enumeratetheclinicalfeaturesofdehydrationofd Written/V
24.2.3 ifferentseverity. Y Lecture/SGD
ivaVoce
DiscussthephysiologicalbasisofORT,typesof
PE 24.3 ORSand the composition of various types of Y Lecture/ SGD Written/
ORS inchildren vivavoce
 Explainpathophysiologyoffluidandelectrolytelo
Written/V
24.3.1 ssinDiarrhealdiseases. Y Lecture/SGD ivavoce
Statethebasisoffluidandelectrolytereplacementi Written/V
24.3.2 Y Lecture/SGD
nDiarrhealdiseases. ivavoce
Written/V
24.3.3 RecallcompositionofWHOstandardORS. Y Lecture/SGD
ivavoce
RecallcompositionofothertypeofORS Written/Viva
24.3.4 vizResoMal,Low Y Lecture/SGD voce
osmolarityORS.
Discussthetypesoffluidusedin Written/viva
PE 24.4 Y Lecture/SGD voce
Pediatricdiarrheal
diseasesandtheircomposition
Enumeratethetypesoffluidsusedinmanagement Written/Vi
24.4.1 Y LectureSGD
ofdehydrationinchildren. vavoce
DescribethecompositionofRingerlactateandNorm Written/Viva
24.4.2 alsaline Y LectureSGD voce
andrationaleoftheirusein
correctionofdehydration.
Discuss the role of antibiotics,
Written / Phar
PE 24.5 antispasmodics, anti- Y Lecture/SGD
vivavoce m,Mic
secretorydrugs,probiotics, anti-
ro
emeticsinacute
diarrhealdiseases
Describeharmfulpracticesintreatmentofdiarrhe Written/Vi
24.5.1 Y LectureSGD
aldiseasesin children vavoce
Enumeratetheindicationsofantibiotictherapyindia Written/Viva
24.5.2 rrheal Y LectureSGD voce
diseasesinchildren
Describerole,dosageanddurationofZinctherapyi Written/Vi
24.5.3 Y LectureSGD
nDiarrhealdiseasesinchildren vavoce
Interpret selective role of probiotics, anti- Written/Vi
24.5.4 Y LectureSGD
secretory vavoce
drugs,antispasmodicsandantiemeticsinacutedi
arrhealdiseases.
 Discussthecauses,clinicalpresentationand Written/viva
PE 24.6 managementofpersistentdiarrheainchildren Y Lecture/SGD voce Nil Micro
Writtenand
24.6.1 DefinePersistentdiarrheainchildren. Y LectureSGD vivavoce
Written
24.6.2 Enumeratecausesofpersistentdiarrheainchildren. Y SGD
andvivav
oce
Describeclinicalpresentationinchildwithp Written
24.6.3 Y LectureSGD
ersistentdiarrhea. andvivav
oce
Listinvestigationsinpersistentdiarrhea. Written
24.6.4 Y LectureSGD
andvivav
oce
Writtenand
24.6.5 Outlinethetreatmentplaninpersistentdiarrhea. Y LectureSGD vivavoce
Discussthecauses,clinicalpresentationand Written/ via
PE 24.7 managementofchronicdiarrheainchildren. Y Lecture/SGD voce
24.7.1. Definechronicdiarrheainchildren. Y Lecture/SGD Written/viva
Enumeratethecommoncausesofchronicdia Written
24.7.2 rrheainchildren. Y Lecture/SGD
andvivav
oce
Writtenand
24.7.3 Describesymptomsandsignsofchronicdiarrhea. Y Lecture/SGD vivavoce
Written
24.7.4 Enumerateinvestigationsfor chronicdiarrhea. Y Lecture/SGD
andvivav
oce
Written
24.7.5 Outlinetreatmentofchronicdiarrhea. Y Lecture/SGD
andvivav
oce
Writtenand
24.7.6 Identifyneedofreferralinacaseofchronicdiarrhea. Y Lecture/SGD vivavoce
Discussthecauses,clinicalpresentationand Written/viva Pharm,
PE 24.8 managementofdysenteryinchildren Y Lecture/SGD voce Nil Micro
 Written,
24.8.1 Definedysenteryinchildren. Y Lecture/SGD
Vivavoce
Enumeratetheetiologicalagentscausingdysenteryi Lecture/SGD
24.8.2 n Y Written/viva Micro
children.
Lecture/SGD Written,
24.8.3 Describesymptomsandsignsofdysenteryinchildre Y
Vivavoce
n.
24.8.4 Outlinetheantibiotictherapyinchildrenwithdysent Y Lecture/SGD Written/viva Pharm
ery.
Clinicalcase/
Elicit, document and present history
PE 24.9 Y Bedside,Skilllab OSCE/ski
pertaining todiarrhealdiseases
llassessm
ent
Clinical
24.9.1 Elicithistoryfordiarrhealdiseasesinchildren. Y Bedside,Skilllab case/OSC
E/skill
assessment
clinicalcase/
24.9.2 Documentgatheredinformationinhistorysheet. Y Bedside,Skilllab skill
assessment
Clinicalcase,
24.9.3 Presentthehistorypertainingtodiarrhealdiseases. Y Bedside,Skilllab skill
assessment,
Skill
PE 24.10 Assessforsignsofdehydration,documentandpr Y Bedside,skilllab Assessment
esent
24.10.1 Assessclinicalsignsofdehydration. Y Bedside,skilllab SkillAssessme
nt
24.10.2 Correlateclinicalsignstoseverityofdehydration. Y Bedside,skilllab SkillAssessme
nt
Documentandpresentthesignsofdehydrationperta
24.10.3 iningto Y Bedside,skilllab SkillAssessme
diarrhealdiseases. nt
 ApplytheIMNCIguidelinesinriskstratificationo Documentin
PE 24.11 Y Bedside/skilllab Logbook
f
childrenwithdiarrhealdehydrationandrefer
Applyriskstratificationofchildrenwithdiarrhealde Document
24.11.1 Y Bedside/skilllab
hydrationasper IMNCIguidelines. inLogboo
k
Identifyneedforreferralinacaseofdiarrhealdehy Document
24.11.2 Y Bedside,Skilllab
drationbasedon riskstratification as perIMNCI. inLogboo
k
Performandinterpretstoolexaminationincludi Documentin
PE24.12.1 N Bedside,Skilllab Logbook Micro
ng
HangingDrop
Documentin
24.12.1 Prepareslideforstoolexaminationunder N Bedside,Skilllab Logbook
microscope.
Correctlyidentifypathogenaftermicroscopicexami Document
24.12.2 N Bedside,Skilllab
nationofstool. inLogboo
k
Correctlyperformhangingdroppreparationfromst Documentin
24.12.3 ool N Bedside,Skilllab Logbook
samplegiven.
Bedside/skilllab Documentin
PE 24.13 InterpretRFTandelectrolyte report Y Logbook
/
SGD
Interpretthegivenreportsfor Bedside/skilll Document
24.13.1 Y
valuesofurea,creatinine,sodiumandpotassiu ab/SGD inLogboo
m. k
Bedside,Small
PE 24.14 PlanfluidmanagementaspertheWHOcriteria Y groupactivity Skilllab
Select appropriate type of fluid and Calculate
24.14.1 amount, Y Bedside,Smallgr Skilllab
routeanddurationoftherapyoffluidtobegivenasp oupactivity
erPlanA,foragiven ageand weight ofa child.
 Select appropriate type of fluid and Calculate
Bedside,Smallgr
24.14.2 amount, Y Skilllab
oupactivity
routeanddurationoftherapyoffluidtobegivenasper
PlanB,for
agivenageandweight ofa child.
SelectappropriatetypeoffluidandCalculateamount,
Bedside,Smallgr
24.14.3 routeanddurationoftherapyoffluidtobegivenasper Y Skilllab
oupactivity
Plan Cfor
ageand weightofachild.
Documentin
PE 24.15 PerformNGtubeinsertioninamanikin Y DOAPsession Logbook 2
Documentin
24.15.1 Identifysizeofnasogastrictubeasperageof child. Y DOAPsession Logbook 2
Demonstratelandmarksformeasurementoflen Document
24.15.2 Y DOAPsession 2
gthofNGtubeto beinserted on a manikin. inLogboo
k
Document
24.15.3 CorrectlymeasurethelengthofNGtubetobeinserted Y DOAPsession 2
inLogboo
.
k
Documentin
24.15.4 Insertthetubeandcheckits position. Y DOAPsession Logbook 2
Demonstratesallthestepstocheckcorrectpositio Document
24.15.5 Y DOAPsession 2
nofNGtubeand fixNGtube. inLogboo
k
Documentin
PE 24.16 PerformIVcannulationinamodel Y DOAPsession Logbook 2
Documentin
24.16.1 IdentifysizeofIVcannulaasperageofchild. Y DOAPsession Logbook 2
Demonstrate all steps of infection control policy Document
24.16.2 likehandwashing,wearinggloves,properfillingofflu Y DOAPsession 2
inLogboo
idinsyringe.
k
DemonstratecommonsitesforIVcannulationinchil Documentin
24,16.3 drenand Y DOAPsession Logbook 2
preparationofsite.
 CorrectlyinsertIVcannulainamodelandlookforfr Document
24.16.4 Y DOAPsession 2
eeflowofblood. inLogboo
k
ProperlyfixIVcannulaandcorrectlydemonstratedis Document
24.16.5 Y DOAPsession 2
posalofbiomedicalwaste. inLogboo
k
Documentin
PE 24.17 PerformInterosseousinsertionmodel Y DOAPsession Logbook 2
Identifysiteforintraosseousinsertioninchildren Document
24.17.1 Y DOAPsession 2
basedonlandmarks. inLogboo
k
Demonstrateallstepsofinfectioncontrol. Documentin
24.17.2 Y DOAPsession Logbook 2
InserttheIntraosseouscannulaanddemonstrate Document
24.17.3 Y DOAPsession 2
howtocheckitsproper insertioninmodel. inLogboo
k
FixIntraosseouscannulaandcorrectlydemonstrate Documentin
24.17.4 disposal Y DOAPsession Logbook 2
ofbiomedical waste.
Topic:Malabsorption Numberofcompetencies:(1) Numberofproceduresthatrequirecertification:(NI
L)
Discuss the etiopathogenesis, clinical
Written/
PE25.1 presentation andmanagement of N Lecture/SGD Path
vivavoce
Malabsorption in Children and
itscausesincludingceliacdisease.
Lecture/SGD Written/Viva
25.1.1 Definemalabsorptioninchildren. N Voce
Lecture/SGD Written/
25.1.2 Enumeratecausesofmalabsorptionin children. N
VivaVoce
Lecture/SGD Written/
25.1.3 Describeetiopathogenesisofmalabsorptioninchild N
VivaVoce
ren.
Describecommonsymptomsandsignsofmalabsorp Lecture/SGD Written/Viva
25.1.4 tionin N Voce
 children.

Lecture/SGD Written/
25.1.5 Describepresentationsofceliacdiseaseinchildren. N
VivaVoce
Lecture/SGD Written/
25.1.6 Enumerateinvestigationsincaseofceliacdisease. N
VivaVoce
Lecture/SGD Written/Viva
25.1.7 Enumeratestepsoftreatmentplanin N Voce
caseofceliacdisease.
Topic:Acuteandchronicliverdisorders Numberofcompetencies:(13) Numberofproceduresthatrequirecertification:(NI
L)
Discuss the etiopathogenesis, clinical Written/ Path
PE26.1 Y Lecture/ SGD
features VivaVoce Micr
andmanagementofacutehepatitis o
inchildren
Written/Viva
26.1.1 DefineAcuteHepatitisinchildren. Y Lecture/SGD Voce
 Written/
26.1.2 EnumeratecommoncausesofAcuteHepatitisinchil Y Lecture/SGD
VivaVoce
dren.
Written/Viva
26.1.3 DescribepathogenesisofAcuteHepatitisinchildren. Y Lecture/SGD Voce
Describetheclinicalfeaturesandcomplication Written/
26.1.4 Y Lecture/SGD
sofAcuteHepatitis. VivaVoce
ListtheinvestigationsrequiredfordiagnosisofAcut Written/Viva
26.1.5 e Y Lecture/SGD Voce
Hepatitis.
Written/
26.1.6 Describethemanagement andprevention Y Lecture/SGD
VivaVoce
ofAcuteHepatitis.
Discusstheetiopathogenesis,clinicalfeaturesan Written/Viv Path
PE 26.2 Y Lecture/ SGD Micro
d a
managementofFulminantHepaticFailureinchil Voce
dren
Written/V
26.2.1 DefineFulminantHepaticFailureinChildren. Y Lecture/SGD
ivaVoce
Enumeratethefactorswhich Written/Viva
26.2.2 precipitateFulminantHepatic Y Lecture/SGD Voce
Failure.
Written/V
26.2.3 DescribethepathogenesisofFulminantHepaticFail Y Lecture/SGD
ivaVoce
ure.
Written/V
26.2.4 DescribetheclinicalfeaturesofFulminantHepaticFa Y Lecture/SGD
ivaVoce
ilure.
EnumeratetheinvestigationsforachildwithFulmin Lecture/Smallgro Written/Viva
26.2.5 ant Y up Voce
HepaticFailure. activity
Lecture/Smallgr Written/V
26.2.6 DescribethemanagementofFulminantHepaticFailu Y
oupactivity ivaVoce
re.
Discusstheetiopathogenesis,clinicalfeaturesan Written/Viv Path
PE 26.3 Y Lecture/ SGD Micro
d a
managementofchronicliverdiseasesinchildren voce
 .

Written/Viva
26.3.1 DefineChronicLiverDiseaseinchildren. Y Lecture/SGD voce
Written/V
26.3.2 Enumeratethecausesofchronicliverdiseasesinchil Y Lecture/SGD
ivavoce
dren.
Written/V
26.3.3 DiscussthepathogenesisofcommonchronicLiverDi Y Lecture/SGD
ivavoce
seases.
Written/Viva
26.3.4 Describetheclinicalfeaturesofchronicliverdisease. Y Lecture/SGD voce
 EnumeratetheinvestigationsfordiagnosisofChro Written/V
26.3.5 Y Lecture/SGD
nicLiverDisease. ivavoce
Written/Viva
26.3.6 DescribethemanagementofChronicliverdisease. Y Lecture/SGD voce
Discusstheetiopathogenesis,clinicalfeaturesan Lecture/SGD Written/Viv
PE 26.4 Y Path
d a
managementofPortalHypertensioninchildren voce
Lecture/SGD Written/Vi
26.4.1 DefinePortalHypertensioninchildren. Y
vavoce
Lecture/SGD Written/Viva
26.4.2 Classifydifferenttypesofportalhypertension. Y voce
Lecture/SGD Written/Vi
26.4.3 Enumeratethecausesofportalhypertension. Y
vavoce
Lecture/SGD Written/Vi
26.4.4 Explainthepathogenesisofportalhypertension. Y
vavoce
Lecture/SGD Written/Viva
26.4.5 Describetheclinicalfeaturesofportalhypertension. Y voce
Lecture/SGD Written/Vi
26.4.6 Outlinethemanagementofportalhypertension. Y
vavoce
Skillsstatio
Elicit document and present the history
PE 26.5 related Y Bedside,SkillsLa n/bedsid
b e/OSCE
todiseasesofGastrointestinalsystem
Skillsstation
26.5.1 ElicitthehistoryfordiseasesofGastrointestinalsyste Y Bedside,SkillsLab /bedside
m. /OSCE
26.5.2 Documentthehistory. Y Bedside,SkillsLab Skillsstation
Skillsstati
26.5.3 PresentthehistoryrelatedtoGastrointestinalsyste Y Bedside,SkillsLab
on/bedsid
m.
e
IdentifyexternalmarkersforGIandLiverdisord
SkillAsses
ers
PE 26.6 Y Bedside,SkillsLa sment/OS
e.g. Jaundice, Pallor, Gynecomastia, Spider
angioma,Palmar erythema, Icthyosis, Caput b CE
 medusa, Clubbing,Failingtothrive,
VitaminAandDdeficiency

Detect Jaundice, pallor, Gynecomastia, Spider SkillAssess

26.6.1 angioma,clubbing,Caputmedusa,Ichthyosisandfail Y Bedside,SkillsLab ment/OS
uretothrive,signs CE
ofvitamindeficiency.
 Performexaminationoftheabdomen,demonstr Bedside Skill
PE26.7 Y Assessment
ate clinic,Skills
organomegaly,ascitesetc. Lab
Performanexaminationoftheabdomeninchi Bedsideclinic,S
26.7.1 Y SkillAssessme
ldrenofdifferentages. killsLab
nt
Detectorganomegalyonabdominalexaminationgivi Bedsideclinic,Skill Bedside/skill
26.7.2 ng Y s lab/OSCE
detailsoftheaffectedorgan/s. Lab
Bedsideclinic,S
26.7.3 Examineforascitesinchildren. Y SkillAssessme
killsLab
nt
Bedsideclinic,Skill
26.7.4 Examineforotherpalpablemassesinabdomen. Y s SkillAssessme
Lab nt
Analyzesymptomsandinterpretphysicalsignst Bedsideclinic, Skill
PE 26.8 Y SkillsLab Assessment
o
makeaprovisional/differentialdiagnosis
Analyzethesymptomsinachildwithgastroi Bedside
26.8.1 Y SkillAssessme
ntestinaldisorder. clinic,Skills
nt
Lab
Interpretthephysicalsignsinachildwithgastroi Bedside
26.8.2 Y SkillAssessme
ntestinaldisorder. clinic,Skills
nt
Lab
Formulateaprovisionalanddifferentialdiagnosisrel Bedsideclinic,Skill
26.8.3 atedto Y s SkillAssessme
clinicalpresentation. Lab nt
InterpretLiverFunctionTests,viralmarkers,Ult Bedside/ Path
PE26.9 ra Y Bedside/skilllab OSCE Biochemist
sonogramreport ry
26.9.1 Interpretthegivenreportsofliver functiontests. Y Bedside/skilllab Bedside/OSC
E
Interprettheviralmarkersrelatedtoviralhepatitis.
26.9.2 Y Bedside/skilllab Bedside/OSC
E
 Interpretthegivenreportofabdomin Bedsideclinic,S
26.9.3 Y SkillAssessme
al/liverUltrasonography. killsLab
nt
Demonstratethetechniqueofliverbiopsyina Documentin
PE 26.10 PerformLiverBiopsyinasimulatedenvironmen Y DOAP Logbook
t
Demonstratethetechniqueofliverbiopsyinasimulat Documentin
26.10.1 ed Y DOAP Logbook
environment.
Lecture/SGD Written,Viva
PE 26.11 EnumeratetheindicationsforUpperGIendoscop Y voce
y
Lecture/SGD Written,
26.11.1 Enumeratetheindicationsof upperGIendoscopyin Y
Vivavoce
children.
 DiscussthepreventionofHepB infection– Lecture/SGD Written,Viva
PE26.12 Y voce Micro
Universal
precautionsandImmunization
Enumeratedifferentpreventivemeasuresagainsthe Lecture/SGD Written,
26.12.1 Y
patitisBvirusinfection. Vivavoce
Lecture/SGD Written,Viva
26.12.2 Listuniversalprecautions. Y voce
DescribetheimmunizationscheduleofHepatitisB. Lecture/SGD Written/V
26.12.3 Y
ivavoce
Counselandeducatepatientsandtheirfamily Bedsideclinic, Documentin
PE 26.13 appropriatelyonliverdiseases Y SkillsLab Logbook
Bedsideclinic Documentin
26.13.1 Counselthefamily onliverdiseasein thechild. Y SkillsLab Logbook
Bedsideclinic,S Document
26.13.2 Educatethefamilyaboutpreventionofliverdisease. Y
killsLab inLogboo
k
Topic:PediatricEmergencies–CommonPediatric Numberofcompetencies:(35) Numberofproceduresthatrequirecertification:(1
Emergencies 0)
Listthecommoncausesofmorbidityandmorta Written/vi
PE 27.1 Y Lecture/SGD
lityintheunder fivechildren va-voce
Enumeratethecommoncausesofmorbidityandmor Lecture/SGD Written/viva
27.1.1 talityin Y
underfivechildren.
Describetheetiopathogenesis,clinicalapproach Lecture/SGD Written/Viv
PE 27.2 Y
and a
managementofcardiorespiratoryarrestinchild voce
ren
Lecture/SGD Written/
27.2.1 Enumeratethecausesofcardiorespiratoryarrestinc Y
Vivavoce
hildren.
Discussthepathogenesisofrespiratoryandcardiacf Lecture/SGD Written/Viva
27.2.2 ailure Y voce
leadingtocardiorespiratoryarrest.
Describetheclinicalapproachtoachildincardiore Lecture/SGD Written/
27.2.3 Y
spiratoryarrest. Vivavoce
 Describethemanagementofachildincardiores Lecture/SGD Written/
27.2.4 Y
piratoryarrest. Vivavoce
Describetheetiopathogenesisofrespiratorydist Lecture/SGD Written/Viv
PE 27.3 Y
ress a
inchildren voce
Enumeratethecausesofrespiratorydistressinchildr Lecture/SGD Written/Viva
27.3.1 enof Y voce
differentagegroups.
 Lecture/SGD Written/
27.3.2 Explainthepathogenesisofrespiratorydistressinch Y
Vivavoce
ildren.
Describetheclinicalapproachandmanagement Lecture/SGD Written/Viv
PE 27.4 Y
of a
respiratorydistressinchildren voce
Discusstheclinicalapproachbasedonhistory,exa Lecture/SGD Written/
27.4.1 minationandinvestigationalgorithmof Y Vivavoce
childrenofdifferentages
presentingwithrespiratorydistress.
Lecture/SGD Written/
27.4.2 Outlinethetreatmentinchildrenwithrespiratorydis Y
Vivavoce
tress.
Describetheetiopathogenesis,clinicalapproach Lecture/SGD Written/Viv
PE 27.5 Y
and a
managementofShockinchildren voce
Lecture/SGD Written/Viva
27.5.1 Defineshockincludingdifferenttypesofshock. Y voce
Enumeratethecausesleadingtodifferenttypesofs Lecture/SGD Written/
27.5.2 Y
hockvizhypovolemic,septicand Vivavoce
cardiogenicshock.
Lecture/SGD Written/Viva
27.5.3 Explainpathogenesisofdifferenttypesofshockinchi Y voce
ldren.
Lecture/SGD Written/
27.5.4 Describeclinicalapproachtoidentifydifferenttypes Y
Vivavoce
ofshock.
Outlineanalgorithmapproachtothemanage Lecture/SGD Written/
27.5.4 Y
mentofdifferenttypesofshockin children. Vivavoce
Describetheetiopathogenesis,clinicalapproach Lecture/SGD Written/
PE 27.6 Y
and Viva
managementofStatusepilepticus voce
Lecture/SGD Written/Viva
27.6.1 DefineStatusepilepticus. Y voce
Lecture/SGD Written/
27.6.2 Discussthepathogenesisofstatusepilepticusin Y
Vivavoce
children.
 Discuss the underlying diagnosis based on Lecture/SGD Written/
27.6.3 clinical Y Vivavoce
history,examinationandinvestigationalgorithmin
achildwithstatus
epilepticus.
Outlinethetreatmentalgorithmasperrecentguide Lecture/SGD Written/
27.6.4 Y
linesinachild with statusepilepticus. Vivavoce
Describetheetiopathogenesis,clinicalapproach Written/Viv
PE 27.7 Y Lecture,SGD
and a
managementofanunconsciouschild voce
 Lecture/SGD Written/Viva
PE27.7.1 Define differentlevelsofconsciousnessinchildren. Y voce
Enumeratethe causesofalteredsensorium/comain Lecture/SGD Written/Viva
27.7.2 children. Y voce
Lecture/SGD Written/Viva
27.7.3 Explainpathogenesisofalteredsensorium/coma. Y voce
Describetheclinicalapproachbasedonclinicalhistor Lecture/SGD Written/Viva
27.7.4 Y voce
y,
examinationina childwithaltered
sensorium/coma.
Listtheinvestigationsasguided bytheclinical Lecture/SGD Written/Viva
27.7.5 assessmentofthepatient. Y voce
Lecture/SGD Written/Viva
27.7.4 Outline thetreatmentplanfor acomatose child. Y voce
Discussthecommontypes,clinicalpresentation Lecture,Small Written/Viv
PE 27.8 Y groupdiscussion a
sand
managementofpoisoninginchildren voce
Lecture/SGD Written/Viva
27.8.1 Enumeratethecommonpoisoninginchildren. Y voce
Elaborateontheclinicalsignandsymptomsofcomm Lecture/SGD Written/
27.8.1 on Y Vivavoce
poisoninginchildren(kerosene,organoph
osphorus,paracetamoland corrosive).
Discussthemanagementofcommonpoisoninginchil Lecture/SGD Written/Viva
27.8.1 dren Y voce
(kerosene,organophosphorus,paracetamolandcor
rosive).
Discussoxygentherapy,inPediatricemergencie Lecture/SGD Written/Viv
PE 27.9 Y
sand a
modesofadministration voce
Enumeratetheindicationsofoxygentherapyinpe Lecture/SGD Written/
27.9.1 Y
diatricemergencies. Vivavoce
Lecture/SGD Written/
27.9.2 Describedifferentmodalitiesforoxygendelivery. Y
Vivavoce
 Documentin
PE 27.10 ObservethevariousmethodsofadministeringO Y Demonstration Logbook
xygen
Demonstrat Document
27.10.1 Observedandnotedvariousmethodsofoxygendeliv Y
ionBedside inLogboo
ery.
k
Demonstrat Document
27.10.2 Monitoroxygen deliveryinapatient. Y
ionBedside inLogboo
k
 Explaintheneedandprocessoftriageofsickchild Written/Viv
PE 27.11 Y Lecture,SGD
ren a
broughttohealthfacility voce
Discusstheneedoftriageofsickchildespeciallyinr Written/
27.11.1 Y Lecture,SGD
esourcelimitedsetting. Vivavoce
Written/Viva
27.11.2 Explaintheprocessoftriageofsickchildren. Y Lecture,SGD voce
Written/Viv
PE 27.12 Enumerateemergencysignsandprioritysigns Y Lecture,SGD a
voce
Enumeratevariousemergencyandprioritysig Written/
27.12.1 Y Lecture,SGD,
nsinasickchild. Vivavoce
Listthesequentialapproachof assessmentof Written/Viv
PE 27.13 emergencyandprioritysigns Y Lecture,SGD a
voce
Discuss the systematic approach for assessing Written/
27.13.1 a sick childbasedon Y Lecture,SGD Vivavoce
emergencyandprioritysignsasperWHO–ETAT
guidelines.
DOAPsession, Skills
PE 27.14 Assessemergencysignsandprioritize Y Skills lab Assessment
Assessandrecognize Skillassessme
27.14.1 Y Bedside,skilllab
emergencysignsinasickchild nt
andprioritizetreatment.
Assessairwayandbreathing:recognizesignsofs DOAPsession,
SkillsAss
PE 27.15 evere Y Skil
essment
respiratorydistress.Checkforcyanosis,sever lsla
echestindrawing,grunting b
Recognizesignsofsevererespiratorydistressbyasse Bedside,DOAP skillassessme
27.15.1 ssing Y session nt, 3
cyanosis,severechestindrawingandgrunting. OSCEwithvid
eo
 Assessairwayandbreathing.Demonstratethem DOAP
SkillsAss
PE 27.16 ethod Y session,Skil 3
essment
of positioning of an infant & child to open ls
airway in asimulatedenvironment Lab
Demonstrate the methods of opening the airway
BLStrainingses OSCE
27.16.1 in infantsandchildrenbyhead tilt– Y 3
sionusingmann usingma
chinliftandjawthrustmethodson
mannequin. equin nnequin
Assessairwayandbreathing:administeroxygen DOAPsession, Skills
PE 27.17 Y Skills Lab Assessment 3
using
correcttechniqueandappropriateflowrate
 Skillasses
Demonstratetheappropriateuseofvariousoxyge
27.17.1 Y DOAPsession,S sment,OS 3
ndeliverysystems in different clinical scenarios
killsLab CEusing
along withrecommendedflow rateofoxygen mannequin
Skillasses
Assess airway and breathing: perform DOAP
PE 27.18 y sment,OS 3
assistedventilation by Bag and mask session,Skil
CEusing
in a simulatedenvironment ls mannequin
Lab
Skillasses
Demonstrateassistedventilationusingbagand DOAPsession,S sment,OS
27.18.1 y 3
maskinasimulatedenvironment killsLab CEusing
mannequin
Skillasses
DOAP
PE 27.19 Checkforsignsofshocki.e.pulse,Bloodpressure, y sment, 3
session,Skil
CRT
lsLab
Skillasses
DOAPsession,S
27.19.1 Checkpulseasasignofshock. Y sment, 3
killsLab
DOAPsession,S Skillasses
27.19.2 Measurebloodpressuretocheckforshock. Y 3
killsLab sment,
DOAPsession,Skill
27.19.3 AssessCRTforcheckingfor shock. Y s Skillassessm 3
Lab ent
Skillasses
DOAP
PE 27.20 SecureanIVaccessinasimulatedenvironment Y sment, 3
session,Skil
lsLab
DOAPsession,S Skillassessm
27.20.1 CollectallthenecessaryitemsforIVaccess. Y 3
killsLab ent
DOAPsession,Skill Skillassessm
27.20.2 Identifyanappropriatesiteandvein. Y s 3
ent
Lab
DOAPsession,S Skillassessm
27.20.3 ObtainIVaccessinthemanikin. Y 3
killsLab ent
 DOAPsession,S Skillassessm
27.20.4 SecuretheIVlineappropriately. Y 3
killsLab ent
DOAPsession,Skill Skillassessm
27.20.5 Maintainasepsisthroughouttheprocedure. Y s 3
ent
Lab
 Choosethetypeoffluidandcalculatethefluid DOAPsession, Skill
PE 27.21 requirementinshock Y SkillsLab assessment 3
Chooseappropriatefluidaccordingtodifferenttyp DOAPsession,S Skillassessm
27.21.1 Y 3
esofshock. killsLab ent
Calculatethefluidfor DOAPsession,Skill Skillassessm
27.21.2 managingdifferenttypesofshockat Y s ent 3
differentage/sizeofthechild. Lab
Assess level of consciousness & provide
emergencytreatment to a child with Skillasses
convulsions/ coma - DOAP sment
PE 27.22 Y 3
Positionanunconsciouschild session,Skil
- Positionachildwithsuspectedtrauma lsLab
- AdministerIV/perrectalDiazepamforacon
vulsingchildinasimulatedenvironment
DOAPsession,Skill Skillassessm
27.22.1 Assesslevelofconsciousness Y s 3
ent
Lab
Provideemergencytreatmenttoachildwithconvu DOAPsession,S Skillassessm
27.22.2 Y 3
lsions/comaincludingABCDE killsLab ent
AdministerIV/perrectalDiazepamforaconvulsingc DOAPsession,S Skillassessm
27.22.3 Y 3
hildinasimulatedenvironment killsLab ent
DOAPsession,Skill Skillassessm
27.22.4 Positionanunconsciouschildappropriately. Y s ent 3
Lab
Positionachildwithsuspectedtraumakeepingthene DOAPsession,S Skillassessm
27.22.5 Y 3
cessaryprecautions. killsLab ent
DOAPsession, Skill
PE 27.23 Assesssignsofseveredehydration Y SkillsLab assessment 3
DOAPsession,Skill
27.23.1 Identifysignsofseveredehydration Y s Skillassessm 3
Lab ent
Monitoringandmaintainingtemperature:defin
Written/
PE 27.24 e Y Lecture/SGD Vivavoce
hypothermia. Describe the clinical
features,complicationsandmanagementofH
 ypothermia

Written/Viva
27.24.1 DefineHypothermia. Y Lecture/SGD voce
Written/
27.24.2 DescribeclinicalfeaturesofHypothermia. Y Lecture/SGD
Vivavoce
 Written/
27.24.3 Enumeratecomplicationsofhypothermia. Y Lecture/SGD
Vivavoce
Written/Viva
27.24.4 DescribemanagementofHypothermia. Y Lecture/SGD voce
Describetheadvantagesandcorrectmethodof Written/Viv
PE 27.25 keepinganinfant warmbyskintoskincontact Y Lecture/SGD
a
voce
Describethecorrectmethodofkeepinginfantwar Written/
27.25.1 Y Lecture/SGD
mbyskintoskincontact Vivavoce
Enumeratetheadvantagesofprovidingwarmthbysk Written/Viva
27.25.2 into Y Lecture/SGD voce
skincontact
Describetheenvironmentalmeasurestomaintai Written/Viv
PE 27.26 Y Lecture/SGD
n a
temperature voce
Describetheenvironmentalmeasuresto Written/
27.26.1 Y Lecture/SGD
maintaintemperatureinsick children. Vivavoce
Skill
PE 27.27 Assessforhypothermiaandmaintaintemperatu Y SkillsLab assessment
re
27.27.1 Assessasickchildforhypothermia. Y SkillsLab Skillassessm
ent
27.27.2 Applymeasurestomaintaintemperatureinsickchild Y SkillsLab Skillassessm
ren. ent
Skill
PE 27.28 ProvideBLSforchildreninmanikin Y SkillsLab assessment 3
27.28.1 PerformallthestepsofBLSinchildren. Y SkillsLab Skillassessm 3
ent
Discussthecommoncauses,clinicalpresentatio Written/Viv
PE 27.29 Y Lecture/SGD
n, a
medico-legalimplicationsofabuse voce
Written/Viva
27.29.1 Enumeratecommoncausesofchildabuse. Y Lecture/SGD voce
Written/
27.29.2 Describeclinicalpresentationsofchildabuse. Y Lecture/SGD
 Vivavoce
Written/Viva
27.29.3 Discussmedicolegalimplicationsofchildabuse. Y Lecture/SGD voce
Skilllab,simulate Skill
PE 27.30 Demonstrateconfidentialitywithregardtoabus Y assessment
d
e patients
Maintains confidentiality with regard to Skilllab,simula
27.30.1 Y Skillassessm
child abuse in asimulatedsetting tedpatients
ent
 Logbook,
PE 27.31 Assesschildforsignsofabuse Y DOAP,SkillsLab
Logbook
27.31.1 Elicitappropriatehistoryforsuspectedchildabuse. Y DOAP,SkillsLab
Logbook
27.31.2 Examinethechildforevidenceofchildabuse. Y DOAP,SkillsLab
Basedonhistoryandexaminationmakeapro Logbook
27.31.3 Y DOAP,SkillsLab
visionaldiagnosisofspecifictypeofchildabu
se
Counselparentsofdangerouslyill/terminallyill
PE 27.32 Y DOAP,SkillsLab Logbook,
child
tobreak abadnews
Communicate with empathy and counsel Logbook
27.32.1 parents ofdangerouslyill/terminallyillchild Y DOAP,SkillsLab
tobreakabadnewsusing
anappropriatetechnique
Logbook
27.32.2 Answerthequeries/questionsofparentsappropriat Y DOAP,SkillsLab
ely
Logbook
27.32.3 Provideemotionalsupporttoparents Y DOAP,SkillsLab
PE 27.33 ObtainInformedConsent Y DOAP,SkillsLab Logbook,
Provideadequateinformationaspertheneedinalang Logbook
27.33.1 uage Y DOAP,SkillsLab
understoodbytheconsentgiver
Logbook
27.33.2 Answerqueries/questionsappropriately Y DOAP,SkillsLab
Logbook
27.33.3 Obtaintheconsentonanappropriatedocument. Y DOAP,SkillsLab
Logbook,
PE 27.34 Willingtobeapart oftheER team Y DOAP,SkillsLab
TakesanactivepartintheERteamperformingthea Logbook
27.34.1 Y DOAP,SkillsLab
ssignedroleand responsibilities
PE 27.35 Attendstoemergencycalls promptly Y DOAP,SkillsLab Logbook,
27.35.1 Respondspromptlytoemergencycalls Y DOAP,SkillsLab Logbook,
Topic:Respiratorysystem Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(NI
L)
PE28.1 Discuss the etiopathogenesis, clinical Written/
Y Lecture,SGD ENT
features Vivavoce
andmanagementofNasopharyngitis
lectur Written/
28.1.1 EnumeratetheetiologicalfactorsforNasopharyngiti Y
e,SGD Vivavoce
s.
lecture, Written/Viva
28.1.2 DescribetheclinicalfeaturesofNasopharyngitis Y SGD voce
lectur Written/
28.1.3 OutlinethemanagementofNasopharyngitis Y
e,SGD Vivavoce
Lecture,SGD Written/Viv
PE28.2 DiscusstheetiopathogenesisofPharyngotonsill Y ENT
a
itis voce
Written/
28.2.1 EnumeratetheetiologicalfactorscausingPharyngo- Y lecture,SGD Vivavoce
tonsillitis.
Discusstheclinicalfeaturesandmanagementof Lecture,SGD Written/Viv
PE28.3 Pharyngotonsillitis Y ENT
a
voce
lectur Written/V
28.3.1 DescribetheclinicalfeaturesofPharyngotonsillitis. Y
e,SGD ivavoce
lectur Writte
28.3.2 OutlinethemanagementofacutePharyngo- Y
e,SGD n/Viva
tonsillitis.
voce
Discusstheetiopathogenesis,clinicalfeaturesan Lecture,SGD Written/Viv
Y ENT
PE28.4 d a
managementofAcuteOtitisMedia(AOM) voce
28.4.1 ListthecommonetiologicalagentcausingAcuteOtiti lecture, Written/Viva
sMedia Y SGD voce
(AOM)
28.4.2 lecture,SGD Written/
DiscussthepathogenesisofAcuteOtitisMedia(AOM) Y
Vivavoce
,
 lectur Written/
EnumeratetheclinicalfeaturesofAcuteOtitisMedia(
28.4.3 Y e,SGD Vivavoce
AOM),recurrentAOM and OMwitheffusion
lectur Written/
OutlinethemanagementofAcuteOtitisMedia(AO
28.4.4 Y e,SGD Vivavoce
M),recurrentAOM andOM witheffusion
Discusstheetiopathogenesis,clinicalfeaturesan Lecture,SGD Written/Viv
Y ENT
PE28.5 d a
managementofEpiglottitis voce
Lecture,SGD Written/
28.5.1 DescribetheetiopathogenesisofEpiglottitis Y
Vivavoce
Lecture,SGD Written/
28.5.2 EnumeratetheclinicalfeaturesofEpiglottitis Y
Vivavoce
 OutlinethemanagementofEpiglottitisincludingacu Lecture,SGD Written/
28.5.3 Y
tecare Vivavoce
Lecture,
Discuss the etiopathogenesis, clinical Written/
PE28.6 Y Smallgroup ENT
features Discussion Vivavoce
andmanagementofAcutelaryngotracheob
ronchitis
DescribetheetiopathogenesisofAcutelaryngo- Lecture,SGD Written/
28.6.1 Y
tracheo-bronchitis(croup) Vivavoce
Describe the clinical features of Acute Lecture,SGD Written/
28.6.2 Y
laryngo-tracheo-bronchitis Vivavoce
OutlinethemanagementofAcutelaryngo-tracheo- Lecture,SGD Written/Viva
28.6.3 bronchitis. Y voce
Discusstheetiology,clinicalfeaturesandmanag Written/Viv
PE28.7 Y Lecture,SGD ENT
ement a
ofStridorinchildren voce
lectur Written/
28.7.1 Enumeratetheetiologyofstridorinchildren Y
e,SGD Vivavoce
Lecture,SGD Written/
28.7.2 Describetheclinicalfeaturesofstridorinchildren Y
Vivavoce
Lecture,SGD Written/Viva
28.7.3 Discussthedifferentialdiagnosisofstridor Y voce
Lecture,SGD Written/
28.7.4 Outlinethemanagementofstridor. Y
Vivavoce
Discuss the types, clinical presentation,
Written/
PE28.8 andmanagementofforeignbodyaspirationininf Y Lecture,SGD ENT
Vivavoce
antsand
children
Lecture,SGD Written/Viva
28.8.1 Listtheobjectscommonlyaspiratedbychildren Y voce
Lecture,SGD Written/
28.8.2 EnumeratetheclinicalfeaturesofFBaspiration Y
Vivavoce
Describe‘Heimlich Lecture,SGD Written/Viva
28.8.3 maneuver’forachildand‘5backslaps Y voce
 and5chestthrust’foran infant

Lecture,SGD Written/
28.8.5 OutlinethemanagementofFBaspiration Y
Vivavoce
 Elicit, document and present age
Bedside, SkillAsse
PE28.9 appropriate Y ENT
skilllab ssment
historyofachildwithupperrespiratoryprobl
emincluding
Stridor
Elicitdetailedhistoryofachildwithupperrespirator OSCE/Skills
28.9.1 y Y Bedside,skilllab Assessment
problemincludingstridor
Documentthehistoryofachildwithupperrespirat
28.9.2 Y Bedside,skilllab Logbook
oryproblemincludingstridor
Presentthehistoryofachildwithupperrespiratoryp
28.9.3 Y Bedside,skilllab Logbook
roblemincludingstridor
Skills
PE28.10 Performotoscopicexaminationoftheear Y DOAPsession Assessment ENT
Counseltheparentand childtoprepareforotoscopic OSCE/Skills
28.10.1 examination Y Bedside,skilllab Assessment
OSCE/
28.10.2 Positionthechildandperformotoscopicexaminatio Y Bedside,skilllab
SkillsAss
n
essment
Skills
PE28.11 Performthroatexaminationusingtonguedepre Y DOAPsession Assessment ENT
ssor
Counseltheparentandchildtoprepareforthroat OSCE/Skills
28.11.1 examination Y Bedside,skilllab Assessment
Positionthechildandperformthroatexaminatio OSCE/Ski
28.11.2 Y Bedside,skilllab
nusingatonguedepressor llsAssess
ment
Skills
PE28.12 Performexaminationofthenose Y DOAPsession Assessment ENT
OSCE/Ski
28.12.1 Positionthechildandperformnoseexamination Y Bedside,skilllab
llsAssess
ment
 Analyze the clinical symptoms and interpret
SkillsAss
PE 28.13 physicalfindingsandmakeaprovisional/differe Y Bedside
essment
ntialdiagnosis
inachildwithENTsymptoms
Discusstheprovisional/differentialdiagnosisina SkillsAssess
Bedside
28.13.1 childwithENTsymptomsafteranalysis Y ment/OS
ofhistoryandphysical CE/ClinicalCa
examination. se
Developatreatmentplananddocumentappropr Skills
PE 28.14 Y Bedside Assessment
iately
inachildwithupperrespiratorysymptoms
 OSCE/Sk
28.14.1 Plantreatmentinachildwithupperrespiratorysymp Y Bedside
illsAsses
toms
sment
Prescribesupportiveandsymptomatictreatment
28.14.2 forupperrespiratorysymptoms Y Bedside OSCE/
SkillsAss
essment
Logbookdo
StratifyriskinchildrenwithstridorusingIMNC
PE 28.15 Y Bedside cumentatio
Iguidelines n
Logbookdoc
28.15.1 Classifythechildwith stridorasperIMNCIguidelines Y Bedside umentation/
clinicalcase
Interpretbloodtestsrelevanttoupperrespirato
PE 28.16 N Bedside,SGD Logbook
ry
problems
Planandinterprettherelevantbloodtestinapatie
28.16.1 N Bedside,SGD Logbook
ntwithupperrespiratory problems
Interpret X-ray of the paranasal sinuses and
mastoid;and /or use, written report in case of SkillsAss
PE 28.17 management.Interpret CXR in foreign body Y Bedside,SGD essment ENT,Radio
aspiration and D
lowerrespiratorytractinfection,understandthe
significance
ofthymicshadow inpediatricchestX-rays
28.17.1 InterprettheX- OSCE/
Y Bedside,SGD
rayofparanasalsinusesandmastoidforvariousco SkillsAss
mmon diseases essment
SkillsAssess
28.17.2 InterpretthechestX-
Y Bedside,SGD ment/OS
rayforidentifyingsuspectedFBaspirationa CE
ndlowerrespiratorytractinfection
 SkillsAssess
28.17.3
IdentifythymicshadowinchestX-ray. Y Bedside,SGD ment/OS
CE
SkillsAsse
28.17.4 Plan the treatment after interpreting X-ray
Y Bedside,SGD ssment/
and/or its writtenreport. OSCE
Describetheetiopathogenesis,diagnosis,clinica Written,Viva
PE 28.18 Y SGD, Lecture voce
l
features,managementandpreventionoflower
respiratoryinfectionsincludingbronchiolitis,w
heeze
associatedLRTIPneumoniaandempyema
Written
28.18.1 EnumeratethecommonorganismscausingLRTI Y Lecture,SGD,
/Vivavoce
DiscussthepathogenesisofLRTIincludingbronchiol Written/Viva
28.18.2 itis, Y Lecture,SGD, voce
WALRI,pneumoniaandempyema.
DescribetheclinicalfeaturesofLRTIincludingbro Written/V
28.18.3 Y Lecture,SGD,
nchiolitis,WALRI,pneumonia and empyema ivavoce
DiscussthediagnosisofLRTIincludingbronchiolit
Written/V
28.18.4 is,WALRI,pneumoniaandempyemaaftertakingr Y Lecture,SGD,
ivavoce
elevantclinical
historyandexamination.
Written,Vi
28.18.5 DescriberelevantinvestigationsinachildwithLRI Y Lecture,SGD,
vavoce
DiscussthetreatmentofLRTI Written,Viva
28.18.6 includingbronchiolitis,WALRI, Y Lecture,SGD, voce
pneumoniaandempyema
Viva
28.18.7 DiscussthepreventivestrategiesforLRTI Y Lecture,SGD,
voce,SA
Q/MCQ
Describetheetiopathogenesis,diagnosis,clinica
Lecture,SGD Written/
PE 28.19 l Y Resp Med
Vivavoce
features, management and prevention of
 asthma inchildren

Written,Viva
28.19.1 DefineAsthmainchildrenasperATMguidelines. Y Lecture,SGD, voce
Written
28.19.2 Discussthepathophysiologyofasthmainchildren. Y Lecture,SGD,
test,Vivav
oce
Written
28.19.3 Describetheclinicalfeaturesofasthma Y Lecture,SGD,
test,Vivav
oce
Discussthediagnosisofasthmabasedonrelevantclin
28.19.4 ical Y Lecture,SGD, Vivavoce
history,familyhistoryandphysicalexamination.
28.19.5 EnumeratetheinvestigationsinachildwithAsthma Y Lecture,SGD, Vivavoce
Written
28.19.6 Listthedrugsusedfortreatingasthmainchildren Y Lecture,SGD,
test,Vivav
oce
Writtentest,
28.19.7 Describethetreatmentofacuteattackofasthma Y Lecture,SGD, Vivavoce
Describethestepwiseapproachofpreventer Written
28.19.8 Y Lecture,SGD,
therapyforasthmaasper ATM/GINA guidelines test,Vivav
oce
Written,
28.19.9 Describevariousdrugdelivery devicesforasthma Y Lecture,SGD
Vivavoce
Written,Viva
28.19.10 Enumerateasthmatriggers Y Lecture,SGD, voce
SkillsAsse
PE 28.20 Counsel the child with asthma on the Y Bedside, ssmentWr Resp Med
correct use SGD,Lectur ittenViva
ofinhalersinasimulatedenvironment e voce
Counselthechildandthecaretakerforcorrectuseo Skilllab,clini
28.20.1 Y OSCE
fMDIandspaceratinitiationoftherapyandonfollo cs,lecture
wup
Topic:AnemiaandotherHemato-oncologicdisordersin Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(NI
Children L)
Discuss the etiopathogenesis, clinical Lecture,SGD Written, Path,
PE29.1 Y
features,classificationandapproachtoachild viva-voce Physi
with anemia o
Written,
29.1.1 DefineanemiaasperWHOGUIDELINES Y Lecture,SGD
viva-voce
Written,viva-
29.1.2 Enumeratethecausesofanemia. Y Lecture,SGD voce
Written,
29.1.3 Describethepathogenesisofanemia. Y Lecture,SGD
viva-voce
Written,
29.1.4 Enumerateclinicalfeaturesofanemia Y Lecture,SGD
viva-voce
Written,viva-
29.1.5 ClassifyAnemiaaccordingtoredcellmorphology Y Lecture,SGD voce
DescribetheapproachtoachildwithAnemia. Lecture,SGD Written,
29.1.6 Y
viva-voce
Lecture,SGD Written,
29.1.7 Listtheinvestigationsinchildwithanemia. Y
viva-voce
Discusstheetiopathogenesis,clinicalfeaturesan Lecture,SGD Written/Viv Path,
PE 29.2 d Y a- Physio
managementofirondeficiencyanemia. voce
Lecture,SGD Written,
29.2.1 Enumeratethecausesofirondeficiencyanemiainchi Y
viva-voce
ldren
Lecture,SGD Written,
29.2.2 Describethepathogenesisofirondeficiencyanemia. Y
viva-voce
Describeclinicalfeaturesofirondeficiencya Lecture,SGD Written,
29.2.3 Y
nemiainchildren. viva-voce
Lecture,SGD Written,viva-
29.2.4 Listtheinvestigationsinachildwithirondeficiency. Y voce
Lecture,SGD Written,
29.2.5 Describethetreatmentofirondeficiencyanemiainch Y
viva-voce
ildren.
 Discusstheetiopathogenesis,clinicalfeatures Lecture,SGD
Written/Vi
PE 29.3 andmanagementofVitaminB- Y Path,Physi
va-voce
12,Folatedeficiency o
anemia.
EnumeratethecausesofvitaminB-12andfolicacid Lecture,SGD Written,viva-
29.3.1 deficiency. Y voce
Lecture,SGD Written,
29.3.2 DescribethepathogenesisofVitaminB- Y
viva-voce
12deficiency.
Lecture,SGD Written,
29.3.3 Describethepathogenesisoffolatedeficiency. Y
viva-voce
DescribetheclinicalfeaturesofvitaminB- Lecture,SGD Written,viva-
29.3.4 12andFolate Y voce
deficiency.
Enumerate the investigations for a child of Lecture,SGD Written,
29.3.5 Y
Vitamin B-12 andFolatedeficiency. viva-voce
Describethetreatmentforachildsufferingfrom Lecture,SGD Written,viva-
29.3.6 VitaminB- Y voce
12andFolicaciddeficiency.
Discuss the etiopathogenesis, clinical Lecture,SGD
features andmanagement of Hemolytic Written,
PE29.4 anemia, ThalassemiaMajor, Sickle cell Y viva-voce Path,Physi
anemia, Hereditary spherocytosis,Auto- o
immunehemolyticanemiaandhemolyticurem
ic
syndrome.
Lecture,SGD Written,
29.4.1 DefineHemolyticAnemia. Y
viva-voce
Lecture,SGD Written,viva-
29.4.2 Enumeratethecausesofhemolyticanemiainchildre Y voce
n.
Describethepathogenesisofdifferenttypesofhem Lecture,SGD Written,
29.4.3 Y
olyticanemia. viva-voce
Describetheclinicalfeaturesofhemolytic Lecture,SGD Written,
29.4.4 Y
anemia,ThalassemiaMajor,Sicklecellane viva-voce
 mia,Hereditary

spherocytosis,Auto-
immunehemolyticanemiaandhemolyticu
remic syndrome
Lecture,SGD Written,viva-
29.4.5 Listtheinvestigationsfordiagnosisofhemolyticane Y voce
mia.
Differentiatevarioustypesofhemolyticanemiaba Lecture,SGD Written,
29.4.6 sedonclinicalfeaturesandinvestigations. Y
viva-voce
DescribetreatmentofhemolyticanemiaThalassemi Lecture,SGD
aMajor, Written,
29.4.7 Y
Sicklecellanemia,Hereditaryspherocytosis,Auto viva-voce
-immunehemolyticanemiaandhemolyticuremic
syndrome.
Describetheroleofchelationtherapyandrecallth Lecture,SGD Written,
29.4.8 Y
edrugs,dosagesand side-effectsofthedrugs. viva-voce
Lecture,SGD Written,viva-
PE29.5 DiscusstheNationalAnemiaControlProgram. Y voce ComMed
Lecture,SGD Written,
29.5.1 DescribeNationalAnemiaControlProgram. Y
viva-voce
Discussthecauseofthrombocytopeniainchi Lecture,SGD
Written,
PE29.6 ldren:describetheclinicalfeaturesandman Y Path
viva-voce
agementof
idiopathicThrombocytopenicPurpura.
Lecture,SGD Written,
29.6.1 Definethrombocytopenia Y
viva-voce
Lecture,SGD Written,viva-
29.6.2 Enumeratethecausesofthrombocytopeniainchildr Y voce
en.
Lecture,SGD Written,
29.6.3 DescribethepathogenesisofITP. Y
viva-voce
Lecture,SGD Written,viva-
29.6.4 DescribetheclinicalfeaturesofITP. Y voce
 Lecture,SGD Written,
29.6.5 OutlinetheinvestigationsofITP Y
viva-voce
Lecture,SGD Written,
29.6.6 OutlinethemanagementofITP. Y
viva-voce
Discusstheetiology,classification,pathogenesis Lecture,SGD Written,viva-
PE29.7 Y voce Path
and
clinicalfeaturesofHemophiliainchildren.
Lecture,SGD Written,viva-
29.7.1 Describetheetiologyofhemophilia. Y voce
Lecture,SGD Written,
29.7.2 Classifyhemophilia. Y
viva-voce
Lecture,SGD Written,viva-
29.7.3 Describethepathogenesisofhemophilia. Y voce
Lecture,SGD Written,
29.7.4 Enumeratetheclinicalfeaturesofhemophilia. Y
viva-voce
Discuss the etiology, clinical presentation Lecture,SGD
Written,
PE29.8 andmanagementofAcuteLymphoblasticLeuk N Path
Viva-voce
emiain
Children.
Lecture,SGD Written,viva-
29.8.1 StatetheetiologiesofAcuteLymphoblasticLeukemi N voce
a(ALL).
Lecture,SGD Written,
29.8.2 Enumerateriskfactorsforchildhoodleukemia. N
viva-voce
Lecture,SGD Written,
29.8.3 DescribetheclinicalpresentationofALL. N
viva-voce
Lecture,SGD Written,viva-
29.8.4 Outlinetheinvestigationsfor diagnosisofALL. N voce
Lecture,SGD Written,
29.8.5 OutlinethetreatmentforALL. N
viva-voce
Discusstheetiology,clinicalpresentationand Lecture,SGD Written,Viva
PE29.9 managementofLymphomainchildren. N Path
-
Voce
Lecture,SGD Written,viva-
29.9.1 Definelymphoma. N voce
 Lecture,SGD Written,
29.9.2 StatetheetiologyofLymphomaanditstypes. N
viva-voce
Lecture,SGD Written,
29.9.3 Describethepathologyoflymphomas. N
viva-voce
Lecture,SGD Written,viva-
29.9.4 RecalltheclinicalfeaturesofLymphomas. N voce
Outlinetheinvestigations(diagnosticwo Lecture,SGD Written,
29.9.5 N
rkup)forLymphomas. viva-voce
Lecture,SGD Written,viva-
29.9.6 EnumeratethetreatmentmodalitiesforLymphoma N voce
s.
Elicit,documentandpresentthehistoryrelatedt
PE29.10 Y Bedside,Skillsla SkillStation
o
Hematology. b
29.10.1 Elicitthehistoryrelatedtoahematologicaldisorder. Y Bedside,Skillslab SkillStation
29.10.2 Documentthehistory. Y Bedside,Skillslab SkillStation
29.10.3 Presentthehistory Y Bedside,Skillslab SkillStation
Identifyexternalmarkersforhematologicaldis
PE29.11 orders Y Bedside,SkillsLa Skillasses
e.g.Jaundice,Pallor,Petechiae,Purpura,Ecchy b sment
mosis,Lymphadenopathy,bonetenderness,lo
ssofweight,
Mucosalandlargejointbleed.
Identifyjaundice,pallor,petechialspots,purpura,
29.11.1 ecchymosis, lymphadenopathy, bone Y Bedside,SkillsLab Skillassessme
tenderness, nt
Mucosalandlargejointbleedinapatientofhemato
logicaldisorder.
Performexaminationoftheabdomen,demonstr Skill
PE29.12 Y Bedside,SkillsLa assessment
ate
Organomegaly. b.
29.12.1 Performperabdomenexamination. Y Bedside,SkillsLab Skillassessme
nt
 Demonstrateorganomegalyinachildafterabdomin
29.12.2 al Y Bedside,SkillsLab Skillassessme
examination. nt
Analyzesymptomsandinterpretphysicalsignst Skill
PE29.13 Y Bedside,SkillsLa assessment
o
makeaprovisional/differentialdiagnosis. b
29.13.1 Analyzesymptomsrelatedtohemato- Y Bedside,SkillsLab Skillassessme
oncologicalconditions. nt
29.13.2 interpretphysicalsignstomakeaprovisionaldiagno Y Bedside,SkillsLab Skillassessme
sis nt
Producedifferentialdiagnosiskeepinginmindthesy
29.13.3 Y Bedside,SkillsLab Skillassessme
mptoms
nt
andsignsrelatedtohaemato-oncologicalconditions.
Skill
PE29.14 InterpretCBC, LFT Y Bedside,SkillsLa assessment
b
29.14.1 interpretCompleteBloodCountReport Y Bedside,SkillsLab Skillassessme
nt
29.14.2 InterpretLiverFunctionTestsReport. Y Bedside,SkillsLab Skillassessme
nt
Documentin
PE29.15 PerformandInterpretperipheralsmear. Y DOAPsession Logbook
Documentin
29.15.1 Prepareaperipheralbloodfilm. Y DOAPsession Logbook
Document
29.15.2 Interprettheperipheralbloodfilm. Y DOAPsession
inLogboo
k
Documentin
29.15.3 Makediagnosisofperipheral bloodfilm. Y DOAPsession Logbook
DiscusstheindicationsforHemoglobinelectrop Lecture,SGD Written/Viv
PE29.16 N Biochemist
horesis a-
andinterpret thereport. voce ry
Lecture,SGD Written/Vi
29.16.1 EnumeratetheindicationsforHemoglobinelectrop N
va-voce
horesis
Lecture,SGD Written/Viva
29.16.2 interpretthereportofHemoglobinelectrophoresis N -
 voce

Demonstrateperformanceofbonemarrowaspir Documentin
PE29.17 Y Skillslab Logbook
ation
inmannequin.
identifythesitesofbonemarrowaspiration Document
29.17.1 Y SkillsLab
inLogboo
k
Demonstratethecorrectstepsofbonemarrowaspira Document
29.17.2 Y SkillsLab inLogboo
tion
underasepticconditionsonamannequin. k
EnumeratethereferralcriteriaforHematologic Bedside,Small Written/Viv
PE29.18 al Y groupactivity a-
conditions. voce
Enumeratethecriteria Written/
29.18.1 Y Smallgroupactivit
forreferringapatientwithHematological Viva-voce
y
conditions
Counselandeducatepatientsaboutpreventiona Documentin
PE29.19 Y Bedside,SkillsLa Logbook
nd
treatmentofanemia. b
Counseltheparentsempatheticallyaboutthedietan Document
29.19.1 Y Bedside,SkillsLab
d inLogboo
preventivemeasuresforanemia. k
Educatethepatients/parentsaboutthecorrectusag Document
29.192 Y Bedside,SkillsLab inLogboo
eof
drugs. k
Enumeratetheindicationsforsplenectomyand Smallgroup Written/Viv
PE29.20 precautions N activity a-
voce
Written/
29.20.1 Enumeratetheindicationsforsplenectomy N Smallgroupactivit
Viva-voce
y
Explainabouttheimmunizationandantibioticproph Written/
29.20.2 N Smallgroupactivit
ylaxis Viva-voce
y
Topic:SystemicPediatrics-CentralNervoussystem Numberofcompetencies:(23) Numberofproceduresthatrequirecertification:(NI
L)
Discusstheetiopathogenesis,clinicalfeatures,
PE 30.1 complications, management and Y Lecture,SGD Written/ Micro
prevention ofmeningitisinchildren Vivavoce
30.1.1 Enumerateallcommoncausesofmeningitisinchildr Y Lecture,SGD Written/Viva
en.
voce
Written/
30.1.2 Describepathogenesisofmeningitisinchildren. Y Lecture,SGD Vivavoce
Describealltheclinicalfeaturesofmeningitisinchild Y Lecture,SGD Written/
30.1.3 Vivavoce
ren.
Enumerateallthecomplicationsofmeningitisinchil Written/
30.1.4 Y Lecture,SGD
dren. Vivavoce
Enumeratealltheinvestigationstodiagnoseme
30.1.6 ningitisinchildren. Y Lecture,SGD Written/
Vivavoce
DescribetheCSFpicturediagnosticofpyogenicmeni Written/
30.1.7 Y Lecture,SGD
ngitis. Vivavoce
Describethestandardtreatmentofmeningitisbas
30.1.8 edonageofpatient and organismifidentified. Y Lecture,SGD Written/
Vivavoce
Enumeratevariouspreventivemeasuresformening Written/
30.1.9 Y Lecture,SGD
itis. Vivavoce
Written/
PE 30.2 Distinguishbacterial,viralandtuberculousmen Y Lecture,SGD Vivavoce Micro
ingitis
Differentiatetheclinicalfeaturesofbacterial,viral Written/
30.2.1 Y Lecture,SGD Vivavoce
andtubercularmeningitisina child
Differentiatethecerebrospinalfluid(CSF)picture Written/
30.2.2 Y Lecture,SGD Vivavoce
ofbacterial,viralandtubercularmeningitisin
achild
 Discusstheetiopathogenesis,classification,clin
PE 30.3 ical Y Lecture,SGD Written/
features, complication and Vivavoce
management
ofHydrocephalusinchildren
Written/
30.3.1 Definehydrocephalus. Y Lecture,SGD Vivavoce
Written/Viva
30.3.2 Enumerateallcausesofhydrocephalus. Y Lecture,SGD voce
DescribenormalCSFcirculationandpathogenesisof Written/
30.3.3 Y Lecture,SGD
hydrocephalus Vivavoce
Written/
30.3.4 Classifytypesofhydrocephalus Y Lecture,SGD Vivavoce
Describealltheclinicalfeaturesofhydrocephalus. Written/
30.3.5 Y Lecture,SGD
Vivavoce
Enumerateallthecomplicationsofhydrocephalus. Written/
30.3.6 Y Lecture,SGD
Vivavoce
Describetheradiologicalpicture(USG,CTscanorMR Written/
30.3.7 Y Lecture,SGD
I) Vivavoce
diagnosticofhydrocephalus
Enumeratetheinvestigationsrequiredtomakeaneti Written/
30.3.8 Y Lecture,SGD
ological Vivavoce
diagnosisofhydrocephalus
Describethestandardtreatmentforhydrocephalusi Written/
30.3.9 Y Lecture,SGD
ncluding Vivavoce
medicalandsurgicalmodalities.
Discuss the etiopathogenesis,
PE 30.4 classification, Y Lecture,SGD Written/
Vivavoce
clinicalfeatures,andmanagementofMicroc
ephalyin
children
Written/
30.4.1 Definemicrocephaly. Y Lecture,SGD Vivavoce
Written/
30.4.2 Enumerateallcausesofmicrocephalyinchildren Y Lecture,SGD Vivavoce
 Written/Viva
30.4.3 Describepathogenesisofmicrocephalyinchildren Y Lecture,SGD voce
Written/
30.4.4 Classifytypesofmicrocephalyinchildren Y Lecture,SGD Vivavoce
Describealltheclinicalfeaturesofmicrocephaly Written/
30.4.5 Y Lecture,SGD
Vivavoce
Written/
30.4.6 Describetreatmentformicrocephaly. Y Lecture,SGD Vivavoce
Enumerate the Neural tube defects. Discuss
PE 30.5 thecauses,clinicalfeatures,types,andmanage Y Lecture,SGD Written/
Vivavoce
ment
ofNeuralTubedefect
Written/
30.5.1 DefineNeuraltubedefects. Y Lecture,SGD Vivavoce
Written/Viva
30.5.2 EnumerateallcausesofNeuraltubedefects. Y Lecture,SGD voce
Written/Viva
30.5.3 DescribepathogenesisofNeuraltubedefects. Y Lecture,SGD voce
Written/
30.5.4 ClassifytypesofNeuraltubedefects. Y Lecture,SGD Vivavoce
Describealltheclinicalfeaturesofthecommontypes Written/
30.5.5 Y Lecture,SGD
of Vivavoce
Neuraltubedefects
Describeradiologicalinvestigations(USGlocalandU
30.5.6 SGHead, Y Lecture,SGD Written/
CTscanandMRI)andtherelevantfindingstodi Vivavoce
agnoseNeuraltubedefectsandassociated
conditions
Outlinemedicalandsurgicalmanagementincluding Written/
30.5.7 Y Lecture,SGD
immediatetreatmentofneuraltubedefects. Vivavoce
Enumerateindicationsandcontraindicationsof
30.5.8 conservativeandsurgicalmodalitiestotreatneur Y Lecture,SGD Written/
altubedefects. Vivavoce
Written/Viva
30.5.9 Enumeratestepsforpreventionofneuraltubedefect Y Lecture,SGD voce
s.
 Discusstheetiopathogenesis,clinicalfeatures,a Written/
PE 30.6 nd Y Lecture,SGD Vivavoce
managementofInfantilehemiplegia
Written/
30.6.1 Defineinfantilehemiplegia. Y Lecture,SGD Vivavoce
Written/
30.6.2 Enumerateallcausesofinfantilehemiplegia. Y Lecture,SGD Vivavoce
Written/Viva
30.6.3 Describepathogenesisofinfantilehemiplegia. Y Lecture,SGD voce
Describealltheclinicalfeaturesofinfantilehemipleg Written/
30.6.4 Y Lecture,SGD
ia. Vivavoce
Written/
30.6.5 Enumerateinvestigationstodiagnoseinfantilehemi Y Lecture,SGD Vivavoce
plegia.
Describeallthetreatmentmodalitiesforinfantileh
emiplegiaincluding medical management, Written/
30.6.6 Y Lecture,SGD Vivavoce
occupational therapy andphysiotherapy.
Discuss the etiopathogenesis, clinical
PE 30.7 features,complicationsandmanagementofFe Y Lecture,SGD Written/
brileseizuresin Vivavoce
children
Written/Viva
30.7.1 DefineFebrileseizures. Y Lecture,SGD voce
Written/
30.7.2 EnumeratecausesofFebrileseizures. Y Lecture,SGD Vivavoce
Written/
30.7.3 DescribethepathogenesisofFebrileseizures. Y Lecture,SGD Vivavoce
30.7.4 ClassifytypesofFebrileseizures. Y Lecture,SGD Written/Viva
 voce
DescribetheclinicalfeaturesofdifferenttypesofFeb Written/
30.7.5 Y Lecture,SGD
rile Vivavoce
seizures.
Written/
30.7.6 EnumeratecomplicationsofFebrileseizures. Y Lecture,SGD Vivavoce
EnumeratetheinvestigationsfordiagnosisofFebrile Written/
30.7.7 Y Lecture,SGD
seizures Vivavoce
andthecauseoftheunderlyingfever.
Describe the standard treatment for Febrile
KH Written/ K
30.7.8 seizures Lecture,SGD K
Vivavoce
inchildrenincludingintermittentprophylaxisand
treatmentof
causeoffever.
Defineepilepsy.Discussthepathogenesis,clinic
K K
PE 30.8 al Lecture,SGD Written/
K
types, presentation and management of Vivavoce
Epilepsy inchildren
Written/
30.8.1 DefineEpilepsy. KH Lecture,SGD Vivavoce
Written/Viva
30.8.2 DescribethepathogenesisofEpilepsy. Y Lecture,SGD voce
Written/
30.8.3 ClassifyclinicaltypesofEpilepsy. Y Lecture,SGD Vivavoce
Written/
30.8.4 DescribethevariouspresentationsofEpilepsy. Y Lecture,SGD Vivavoce
EnumerateandDescribetheinvestigationsrequired Written/
30.8.5 Y Lecture,SGD
to Vivavoce
diagnoseEpilepsy.
Written/
30.8.6 OutlinethemedicalandsurgicalmanagementofEpil Y Lecture,SGD Vivavoce
epsy
EnumeratecommonAntiepilepticdrugsandthetype Written/
30.8.7 Y Lecture,SGD
sof Vivavoce
Epilepsyinwhichtheyareindicated.
 EnumeratethesideeffectsofcommonlyusedAntiepi Written/
30.8.8 Y Lecture,SGD
leptic Vivavoce
drugs.
DefineStatusEpilepticus.Discusstheclinical Written/
PE 30.9 Y Lecture,SGD Vivavoce
presentationandmanagement
Written/
30.9.1 DefineStatusepilepticus. Y Lecture,SGD Vivavoce
Written/
30.9.2 Describetheclinicalpresentationofstatusepileptic Y Lecture,SGD Vivavoce
us
30.9.4 Enumerateinvestigationsrequiredfordiagnosisofs Y Lecture,SGD Written/Viva
tatus
 epilepticus voce
Describe management of status epilepticus in a
30.9.5 step Y Lecture,SGD Written/
wisemannerbasedonthestandardalgorithmofman Vivavoce
agementof
statusepilepticusofthePICU
Discusstheetiopathogenesis,clinicalfeaturesa Written/
PE 30.10 Y Lecture,SGD Vivavoce
nd
managementofMentalretardationinchildren
Written/Viva
30.10.1 DefineMentalRetardation(Intellectualdisability) Y Lecture,SGD voce
EnumeratethecausesofMentalRetardation(Intelle Written/
30.10.2 Y Lecture,SGD
ctual Vivavoce
disability)
DescribethepathogenesisofMentalRetardation Written/
30.10.3 Y Lecture,SGD
(Intellectualdisability) Vivavoce
Written/
30.10.4 ClassifyMentalRetardation(Intellectualdisability). Y Lecture,SGD Vivavoce
EnumerateandDescribeclinicalfeaturesofMental
30.10.5 Retardation(Intellectualdisability)including Y Lecture,SGD Written/
dysmorphicfeatures. Vivavoce
DescribetheinvestigationsfordiagnosisofMental Written/
30.10.6 Y Lecture,SGD
Retardation(Intellectualdisability). Vivavoce
Describetheinvestigations(includinggenetictests)
30.10.7 required Y Lecture,SGD Written/
foridentifyingtheetiologyofMentalReta Vivavoce
rdation(Intellectualdisability).
Describethemultidisciplinary Written/
30.10.8 Y Lecture,SGD
approachtomanagementof Vivavoce
MentalRetardation(Intellectualdisability).
Describethetreatmentofpreventableandtreatable Written/
30.10.9 Y Lecture,SGD
causes Vivavoce
ofMentalRetardation(Intellectualdisability).
 Discusstheetiopathogenesis,clinicalfeaturesa Written/
PE 30.11 nd Y Lecture,SGD Vivavoce
managementofchildrenwithcerebralpalsy
Written/
30.11.1 DefineCerebralPalsy Y Lecture,SGD Vivavoce
Written/Viva
30.11.2 EnumeratethecausesofCerebralPalsy Y Lecture,SGD voce
Written/Viva
30.11.3 DescribethepathogenesisofCerebralPalsy Y Lecture,SGD voce
30.11.4 ClassifyCerebralPalsy. Y Lecture,SGD Written/Viva
 voce
EnumerateandDescribeclinicalfeaturesofdifferent Written/
30.11.5 Y Lecture,SGD
types Vivavoce
ofCerebralPalsy
Describetheinvestigationsrequiredforidentifyingt Written/
30.11.6 Y Lecture,SGD
he Vivavoce
etiologyofCerebralPalsy.
Describethemultidisciplinary Written/
30.11.7 Y Lecture,SGD
approachtomanagementof Vivavoce
CerebralPalsy.
Describethetreatmentofpreventableandtreatable Written/
30.11.8 Y Lecture,SGD
causes Vivavoce
ofCerebralPalsy.
Enumerate the causes of floppiness in an
PE30.12 infant Y Lecture,SGD Written/
Vivavoce
anddiscusstheclinicalfeatures,differentialdiag
nosisand
management
Written/Viva
30.12.1 Definefloppinessinaninfant. Y Lecture,SGD voce
Written/
30.12.2 Enumeratethecausesoffloppinessinaninfant. Y Lecture,SGD Vivavoce
Written/
30.12.3 Describethepathogenesisoffloppinessinaninfant Y Lecture,SGD Vivavoce
Written/Viva
30.12.4 Describetheclinicalfeaturesoffloppinessinaninfan Y Lecture,SGD voce
t
Written/
30.12.5 Describethedifferentialdiagnosisof Y Lecture,SGD Vivavoce
floppinessinaninfant
Written/
30.12.6 Enumeratetheinvestigationsforfloppinessinaninfa Y Lecture,SGD Vivavoce
nt
Describetreatmentapproachtoafloppyinfant,inclu Written/
30.12.7 Y Lecture,SGD
ding Vivavoce
occupationaltherapyandphysiotherapy.
 Discuss the etiopathogenesis, clinical
PE30.13 features,managementandpreventionofPolio Y Lecture,SGD Written/ Micro
Vivavoce
myelitisin
children
Written/
30.13.1 Defineacuteflaccidparalysis(AFP). Y Lecture,SGD Vivavoce
Written/
30.13.2 ListcausesofAcuteFlaccidParalysis. Y Lecture,SGD Vivavoce
Written/
30.13.3 EnumeratethevirusescausingPoliomyelitis. Y Lecture,SGD Vivavoce Micro
30.13.4 DescribethepathogenesisofPoliomyelitis Y Lecture,SGD Written/Viva
 voce
Written/
30.13.5 DescribealltheclinicalfeaturesofPoliomyelitis. Y Lecture,SGD Vivavoce
Written/
30.13.6 DiscussthedifferentialdiagnosisofAFP. Y Lecture,SGD Vivavoce
DescribeallthetreatmentmodalitiesforPoliomye
30.13.7 litis/AFPincludingmedicalmanagement,occupat Y Lecture,SGD Written/
ionaltherapyand Vivavoce
physiotherapy.
DescribethevariousavailablePoliovaccinesandthei Written/
30.13.8 Y Lecture,SGD
rrole Vivavoce
inpreventionofpoliomyelitis.
Discusstheetiopathogenesis,clinicalfeaturesa Written/
PE30.14 nd Y Lecture,SGD Vivavoce
managementofDuchenemusculardystrophy
Written/
30.14.1 DefineDuchenemusculardystrophy. Y Lecture,SGD Vivavoce
DescribetheetiopathogenesisofDuchenemuscular Written/
30.14.2 Y Lecture,SGD
dystrophy Vivavoce
DescribetheclinicalfeaturesofDuchenemuscular Written/
30.14.3 Y Lecture,SGD
dystrophy. Vivavoce
Enumerateinvestigationsrequiredincludinggeneti Written/
30.14.4 Y Lecture,SGD
c Vivavoce
testingtodiagnoseDuchenemusculardystrophy.
DescribethetreatmentmodalitiesforDuchenemusc Written/
30.14.5 Y Lecture,SGD
ular Vivavoce
dystrophyincludingoccupationaltherapyandphysi
otherapy.
Discusstheetiopathogenesis,clinicalfeaturesa Written/
PE30.15 nd Y Lecture,SGD Vivavoce
managementofAtaxiainchildren
Written/
30.15.1 DefineAtaxiainchildren. Y Lecture,SGD Vivavoce
Written/
30.15.2 EnumerateallcausesofAtaxiainchildren. Y Lecture,SGD Vivavoce
 Written/
30.15.3 DescribethepathogenesisofAtaxiainchildren. Y Lecture,SGD Vivavoce
Written/
30.15.4 DescribealltheclinicalfeaturesofAtaxiainchildren. Y Lecture,SGD Vivavoce
EnumeratetheinvestigationsinevaluationofAtaxiai Written/
30.15.5 Y Lecture,SGD
n Vivavoce
children.
Written/Viva
30.15.7 Describethetreatmentavailableforthevariouscaus Y Lecture,SGD voce
esof
 Ataxiainchildren.
PE30.16 Discuss the approach to and management Y Lecture,SGD Written/
of a childwithheadache Vivavoce
Written/Viva
30.16.1 Enumeratecausesofheadacheinchildren Y Lecture,SGD voce
Written/
30.16.2 Enumeratethetypesofheadache Y Lecture,SGD Vivavoce
Describetheclinicalfeaturesofvarioustypesofhe Written/
30.16.3 Y Lecture,SGD Vivavoce
adachesinchildren
Enumerateallinvestigationstodiagnosecauseandt Written/
30.16.4 Y Lecture,SGD
ypeof Vivavoce
headache.
Analysethehistoryandinterprettheexaminatio Written/
30.16.5 nfindingsand investigations using an Y Lecture,SGD Vivavoce
algorithm to come to
adifferentialdiagnosis/diagnosisofheadache
Discussapproachtomanagementofheadache Written/
30.16.6 Y Lecture,SGD Vivavoce
basedonhistory,examination
andinvestigations
Written/Viva
30.16.7 Describetreatmentofachildwithheadache. Y Lecture,SGD voce
Elicit,documentandpresentanageappropriate Bedside, SkillAsse
PE30.17 Y ssment
historypertainingtotheCNS Skillslab
Bedside,Skills Clinical
30.17.1 Elicitageappropriatedetailed Y
lab case/OSC
historypertainingtoCNS E
Writedownageappropriatehistoryincludinghistor Bedside,Skills
30.17.2 Y Logbook
y lab
pertainingtoCNSunderappropriateheadings
Presentthedocumentedageappropriatehistoryper Bedside,Skills
30.17.3 Y Logbook
taining lab
toCNS
 Demonstrate the correct method for
physicalexamination of CNS including SkillAsse
PE30.18 Y Bedside,Skillsla ssment
identification
b
ofexternalmarkers.Documentandpresentcli
nical
findings
Bedside,Skills
30.18.1 Measureheadcircumferenceaccurately. Y OSCE
lab
Bedside/skilllab/
30.18.2 Recognizeneurocutaneousmarkers. OSCE
pictures/video
30.18.3 DoacompleteCNSexaminationinchildrenofdiffere Bedside/skilllab Skilllab
nt
 ages.
Bedside/skilllab/
30.18.4 Recognizeinvoluntarymovements. OSCE
pictures/video
30.18.5 Examineforsignsofmeningealirritation. Bedside/skilllab Skilllab
30.18.6 Documentandpresentclinicalfindings. Bedside/skilllab Clinicalcase
Analysesymptomsandinterpretphysicalfindin SkillAsse
PE30.19 gs Y Bedside,Skillsla ssment
andproposeaprovisional/differentialdiagnosi b
s
Analysesymptomsandproposeaprovisional/
30.19.1 Y Bedside/skilllab Clinicalcase
differentialdiagnosis
Interpretphysicalfindingsandproposeaprovisiona
30.19.2 Y Bedside/skilllab Clinicalcase
l/
differentialdiagnosis
Combine analysis of symptoms and
30.19.3 interpretation ofphysicalfindingstoproposea Y Bedside/skilllab Clinicalcase
provisional/differential
diagnosis
PE30.20 InterpretandexplainthefindingsinaCSFanalysi Y SGD Logbook Micro
s
Interpretthefindings(cells,proteinsandsugarlev
30.20.1 els)inaCSFanalysis. . Y Skilllab OSCE
30.20.2 Explainthesignificanceoffindings(cells, Y SGD SAQ/viva
proteinsandsugarlevels)in a CSFanalysis
Enumeratetheindicationanddiscussthe
PE30.21 N Bedside Logbook
limitationsofEEG,CT,MRI
30.21.1 EnumeratetheindicationsofEEG. N Bedside Logbook
30.21.2 DiscussthelimitationsofEEG. N Bedside Logbook
30.21.3 EnumeratetheindicationsofCTscan N Bedside Logbook
30.21.4 DiscussthelimitationsofCTscan. N Bedside Logbook
30.21.5 EnumeratetheindicationsofMRI. N Bedside Logbook
30.21.6 DiscussthelimitationsofMRI. N Bedside Logbook
 Bedside,Skills
PE30.22 InterpretthereportsofEEG,CT,MRI Y Logbook RadioD
lab
30.22.1 InterpretEEGreports Y Bedside,Skillslab Logbook
30.22.2 InterpretCTscan(BrainandSpine)reports Y Bedside,Skillslab Logbook RadioD
30.22.3 InterpretMRI(Brain&Spine) reports Y Bedside,Skillslab Logbook RadioD
PE30.23 Perform in a mannequin lumbar Y Bedside, SkillAsse
puncture. Skillslab ssment
Discusstheindications,contraindicationof
theprocedure
SKILL
30.23.1 Performlumbarpunctureonamannequin. Y Skilllab assessment
30.23.2 Enumerateallindicationsoflumbarpuncture. Y SGD OSCE/VIVA
30.23.3 Enumeratecontraindicationsoflumbarpuncture Y SGD OSCE/VIVA
Topic:AllergicRhinitis,AtopicDermatitis,Bronchial Numberof competencies:(12) Numberofproceduresthatrequirecertification:(NI
Asthma,UrticariaAngioedema L)
Describetheetiopathogenesis,managementa Written/
PE 31.1 Y Lecture,SGD ENT
ndpreventionofAllergicRhinitisinChildren Vivavoce
Lecture,SGD Written/
31.1.1 Defineallergicrhinitisin children Y ENT
Vivavoce
Enumerateriskfactorsanddescribepathogenesisfo Writtenand
31.1.2 rallergic Y Lecture,SGD vivavoce ENT
rhinitisin children
Describetreatmentandpreventionfor Written
31.1.3 Y Lecture,SGD ENT
allergicrhinitisinchildren andvivav
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Skill
PE 31.2 RecognizetheclinicalsignsofAllergicRhinitis Y Bedside,SkillLab assessment ENT
identifyclinicalsignofallergicrhinitisin children
31.2.1 Y Bedside,SkillLab Skillassessme ENT
nt
Describetheetiopathogenesis,clinicalfeaturesa Lecture,SGD Written/Viv
PE 31.3 Y Derm
nd a
managementofAtopicdermatitisinChildren voce
Lecture,SGD Written/Viva
31.3.1 Describeetiopathogenesisofatopicdermatitisinchil Y voce Derm
dren.
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31.3.2 Describeclinicalfeaturesofatopicdermatitisinchild Y Lecture,SGD
andvivav
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Describetreatmentforpreventionandcontrolofato Writtenand
31.3.3 pic Y Lecture,SGD vivavoce
dermatitisinchildren
Identifyclinicalfeaturesofatopicdermatitisand Bedside,skilllab Skill
PE 31.4 manage Y assessment Derm
31.4.1 Identifyclinicalfeaturesofatopicdermatitis Y Bedside,skilllab Skillassessme Derm
nt
31.4.2
Makeaplanforlocalandsupportivetherapyforchil
Y Bedside,skilllab Skillassessm
drenwithatopic dermatitis
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Planappropriatesystemictherapyforchildrenwit
31.4.3 Y Bedside,skilllab Skillassessm
hatopicdermatitis
ent
Discuss the etiopathogenesis, clinical
Written /
PE 31.5 types,presentations,managementandp Y Lecture/SGD
vivavoce
reventionof
childhoodAsthma
Describeetiopathogenesisofchildhoodasthma Lecture/SGD Written/Viva
31.5.1 Y voce
Describetypes/patternsofchildhoodasthmaaspe Lecture/SGD Written
31.5.2 Y
rATMmodule. andvivav
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31.5.3 Lecture/SGD
Enumeratecommontriggersinchildhoodasthma Written
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Lecture/SGD Written
31.5.4 Describeclinicalpresentationsofchildhoodasthma Y
andvivav
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Enumerateinvestigationsinchildhoodasthma Lecture/SGD Written
31.5.5 Y
andvivav
oce
Lecture/SGD Writtenand
31.5.6 Discusstreatmentoptionsforchildhoodasthma. Y vivavoce
Lecture/SGD Written
31.5.7 Discusspreventionforchildhoodasthma. Y
andvivav
oce
Skill
PE 31.6 Recognizesymptomsandsignsofasthmainachil Y Bedside,skilllab assessment
d
31.6.1 Recognize symptomsandsignsofasthmainachild Y Bedside,skilllab Skillassessm
ent
 Developatreatmentplanforachildwithappropr Bedside,skilllab Skill
PE 31.7 Y assessment
iate
totheseverityandclinicalpresentation
Developatreatmentplanappropriatefortheseverity Bedside,skilllab
31.7.1 and Y Skillassessm
clinicalpresentationofachildwithasthma ent
Makeatreatmentplanforachildwithacutesevere
31.7.2 Y Bedside,skilllab Skillassessm
asthma(statusasthmaticus)
ent
Observeanddocumentstepsofuseofmetereddosein
31.7.3 halerwithspacer in a child withasthma. Y Bedside,skilllab Skillassessm
ent
Enumeratethecriteriaforreferralinachildwith Written/Viv
PE 31.8 asthma Y Lecture,SGD
a
voce
Written/
31.8.1 EnumeratethecriteriaforreferralinachildwithAsth Y Lecture,SGD
Vivavoce
ma.
Skillasses
PE 31.9 InterpretCBC andCXRayinAsthma Y Bedsideclinic, sment/
SGD OSCE
InterpretCBCfindingsinrelationtoasthmafromgi Skill
31.9.1 vencasereport. Y Bedsideclinic,SGD assessme
nt/OSCE
31.9.2 InterpretfindingsonagivenX- Y Bedsideclinic, Skillassessme
Rayofachildwithasthma nt
Written/Viv Pulmona
PE 31.10 EnumeratetheindicationsforPFT. N Lecture,SGD
a ry
voce medicine
EnumeratetheindicationsofpulmonaryfunctionTe Written/Viva Pulmonar
31.10.1 st(PFT) N Lecture,SGD voce y
inchildhoodasthma medicine
Documentin
PE 31.11 ObserveadministrationofNebulization Y DOAP Logbook
Observeanddocumentstepsofadministrationof DOAP Document
31.11.1 Y
 Nebulizationto achildwithasthma inLogboo
k
Discusstheetiopathogenesis,clinicalfeatures,
Written/
PE 31.12 complications and management of Y Lecture,SGD
Vivavoce
UrticariaAngioedema.
Describeetiopathogenesisofurticaria/angioedema Lecture/SGD Written/Viva
31.12.1 in Y voce
children
Lecture/SGD Written
31.12.2 Describeclinicalfeaturesofurticaria/angioedema Y
andvivav
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31.12.3 Enumeratecommoncomplicationsofurticaria/an Lecture/SGD Written
Y
gioedemainchildren andvivav
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Enumerateinvestigationsincaseofurticaria/angioe Lecture/SGD Writtenand
31.12.4 demain Y vivavoce
children
Lecture/SGD Written
31.12.5 Describetreatmentplanofurticaria/angioedemain Y
andvivav
children
oce
Topic:ChromosomalAbnormalities Numberofcompetencies:(13) Numberofproceduresthatrequirecertification:(NI
L)
Discussthegeneticbasis,riskfactors,complica Lecture,
PE32.1 tions,prenatal diagnosis, management and Y Smallgroup Written HumanA
geneticcounsellingin Down Syndrome discussion nat
MCQ/SAQ,/ Anat,Bi
32.1.1 Describethegeneticbasisof Downsyndrome Y Lecture/SGD Vivavoce OBG
ochemi
stry
MCQ/SAQ,/
32.1.2 EnumeratetheriskfactorsforDownsyndrome Y Lecture/SGD Vivavoce
MCQ/SAQ,/
32.1.3 EnumeratethecomplicationsofDownsyndrome Y Lecture/SGD Vivavoce
MCQ/SAQ,/
32.1.4 DescribetheprenataldiagnosisofDown syndrome Y Lecture/SGD Vivavoce
 MCQ/SAQ,/
32.1.5 DescribethemanagementofDownsyndrome Y Lecture/SGD Vivavoce
MCQ/SAQ,/
32.1.6 DescribethegeneticcounselingforDownsyndrome Y Lecture/SGD Vivavoce
PE 32.2 IdentifytheclinicalfeaturesofDownSyndrome Y Bedside,Skillsla Logbook Med
b
Identifycommonclinicalfeaturesinachildwi
32.2.1 Y Bedsideclinic Bedside/OSC
thDownsyndrome
E
PE 32.3 InterpretnormalKaryotypeandrecognizeTriso Y Bedside,Skillsla Logbook Med
my21 b
32.3.1 ReadanormalKaryotypeandrecognizetrueTrisomy Y Skilllab OSCE/Logboo
21 k
RecognizedifferenttypesofKaryotype
32.3.2 abnormalitiesin N Skilllab OSCE Anat/Pat Med
DownSyndrome h
DiscussthereferralcriteriaandMultidisciplinar Written/Viv
PE 32.4 Y Lecture,SGD
y a
approachtomanagement voce
AnatBi
32.4.1 EnumeratethereferralcriteriaforDownsyndrome. Y SGD SAQ/Viva Med
ochemi
stry
Describeamultidisciplinaryapproachtomanageme
32.4.2 ntofa Y Lecture/SGD MCQ/SAQ
childwithDownsyndrome
Counselparentsregarding1.Presentchild
PE 32.5 2.Riskinthenextpregnancy N Bedside,Skillsla Logbook
b
CounseltheparentsofachildwithDownsyndrome DOAP/bedside/ Logbook/r
32.5.1 inacomprehensive manner including care, Y skilllab/roleplay oleplay
possiblecomplications,futureoutcomes
32.5.2 Counselparentsforriskinfuturepregnancies Y Simulation,Rolepl OSCE/Logboo
ay k
Discussthegeneticbasis,riskfactors,clinicalfeat
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PE 32.6 ures,complications,prenataldiagnosis,manage N Lecture,SGD Med,OBG
Vivavoce
mentand
 geneticcounselinginTurnerSyndrome

MCQ/SAQ,/ Anat,
32.6.1 DescribethegeneticbasisofTurnersyndrome N Lecture/SGD Vivavoce Biochemi OBG
stry
MCQ/SAQ,/
32.6.2 EnumeratetheriskfactorsforTurnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.3 Describetheclinicalfeaturesof Turnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.4 EnumeratethecomplicationsofTurnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.5 DescribetheprenataldiagnosisofTurnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.6 DescribethemanagementofTurnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.7 DescribethegeneticcounselingforTurnersyndrom N Lecture/SGD Vivavoce
e
PE 32.7 IdentifytheclinicalfeaturesofTurnerSyndrome N Bedside,Skillsla Logbook Med
b
Bedside
32.7.1 Identifyclinicalfeaturesof Turnersyndrome N Bedside,Photo /Logbook
PE 32.8 Interpret normal Karyotype and N Bedside,Skillsla Logbook Med
recognize TurnerKaryotype b
32.8.1 ReadanormalKaryotypeandrecognize N Skilllab Logbook
Turnerkaryotype
Discuss the referral criteria and Written/Viv
PE 32.9 Multidisciplinaryapproachtomanageme N Lecture,SGD
a
nt voce
Anat
32.9.1 Enumeratethereferralcriteriafor N SGD SAQ/Viva Biochemi Med
Turnersyndrome. stry
Describeamultidisciplinaryapproachtomanag
32.9.2 N Lecture/SGD MCQ/SAQ
ementofachild withTurner syndrome
 Counselparentsregarding1.Presentchild Med,
PE 32.10 2.Riskinthenextpregnancy N Bedside,Skillsla Logbook ObsGyna
b e
Counseltheparentsofachildwith DOAP/bedside/ Logbook/r
32.10.1 Turnersyndromeinacomprehensivemannerincl N skilllab/rolepla oleplay
udingcare, possible
complications,futureoutcomes y
32.10.2 Counselparentsforriskinfuturepregnancies N Simulation,Rolepl Logbook
ay
Discussthegeneticbasis,riskfactors,complica
PE 32.11 tions,prenataldiagnosis,managementandge Y Lecture/ SGD Written/viva Med
netic
counsellinginKlinefelterSyndrome
Discussthegeneticbasis,riskfactors,complications,
32.1.1 prenataldiagnosis,managementandgeneticcounsel Y Lecture/SGD Written/viva
linginKlinefelter
Syndrome
Bedside/
PE 32.12 IdentifytheclinicalfeaturesofKlinefelterSyndro N photo LOGBOOK Med
me
IdentifytheclinicalfeaturesofKlinefelterSyndrome N Bedside/photo/ LOGBOOK
InterpretnormalKaryotypeandrecognizethe Bedside/
PE 32.13 KlinefelterKaryotype N photo LOGBOOK Med
Topic:Endocrinology Numberofcompetencies:(11) Numberofproceduresthatrequirecertification:(0
2)
Describe the etiopathogenesis clinical written/vi
PE33.1 features,managementofHypothyroidis Y Lecture,SGD vavoce
minchildren
33.1.1 Describethepathogenesisofhypothyroidisminchil Y Lecture/ SGD Written/viva
dren
Enumeratethecausesofcongenitalanda Written/viva
33.1.2 Y Lecture,SGD
cquiredhypothyroidisminchildren.
Describetheclinicalfeaturesofcongenitaland Written/viva
33.1.4 Y Lecture,SGD
acquiredhypothyroidism
 Discusstheapproachtoacaseofcongenital/acquired Written/viva
33.1.5 hypothyroidisminchildren Y Lecture,SGD
33.1.6 Outlinethetreatmentofhypothyroidisminchildren. Y Lecture,SGD Written/viva
RecognizetheclinicalsignsofHypothyroidisma Skill
PE33.2 Y Bedside,SkillLab Assessment
nd
refer
Recognizehypothyroidismbytakingappropriatehis
33.2.1 Y Bedside Skillassessme
toryandfocused physicalexamination
nt
33.2.2 Identifytheneedtoreferthechildtohighercenter Y Bedside,skilllab OSCEwithSP
Interpretandexplainneonatalthyroidscreenin Skill
PE33.3 Y Bedside,SGD Assessment
g
report
33.3.1 Interpretthegivenneonatalthyroidscreeningrepor Y SGD,Bedside OSCE/vivavo
t ce
33.3.2 Explainthegiventhyroidscreeningreport Y Bedside,SGD OSCE
Discuss the etiopathogenesis, clinical
Written/
PE33.4 types,presentations,complicationandmanag Y Lecture,SGD
Vivavoce
ementof
Diabetesmellitusinchildren
Lecture/SGD Written/viva Biochemi
33.4.1 ExplaintheetiopathogenesisofDiabetesmellitusinc Y stry,
hildren. Physio
33.4.2 DiscussclinicaltypesofDMinchildren. Y Lecture/SGD Written/viva
33.4.4 DescribetheclinicalfeaturesofDMinchildren. Y Lecture/SGD Written/viva
33.4.5 EnumeratethecomplicationsofDM. Y Lecture/SGD Written/viva
Describethecomprehensivemanagementforchil Lecture/SGD Written/viva
33.4.6 Y
dren withDM.
Bedside
Interpret Blood sugar reports and SkillAsse
PE33.5 Y clinic,small
explain ssment
group
thediagnosticcriteriaforType1 activity
Diabetes
 IdentifyType1Diabetesfromagivenbloodreporta
33.5.1 sperlatestdiagnosticcriteriaof DM Y Bedside,SGD OSCE
(AmericanDiabetes
Association,2016)
Skill
PE33.6 PerformandinterpretUrineDipStickforSugar Y DOAPsession Assessment 3 Biochem
istry
33.6.1 Performurinedipsticktestfor Y DOAPsession OSPE
sugarandinterpretitcorrectly
PerformgenitalexaminationandrecognizeAmb Skill
PE33.7 Y Bedside,skilllab Assessment
iguous
Genitaliaandreferappropriately
Identifythedeviationfromnormalwhileperforming
33.7.1 genital Y Bedside,skilllab OSCE
examinationmaintainingfulldignityofthepatient
Counseltheparentsforreferraltospecialistafterreco OSCEstati
33.7.2 Y Bedside,skilllab
gnizingambiguousgenitalia onwithSP
Written/Viv
PE33.8 DefineprecociousanddelayedPuberty Y Lecture,SGD
a
voce
DiscussnormalPhysiologyofpubertyanddefinep
33.8.1 Y Lecture,SGD Written/viva
recociousanddelayed puberty
Skill
PE33.9 PerformSexualMaturityRating(SMR)and Y Bedside,skilllab Assessment
interpret
PerformSMR stagingmaintainingfulldignityofthe
33.9.1 adolescentpatientandinterpretitcorrectly Y Bedside,skilllab OSCE
PE33.10 RecognizeprecociousanddelayedPubertyandr Y Bedside,skilllab Logbook
efer
 Recognize
33.10.1 Y Bedside/skilllab Logbook
featuresofprecociousanddelayedpubertyin
achild
Counseltheparentsforneedtoreferthechildtohighe
33.10.2 r Y Bedside,skilllab OSCEwithSP
centerafterdiagnosingprecociousordelayedPubert
y
Identifydeviationsingrowthandplanappropria
PE33.11 Y Bedside,skilllab Logbook 2
te
referral
33.11.1 Identifytheabnormalgrowthpatternin achild Y Bedside,skilllab OSCE 2
Planthereferralofachild
33.11.2 Y Bedside,skilllab OSCEwithSP 2
withabnormalgrowthtoaspecialistandcou
nseltheparentsaccordingly
Topic:VaccinepreventableDiseases-Tuberculosis Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(0
3)
Discuss the epidemiology, clinical features,
Lectur Written/vi Res
PE 34.1 clinicaltypes, complications of Y Micro
e/SGD vavoce pM
Tuberculosis in Children andAdolescents
ed
discusstheepidemiologyofTuberculosisinChildr Lectur Written/v
34.1.1 Y
enandAdolescents e/SGD ivavoce
DescribetheclinicalfeaturesofTuberculosisinChild Lecture/ Written/viva
34.1.2 renand Y SGD voce
Adolescents
EnumeratetheclinicaltypesofTuberculosisinChil Lectur Written/v
34.1.3 Y
drenandAdolescents e/SGD ivavoce
ListthecomplicationsofTuberculosisin Lectur Written/v
34.1.4 Y
ChildrenandAdolescents e/SGD ivavoce
Discussthevariousdiagnostictoolsforchildhoo Lecture/ Written/viva Resp
PE 34.2 Y SGD voce Micro Med
d
tuberculosis
Describethe variousdiagnostictoolsforchildhood Lecture/ Written/viva
34.2.1 tuberculosis Y SGD voce
 Micro,C
Discussthevariousregimensformanagement Lectur Written/vi Res
PE 34.3 Y omMed,
ofTuberculosisasperNationalGuidelines e/SGD vavoce pM
Pharm
ed
Describethevariousregimensformanage Lectur Written/v
34.3.1 Y
mentofTuberculosisasperNational e/SGD ivavoce
Guidelines
Discussthepreventivestrategiesadoptedandth Micro,
Written/vi Res
PE 34.4 e Y Lecture/ SGD Com
vavoce pM
objectives and outcome of the National Med,Pha
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34.4.1 Y Lecture/SGD
ndertheNationalTuberculosisProgram ivavoce
Written/viva
34.4.2 ListtheobjectivesoftheNationalTuberculosisProgr Y Lecture/SGD voce
am
Written/v
34.4.3 DiscusstheoutcomeoftheNationalTuberculosisPro Y Lecture/SGD
ivavoce
gram
Abletoelicit,documentandpresenthistoryofcon Skill Resp
PE 34.5 Y Bedside,Skillsla Assessment Med
tact
withtuberculosisineverypatientencounter b
Elicithistoryofcontactwithtuberculosisineverypati
34.5.1 ent Y Bedside,Skillslab SkillAssessme
encounter nt
Documenthistoryofcontactwithtuberculosisine
34.5.2 Y Bedside,Skillslab SkillAssessme
verypatientencounter
nt
Presenthistoryofcontactwithtuberculosisinever
34.5.3 Y Bedside,Skillslab SkillAssessme
ypatientencounter
nt
Skill Resp
PE 34.6 IdentifyaBCGscar Y Bedside,Skillsla Assessment 3 Micro Med
b
34.6.1 IdentifyaBCG scarinachild Y Bedside,Skillslab SkillAssessme 3
nt
Skill Resp
PE 34.7 InterpretaMantouxTest Y Bedside Assessment 3 Micro Med
34.7.1 ReadaMantouxTest Y Bedside SkillAssessme 3
nt
34.7.2 InterpretaMantouxTest Y Bedside SkillAssessme 3
nt
Skill Resp
PE 34.8 Interpretachestradiograph Y Bedside Assessment Radiod Med
Identifyabnormalitiescausedbytuberculosis
34.8.1 Y Bedside SkillAssessme
inachestradiograph
nt
Interpretbloodtestsinthecontextoflaboratory Resp
PE 34.9 evidencefortuberculosis N Bedside,SGD Logbook Micro Med
 interpretbloodtestsinthecontextoflaboratoryevid
34.9.1 ence N Bedside,SGD Logbook
fortuberculosis
Discussthevarioussamplesfordemonstratingth Written/viva Resp
PE 34.10 Y Bedside,SGD voce Micro Med
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organisme.g.GastricAspirate,Sputum,CSF,FNA
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Describe the various samples for Written/v
34.10.1 Y Bedside,SGD
demonstrating ivavoce
themycobacteriae.g.GastricAspirate,Sputu
m,CSF,FNAC
 Logbook/Jou Resp
PE 34.11 PerformAFBstaining Y DOAPsession 3 Micro Med
r
nal
Logbook/Jo
34.11.1 PerformAFB staining Y DOAPsession 3
urnal
Enumeratetheindicationsanddiscussthelimita Written/viva Resp
PE 34.12 Y SGD voce Micro Med
tions
ofmethodsofculturingM.Tuberculosis
Written/viva
34.12.1 EnumeratetheindicationsofculturingM.tuberculos Y SGD voce
is
34.12.2 EnumeratethemethodsofculturingM. tuberculosis Y SGD Written/viva
Describethelimitationsofdifferentmethodsofcultu Written/v
34.12.3 Y SGD
ringM.tuberculosis ivavoce
EnumeratethenewerdiagnostictoolsforTuberc Written/viva
PE 34.13 N Lecture/ SGD voce
ulosis
includingBACTECCBNAATandtheirindications
EnumeratethenewerdiagnostictoolsforTuberculo Written/viva
34.13.1 sis N Lecture/SGD voce
includingBACTECandCBNAAT
recalltheindicationsforusingthenewerdiagnostict Written/v
34.13.2 N Lecture/SGD
oolsforTuberculosisincludingBACTECand ivavoce
CBNAAT
Enumerate the common causes of fever and
Written/vi
PE 34.14 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Micro
vavoce
complications
andmanagementoffeverinchildren
Written/viva
34.14.1 Enumeratethecommoncausesoffeverinchildren. Y Lecture/SGD voce
Written/v
34.14.2 Describethepathophysiologyoffeverinchildren. Y Lecture/SGD
ivavoce
List the clinical features associated with Written/v
34.14.3 Y Lecture/SGD
fever in childrenwhich aidindiagnosis. ivavoce
Written/viva
34.14.4 Recallthecomplicationsoffeverinchildren. Y Lecture/SGD voce
 Written/v
34.14.5 Elaboratethemanagementoffeverinchildren. Y Lecture/SGD
ivavoce
Enumerate the common causes of fever and
PE 34.15 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Written/vi Micro
complications vavoce
andmanagementofchildwithexanthematousill
nesslikeMeasles,Mumps,Rubella&Chickenpox
 Enumeratethecommoncausesofexanthematousi Written/v
34.15.1 Y Lecture/SGD
llness(feverwith rash) in children ivavoce
discussthepathogenesisofMeasles,Mumps,Rubell Written/viva
34.15.2 a& Y Lecture/SGD voce
Chickenpox
DescribetheclinicalfeaturesofMeasles,Mumps,R Written/v
34.15.3 Y Lecture/SGD
ubella&Chickenpox inchildren andadolescents ivavoce
EnumeratethecomplicationsofMeasles,Mumps,Ru Written/viva
34.15.4 bella & Y Lecture/SGD voce
Chickenpoxinchildrenand adolescents
outlinethemanagementofMeasles,Mumps,R Written/v
34.15.5 Y Lecture/SGD
ubella&Chickenpoxin childrenand ivavoce
adolescents
Enumerate the common causes of fever and
PE 34.16 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Written/vi Micro
complicationsandmanagementofchildwithD vavoce
iphtheria,Pertussis,
Tetanus
Written/viva
34.16.1 discussthepathogenesisofDiphtheria,Pertussisand Y Lecture/SGD voce
Tetanus
DescribetheclinicalfeaturesofDiphtheria,Pertus Written/v
34.16.2 Y Lecture/SGD
sisandTetanusinchildrenand adolescents. ivavoce
EnumeratethecomplicationsofDiphtheria,Pertu Written/v
34.16.3 Y Lecture/SGD
ssisandTetanusinchildren andadolescents ivavoce
outlinethemanagementofDiphtheria,Pertussisand Written/viva
34.16.4 Tetanus Y Lecture/SGD voce
inchildrenandadolescents
Enumerate the common causes of fever and
Written/vi
PE 34.17 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Micro -
vavoce
complications
andmanagementofchildwithTyphoid
Written/v
34.17.1 discussthepathophysiologyofTyphoidfever Y Lecture/SGD
ivavoce
 Written/viva
34.17.2 DescribetheclinicalfeaturesofTyphoidfeverinchild Y Lecture/SGD voce
ren
Written/v
34.17.3 EnumeratethecomplicationsofTyphoidfeverinchil Y Lecture/SGD
ivavoce
dren
Written/v
34.17.4 outlinethemanagementofTyphoidfeverinchildren Y Lecture/SGD
ivavoce
PE 34.18 Enumerate the common causes of fever and Y Lecture/ SGD Written/vi Micro -
discusstheetiopathogenesis,clinicalfeatures, vavoce
complicationsandmanagementofchildwithD
engue,Chikungunya
andothervectorbornediseases
Enumeratecommoncausesoffeverresultingfrom Written/v
34.18.1 vectorbornediseasesinchildren(EgDengue,Chik Y Lecture/SGD ivavoce
ungunyaand
others)
discussthepathophysiologyofvectorbornediseas Written/v
34.18.2 Y Lecture/SGD
esinchildren(EgDengue,Chikungunya,andother ivavoce
s)
listtheclinicalfeaturesofvectorbornediseasesinchi Written/viva
34.18.3 ldren Y Lecture/SGD voce
(EgDengue,Chikungunya,andothers)
recallthecomplicationsofvectorbornediseasesin Written/v
34.18.4 Y Lecture/SGD
children(EgDengue, Chikungunya,and others) ivavoce
elaboratethemanagementofvectorbornedis Written/v
34.18.5 Y Lecture/SGD
easesinchildren(EgDengue,Chikungunya,an ivavoce
dothers)
Enumerate the common causes of fever and
discussthe etiopathogenesis, clinical Lectur Written/vi
PE 34.19 features, complicationsand management of Y e/SGD vavoce Micro -
children with Common
ParasiticInfections,malaria,leishmaniasis,fila
riasis,helminthic
infestations,amebiasis,giardiasis
Enumerate the common causes of fever
Lectur Written/v
34.19.1 resulting Y
e/SGD ivavoce
fromparasiticinfectionslikemalaria,leishma
niasis,filariasis,helminthicinfestations,ameb
iasisandgiardiasis
 DiscussthepathophysiologyofCommonParasiticIn Lectur Written/v
34.19.2 fectionslikemalaria,leishmaniasis,filariasis,helmin Y e/SGD ivavoce
thicinfestations,
amebiasisandgiardiasis
ListtheclinicalfeaturesofCommonParasiticInfec Lectur Written/v
34.19.3 tionslikemalaria,leishmaniasis,filariasis,helmint Y
e/SGD ivavoce
hicinfestations,
amebiasisandgiardiasis
RecallthecomplicationsofCommonParasiticInfe
Lectur Written/v
34.19.4 ctionslikemalaria, leishmaniasis, filariasis, Y e/SGD ivavoce
helminthic infestations,amebiasisand giardiasis
Elaborate the management of Common
Lectur Written/v
34.19.5 Parasitic Y e/SGD ivavoce
Infectionslikemalaria,leishmaniasis,filariasis,he
lminthicinfestations,
amebiasisandgiardiasis
Enumerate the common causes of fever and
Lectur Written/vi
PE 34.20 discusstheetiopathogenesis,clinicalfeatures, Y Micro -
e/SGD vavoce
complications
andmanagementofchildwithRickettsialdisease
s
Enumeratethecommoncausesoffeverresultingfro Lecture/ Written/viva
34.20.1 m Y SGD voce
Rickettsialdiseases
Lectur Written/v
34.20.2 DiscussthepathophysiologyofRickettsialdiseases Y
e/SGD ivavoce
Lectur Written/v
34.20.3 ListtheclinicalfeaturesofRickettsialdiseasesinchild Y
e/SGD ivavoce
ren
Lecture/ Written/viva
34.20.4 RecallthecomplicationsofRickettsialdiseasesin Y SGD voce
children
Lectur Written/v
34.20.5 ElaboratethemanagementofRickettsialdiseasesinc Y
e/SGD ivavoce
hildren
Topic:Theroleofthephysicianin thecommunity Numberofcompetencies:(1) Numberofproceduresthatrequirecertification:(NI
L)
Identify, discuss and defend medicolegal,
Small Written
socio-cultural and ethical issues as they
PE 35.1 Y groupdisc /Vivavo
pertain to
ussion ce
healthcareinchildren(includingparentalrigh
tsandrightto
refusetreatment)
Listcommonmedicolegalissuesrelatedtoheal
35.1.1 Y Interactivelecture Written/viva - Forensic
thcareinchildren
Listcommonsocio- Interactive Written/viva
35.1.2 Y - ComMed
culturalissuesrelatedtohealthcareinchildren lecture/comm
unityvisit
Long
Identify the important socio-cultural and
35.1.3 Y Bedsideteaching caseOS
ethical
CE
issuesrelatedtohealthcareinchildreninaclini
Reflecti
calcaseduringbedsideteaching
vewriti
ng
OSCE
Discuss the common medico-legal, socio- Case-based
35.1.4 Y Reflecti
cultural and ethicalissuesrelated to learning/SGD
vewriti
healthcareinchildren
ng
 Summary of course content, teaching and learning methods and student assessment for the undergraduate (MBBS) Curriculum in
Paediatrics
Course content
The course content has been given in detail in the above Table, which includes competencies, specific learning objectives for each
competencies and the suggested Teaching-Learning methods and assessment methods. The competencies have been developed by an
expert group nominated by NMC, while the SLOs, T-L methods and assessments methods have been written by the expert committee
constituted by Rajiv Gandhi University of Health Sciences, with inputs taken from IAP Taskforce.

Teaching-Learning methods and Time allotted

Clinics Lectures Small group Self- No. of Total hours
discussion directed hours
learning
Professional year II 2 weeks (3 36 hours
hours per
day, 6 days a - - -
week)
Professional year III Part I 4 weeks (3 127 hours 300 hours
hours per 20 30 5
day, 6 days a
week)
Professional year III Part 4 weeks (3 137 hours
II hours per 20 35 10
day, 6 days a
week)

Teaching-learning methods shall be learner centric and shall predominantly include small group learning, interactive teaching methods and
case-based learning. Didactic lectures not to exceed one-third of the total teaching time. The teaching learning activity focus should be on
application of knowledge rather than acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the maximum extent possible to enhance learner’s
interest and eliminate redundancy and overlap. Integration allows the student to understand the structural basis of paediatric problems,
their management and correlation with function, rehabilitation and quality of life.
Acquisition and certification of skills shall be through experiences in patient care, diagnostic and skill laboratories. Use of skill lab to train
undergraduates is desirable.
Newer T-L method like Learner-doctor method (Clinical clerkship) should be mandatorily implemented, from 1st clinical postings itself.
The goal of this type of T-L activity is to provide learners with experience in longitudinal patient care, being part of the health care team, and
participate in hands-on care of patients in outpatient and inpatient setting. During the 1st clinical postings, the students are oriented to the
working of the department. During the subsequent clinical postings the students are allotted patients, whom they follow-up through their
stay in the hospital, participating in that patient’s care including case work-up, following-up on investigations, presenting patient findings
on rounds, observing procedures, if any, till patient is discharged.

The development of ethical values and overall professional growth as integral part of curriculum shall be emphasized through a structured
longitudinal and dedicated programme on professional development including attitude, ethics, and communication which is called the
AETCOM module. The purpose is to help the students apply principles of bioethics, system based care, apply empathy and other human
values in patient care, communicate effectively with patients and relatives and to become a professional who exhibits all these values. This
will be a longitudinal programme spread across the continuum of the MBBS programme including internship.

Assessment
Eligibility to appear for University examinations is dependent on fulfilling criteria in two main areas – attendance and internal assessment
marks

Attendance
Attendance requirements are 75% in theory and 80% in clinical postings for eligibility to appear for the examinations in Paediatrics.
75% attendance in AETCOM Module is required for eligibility to appear for final examination in Professional year III part II.

Internal Assessment
Progress of the medical learner shall be documented through structured periodic assessment that includes formative and summative
assessments. Logs of skill-based training shall be also maintained.
There shall be no less than three internal assessment examinations in Paediatrics. An end of posting clinical assessment shall be conducted
for each of the Paediatric clinical postings.
Day to day records and logbook (including required skill certifications) should be given importance in internal assessment. Internal
assessment should be based on competencies and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and clinical; not less than 40 % marks in theory and
practical separately) assigned for internal assessment in Paediatrics in order to be eligible for appearing at the final University examination.
Internal assessment marks will reflect as separate head of passing at the summative examination.
The results of internal assessment should be displayed on the notice board within 1-2 weeks of the test.
Remedial measures should be offered to students who are either not able to score qualifying marks or have missed on some assessments
due to any reason.
Learners must have completed the required certifiable competencies for that phase of training and Paediatric logbook entry completed to
be eligible for appearing at the final university examination.
AETCOM assessment will include: (a) Written tests comprising of short notes and creative writing experiences, (b) OSCE based clinical
scenarios / viva voce.

University examinations
University exam shall be held at the end of Professional year III part II of training (Final year MBBS) in the subjects of Paediatrics, General
Medicine, Obstetrics and gynaecology and General Surgery.
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/her to function
effectively and appropriately as a physician of first contact. Assessment shall be carried out on an objective basis to the extent possible.

Marks allotted:
Paediatrics Theory Clinical examination
Total marks 100 marks 100 marks
Long essay 2X10= 20 Two cases x40marks=80marks
Short essay 8x5=40 marks Viva voce 4 x 5=20marks
Short answer question 10x3=30marks
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short Answers Questions (SAQ) and MCQs (
Multiple Choice Questions). Marks for each part should be indicated separately.

All the question papers to follow the suggested blueprint(APPENDIX 1). It is desirable that the marks allotted to a particular topic are
adhered to.

A minimum of 80% of the marks should be from the must know (core) component of the curriculum. A maximum of 20% can be from the
desirable to know component.

All main essay questions to be from the must know component of the curriculum.

Main essay questions to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case
scenario based. Questions to be constructed to test higher cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the examination must be common conditions that the
learner may encounter as a physician of first contact in the community. Selection of rare syndromes and disorders asexamination 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, attitudinal, ethical and professional values. Candidate’s
skill in interpretation of common investigative data, X-rays, identification of specimens, ECG, etc. is to be also assessed.

At least one question in each paper of the clinical specialties in the University examination should test knowledge competencies acquired
during the professional development programme. Skill competencies acquired during the Professional Development Programme must be
tested during the clinical, practical and viva voce.

There shall be one main examination in an academic year and a supplementary to be held not later than 90 days after the declaration of the
results of the main examination.

Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for appearing for University
Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the University to a learner for clearing the examination
as a whole but not for clearing a subject resulting in exemption.

Appointment of Examiners
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/approved/permitted medical college.

For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners, out of whom not less than 50% must be
external examiners. Of the four examiners, the senior-most internal examiner will act as the Chairman and coordinator of the whole
examination programme so that uniformity in the matter of assessment of candidates is maintained.

Where candidates appearing are more than 100, two additional examiners (one external & one internal) for every additional 50 or part
there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal examiners by rotation.
External examiners may not be from the same University.

There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of concerned university.

APPENDIX 1: Blueprint for Paediatric theory Examinations

Topics Marks allotted
• Growth, development & Adolescent health
• Nutrition and micronutrients 15
Neonatology 10
Fluid & Electrolytes 3
• Immunity & Immunization
• Infections & Infestation 15
Gastrointestinal system 5
Hematology including malignancies 10
• Respiratory system
• Cardiovascular system 15
Endocrine, metabolic & genetic disorders
3
Central Nervous system, neuromuscular
disorders 10
 Disorders of kidney & urinary tract 5
Pediatric emergencies 3
Miscellaneous – Eye, ENT, skin, Rheumatology,
Psychiatry & social paediatrics 6
Total 100

Sample Paediatrics Question Paper

Paediatrics Paper –MBBS , Phase III Part 2
Time: 3 hours
Marks: 100
Your answers should be specific to the questions asked.
Draw neat, labelled diagrams wherever necessary.
Long essays (2 X 10 = 20 marks)
1. 3 year old female child from low socio economic background presented with 3 days history of watery diarrhea and vomiting. There was
no fever or other
complaints. There was history of similar illness in many children in neighbourhood. On Examination, child was irritable and thirsty.
Weight was 10 kg. Vitals were normal and systemic examination was non contributory.
i) Assess and classify dehydration in this child.
ii) Plan fluid & nutritional therapy for this child.

2. A 6 month old boy was brought to the emergency room with complaints of fever for the last 2 days and excessive crying and vomiting for
the last 12 hours. He also had an episode of stiffening of body. Discuss the differential diagnosis and justify the most likely diagnosis. Add a
note on management.

Short essays (8x5=40marks)

3. A 34 week male baby delivered by caesarean section developed fast breathing soon after birth and was taken to the NICU. There was
history of PROM 24 hours
 before delivery. Birth weight of the baby was 1.5 kg. On examination, respiratory rate was 80/min. with retractions and grunting.
Discuss the causes for distress in this newborn.
4. 4 year old girl presented with epistaxis of one day duration. On examination she was afebrile, echymotic patches were seen over lower
limbs and trunk, otherwise
clinical examination was unremarkable. How do you approach and manage this child ?
5. Complicated malaria
6. Clinical features and management of hypothyroidism
7. Management of cyanotic spell
8. Define failure to thrive and outline management
9. WHO classification of vitamin A deficiency
10. Nocturnal enuresis

Short answer questions (10x3=30)

11. APGAR score components
12. Urine examination in Nephrotic syndrome
13. Classify Hydrocephalus
14. Age independent anthropometric indices
15. Genetic patterns in Down Syndrome
16. HPV vaccine – Age and schedule
17. Advantages of breast feeding
18. Management of hyperkalemia
19. Normal Moro’s reflex
20. Mantoux test

Multiple choice questions (10x1=10marks, with no negative marking)

21. While examining 2 days old infant, small vesicles on erythematous base are noted on face and chest. Wright stain of the lesions revealed
sheets of Eosinophils. Diagnosis of this rash is
 E) miliaria rubra
F) milia
G) neonatal acne
H) erythema toxicum

22. A 2 year old, active, asymptomatic boy is examined by a physician for the first time. His blood pressure is 130/86 in the right arm with
a barely palpable right femoral pulse. The most likely diagnosis is

E) Coarctation of aorta
F) Tetralogy of Fallot
G) Aortic stenosis
H) Pulmonary stenosis

23. Which of the following hemolytic anemias is associated with an extracorpuscular defect?

E) Hereditary spherocytosis
F) Sickle cell anemia
G) Autoimmune hemolytic anemia
H) Glucose-6-phosphate dehydrogenase (G6PD) deficiency

24. Calorie requirement in a 3 year old is (kcal/day)

E) 1000
F) 1100
G) 1200
H) 1300

25. A 6 week old infant presents with a history of noisy breathing. The noise was first noted shortly after birth, is inspiratory in nature, is
worse now that the infant has a viral respiratory illness, and remits almost completely when the child is asleep. The most likely etiology of
this child’s noisy breathing is

E) asthma
F) bronchopulmonary dysplasia
G) cystic fibrosis
H) laryngomalacia

26. A 10 year old develops nephrotic syndrome. Several urinalyses reveal the presence of red blood cell casts. The creatinine is 2.8 mg/dl
and the blood pressure is 146/96 mm Hg. The next best course of action is

E) begin a course of oral prednisone

F) follow the child and see if the nephrotic syndrome resolves
G) perform a diagnostic renal biopsy
H) collect a 24 hour urine for creatinine clearance and protein excretion

27. All the following conditions are characterized by hypochromic, microcytic red cells EXCEPT

E) iron deficiency anemia

F) thalassemia major
G) glucose-6-phosphate dehydrogenase
H) anemia of chronic disease

28. Drug used for treatment of autonomic storm due to scorpion sting is

E) Adrenaline
F) Propranolol
G) Prazosin
H) Noradrenaline
29. An 8 month old girl is noted to have asymmetric use of her arms. The right arm is held in a flexed position with the hand in a fist. The
neurologic examination also reveals increased tone in the right ankle and hyper reflexia on the right side. The past history is significant
for premature delivery at 28 weeks gestation. The most likely diagnosis for this child is

a) Duchenne muscular dystrophy

b) Spinomuscular atrophy
c) Brachial palsy
d) Cerebral palsy
30. 2 year old child was brought with history of fever, cough and cold for 1 day and 1 episode of generalized tonic clonic seiure.
Temperature was 102oF. What
information would like to elicit?
a) Duration of seizure
b) Any features suggestive of meningitis
c) Is she developmentally normal?
d) All of the above

Acknowledgement of contributors

IAP task force CBME curriculum for Paediatrics

Ophthalmology curriculum prepared by faculty from St Johns

RGUHS CBME curriculum for RS 4 Batch

NMC Document - Regulations on Graduate Medical Education

Dr. K. Shreedhara Avabratha, Professor & HOD, Dept. of Paediatrics, Father Muller Medical College Hospital, Mangalore
Dr. Sweta Shanbhag, Senior Resident, Dept. of Paediatrics, Father Muller Medical College Hospital, Mangalore

Rajiv Gandhi University of Health Sciences

Bangalore, Karnataka
 UNDER GRADUATE PAEDIATRIC LOG BOOK

As per Competency-Based Medical Education Curriculum

Sample template

College Logo Student’s

Stamp size
photo

(Name of the medical college)

DEPARTMENT OF PAEDIATRICS

UNDERGRADUATE PAEDIATRIC

LOG BOOK
Name of the student:
Contact Number:
Email id:
Date of admission to MBBS course:
Date of beginning of the current phase:
Reg. No. (College ID):
Reg. No. (University ID):
 Sample template

DEPARTMENT OF PAEDIATRICS

(Name of the medical college)

LOG BOOK CERTIFICATE

Certified that this is a bonafide record of the work done by __________________________ ________ in the department during his/her

clinical postings. He/she will be appearing for the Final M.B.B.S.(Phase 3, part 2) examination of Rajiv Gandhi University of Health

Sciences, Karnataka, in February/August 20

Signature of faculty Signature of Head of the department

Name :
Reg No. :
Batch :
Posting in the Dept : From To

l
ll
lll

ATTENDANCE

Faculty
Classes held Classes attended Percentage
sign
I
Clinical
Posting II

III

PY3P1
Theory
Attendance
PY3P2

PY3P1
Small group
discussions
PY3P2

INTERNAL ASSESSMENT MARKS

 Theory Clinicals

1st test: 1st :

2nd test: 2nd:

3rd:
Final Internal
Assessment
Marks
 INDEX

S. NO: CONTENT PAGE

NUMBER
1. Abbreviations 2
2. Summary of Certifiable Competencies 3-4
3. Documentation of Case Presentations 5
PROFESSIONAL YEAR II
1. Learning objectives 7
2. Certifiable competencies 8-19
3. Reflections 20
PROFESSIONAL YEAR III PHASE I
1. Learning objectives 22
2. Certifiable competencies 23-29
3. Competencies requiring documentation 29-33
4. AETCOM competencies 34-35
5. Self directed learning 36-37
6. Integrated learning 38
7. Reflections 39
ELECTIVES IN PAEDIATRICS 40
PROFESSIONAL YEAR III PHASE II
1. Learning objectives 42
2. Certifiable competencies 43-53
3. Competencies requiring documentation 54-58
4. AETCOM competencies 59
5. Self directed learning 60-61
6. Integrated learning 62
7. Reflections 63
CLINIC/ FIELD VISITS 64-65
 ABBREVIATIONS

F / R / RE – First or Only / Repeat / Remedial

• First or only – Student completed the task in the first attempt
• Repeat – Student completed the task in multiple attempts
• Remedial – Student completed the task after remedial measures

B / M / E – Below expectation / Meets expectation / Exceeds expectation

• Below expectation – Student did not complete the task
• Meets Expectation – Student completed the task with minimal prompts
• Exceeds expectation – Student completed the task without any prompts

C / R / RE – Completed / Repeat / Remedial

• Completed – Student has successfully completed the task
• Repeat – Student had to repeat the task in the same briefing
• Remedial – Student needs to undergo briefing again and repeat the task

AETCOM – Attitude, Ethics and Communication Module

 SUMMARY OF CERTIFIABLE COMPETENCIES

Competency Competency details No Date Reference

no. required completed page no
to
certify

PE1.4 Perform anthropometric 3 8

measurements, document in
growth charts and interpret
PE1.7 Perform developmental 3 14
assessment and interpret

PE 7.5 Observe the correct technique of 3 23

breast feeding and distinguish
right from wrong techniques
PE11.5 Calculate BMI, document in BMI 3 15
chart and interpret
PE19.6 Assess patient for fitness for 5 18
immunization and prescribe an
age-appropriate immunization
schedule
PE24.15 Perform NG tube insertion in a 2 25
manikin
PE24.16 Perform IV cannulation in a mode 2 43
PE24.17 Perform intraosseous insertion 2 44
model
PE27.15 Assess airway and breathing: 3 45
recognize signs of severe
respiratory distress. Check for
cyanosis, severe chest indrawing,
grunting
PE27.16 Assess airway and breathing. 3 46
Demonstrate the method of
positioning of an infant & child to
open airway in a simulated
environment

PE27.17 Assess airway and breathing: 3 47

administer oxygen using correct
technique and appropriate flow
rate
PE27.18 Assess airway and breathing: 3 48
perform assisted ventilation by
bag and mask in a simulated
environment
 PE27.19 Check for signs of shock i.e. pulse, 3 49
blood pressure, CRT
PE27.20 Secure an IV access in a simulated 2 43
Environment
PE27.21 Choose the type of fluid and 3 50
calculate the fluid requirement in
shock
PE27.22 Assess level of consciousness & 3 51
provide emergency treatment to a
child with convulsions/coma3
Position an unconscious3 child
Position a child with suspected
trauma
Administer IV/per rectal
Diazepam for a convulsing child in
a simulated environment
PE27.23 Assess for signs of severe 3 52
dehydration
PE27.28 Provide BLS for children in 3 53
manikin
PE33.6 Perform and interpret urine dip 3 26
stick for sugar
PE33.11 Identify deviations in growth and 2 13
plan
appropriate referral
PE34.6 Identify a BCG scar 3 27
PE34.7 Interpret a Mantoux test 3 28
PE34.11 Perform AFB staining 3 29

Student’s Signature Signature of Faculty

(Name and Designation)
 DOCUMENTATION OF CASE PRESENTATIONS

S. No Date Patient Diagnosis Case Year/ Grade Teacher’s

Name Presented/ Phase (B/M/E) Signature
and ID Attended
(P/A)
 PROFESSIONAL YEAR II
LEARNING OBJECTIVES 1st CLINICAL POSTING (2 WEEKS)

At the end of the first posting, students are expected to:

1. Perform, interpret and document anthropometric measurements in children

2. Use the appropriate growth chart for a child and interpret them correctly

3. Perform, interpret and document nutritional history taking and development of a dietary
plan for all children

4. Perform, interpret and document developmental history taking in all children

5. Conduct a developmental assessment in children and interpret them correctly

6. Assess patient for fitness for immunization and prescribe an age-appropriate

immunization schedule
PE 1.4 Perform anthropometric measurements, document in growth charts and
Interpret

Minimum number required to certify-3*

Growth assessment

No Name Age Sex Weight Height/Length MAC HC Wt for Ht

A E I A E I A E I A E I A E I

A – Actual E – Expected I – Inference

Using growth charts

Anthropometric values to be given here for each batch. They have to mark the values on the
chart and interpret the growth pattern (No. Required - 3)
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE33.11 Identify deviations in growth (Using the above growth charts)

and plan appropriate referral.
Minimum number required to
certify-2

If requiring referral, mention the reasons for referral

(Case 1)

1.
2.
3.
4.
5.

(Case 2)

1.
2.
3.
4.
5.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE1.7 Perform developmental assessment and interpret

Minimum number required to
certify-3

Take a detailed developmental history and perform developmental assessment. Indicate the
present milestone attained in each category. Calculate the developmental age for each domain

S. Name Age Sex Gross Fine Language Social Developmental Inference

No Motor Motor age

GM FM L S

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date
PE11.5 Calculate BMI, document in BMI chart and interpret
Minimum number required to
certify-3

Calculate the BMI for 3 children (above 5 years) and enter in this table and also mark in the
appropriate graph

S. Name Age Sex Weight Height BMI Normal Inference

No

5
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE19.6 Assess patient for fitness for immunization and prescribe an age-appropriate
immunization schedule
Minimum number required to
certify-5

Assessment of immunization status:

S. No Name Age Sex Vaccines received till date Plan for further immunisation

5
Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed
mistakes)

Competency Competency details Why I went Was this Faculty

no wrong exercise useful remarks
 PROFESSIONAL YEAR III PHASE I
LEARNING OBJECTIVES

1. Observe the correct technique of breast feeding and distinguish right from wrong techniques

2. Perform NG tube insertion in a manikin correctly

3. Perform and interpret urine dip stick for sugar correctly

4. Identify a BCG scar accurately

5. Interpret a Mantoux test correctly

6. Perform AFB staining correctly

7. Write 4 Paediatric and 1 neonatal case sheets

PE7.5 Observe the correct technique of breast feeding and distinguish right from wrong
techniques

Minimum number required to certify-3

Observe the process of breast feeding (under supervision and a chaperone being present) and
note the following points

Position of mother and baby.

Cradle. The baby is held in the crook or elbow area of the arm on same side as breast to be used
for feeding; mother supports breast with opposite hand; baby's body is rolled in toward
mother's body so they are belly-to-belly.
Cross-cradle. The baby's head is supported by the hand opposite the breast to be used for
feeding; mother supports breast with hand; baby is rolled in toward mother's body belly-to-
belly.
Football or clutch. Baby's head is supported by the hand on the same side as breast to be used
for feeding; baby's body is supported on a pillow and tucked under the arm on the same side as
breast to be used for feeding.
Side-lying using modified cradle. In this position, the baby lies next to the mother with their
bodies facing each other. If a pillow under the arm is uncomfortable, try placing the baby in the
crook of the arm. This way, it is unlikely for the mother to roll over on the baby should the
mother doze off. This position also keeps the baby's head at a good angle to bring baby and
breast together, with the baby's head higher than his or her tummy, which can be helpful for
babies who are more likely to spit up.
Laid-back breastfeeding. In this position, the mother is leaning back in a recliner or reclining
in bed. The baby is lying on his or her stomach and is pressed against the mother’s body. She
can support the side of her baby's head if baby cannot hold it by him- or herself. In this position,
both mother and baby can relax. She can allow her baby to explore her breast and latch on at his
or her leisure. This is a great position if mother has had a cesarean delivery.
Latching.
The latch should be comfortable and pain free.
The baby's chest and stomach rest against the mother’s body, so that baby's head is straight, not
turned to the side.
Baby's chin touches her breast.
Baby's mouth opens wide around her breast, not just the nipple.
Baby's lips turn out.
Baby's tongue cups under her breast.
Mother hears or sees swallowing.

S. No Position of Position of child Attachment Comments

mother (latching)

4
5

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE24.15 Perform NG tube insertion in a manikin

Minimum Number required to certify-2

Demonstrate the following steps in inserting a NG tube in a manikin

S. Identify size of Demonstrate Correctly Insert the tube

No nasogastric tube as per landmarks for measure the and check its
age of child. measurement of length length of NG position
of NG tube to be tube to be
inserted on a manikin inserted

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE33.6 Perform and interpret urine dip stick for sugar

Minimum number required to certify- 3

Demonstrate the steps to perform and interpret the urine dip stick for sugar

S. no Urine sugar by dipstick Interpretation

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE34.6 Identify a BCG scar
Minimum number required to
certify- 3

Demonstrate the following steps to identify a BCG scar

S.No Age of the child Size of BCG scar Quality of the scar

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE34.7 Interpret a Mantoux test
Minimum number required to
certify- 3

Demonstrate the following steps to interpret a Mantoux test

S. No Age Measure induration Interpretation

(horizontal/transverse)

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE34.11 Perform AFB staining
**Shared with Microbiology

Minimum number required to certify- 3

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of Learner
with Date

SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION

(to be observed in ward/PICU/NICU/LT)

S. Competency Competency detail Minimum Date Faculty

no no No. to be completed signature
done
1 18.5 Provide intra-natal
care and observe the 3
conduct of a normal
delivery
2 27.10 Observe the various
methods of 3
administering
Oxygen
3 31.11 Observe
administration of 3
Nebulization
 Competencies requiring documentation
(to be done as part of seminar, demonstration, case presentation)

S.no Competency Competency Minimum T/L method Date Faculty

no detail No. to be completed signature
done

1 9.7 Plan an
appropriate 3
diet in health
and disease
2 11.3 Assessment of
a child with
obesity with
regard to
eliciting history 3
including
physical
activity,
charting and
dietary recall
3 12.3 Identify the
clinical features
of dietary
deficiency 3
/excess of
Vitamin A
4 12.4 Diagnose
patients with
Vitamin A
deficiency 3
(VAD), classify
and plan
management
5 12.8 Identify the
clinical features
of dietary 3
deficiency of
Vitamin D
6 12.9 Assess patients
with Vitamin D
deficiency, 3
diagnose,
classify and
plan
 management

7 12.17 Identify the

clinical features
of Vitamin B 3
complex
deficiency
8 12.18 Diagnose
patients with
vitamin B 3
complex
deficiency and
plan
management
9 12.21 Identify the
clinical features 3
of Vitamin C
deficiency
10 13.3 Identify the
clinical features
of 3
dietary
deficiency of
Iron and make
a diagnosis
11 24.12 Perform and
interpret stool 2
examination
including
Hanging Drop
12 27.31 Assess child for
signs of abuse 2

13 32.2 Identify the

clinical features
of Down 3
Syndrome

14 32.7 Identify the

clinical features
of Turner 2
Syndrome
15 32.12 Identify the
clinical features
of Klinefelter 2
Syndrome
16 33.10 Recognize
precocious and
delayed 2
Puberty and
refer
17 20.6 Explain the
follow-up care
for neonates
including
Breastfeeding,
Temperature 3
maintenance,
immunization,
importance of
growth
monitoring and
red flags.

Competencies requiring documentation

(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI /EEG/ECG
reports)

S. Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done
1 28.16 Interpret blood
tests relevant 3
to upper
respiratory
problems

2 29.15 Perform and

Interpret 3
peripheral
smear.

3 32.3 Interpret
normal 2
Karyotype and
recognize
Trisomy 21
4 32.8 Interpret
normal
Karyotype and 2
recognize
Turner
Karyotype
5 32.13 Interpret
normal
Karyotype and 2
recognize the
Klinefelter
Karyotype
6 34.9 Interpret blood
tests in the
context of 2
laboratory
evidence for
tuberculosis

AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION

(To be done as part of AETCOM)

S. Competency Competency detail Minimum Date Faculty

No no No. to be completed signature
done

1 2.3 Counseling a parent

with failing to thrive 3
child
2 3.4 Counsel a parent of a
child with 3
developmental delay

3 6.8 Respecting patient

privacy and
maintaining 3
confidentiality while
dealing with
adolescence

4 7.8 Educate mothers on

antenatal breast care 3
and prepare mothers
for lactation

5 7.9 Educate and counsel

mothers for best 3
practices in
Breastfeeding

6 7.10 Respect patient 3

privacy
7 8.5 Counsel and educate
mothers on the best
practices in 3
complementary
feeding

8 10.5 Counsel parents of

children with SAM 3
and MAM

9 19.7 Educate and counsel

a patient for 3
immunization

10 19.8 Demonstrate
willingness to
participate in the 3
national and
subnational
immunization days
11 20.5 Counsel/educate
mothers on the care 3
of neonates
 12 21.16 Counsel / educate a
patient for referral 3
appropriately

13 22.2 Counsel a patient 3

with Chronic illness
14 23.18 Demonstrate
empathy while 3
dealing with children
with cardiac diseases
in every patient
encounter
15 29.19 Counsel and educate
patients about 3
prevention and
treatment of anemia.

16 32.5 Counsel parents

regarding 1. Present 2
child 2. Risk in the
next pregnancy
(Down syndrome)

17 32.10 Counsel parents

regarding 1. Present
child 2. Risk in the 2
next pregnancy
(Turner syndrome)

SELF- DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.
8.

9.

10.

11.

12.

13.

14.

15.

SELF- DIRECTED LEARNING:

1)
Topic:

Objectives:

Task:

Impressions:

2)
Topic:
Objectives:

Task:

Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions:

S.No Competency Topic Departments Date

No. involved
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed
mistakes)

Competency Competency details Why I went Was this Faculty

no wrong exercise useful remarks
 ELECTIVE POSTINGS (If done in Paediatrics)

Name Name Location Name of Attendance Daily Assignments Case Remarks

of of of internal rounds presentation of the
block elective elective preceptor preceptor

3
PROFESSIONAL YEAR III PHASE II
LEARNING OBJECTIVES

1. Perform IV cannulation in a simulated environment

2. Perform intraosseous insertion in a simulated environment
3. Assess airway, breathing and circulation in a sick child, give appropriate and accurate
treatment
4. Choose the type of fluid and calculate the fluid requirement in shock in children
5. Assess level of consciousness & provide emergency treatment to a child with
convulsions/ coma
6. Assess for signs of severe dehydration
7. Provide BLS for children in a manikin
8. Write 4 Paediatric and 1 neonatal case sheet

PE24.16 / PE 27.20 Perform IV cannulation in a model

Minimum number required to certify-2

Perform IV cannulation in a manikin by observing the following steps

 S.no Identify size Demonstrate all steps Choose and Correctly Fix the cannula
of IV cannula of infection control prepare the insert the and properly
as per age of policy like site cannula and dispose the
child. handwashing, wearing look for free biomedical
gloves, proper filling flow of blood waste
of fluid in syringe

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE24.17 Perform intraosseous insertion in a model

Minimum number required to
certify-2

Perform intraosseous insertion in a model in these following steps

 S.no Identify site for Demonstrate all Insert the Fix Intraosseous
intraosseous steps of infection Intraosseous cannula and
insertion in children control cannula and correctly
based on demonstrate how demonstrate
landmarks. to check its proper disposal
insertion in model of biomedical
waste

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE27.15 Assess airway and breathing: recognize signs of severe respiratory distress.
Check for cyanosis, severe chest indrawing, grunting
Minimum number required to
certify- 3

Check for the following signs in a child with respiratory distress

S.no Respiratory Intercostal Alae nasi Drowsiness Grunt or Cyanosis

rate retractions flaring stridor
 1

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE27.16 Assess airway and breathing. Demonstrate the method of positioning of an

infant & child to open airway in a simulated environment

Minimum number required to certify- 3

Assess whether the student performs the steps in a correct manner

S.no Head tilt manoeuvre Chin lift Jaw thrust Remarks of the
performed manoeuvre manoeuvre facilitator
performed performed

1
 2

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.17 Assess airway and breathing: administer oxygen using correct technique and
appropriate flow rate
Minimum number required to
certify- 3

Demonstrate the various methods of administering oxygen and at specific rates

S. Head box Nasal High flow Face mask Non Rate of

no cannula nasal rebreathing delivery of
cannula mask oxygen

2
 3

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.18 Assess airway and breathing: perform assisted ventilation by Bag and mask in a
simulated environment

Minimum number required to certify- 3

Demonstrate assisted ventilation using bag and mask in a simulated environment

S. Chosen the Chosen the Head and Used the Looked for Used the
no correct size correct bag neck in correct chest rise correct rate
mask proper pressure to of ventilation
position inflate

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.19 Check for signs of shock i.e., Pulse, Blood Pressure, Capillary Refill time

Minimum number required to certify- 3

Check for the signs of shock

S. no Check for Check BP Check for Check for Check for skin Check for
volume of saturation CRT colour and sensorium
pulse temperature

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.21 Choose the type of fluid and calculate the fluid requirement in shock

Minimum number required to certify- 3

Choose appropriate fluid according to different types of shock. Calculate the fluid for managing
different types of shock at different age/size of the child.

S.no Type of shock Assess Choose the Calculate the Remarks

weight of appropriate fluid amount of fluid
child for bolus to be
administration administered for
bolus and
continuation

1 Hypovolemic

2 Septic

3 Cardiogenic

4 Obstructive

5 Burns
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.22 Assess level of consciousness & provide emergency treatment to a child with
convulsions/ coma

Minimum number required to certify- 3

S.n Assess level of Position a Position a Assess Demonstrate Calculate how Administer
o consciousness child in child with ABCD how to give much IV nasal
(Glasgow or coma head/spine rectal diazepam diazepam and midazolam
AVPU) correctly trauma give it spray
correctly correctly in a
manikin

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.23 Assess for signs of severe dehydration

Minimum number required to certify- 3

S.no Thirst Urine Sensorium Mucus Skin Pulse Blood AF if

output membrane turgor pressure open

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.28 Provide BLS for children in manikin

Minimum number required to certify- 3

Either a certificate that they have attended a formal BLS course or a modified BLS session has to
be attached

S.No Check for Call Check pulse and Start chest Make Repeat
response for breathing compression airway above CPR
help simultaneously patent and
give 2
rescue
breaths

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION

(to be done as part of seminar, demonstration, case presentation)

S.no Competency no Competency Minimum T/L Date Faculty

detail No. to be method completed signature
done

1 21.9 Identify
external
markers for
Kidney disease, 3
like Failing to
thrive,
hypertension,
pallor, Icthyosis,
anasarca
2 21.10 Analyze
symptom and
interpret the
physical 3
findings and
arrive at an
appropriate
provisional
differential
diagnosis
3 21.14 Recognize
 common
surgical
conditions of
the abdomen
and
genitourinary
system and 3
enumerate the
indications for
referral
including acute
and subacute
intestinal
obstruction,
appendicitis,
pancreatitis,
perforation
intussusception,
Phimosis,
undescended
testis, Chordee,
hypospadias,
Torsion testis,
hernia
Hydrocele,
Vulval
Synechiae
4 21.16 Counsel /
educate a 3
patient for
referral
appropriately
5 23.11 Develop a
treatment plan
and prescribe
appropriate 3
drugs including
fluids in cardiac
diseases, anti -
failure drugs,
and inotropic
agents

Competencies requiring documentation

(To be done as part of IMNCI assessment)
S. no Competency no Competency detail Minimum Date Faculty
No.to be completed signature
done

1 10.4 Identify children with

under nutrition as per 3
IMNCI criteria and
plan referral

2 16.2 Assess children <2

months using IMNCI 3
guidelines

3 16.3 Assess children >2

months to 5 years
using IMNCI 3
guidelines and stratify
risk

4 20.18 Identify and stratify

risk in a sick neonate 3
using IMNCI
guidelines

5 24.11 Apply the IMNCI

guidelines in risk
stratification of 3
children with
diarrhoeal
dehydration and refer

6 28.15 Stratify risk in

children with stridor 3
using IMNCI
guidelines

Competencies requiring documentation

(to be done in a simulated environment)

S. Competency no Competency detail Minimum Date Faculty

no No. to be completed signature
done
 1 18.4 Provide intra-natal
care and conduct a 3
normal delivery in a
simulated
environment

2 19.13 Demonstrate the

correct administration 3
of different vaccines in
a mannequin

3 20.3 Perform Neonatal

resuscitation in a 3
manikin

4 26.10 Demonstrate the

technique of liver
biopsy in a manikin 2
Perform Liver Biopsy
in a simulated
environment

5 29.17 Demonstrate
performance of bone 2
marrow aspiration in
mannequin.

Competencies requiring documentation

(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI/ EEG/ECG
reports)

S. Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done

1 21.12 Interpret
report of Plain 3
X Ray of KUB
2 21.13 Enumerate the
indications for
 and Interpret 3
the written
report of Ultra
sonogram of
KUB
3 23.12 Interpret a
chest X ray 3
and recognize
Cardiomegaly
4 23.13 Choose and
Interpret 3
blood reports
in Cardiac
illness
5 23.14 Interpret 3
Pediatric ECG
6 23.15 Use the ECHO
reports in 3
management
of cases
7 24.13 Interpret RFT
and electrolyte 3
report
8 30.20 Interpret and
explain the 3
findings in a
CSF analysis
9 30.21 Enumerate the
indication and
discuss the 3
limitations of
EEG, CT, MRI
10 30.22 Interpret the
reports of EEG, 3
CT, MRI
11 34.9 Interpret
blood tests in
the context of 3
laboratory
evidence for
tuberculosis
 AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION
(To be done as part of AETCOM )

S. no Competency no Competency detail Minimum Date Faculty

No. to be completed signature
done

1 23.18 Demonstrate
empathy while
dealing with children 3
with cardiac diseases
in every patient
encounter

2 26.13 Counsel and educate

patients and their 3
family appropriately
on liver diseases
3 27.32 Counsel parents of
dangerously ill/ 2
terminally ill child to
break a bad news
4 27.33 Obtain Informed
Consent 2
5 27.34 Willing to be a part of
the ER team 3

6 27.35 Attends to
emergency calls 3
promptly
 SELF-DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

SELF-DIRECTED LEARNING:

1)
Topic:

Objectives:
Task:

Impressions:

2)
Topic:

Objectives:

Task:

Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions

S.No Competency No Topic Departments Date

involved
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed
mistakes)

Competency Competency details Why I went Was this Faculty

no wrong exercise useful remarks
 Other activities :
1. Participation in departmental activities- children’s day, breast feeding week, ORS
week, disease specific days (if being celebrated)
2. STS/ college grant project submitted
3. Participation in IAP quiz competition
4. Participation in any research projects/student conference

CLINIC/FIELD VISITS

S. Visit to Competency Competency Year/Phase Date Report Faculty

no no completed submitted signature
1 Child 3.7 Visit a Child
development Developmental
unit Unit and
Observe its
functioning
Topic:
Developmental
delay and
cerebral palsy

2 Child 4.6 Visit to the

guidance Child guidance
clinic clinic
Topic:
Scholastic
backwardness,
learning
disabilities,
Autism, ADHD

5.11 Visit to Child

guidance clinic
and observe
functioning
Topic:
 Common
problems
related to
behaviour

3 Adolescent 6.11 Visit to the

clinic Adolescent
clinic
4 Rural health 18.8 Observe the
centre implementation
of the program
by visiting the
Rural Health
Center
5 Immunization 19.10 Observe the
clinic handling and
storing of
vaccines

19.11 Document
Immunization
in an
immunization
record

19.12 Observe the

administration
of UIP vaccines

19.14 Practice
Infection
control
measures and
appropriate
handling of the
sharps
NOTES
NOTES
 Rajiv Gandhi University of Health
Sciences
Bangalore, Karnataka

UNDER GRADUATE PAEDIATRIC LOG

BOOK
 As per Competency-Based Medical
Education Curriculum
Sample template

College Logo Student’s

Stamp size
photo

(Name of the medical college)

DEPARTMENT OF PAEDIATRICS

UNDERGRADUATE PAEDIATRIC

LOG BOOK

Name of the student:

Contact Number:
Email id:
Date of admission to MBBS course:
Date of beginning of the current phase:
Reg. No. (College ID):
Reg. No. (University ID):
 Sample template

DEPARTMENT OF PAEDIATRICS

(Name of the medical college)

LOG BOOK CERTIFICATE

Certified that this is a bonafide record of the work done by

__________________________________ in the department during his/her clinical po stings. He/she

will be appearing for the Final M.B.B.S.(Phase 3, part 2) examination of Rajiv Gandhi

University of Health Sciences, Karnataka, in February/August 20

Signature of faculty Signature of Head of the department

Name :
Reg No. :
Batch :
Posting in the Dept : From To

l
ll
lll
 ATTENDANCE

Faculty
Classes held Classes attended Percentage
sign
I
Clinical
Posting II

III

PY3P1
Theory
Attendance
PY3P2

PY3P1
Small group
discussions
PY3P2

INTERNAL ASSESSMENT MARKS

Theory Clinicals

1st test: 1st :

2nd test: 2nd:

3rd:
Final Internal
Assessment
Marks
 INDEX

S. NO: CONTENT PAGE

NUMBER
4. Abbreviations 2
5. Summary of Certifiable Competencies 3-4
6. Documentation of Case Presentations 5
PROFESSIONAL YEAR II
4. Learning objectives 7
5. Certifiable competencies 8-19
6. Reflections 20
PROFESSIONAL YEAR III PHASE I
8. Learning objectives 22
9. Certifiable competencies 23-29
10. Competencies requiring documentation 29-33
11. AETCOM competencies 34-35
12. Self directed learning 36-37
13. Integrated learning 38
14. Reflections 39
ELECTIVES IN PAEDIATRICS 40
PROFESSIONAL YEAR III PHASE II
8. Learning objectives 42
9. Certifiable competencies 43-53
10. Competencies requiring documentation 54-58
11. AETCOM competencies 59
12. Self directed learning 60-61
13. Integrated learning 62
14. Reflections 63
CLINIC/ FIELD VISITS 64-65
ABBREVIATIONS

F / R / RE – First or Only / Repeat / Remedial

• First or only – Student completed the task in the first attempt
• Repeat – Student completed the task in multiple attempts
• Remedial – Student completed the task after remedial measures
B / M / E – Below expectation / Meets expectation / Exceeds expectation
• Below expectation – Student did not complete the task
• Meets Expectation – Student completed the task with minimal prompts
• Exceeds expectation – Student completed the task without any prompts

C / R / RE – Completed / Repeat / Remedial

• Completed – Student has successfully completed the task
• Repeat – Student had to repeat the task in the same briefing
• Remedial – Student needs to undergo briefing again and repeat the task

AETCOM – Attitude, Ethics and Communication Module

SUMMARY OF CERTIFIABLE COMPETENCIES

Competency Competency details No Date Reference

no. required completed page no
to
certify

PE1.4 Perform anthropometric 3 8

measurements, document in growth
charts and interpret
PE1.7 Perform developmental assessment 3 14
and interpret

PE 7.5 Observe the correct technique of 3 23

breast feeding and distinguish right
from wrong techniques
PE11.5 Calculate BMI, document in BMI chart 3 15
and interpret
PE19.6 Assess patient for fitness for 5 18
immunization and prescribe an age-
appropriate immunization schedule
PE24.15 Perform NG tube insertion in a 2 25
manikin
PE24.16 Perform IV cannulation in a mode 2 43
PE24.17 Perform intraosseous insertion model 2 44
PE27.15 Assess airway and breathing: 3 45
recognize signs of severe respiratory
distress. Check for cyanosis, severe
chest indrawing, grunting

PE27.16 Assess airway and breathing. 3 46

Demonstrate the method of
positioning of an infant & child to
open airway in a simulated
environment

PE27.17 Assess airway and breathing: 3 47

administer oxygen using correct
technique and appropriate flow rate
PE27.18 Assess airway and breathing: perform 3 48
assisted ventilation by bag and mask
in a simulated environment
PE27.19 Check for signs of shock i.e. pulse, 3 49
blood pressure, CRT
PE27.20 Secure an IV access in a simulated 2 43
Environment
PE27.21 Choose the type of fluid and calculate 3 50
the fluid requirement in shock
PE27.22 Assess level of consciousness & 3 51
provide emergency treatment to a
child with convulsions/coma3
Position an unconscious3 child
Position a child with suspected
trauma
Administer IV/per rectal Diazepam for
a convulsing child in a simulated
environment
PE27.23 Assess for signs of severe dehydration 3 52
PE27.28 Provide BLS for children in manikin 3 53
PE33.6 Perform and interpret urine dip stick 3 26
for sugar
PE33.11 Identify deviations in growth and plan 2 13
appropriate referral
PE34.6 Identify a BCG scar 3 27
PE34.7 Interpret a Mantoux test 3 28
PE34.11 Perform AFB staining 3 29
Student’s Signature Signature of Faculty
(Name and Designation)
 DOCUMENTATION OF CASE PRESENTATIONS

S. No Date Patient Diagnosis Case Year/ Grade Teacher’s

Name Presented/ Phase (B/M/E) Signature
and ID Attended
(P/A)
PROFESSIONAL YEAR II
 LEARNING OBJECTIVES 1st CLINICAL POSTING (2 WEEKS)

At the end of the first posting, students are expected to:

7. Perform, interpret and document anthropometric measurements in children

8. Use the appropriate growth chart for a child and interpret them correctly

9. Perform, interpret and document nutritional history taking and development of a dietary plan for all
children

10. Perform, interpret and document developmental history taking in all children

11. Conduct a developmental assessment in children and interpret them correctly

12. Assess patient for fitness for immunization and prescribe an age-appropriate immunization schedule
PE 1.4 Perform anthropometric measurements, document in growth charts and Interpret

Minimum number required to certify-3*

Growth assessment

No Name Age Sex Weight Height/Length MAC HC Wt for Ht

A E I A E I A E I A E I A E I

A – Actual E – Expected I – Inference

Using growth charts

Anthropometric values to be given here for each batch. They have to mark the values on the chart and
interpret the growth pattern (No. Required - 3)
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of Learner
with Date

PE33.11 Identify deviations in growth (Using the above growth charts)

and plan appropriate referral.
Minimum number required to certify-2

If requiring referral, mention the reasons for referral

(Case 1)

1.
2.
3.
4.
5.

(Case 2)

1.
2.
3.
4.
5.

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of Learner
with Date PE1.7

Perform developmental assessment and interpret

Minimum number required to certify-3

Take a detailed developmental history and perform developmental assessment. Indicate the present
milestone attained in each category. Calculate the developmental age for each domain
 S. Name Age Sex Gross Fine Language Social Developmental Inference
No Motor Motor age

GM FM L S

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE11.5 Calculate BMI, document in BMI chart and interpret

Minimum number required to certify-3

Calculate the BMI for 3 children (above 5 years) and enter in this table and also mark in the appropriate
graph

S. Name Age Sex Weight Height BMI Normal Inference

No

1
 2

Interpretation:
1.
2.
3.

Interpretation:
1.
2.
3.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE19.6 Assess patient for fitness for immunization and prescribe an age-appropriate immunization
schedule
Minimum number required to certify-5

Assessment of immunization status:

S. No Name Age Sex Vaccines received till date Plan for further immunisation

5
Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed mistakes)

Competency Competency details Why I went Was this exercise Faculty

no wrong useful remarks
 PROFESSIONAL YEAR III PHASE I

EARNING OBJECTIVES

1. Observe the correct technique of breast feeding and distinguish right from wrong techniques

2. Perform NG tube insertion in a manikin correctly

3. Perform and interpret urine dip stick for sugar correctly

4. Identify a BCG scar accurately

5. Interpret a Mantoux test correctly

6. Perform AFB staining correctly

7. Write 4 Paediatric and 1 neonatal case sheets

PE7.5 Observe the correct technique of breast feeding and distinguish right from wrong techniques

Minimum number required to certify-3

Observe the process of breast feeding (under supervision and a chaperone being present) and note the
following points
Position of mother and baby.
Cradle. The baby is held in the crook or elbow area of the arm on same side as breast to be used for feeding;
mother supports breast with opposite hand; baby's body is rolled in toward mother's body so they are belly-
to-belly.
Cross-cradle. The baby's head is supported by the hand opposite the breast to be used for feeding; mother
supports breast with hand; baby is rolled in toward mother's body belly-to-belly.
Football or clutch. Baby's head is supported by the hand on the same side as breast to be used for feeding;
baby's body is supported on a pillow and tucked under the arm on the same side as breast to be used for
feeding.
Side-lying using modified cradle. In this position, the baby lies next to the mother with their bodies facing
each other. If a pillow under the arm is uncomfortable, try placing the baby in the crook of the arm. This way,
it is unlikely for the mother to roll over on the baby should the mother doze off. This position also keeps the
baby's head at a good angle to bring baby and breast together, with the baby's head higher than his or her
tummy, which can be helpful for babies who are more likely to spit up.
Laid-back breastfeeding. In this position, the mother is leaning back in a recliner or reclining in bed. The
baby is lying on his or her stomach and is pressed against the mother’s body. She can support the side of her
baby's head if baby cannot hold it by him- or herself. In this position, both mother and baby can relax. She can
allow her baby to explore her breast and latch on at his or her leisure. This is a great position if mother has
had a cesarean delivery.
Latching.
The latch should be comfortable and pain free.
The baby's chest and stomach rest against the mother’s body, so that baby's head is straight, not turned to
the side.
Baby's chin touches her breast.
Baby's mouth opens wide around her breast, not just the nipple.
Baby's lips turn out.
Baby's tongue cups under her breast.
Mother hears or sees swallowing.

S. No Position of Position of child Attachment Comments

mother (latching)

4
5

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE24.15 Perform NG tube insertion in a manikin

Minimum Number required to certify-2

Demonstrate the following steps in inserting a NG tube in a manikin

S. Identify size of Demonstrate landmarks Correctly Insert the tube

No nasogastric tube as per for measurement of measure the and check its
age of child. length of NG tube to be length of NG tube position
inserted on a manikin to be inserted

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE33.6 Perform and interpret urine dip stick for sugar

Minimum number required to certify- 3

Demonstrate the steps to perform and interpret the urine dip stick for sugar

S. no Urine sugar by dipstick Interpretation

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE34.6 Identify a BCG scar
Minimum number required to certify- 3

Demonstrate the following steps to identify a BCG scar

S.No Age of the child Size of BCG scar Quality of the scar

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE34.7 Interpret a Mantoux test
Minimum number required to certify- 3

Demonstrate the following steps to interpret a Mantoux test

S. No Age Measure induration Interpretation

(horizontal/transverse)

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE34.11 Perform AFB staining

**Shared with Microbiology

Minimum number required to certify- 3

Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of Learner
with Date

SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION

(to be observed in ward/PICU/NICU/LT)

S. Competency no Competency detail Minimum Date Faculty

no No. to be completed signature
done
1 18.5 Provide intra-natal
care and observe the 3
conduct of a normal
delivery
2 27.10 Observe the various
methods of 3
administering Oxygen
3 31.11 Observe administration
of Nebulization 3

Competencies requiring documentation

(to be done as part of seminar, demonstration, case presentation)

S.no Competency Competency Minimum T/L method Date Faculty

no detail No. to be completed signature
done

1 9.7 Plan an
appropriate 3
diet in health
and disease
2 11.3 Assessment of
a child with
obesity with
regard to
eliciting history 3
including
physical
activity,
charting and
dietary recall
3 12.3 Identify the
clinical features
of dietary
deficiency 3
/excess of
Vitamin A
4 12.4 Diagnose
patients with
Vitamin A
deficiency 3
(VAD), classify
and plan
management
5 12.8 Identify the
clinical features
of dietary 3
deficiency of
Vitamin D
6 12.9 Assess patients
with Vitamin D
deficiency, 3
diagnose,
classify and
plan
management
7 12.17 Identify the
clinical features
of Vitamin B 3
complex
deficiency
8 12.18 Diagnose
patients with
vitamin B 3
complex
deficiency and
plan
management
9 12.21 Identify the
clinical features 3
of Vitamin C
deficiency
10 13.3 Identify the
clinical features
of 3
dietary
deficiency of
Iron and make
a diagnosis
11 24.12 Perform and
interpret stool 2
examination
including
Hanging Drop
12 27.31 Assess child for
signs of abuse 2
13 32.2 Identify the
clinical features
of Down 3
Syndrome

14 32.7 Identify the

clinical features
of Turner 2
Syndrome
15 32.12 Identify the
clinical features
of Klinefelter 2
Syndrome
16 33.10 Recognize
precocious and
delayed 2
Puberty and
refer
17 20.6 Explain the
follow-up care
for neonates
including
Breastfeeding,
Temperature 3
maintenance,
immunization,
importance of
growth
monitoring and
red flags.
 Competencies requiring documentation
(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI /EEG/ECG reports)

S. Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done

1 28.16 Interpret blood

tests relevant to 3
upper
respiratory
problems

2 29.15 Perform and

Interpret 3
peripheral
smear.

3 32.3 Interpret normal

Karyotype and 2
recognize
Trisomy 21

4 32.8 Interpret normal

Karyotype and
recognize Turner 2
Karyotype

5 32.13 Interpret normal

Karyotype and
recognize the 2
Klinefelter
Karyotype

6 34.9 Interpret blood

tests in the
context of 2
laboratory
evidence for
tuberculosis
AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION
(To be done as part of AETCOM)

S. Competency Competency detail Minimum Date Faculty

No no No. to be completed signature
done

1 2.3 Counseling a parent

with failing to thrive 3
child

2 3.4 Counsel a parent of a

child with 3
developmental delay

3 6.8 Respecting patient

privacy and
maintaining 3
confidentiality while
dealing with
adolescence

4 7.8 Educate mothers on

antenatal breast care 3
and prepare mothers
for lactation

5 7.9 Educate and counsel

mothers for best 3
practices in
Breastfeeding

6 7.10 Respect patient 3

privacy
7 8.5 Counsel and educate
mothers on the best
practices in 3
complementary
feeding

8 10.5 Counsel parents of

children with SAM and 3
MAM

9 19.7 Educate and counsel a

patient for 3
immunization
 10 19.8 Demonstrate
willingness to
participate in the 3
national and
subnational
immunization days
11 20.5 Counsel/educate
mothers on the care of 3
neonates

12 21.16 Counsel / educate a

patient for referral 3
appropriately

13 22.2 Counsel a patient with 3

Chronic illness
14 23.18 Demonstrate empathy
while dealing with 3
children with cardiac
diseases in every
patient encounter

15 29.19 Counsel and educate

patients about 3
prevention and
treatment of anemia.

16 32.5 Counsel parents

regarding 1. Present 2
child 2. Risk in the
next pregnancy
(Down syndrome)

17 32.10 Counsel parents

regarding 1. Present
child 2. Risk in the 2
next pregnancy
(Turner syndrome)

SELF- DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.
5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

SELF- DIRECTED LEARNING:

1)
Topic:

Objectives:

Task:

Impressions:

2)
Topic:
Objectives:

Task:

Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions:

S.No Competency Topic Departments Date

No. involved
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed mistakes)

Competency Competency details Why I went Was this exercise Faculty

no wrong useful remarks
 ELECTIVE POSTINGS (If done in Paediatrics)

e Name Location Name of Attendance Daily Assignments Case Remarks

of of internal rounds presentation of the
k elective elective preceptor preceptor
 PROFESSIONAL YEAR III PHASE II

EARNING OBJECTIVES

9. Perform IV cannulation in a simulated environment

10. Perform intraosseous insertion in a simulated environment
11. Assess airway, breathing and circulation in a sick child, give appropriate and accurate treatment
12. Choose the type of fluid and calculate the fluid requirement in shock in children
13. Assess level of consciousness & provide emergency treatment to a child with convulsions/ coma
14. Assess for signs of severe dehydration
15. Provide BLS for children in a manikin
16. Write 4 Paediatric and 1 neonatal case sheet
PE24.16 / PE 27.20 Perform IV cannulation in a model
Minimum number required to certify-2

Perform IV cannulation in a manikin by observing the following steps

S.no Identify size Demonstrate all steps Choose and Correctly Fix the cannula
of IV cannula of infection control prepare the insert the and properly
as per age of policy like site cannula and dispose the
child. handwashing, wearing look for free biomedical
gloves, proper filling flow of blood waste
of fluid in syringe

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of Learner
with Date
PE24.17 Perform intraosseous insertion in a model
Minimum number required to certify-2

Perform intraosseous insertion in a model in these following steps

S.no Identify site for Demonstrate all Insert the Fix Intraosseous
intraosseous steps of infection Intraosseous cannula and
insertion in children control cannula and correctly
based on landmarks. demonstrate how to demonstrate
check its proper disposal
insertion in model of biomedical waste

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE27.15 Assess airway and breathing: recognize signs of severe respiratory distress. Check for
cyanosis, severe chest indrawing, grunting
Minimum number required to certify- 3

Check for the following signs in a child with respiratory distress

S.no Respiratory Intercostal Alae nasi Drowsiness Grunt or Cyanosis

rate retractions flaring stridor
 1

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE27.16 Assess airway and breathing. Demonstrate the method of positioning of an infant & child to
open airway in a simulated environment

Minimum number required to certify- 3

Assess whether the student performs the steps in a correct manner

S.no Head tilt manoeuvre Chin lift Jaw thrust Remarks of the
performed manoeuvre manoeuvre facilitator
performed performed

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.17 Assess airway and breathing: administer oxygen using correct technique and appropriate
flow rate
Minimum number required to certify- 3

Demonstrate the various methods of administering oxygen and at specific rates

S. Head box Nasal High flow Face mask Non Rate of

no cannula nasal rebreathing delivery of
cannula mask oxygen

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.18 Assess airway and breathing: perform assisted ventilation by Bag and mask in a simulated
environment

Minimum number required to certify- 3

Demonstrate assisted ventilation using bag and mask in a simulated environment

S. no Chosen the Chosen the Head and Used the Looked for Used the
correct size correct bag neck in correct chest rise correct rate of
mask proper pressure to ventilation
position inflate

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE27.19 Check for signs of shock i.e., Pulse, Blood Pressure, Capillary Refill time

Minimum number required to certify- 3

Check for the signs of shock

S. no Check for Check BP Check for Check for Check for skin Check for
volume of saturation CRT colour and sensorium
pulse temperature

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
PE27.21 Choose the type of fluid and calculate the fluid requirement in shock

Minimum number required to certify- 3

Choose appropriate fluid according to different types of shock. Calculate the fluid for managing different
types of shock at different age/size of the child.

S.no Type of shock Assess Choose the Calculate the Remarks

weight of appropriate fluid amount of fluid
child for bolus to be
administration administered for
bolus and
continuation

1 Hypovolemic

2 Septic

3 Cardiogenic

4 Obstructive

5 Burns

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.22 Assess level of consciousness & provide emergency treatment to a child with convulsions/
coma

Minimum number required to certify- 3

S.n Assess level of Position a Position a Assess Demonstrate Calculate how Administer
o consciousness child in child with ABCD how to give much IV nasal
(Glasgow or coma head/spine rectal diazepam diazepam and midazolam
AVPU) correctly trauma give it spray
correctly correctly in a
manikin

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.23 Assess for signs of severe dehydration

Minimum number required to certify- 3

S.no Thirst Urine Sensorium Mucus Skin Pulse Blood AF if

output membrane turgor pressure open
 1

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.28 Provide BLS for children in manikin

Minimum number required to certify- 3

Either a certificate that they have attended a formal BLS course or a modified BLS session has to be attached

S.No Check for Call Check pulse and Start chest Make Repeat
response for breathing compression airway above CPR
help simultaneously patent and
give 2
rescue
breaths

1
 2

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION

(to be done as part of seminar, demonstration, case presentation)

S.no Competency no Competency Minimum T/L Date Faculty

detail No. to be method completed signature
done

1 21.9 Identify
external
markers for
Kidney disease, 3
like Failing to
thrive,
hypertension,
pallor, Icthyosis,
anasarca
2 21.10 Analyze
symptom and
interpret the
physical 3
findings and
arrive at an
appropriate
provisional
 differential
diagnosis
3 21.14 Recognize
common
surgical
conditions of
the abdomen
and
genitourinary
system and 3
enumerate the
indications for
referral
including acute
and subacute
intestinal
obstruction,
appendicitis,
pancreatitis,
perforation
intussusception,
Phimosis,
undescended
testis, Chordee,
hypospadias,
Torsion testis,
hernia
Hydrocele,
Vulval
Synechiae
4 21.16 Counsel /
educate a 3
patient for
referral
appropriately
5 23.11 Develop a
treatment plan
and prescribe
appropriate 3
drugs including
fluids in cardiac
diseases, anti -
failure drugs,
and inotropic
agents

Competencies requiring documentation

(To be done as part of IMNCI assessment)

S. no Competency no Competency detail Minimum Date Faculty

No.to be completed signature
done
1 10.4 Identify children with
under nutrition as per 3
IMNCI criteria and
plan referral

2 16.2 Assess children <2

months using IMNCI 3
guidelines

3 16.3 Assess children >2

months to 5 years
using IMNCI 3
guidelines and stratify
risk

4 20.18 Identify and stratify

risk in a sick neonate 3
using IMNCI
guidelines

5 24.11 Apply the IMNCI

guidelines in risk
stratification of 3
children with
diarrhoeal
dehydration and refer

6 28.15 Stratify risk in

children with stridor 3
using IMNCI
guidelines

Competencies requiring documentation

(to be done in a simulated environment)

S. Competency no Competency detail Minimum Date Faculty

no No. to be completed signature
done

1 18.4 Provide intra-natal

care and conduct a 3
normal delivery in a
simulated
environment
 2 19.13 Demonstrate the
correct administration 3
of different vaccines in
a mannequin

3 20.3 Perform Neonatal

resuscitation in a 3
manikin

4 26.10 Demonstrate the

technique of liver
biopsy in a manikin 2
Perform Liver Biopsy
in a simulated
environment

5 29.17 Demonstrate
performance of bone 2
marrow aspiration in
mannequin.

Competencies requiring documentation

(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI/ EEG/ECG reports)

S. Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done

1 21.12 Interpret
report of Plain 3
X Ray of KUB
2 21.13 Enumerate the
indications for
and Interpret 3
the written
report of Ultra
sonogram of
KUB
3 23.12 Interpret a
chest X ray and 3
recognize
Cardiomegaly
4 23.13 Choose and
Interpret blood 3
reports in
 Cardiac illness
5 23.14 Interpret 3
Pediatric ECG
6 23.15 Use the ECHO
reports in 3
management of
cases
7 24.13 Interpret RFT
and electrolyte 3
report
8 30.20 Interpret and
explain the 3
findings in a
CSF analysis
9 30.21 Enumerate the
indication and
discuss the 3
limitations of
EEG, CT, MRI
10 30.22 Interpret the
reports of EEG, 3
CT, MRI
11 34.9 Interpret blood
tests in the
context of 3
laboratory
evidence for
tuberculosis

AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION

(To be done as part of AETCOM )

S. no Competency no Competency detail Minimum Date Faculty

No. to be completed signature
done
1 23.18 Demonstrate
empathy while
dealing with children 3
with cardiac diseases
in every patient
encounter

2 26.13 Counsel and educate

patients and their 3
family appropriately
on liver diseases
3 27.32 Counsel parents of
dangerously ill/ 2
terminally ill child to
break a bad news
4 27.33 Obtain Informed
Consent 2
5 27.34 Willing to be a part of
the ER team 3

6 27.35 Attends to
emergency calls 3
promptly
 SELF-DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

SELF-DIRECTED LEARNING:

1)
Topic:

Objectives:

Task:
Impressions:

2)
Topic:

Objectives:

Task:

Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions

S.No Competency No Topic Departments Date

involved
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed mistakes)

Competency Competency details Why I went Was this exercise Faculty remarks
no wrong useful

Other activities :
5. Participation in departmental activities- children’s day, breast feeding week, ORS week,
disease specific days (if being celebrated)
 6. STS/ college grant project submitted
7. Participation in IAP quiz competition
8. Participation in any research projects/student conference

CLINIC/FIELD VISITS

S. Visit to Competency Competency Year/Phase Date Report Faculty

no no completed submitted signature
1 Child 3.7 Visit a Child
development Developmental
unit Unit and
Observe its
functioning
Topic:
Developmental
delay and
cerebral palsy

2 Child 4.6 Visit to the

guidance Child guidance
clinic clinic
Topic:
Scholastic
backwardness,
learning
disabilities,
Autism, ADHD

5.11 Visit to Child

guidance clinic
and observe
functioning
Topic:
Common
problems
related to
behaviour

3 Adolescent 6.11 Visit to the

clinic Adolescent
clinic
4 Rural health 18.8 Observe the
centre implementation
of the program
by visiting the
Rural Health
Center
5 Immunization 19.10 Observe the
clinic handling and
storing of
vaccines
19.11 Document
Immunization
in an
immunization
record

19.12 Observe the

administration
of UIP vaccines

19.14 Practice
Infection
control
measures and
appropriate
handling of the
sharps

NOTES
 NOTES

Acknowledging the Contributors to the development of Curriculum of 3rd MBBS Part 2

Subject Contributors
Internal Dr Smitha Bhat,
Medicine with Dr Soumya Umesh, Dr Savitha Sebastian, Dr Mary George, Dr
respiratory Thennmozhi Nagarajan and Dr John Paul - St John’s Medical
medicine College, Bangalore
Dr Uma Devraj – Pulmonary Medicine , St John’s Medical
College, Bangalore
Psychiatry This curriculum was adapted from the draft document prepared by
the Indian Psychiatry Society UG education subcommittee 2021-2022:
Chairperson: Dr Ravi Gupta, Co-chairperson: Dr Vinay H R,
Convenor: Dr Priya Sreedaran, Advisor: Dr Anil Nischal and EC Co-
ordinator: Dr Adarsh Tripathi
Dr Priya Sreedharan, Dr Luke Salazar and Dr Bhuvaneshvari
Sethumaran, St John’s Medical College, Bangalore
Dermatology Dr Shashi Kumar BM and Dr Deepadarshan K, - Mandya Institute of
Medical Sciences.
General Surgery Dr Mallikarjuna, Bangalore Medical College and Research
institute, Bangalore
Dr Mario Victor Newton, St John’s Medical College, Bangalore
Dr Prathvi Shetty, Fr Muller’s Medical College, Mangalore
Dr Sunil Kumar V, Bangalore Medical College and Research
institute, Bangalore
Dr Suneetha Nithyanandam, Medical Education, St John’s
Medical College, Bangalore
Anaesthesiology Dr Shailaja S- Fr Muller’s Medical College, Mangalore
Radiology Dr Rajesh Iyer, Mandya Institute of Medical Sciences,
Orthopaedics Dr. Hiranya Kumar S- Vydehi Institute of Medical sciences
Bengaluru
Dr. Purushotham Shastry – JSS Medical College, Mysuru
Dr. Mallikarjun Swamy B – St John’s Medical College, Bangalore
Dr. Ramesh R – JJM Medical College
Dr. Arun H.S- Devaraj Urs Medical College, Kolar
Dr. Ashok Kumar P – Ms Ramaiah Medical College, Bangalore
Dr. Ravish V N – Bangalore Medical College and Research
Institute
Dr. Vanamali B.S- Vijaynagar Institute of Medical Sciences,
Bellary
Dr. E Venkateshulu – S Nijalingappa Medical College, Bagalkot
Dr. Siddanna M Patted - Vydehi Institute of Medical Sciences
Bengaluru
Dr. Vamshikrishna Chand N - S Nijalingappa Medical College,
Bagalkot
Obstetrics and Dr Jayshree. V. Kanavi, St John’s Medical College, Bangalore
Gynaecology Dr Girija Prasanna, Hassan Institute of Medical Sciences, Hassan
Dr Rekha Gurumurthy, Shridevi Institute of Medical Sciences &
Research Hospital, Tumkuru
Dr Madhava Prasad Sarvothaman, Vydehi Institute of Medical
Sciences and Research Centre, Bangalore
Dr Narayani, Koppal Institute of Medical Sciences, Koppal
Dr Suneetha Nithyanandam, Medical Education, St John’s
Medical College, Bangalore

Paediatrics IAP task force CBME curriculum for Paediatrics

RGUHS CBME curriculum for RS 4 Batch

NMC Document - Regulations on Graduate Medical Education

Dr. K. Shreedhara Avabratha, Dr K Varadaraj Shenoy, Dr Riya

Tharakan, Dr Sujonitha John and Dr Sweta Shanbhag.
Father Muller Medical College Hospital, Mangalore
 Revised Ordinance Governing
MBBS DEGREE COURSE AND CURRICULUM of
Phase III Part 2 Subjects- RS4

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES, KARNATAKA

4th T Block, Jayanagar, Bengaluru- 560041
RGU/AUTH/MBBS-UG/176th/164/2018-19 Date: 15/12/2022

NOTIFICATION

Sub: - Ordinance pertaining to Regulations and Curriculum of MBBS

Phase Ill Part l and Part 2 as per CBNIE Guidelines for RS4 Batch.

Ref:- 1. No. MCI-34(41)/2019-Med/161726, Dated 04/11/2019

2. Proceedings of 176th meeting of Syndicate held on 24/11/2022.
-**-

In exercise of the powers vested under section 35(2) of RGUHS Act, 1994, the Revised
Ordinance pertaining to Regulations and Curriculum of MBBS Phase Ill Part l and Part 2 as per
CBME guidelines for RS4 batch is notified herewith as per Annexure.

Copy to:

1. The Principal Secretary to Governor, Raj Bhavan, Bangalore — 560001

2. The Principal Secretary Medical Education, Health & Family Welfare Dept. M S Building, Dr.
B R Ambedkar Veedhi, Bangalore -560001.
3. The Principals of All affiliated Medical College of RGUHS, Bangalore
4. PA to Vice-chancellor/ PA to Registrar/ Registrar (Eva.)/Finance Officer, Rajiv Gandhi
University of Health Sciences, Bangalore.
5. All Officers of the University Examination Branch/ Academic Section.
6. Guard File/ Office copy.
GMER - SECTION I7/15/2022

PREAMBLE

Introduction to CBME based curriculum

The Medical Council of India has revised the undergraduate medical education curriculum so that
the Indian Medical Graduate is able to recognize ʺhealth for allʺ as a national goal and should be
able to fulfill his/her societal obligations. The revised curriculum has attempted to enunciate the
competencies the student must be imparted and should have learnt, with clearly defined teaching-
learning strategies and effective methods of assessment. Communicating effectively and
sympathetically with patients and their relatives has been visualized as a core area of the revised
curriculum. These and other goals identified in the curriculum are to be implemented in all medical
colleges under the ambit of Medical Council of India from August 2019 and to smoothen this process
Guidelines have been prepared for its effective implementation. In response to the need for a
seamless introduction of the curriculum into theUndergraduate system, all medical colleges need
to upgrade the teaching‐learning skills of their faculty. Earlier experience with implementation of
curricular changes suggests that a carefully managed, sustainable approach is necessary to ensure
that every college has access to the new skills and knowledge enunciated in the new curriculum.
Faculty training and development thus assumes a key role in the effective implementation and
sustenance of the envisaged curricular reforms.
 INTRODUCTION

The undergraduate medical curriculum of the medical council of India is created to ensure that the
medical doctor who emerges from the MBBS training program is capable of assisting the nation to
achieve its goal of health for all. In addition, it aspires to ensure that the “graduate” meets or
exceeds global bench‐mark in knowledge, attitude, skills and communication. This intent is at the
core of the Graduate Medical Regulations, 2019.

The Graduate Medical Regulations, 2019 represents the first major revision to the medical
curriculum since 1997 and hence incorporates changes in science and thought over two decades.
A significant advance is the development of global competencies and subject‐wise outcomes that
define the roles of the “Indian Medical Graduate”. Learning and assessment strategies have been
outlined that will allow the learner to achieve these competencies/outcomes. Effective
appropriate and empathetic communication, skill acquisition, student‐doctor method of learning,
aligned and integrated learning and assessment are features that have been given additional
emphasis in the revised curriculum.

The revised curriculum is to be implemented by all medical colleges under the ambit of Medical
Council of India from August 2019. The roll out will be progressive over the duration of the MBBS
course.

This document represents a compilation of the resource material that was used in the Curricular
Implementation Support Program (CISP) and has attempted to provide a stepwise and
comprehensive approach to implement the curriculum. It details the philosophy and the steps
required in a simple andrichly illustrated manner. Teaching slide decks, faculty guides and online
resource material supplement this document. The document is to be used in conjunction with the
Competency document, AETCOM module and the GMR document.

Indian Medical Graduate Training Programme

The undergraduate medical education programme 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 theIndian Medical Graduate training programme are hereby prescribed: -
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 to fulfill his/her social obligations towards realization of this goal.
(b) Learn every aspect of National policies on health and devote her/him to its practical
implementation.
(c) Achieve competence in practice of holistic medicine, encompassing promotive, preventive,
curativeand rehabilitative aspects of common diseases.
(d) Develop scientific temper, acquire educational experience for proficiency in profession and
promotehealthy living.
(e) Become exemplary citizen by observance of medical ethics and fulfilling social and
professionalobligations, so as to respond to national aspirations.
Institutional Goals
(1) 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 his/her 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“essential medicines” and their common adverse effects.
(d) be able to 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.
(f) be familiar with the basic factors which are essential for the implementation of the National
Health Programmes including practical aspects of the following:
(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
(vi) Indian Public Health Standards (IPHS), at various levels of service delivery
(vii) Bio-medical waste disposal
(viii) Organizational and/or institutional arrangements.
(g) acquire basic management skills in the area of human resources, materials and resource
managementrelated to health care delivery, hospital management, 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.
(i)be able to work as a leading partner in health care teams and acquire proficiency in
communicationskills.
(j) be competent to work in a variety of health care settings.
(k) have personal characteristics and attitudes required for professional life such as personal
integrity,sense of responsibility and dependability and ability to relate to or show concern for
other individuals.
All efforts must be made to equip the medical graduate to acquire the skills as detailed in Table
11 Certifiable procedural skills – A Comprehensive list of skills recommended as desirable for
Bachelor of Medicine and Bachelor of Surgery (MBBS) – Indian Medical Graduate.

Goals and Roles for the Learner

In order to fulfil the goal of the IMG training programme, the medical graduate must be able to
functionin the following roles appropriately and effectively
• Clinician who understands and provides preventive, promotive, curative, palliative and
holistic carewith compassion.
• Leader and member of the health care team and system with capabilities to collect
analyze,synthesize and communicate health data appropriately.
• Communicator with patients, families, colleagues and community.
• Lifelong learner committed to continuous improvement of skills and knowledge.
• Professional, who is committed to excellence, is ethical, responsive and accountable to
patients, community and profession.
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 fulfil the roles as listed in clause 2, the Indian Medical Graduate would have obtained
the following set of competencies at thetime of graduation:
Clinician, who understands and provides preventive, promotive, curative, palliative and
holistic care with compassion
• Demonstrate knowledge of normal human structure, function and development from a
molecular, cellular, biologic, clinical, behavioural and social perspective.
• Demonstrate knowledge of abnormal human structure, function and development from a
molecular, cellular, biological, clinical, behavioural and social perspective.
• Demonstrate knowledge of medico-legal, societal, ethical and humanitarian principles that
influence health care.
• 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.
• 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.
• Demonstrate ability to elicit and record from the patient, and other relevant sources
including relatives and caregivers, a history that is contextual to gender, age, vulnerability, social
and economic status, patient preferences, beliefs and values.
• Demonstrate ability to perform a physical examination that is complete and relevant to
disease identification, disease prevention and health promotion.
• Demonstrate ability to perform a physical examination that is contextual to gender, social
and economic status, patient preferences and values.
• Demonstrate effective clinical problem solving, judgment and ability to interpret and
integrateavailable data in order to address patient problems, generate differential diagnoses and
develop individualized management plans that include preventive, promotive and therapeutic
goals.
• Maintain accurate, clear and appropriate record of the patient in conformation with legal
andadministrative frame works.
• Demonstrate ability to choose the appropriate diagnostic tests and interpret these tests
based on scientific validity, cost effectiveness and clinical context.
• 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 programmes and policies for the following:
(i) Disease prevention,
(ii) Health promotion and cure,
(iii) Pain and distress alleviation, and
(iv) Rehabilitation.
• Demonstrate ability to provide a continuum of care at the primary and/or secondary
level thataddresses chronicity, mental and physical disability.
• Demonstrate ability to appropriately identify and refer patients who may require
specialized oradvanced tertiary care.
• Demonstrate familiarity with basic, clinical and translational research as it applies to the
care of thepatient.
Leader and member of the health care team and system
• Work effectively and appropriately with colleagues in an inter-professional health care team
respecting diversity of roles, responsibilities and competencies of other professionals.
• Recognize and function effectively, responsibly and appropriately as a health care team
leader in primary and secondary health care settings.
• 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.
• 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.
• Participate appropriately and effectively in measures that will advance quality of health care
and patient safety within the health care system.
• Recognize and advocate health promotion, disease prevention and health care quality
improvement through prevention and early recognition: in a) life style diseases and b) cancers,
in collaboration with other members of the health care team.

Communicator with patients, families, colleagues and community

• 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 satisfactionand health care outcomes.
• Demonstrate ability to establish professional relationships with patients and families
that arepositive, understanding, humane, ethical, empathetic, and trustworthy.
• Demonstrate ability to communicate with patients in a manner respectful of patient’s
preferences,values, prior experience, beliefs, confidentiality and privacy.
• Demonstrate ability to communicate with patients, colleagues and families in a manner
thatencourages participation and shared decision-making.
Lifelong learner committed to continuous improvement of skills and knowledge
• Demonstrate ability to perform an objective self-assessment of knowledge and skills,
continuelearning, refine existing skills and acquire new skills.
• Demonstrate ability to apply newly gained knowledge or skills to the care of the patient.
• Demonstrate ability to introspect and utilize experiences, to enhance personal and
professionalgrowth and learning.
• Demonstrate ability to search (including through electronic means), and critically
evaluate themedical literature and apply the information in the care of the patient.
• Be able to identify and select an appropriate career pathway that is professionally
rewarding andpersonally fulfilling.
Professional who is committed to excellence, is ethical, responsive and accountable to
patients,community and the profession
• Practice selflessness, integrity, responsibility, accountability and respect.
• Respect and maintain professional boundaries between patients, colleagues and society.
• Demonstrate ability to recognize and manage ethical and professional conflicts.
• Abide by prescribed ethical and legal codes of conduct and practice.
• Demonstrate a commitment to the growth of the medical profession as a whole.
 Broad Outline on training format
In order to ensure that training is in alignment with the goals and competencies listed in sub-
clause 2 and3 above:
• There shall be a "Foundation Course" to orient medical learners to MBBS programme, and
provide them with requisite knowledge, communication (including electronic), technical and
language skills.
• The curricular contents shall be vertically and horizontally aligned and integrated to the
maximum extent possible in order to enhance learner’s interest and eliminate redundancy and
overlap.
• Teaching-learning methods shall be learner centric and shall predominantly include small
group learning, interactive teaching methods and case-based learning.
• Clinical training shall emphasize early clinical exposure, skill acquisition, certification in
essential skills; community/primary/secondary care-based learning experiences and
emergencies.
• Training shall primarily focus on preventive and community-based approaches to health and
disease, with specific emphasis on national health priorities such as family welfare,
communicable and noncommunicable diseases including cancer, epidemics and disaster
management.
• Acquisition and certification of skills shall be through experiences in patient care, diagnostic
and skill laboratories.
• The development of ethical values and overall professional growth as integral part of
curriculum shall be emphasized through a structured longitudinal and dedicated programme
on professional development including attitude, ethics and communication.
• Progress of the medical learner shall be documented through structured periodic assessment
that includes formative and summative assessments. Logs of skill-based training shall be also
maintained.
Appropriate Faculty Development Programmes shall be conducted regularly by institutions to
facilitate medical teachers at all levels to continuously update their professional and teaching
skills, and align their teaching skills to curricular objectives.
SECTION II

Admission to the Indian Medical Graduate Programme

NATIONAL ELIGIBILITY-CUM-ENTRANCE TEST AND COMMON COUNSELLING

SECTION III

Migration
AS PER MCI GUIDELINES

SECTION IV

REGULATIONS GOVERNING MBBS DEGREE COURSE

[Eligibility for Admission, Duration, Attendance and Scheme of Examination]

1. ELIGIBILITY

As per guidelines of National Medical Council of India

2. DURATION OF THE COURSE

Every learner shall undergo a period of certified study extending over 4 ½ academic years,
divided into nine semesters 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 240 teaching days with a minimum of eight hours of working
on eachday including one hour as lunch break
The period of 4 ½ years is divided as follows:

• Pre-Clinical Phase [(Phase I) - First Professional phase of 13 months preceded by Foundation

Course of one month]: will consist of preclinical subjects – Human Anatomy, Physiology, Biochemistry,
Introduction to Community Medicine, Humanities, Professional development includingAttitude, Ethics
& Communication (AETCOM) module and early clinical exposure, ensuring both horizontal and vertical
integration.
• Para-clinical phase [(Phase II) - Second Professional of 12 months]: will consist of Para-clinical
subjects namely Pathology, Pharmacology, Microbiology, Community Medicine, Forensic Medicine and
Toxicology, Professional development including Attitude, Ethics & Communication (AETCOM) module
and introduction to clinical subjects ensuring both horizontal and vertical integration.
• Clinical Phase – [(Phase III) Third Professional (28 months)]
(a) Part I (13 months) - The clinical subjects include General Medicine, General Surgery,
Obstetrics & Gynaecology, Pediatrics, Orthopaedics, Dermatology, Otorhinolaryngology,
Ophthalmology, Community Medicine, Forensic Medicine and Toxicology, Psychiatry,
Respiratory Medicine, Radiodiagnosis & Radiotherapy and Anaesthesiology &
Professional development includingAETCOM module.
(b) Electives (2 months) - To provide learners with opportunity for diverse learning
experiences, todo research/community projects that will stimulate enquiry, self-directed
experimental learning and lateral thinking [9.3].
(c) Part II (13 months) - Clinical subjects include:
i. Medicine and allied specialties (General Medicine, Psychiatry, Dermatology
Venereology
and Leprosy (DVL), Respiratory Medicine including Tuberculosis)
ii. Surgery and allied specialties (General Surgery, Orthopedics [including trauma]),
Dentistry,Physical Medicine and rehabilitation, Anaesthesiology and Radiodiagnosis)

iii. Obstetrics and Gynecology (including Family Welfare)

iv. Pediatrics

v. AETCOM module
The clinical exposure to learners will be in the form of learner-doctor method of clinical
training in allphases. The emphasis will be on primary, preventive and comprehensive health
care. A part of training during clinical postings should take place at the primary level of health
care. It is desirable to provide learning experiences in secondary health care, wherever
possible. This will involve:
(a) Experience in recognizing and managing common problems seen in outpatient,
inpatient andemergency settings,
(b) Involvement in patient care as a team member,
(c) Involvement in patient management and performance of basic procedures.

• A learner shall not be entitled to graduate after 10 years of his/her joining of the
first partof the MBBS course
 Calendar for the MBBS Course for the new CBME curriculum

Jan Feb Ma Apr May Jun Jul Aug Sep Oct Nov Dec
r
Founda
tion I MBBS
course
I MBBS Phase I II MBBS
exam

II MBBS Phase III MBBS PART 1

II
exam
III MBBS PART 1 Phase Electives
III and skills
part 1
exam
III MBBS PART 2
Phase III Internship
part 2 exam
Internship

DISTRIBUTION OF SUBJECTS BY PROFESSIONAL PHASE

Phase Subjects and new teaching elements Duration University

andYear examinatio
of MBBS n
Training

First • Foundation course (1month) 1+13 Ist Professional

profession
alMBBS • Human Anatomy, months
Physiology&Biochemistry
• Introduction of
CommunityMedicine,
Humanities
• Early Clinical Exposure
• Attitude. Ethics and
Communication
Module(AETCOM)
 Second • Pathology, Microbiology, 12 IInd Professional
professio months
nalMBBS Pharmacology, Forensic
MedicineAnd Toxicology
• Introduction to clinical
subjectsincluding community
Medicine
• Clinical postings
• AETCOM
Third • General Medicine ,General 12 IIIrd
profession months Professional
alMBBS- Surgery,OBG, Paediatrics, PartI
part I Orthopaedics, Dermatology,
Psychiatry, Otorhinolaryngology,
Ophthalmology, Community
Medicine, Forensic Medicine and
Toxicology, Respiratory Medicine,
Radiodiagnosis & Radiotherapy,
Anaesthesiology
• Clinical Subjects /postings
• AETCOM

Electives • Electives ,skills and assessment 2 months

Third • General Medicine ,Paediatrics, 13 IIIrd
professio General Surgery, Orthopaedics, months Professional
nalMBBS- PartII
part II Obstetrics and Gynaecology,
including Family welfare and
alliedspecialties
• Clinical Postings /subjects
• AETCOM

3. ATTENDANCE

• Every candidate should have attendance not less than 75% of the total classes conducted
in theory and not less than 80% of the classes conducted in practical in each calendar
year calculated from the date of commencement of the term to the last working day as
notified by the University in each of the subjects prescribed to be eligible to appear for the
university examination.
• Seventy five percent (75%) attendance in Professional Development Programme
(AETCOM Module) is required for eligibility to appear for final examination in each
professional year (vide Medical Council of India Notification on Graduate Medical Education
(Amendment) Regulations 2019, published in the Gazette of India Part III, Section 4,
Extraordinary issued on 4th November 2019)
• In subjects that are taught in more than one phase – the learner must have 75%
attendance in theory and 80% in practical in each phase of instruction in that subject.
• If an examination comprises more than one subject (for e.g., General Surgery and allied
branches), the candidate must have 75% attendance in each subject and 80%attendance
in each clinical posting. Learners who do not have at least 75% attendance in the
electives will not be eligible for the Third Professional - Part II examination.
The Principal should notify at the College the attendance details at the end of each term without
fail underintimation to this University.

A candidate lacking in the prescribed attendance and progress in any subject(s) in theory
or practicalshould not be permitted to appear for the examination in that subject(s).

4. TEACHING HOURS: Third Professional Part 2

Subjects Teaching Tutorials/seminars Self-directed Total

hours - Integrated learning
lectures teaching
General 70 125 15 210
Medicine
General surgery 70 125 15 210
Obstetrics & 70 125 15 210
Gynecology
Pediatrics 20 35 10 65
Orthopedics 20 25 5 50
AETCOM 28 15 43
Electives 200
Total 250 435 60 1780

• Teaching and learning shall be aligned and integrated across specialties both vertically and
horizontally for better learner comprehension. Learner centered learning methods should
include problem oriented learning, case studies, community-oriented learning, self- directed and
experiential

• 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.
Table : Clinical postings for all clinical Subjects

Subjects Total
Period of training in weeks
(weeks)
II III III MBBS Part 2
MBBS MBBS
Part 1
Electives 8(4weeks clinical
postings to continue)
General Medicine 4 4 8+4 20
General Surgery 4 4 8+4 20
Obstetrics and 4 4 8+4 20
Gynecology
Pediatrics 2 4 4 10
Orthopaedics 2 4 2 8
including Trauma
Community Medicine 4 6 - 10

Otorhinolaryngology 4 4 - 8

Ophthalmology 4 4 - 8

Dermatology 2 2 2 6

Psychiatry 2 2 - 4

Respiratory Medicine 2 - - 2

Radiodiagnosis 2 - - 2

Dentistry & - 2 - 2
Anesthesiology
Casualty - 2 - 2

Total 36 42 44 126
AETCOM modules in 3rd MBBS Part 2

AETCOM Title Department

Module
number
4.1 The foundations of communication - 5 General Surgery
4.2 Case studies in medico-legal and ethical Obstetrics and Gynaecology
situations
4.3 Case studies in medico-legal and ethical Internal Medicine
situations
4.4 Case studies in ethics empathy and the General Surgery
doctor-patient relationship
4.5 Case studies in ethics: the doctor-industry Paediatrics
relationship
4.6 Case studies in ethics and the doctor - Orthopaedics
industry relationship
4.7 Case studies in ethics and patient autonomy Paediatrics
4.8 Dealing with death Internal Medicine
4.9 Medical Negligence Obstetrics and Gynaecology

SCHEME OF EXAMINATION
INTERNAL ASSESSMENT:

• Regular periodic examinations shall be conducted throughout the course. There shall be no less
than three examinations in each clinical subject in the final professional year (3rd MBBS Part2)
and one in each of the other years that the clinical subjects are taught in.
• The third internal examination should be conducted on the lines of the university
examination(Preliminary examination).
• An end of posting clinical assessment shall be conducted for each clinical posting in each
professional year.
• 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, General Medicine
must be assessed in second Professional, third Professional Part I and third Professional Part II,
independently.
• 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.
• 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.
• An average of the marks scored in all internal assessment examinations and the average of all
marks scored in the end of posting clinical assessment will be considered as the final internal
assessment scores and eligibility for University examinations.
• Learners must secure at least 50% marks of the total marks (combined in theory and practical /
clinical; not less than 40 % marks in theory and practical separately) assigned for internal
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 under separate head in the marks card of the university
examination. The internal assessment marks (theory and practical) will not be added to the
marks secured (theory/practical) in the university examination for consideration of pass
criteria, pass percentage, award of first class/distinction/gold medal.
• The results of internal assessment should be displayed on the notice board within a 1-2 weeks
of the test.
• Colleges should formulate policies for remedial measures for students who are either not able to
score qualifying marks or have missed on some assessments due to any reason.
• 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.

5. UNIVERSITY EXAMINATION
Examination schedule
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Foundatio
ncourse I MBBS
I MBBS PhaseI II MBBS
exam

II MBBS PhaseII III MBBS PART 1

exam

III MBBS PART 1 Phase Electives

III and skills
part 1
exam
III MBBS PART 2
Phase III Internship
part 2
exam
Internship

General guidelines

• 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/her to function
effectively and appropriately as a physician of first contact. Assessment shall be carried
out on an objective basisto the extent possible.
• Nature of questions will include different types such as structured essays (Long Answer
Questions - LAQ), Short Essays, Short Answers Questions (SAQ) and Multiple-choice questions
(MCQs). Marks for each part should be indicated separately.
• The learner must secure at least 40% marks in each of the two papers with minimum
 50% of marks in aggregate (both papers together) to pass, in subjects with more than
one paper.
• In subjects with one question paper the learner must secure a minimum of 50% marks to
pass.
• Clinical examinations will be conducted at the bedside in the hospital wards. The objective
will be to assess proficiency and skills to elicit a detailed history, perform clinical
examination, interpret data and form logical conclusion, wherever applicable.
• There shall be one main examination in an academic year and a supplementary to be
held not later than 90 days after the declaration of the results of the main
examination.
• A learner shall not be entitled to graduate after 10 years of his/her joining of the first
part of the MBBS course.
• A maximum number of four permissible attempts would be available to clear the first
Professional University examination, whereby the first Professional course will have
to be cleared within 4 years of admission to the said course. Partial attendance at any
University examination shall be counted as an availed attempt.

• THIRD PROFESSIONAL PART 2 EXAMINATION:

This examination shall be held at the end of t he f ou rth- year of t ra ini ng(13
months), in the subjects of Internal medicine, General Surgery including
Orthopaedics, Obstetrics and Gynaecology, and Paediatrics.

Table: Examination components, Subjects and Distribution of Marks

THEORY Internal Surgery & Obstetrics & Pediatrics
Medicine Orthopedics Gynecology
Written Paper
No. of Papers & Maximum 2×100=200 2×100=200 2×100=200 1x100=100
Marks for each paper.
Total theory 200 200 200 100
PRACTICAL
1. Practical exam 160 160 160 80
2. Viva-voce 40 40 40 20
Total practical 200 200 200 100
Internal assessment*
Internal Assessment 200 200 200 100
(Theory)
Internal assessment 200 200 200 100
(Practical)
* Internal assessment marks will reflect under separate head in the marks card of the
universityexamination.
 Type, number of questions and distribution of marks for written paper

TYPES OF QUESTION NUMBER OF QUESTIONS MARKS FOR EACH

QUESTION
Long essay 2 10
Short essay 8 5
Short answers 10 3
MCQs 10 1
Total 100

A blueprint for theory paper indicating the topics and marks allotted for each are given for each of
the subjects below. The blueprint provided is an estimate only, the spirit of the blueprint must be
honoured while setting the paper. This document will guide teachers/ students and evaluators on
what to focus on. The focus should be on providing clinical oriented questions rather than purely
theoretical questions.
The distribution of topics in paper 1 and paper 2, are also given in clinical subjects with more than
one theory paper. The given division of topics is only a guideline, as the topics are often a continuum,
making clear demarcation difficult.

6. SUBMISSION OF LOGBOOK

a. At the time of Clinical Examination each candidate shall submit to the Examiners
his/her logbook record duly certified by the Head of the Department as a bona fide
record of the workdone by the candidate.

7. ELIGIBILITY TO APPEAR FOR EXAMINATION

The following criteria to be met by the students to be eligible for the university exams:

a. Shall have undergone satisfactorily the approved course of study in the subject/subjects for
theprescribed duration.
b. Shall have attended not less than 75% of the total classes conducted in theory and not less
than 80%of the total classes conducted in practical separately to become eligible to appear for
examination inthat subject/subjects.
c. Minimum of 40% marks to be obtained separately in theory and practical AND at least 50%
marksof the total marks combined in theory and practical assigned for internal assessment is
to be obtained in a particular subject to appear for university exam. (average of 3 internal
assessments theory and practical separately)
d. Learners must have completed the required certifiable competencies for that phase of training
andcompleted the logbook appropriate for that phase of training to be eligible for appearing
at the final university examination of that subject.
8. CRITERIA FOR PASS

For declaration of pass in any subject in the University examination, a candidate shall pass
both inTheory and Practical examination components separately as stipulated below:

• The Theory component consists of marks obtained in University Written papers only. For a
pass in theory, a candidate must secure at least 40% marks in each of the two papers with
minimum 50% of marks in aggregate (both papers together).
• For a pass in practical examination, a candidate shall secure not less than 50% marks in
aggregate, i.e., marks obtained in university practical examination and viva voce added
together.
• Internal assessment marks will reflect as a separate head of passing at the university
examination.
• The IA marks will not be added to the marks obtained in the University examination
and will NOT be used to calculate pass percentage, award of class, distinction and
GOLD medal.
• A candidate not securing 50% marks in aggregate in Theory or Practical examination + viva
in a subject shall be declared to have failed in that subject and is required to appear for both
Theory and Practical again in the subsequent examination in that subject.

9. DECLARATION OF CLASS

a. A candidate having appeared in all the subjects in the same examination and passed that
examination in the first attempt and secures 75% of marks or more of grand total marks
(Only university examination) prescribed will be declared to have passed the examination
with distinction.

b. A candidate having appeared in all the subjects in the same examination and passed that
examination in the first attempt and secures 65% of marks or more but less than 75% of
grand total marks (Only university examination) prescribed will be declared to have
passed the examination in First Class.

c. A candidate having appeared in all the subjects in the same examination and passed that
examination in the first attempt and secures 50% of marks or more but less than 65% of
grand total marks (Only university examination) prescribed will be declared to have
passed the examination in Pass Class.

d. A candidate passing a university examination in more than one attempt shall be placed in
Pass class irrespective of the percentage of marks secured by him/her in the examination.

Note: Please note fraction of marks will not be rounded off for clauses (a), (b) and (c)

Appointment of Examiners
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 collegeaffiliated to a recognized/approved/permitted medical college.
b. For the Practical/ Clinical examinations, there shall be at least four examiners for 100
 learners, outof whom not less than 50% must be external examiners. Of the four examiners,
the senior-most internal examiner will act as the Chairman and coordinator of the whole
examination programme so that uniformity in the matter of assessment of candidates is
maintained. Where candidates appearing are more than 100, two additional examiners (one
external & one internal) for every additional 50 or part there of candidates appearing, be
appointed.
c. External examiners may not be from the same University.

d. The internal examiner in a subject shall not accept external examinership for a college from
whichexternal examiner is appointed in his/her subject.
e. A University having more than one college shall have separate sets of examiners for each
college, with internal examiners from the concerned college.
f. External examiners shall rotate at an interval of 2 years.
g. There shall be a Chairman of the Board of paper-setters who shall be an internal examiner
and shall moderate the questions.
h. All eligible examiners with requisite qualifications and experience can be appointed internal
examiners by rotation in their subjects.
i. All theory paper assessment should be done as central assessment program (CAP) of
concerned university.
j. Internal examiners should be appointed from same institution for unitary examination
insame institution. For pooled examinations at one centre approved internal examiners from
same university may be appointed.
The grace marks up to a maximum of five marks may be awarded at the discretion of the
University to a learner for clearing the examination as a whole but not for clearing a subject
resulting in exemption
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Internal Medicine Curriculum including Respiratory Medicine

as per
Competency Based Curriculum

RGUHS Internal Medicine Curriculum as per the new Competency Based Curriculum
 Preamble
The NMC envisages that the Indian Medical Graduate should function as the Physician of first contact in the
community, to provide holistic health care to the evolving needs of the nation and the world. To fulfil this,
the IMG should be able to perform the following roles: a clinician, a communicator, a lifelong learner, a
professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become the
new standard of medical education internationally. This new curriculum is being implemented across the
country and the first batch has been enrolled since the academic year 2019. The regulatory and accrediting
body NMC had started the process by training faculty across the country in the key principles of CBME and
developing key competencies for each specialty with the input from expert groups under each specialty.
The NMC, in the Graduate medical regulations 2019, has provided the list of internal medicine
competencies required for an IMG and these have been included in this document.
The document begins with the goals and objectives of the medicine curriculum, then a summary of phase
wise hours allotted to internal medicine and their distribution across didactic lecture, small group
discussion and self-directed learning. Subsequently, this document suggests phase wise topics in the 4
clinical postings , directory of minimum cases to be seen, and suggested clinical assessment methods for
the postings. The blueprint for theory exams and sample question paper is also included.

This is followed by the competencies to be delivered, along with the SLOs, suggested TL methods, and
suggested assessment methods.

The document also Includes the competencies of Respiratory medicine. They have been divided Into the
three main domains of teaching-learning.
 Goals and Objectives of the medicine curriculum
Goals
The broad goal of the medicine curriculum is to equip the IMG with sufficient knowledge, skills and
attitude to diagnose and appropriately treat common disorders affecting the adult population.

Objectives
A) Knowledge
At the end of the course student should be able to:
a. Describe the pathophysiology of common diseases of adults
b. Describe the clinical features, diagnosis and management of the above
c. Be well versed with the preventive aspects of the internal medical curriculum, specifically patient
education, lifestyle modification and adult vaccination.
(B) Skills
At the end of the course the student should be able to:
a. Demonstrate the ability to elicit a detailed clinical history and perform a general physical and
systemic examination, in outpatient and inpatient settings.
b. Demonstrate the ability to apply the elicited history and examination to arrive at correct
diagnosis and plan treatment.
c. Demonstrate the ability to deliver immediate care to commonly seen emergencies prior to
referral to higher centre.

C) Attitude and communication skills

At the end of the course the student should be able to:
a. Communicate effectively with patients, their families and the public at large
b. Communicate effectively with peers and teachers demonstrate the ability to work effectively
with peers in a team.
c. Demonstrate professional attributes of punctuality, accountability and respect for teachers and
peers.
d. Appreciate the issues of equity and social accountability
 Summary of course content, teaching and learning methods and student assessment for the undergraduate (MBBS) Curriculum in Internal medicine –

Distribution of hours :
Phase Lecture Small group discussion Self-directed learning
Phase 2 25
Phase 3, part 1 25 35 5
Phase 3, part 2 70 125 15

Time allotted excludes time reserved for internal / University examinations, and vacation.
Teaching-learning methods shall be learner centric and shall predominantly include small group learning, interactive teaching methods and case-based learning. Didactic
lectures not to exceed one-third of the total teaching time. 25% of allotted time (non-clinical time) of third Professional shall be utilized for integrated learning with pre- and
para- clinical subjects. This will be included in the assessment of clinical subjects.
The teaching learning activity focus should be on application of knowledge rather than acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the maximum extent possible to enhance learner’s interest and eliminate redundancy and
overlap.

Small group discussion (SGD) may include the following

1.Tutorials
2.Case based discussion
3. Skill lab sessions
Unless otherwise mentioned, in the TL methods suggested in the competency table, SGD sessions are for 2 hours, and lectures for 1 hour and skill lab sessions are for 4 hours

Phase wise competencies suggested

Phase 2 : Introduction to history taking, introduction to systems
Phase 3 part 1 : 4,6,9,11,12,16,25
Phase 3 part 2 : remaining competencies and pandemic module

Suggested SDL topics, both Phases together. The individual institutions can modify according to their need.

12
Topics for self-directed learning in Phase 1 (1 hour each)

1. KFD/ JE

2. Acromegaly & hyperprolactinemia

3. Posterior pituitary disorders

4. Sideroblastic anemia

5. Haemolytic anemias

Topics for SDL in phase 2

1. Introduction to cardiovascular disease in adults

2. Cardiomyopathies
3. Pneumoconiosis
4. Nephrotic syndrome
5. Epilepsy
6. Drug induced liver injury
7. Hepatic transplantation
8. physiologic effects of acute blood and volume loss
9. therapy of bee sting allergy
10. Heat stroke
11. medico legal aspects of suspected suicidal or homicidal poisoning
12. multiple endocrine neoplasia syndrome
13. Autoimmune hepatitis
14. Systemic sclerosis
15. Primary biliary cirrhosis

Clinical posting, certifiable skills, case matrix, clinical skills assessment , clerkship , skill lab topics
Acquisition and certification of skills shall be through experiences in patient care, diagnostic and skill laboratories. Use of skill lab to train undergraduates in listed skills
should be done mandatorily.
13
The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from Monday to Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day from Monday to Saturday)

Acquisition and certification of skills shall be through bedside clinics, clerkship ( student doctor) , diagnostic and skill laboratories.

Clinical postings – phase wise objectives

Posting 1 : The student , at the end of the posting, would have practiced the following
A. Building a rapport with the patient
Eliciting history in native language of patient
Examining vital signs – pulse, blood pressure, temperature, jugular venous pressure
General physical examination – pallor, icterus, cyanosis, lymphadenopathy, edema
Observation of systemic examination
Posting 2
Practice of skills attained in posting 1
Systemic examination ( inspection, palpation, percussion, auscultation) of cardiovascular system, respiratory system, abdomen, and central nervous system
Posting 3
Practice of skills attained in posting 1 and 2
Fluent, confident systemic examination
Ability to distinguish between normal and abnormal physical findings
Collating history and examination findings to arrive at differential diagnoses

Posting 4
Practice and refinement of skills attained in postings 1, 2 and 3

14
 Certifiable skills

1 Perform and interpret a capillary IM

blood glucose test 11.12

2 Perform and interpret a urinary ketone estimationwith a IM 11.13

dipstick

3 Describe and discuss the indications for and insert a IM10.21

peripheral intravenous catheter

4 IM 1.18, IM 2.10,
Perform and interpret a 12 lead ECG IM 8.17

5 Describe and discuss the indications to perform an ABG IM 10.20

and to interpret the results. to
perform arterial blood gas analysis: interpret the data

6 Perform and demonstrate in a mannequin BLS IM 2.22

7 Perform and interpret a gram stain and AFB stain IM 3.14, IM6.14

8 Describe, perform and interpret a peripheral smear and IM 9.10

stool occult blood

15
Case matrix
Sl. Topic/System Case
No.
1. Cardiovascularsystem Heart Failure
Coronary Artery Disease
Hypertension
Valvular heart disease
2. Respiratory System Pneumonia
Pleural effusion
Fibrosis
COPD
3. Gastrointestinal andhepatobiliary Hepatitis
System GI Bleed
Diarrheal disorders

4. Central NervousSystem Cerebrovascular accident

Movement disorders
Peripheral Neuropathy
Spinal Cord Disorders
5. Endocrine system Diabetes Mellitus
Thyroid disorders
Obesity
6. Infectious diseases Fever and febrile disorders
HIV
Miscellaneous Infections
7. Musculoskeletal Rheumatological disorders
System
8. Nutrition Anemia
Nutrition and vitamin
deficiencies

16
 9. Geriatrics Comprehensive geriatric
assessment
10. Renal System Acute kidney injury and chronic
kidney disease

11. Miscellaneous Common Malignancies

Envenomation
Poisoning

Clerkship: should be mandatorily implemented, from 1st clinical postings in Medicine .

The goal of this type of T-L activity is to provide learners with experience in longitudinal patient care, being part of the health care team, and participate in hands-on care of
patients in outpatient and inpatient setting. During the 1st clinical postings, the students are oriented to the working of the department. During the subsequent clinical posting the
students are allotted patients, whom they follow-up through their stay in the hospital, participating in that patient’s care including case work-up, following-up on investigations,
presenting patient findings on rounds, observing surgeries if any till patient is discharged.

Goal: To provide learners with experience in:

(a) Longitudinal patient care,

(b) Being part of the health care team,

(c) Hands-on care of patients in outpatient and inpatient setting.

(d) No learner will be given independent charge of the patient

(e) The supervising physician will be responsible for all patient care decisions

The learner will function as a part of the health care team with the following responsibilities:

Be part of the unit’s outpatient services on admission days,

Remain with the admission unit until 6 PM except during designated class hours,

17
Be assigned patients admitted during each admission day for whom he/she will undertake responsibility, under the supervision of a senior resident or faculty member,

Participate in the unit rounds on its admission day and will present the assigned patients to the supervising physician,

Perform simple tasks, including nebulisation, patient education

Follow the patient’s progress throughout the hospital stay until discharge,

Participate, under supervision, in procedures, surgeries, deliveries etc. of assigned patients

Participate in unit rounds on at least one other day of the week excluding the admission day, Discuss ethical and other humanitarian issues during unit rounds,
Attend all scheduled classes and educational activities,
Document his/her observations in a prescribed log book / case record.

Clerkship phase wise

Eligibility to appear for Professional examinations

(a) Attendance
1. Attendance requirements are 75% 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% attendance in theory and 80% in practical in each phase of instruction in that subject.
2. If an examination comprises more than one subject (for e.g., Internal Medicine and allied branches), the candidate must have 75% attendance in each subject and 80%
attendance in each clinical posting.
3. Learners who do not have at least 75% attendance in the electives will not be eligible for the Third Professional - Part II examination.
18
(b) Internal Assessment:

Theory assessment

A 100-mark question paper covering the topics of part 1 may be conducted. Mark division will be as follows:
100 marks
Long essay 2X10= 20
Short essay 8x5=40 marks
Short answer question 10x3=30marks
MCQs 10x1=10marks

A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay
questions to be from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be
constructed to test higher cognitive levels.

Internal Assessment
Progress of the medical learner shall be documented through structured periodic assessment that includes formative and summative assessments. Logs of skill-based training shall
be also maintained.

Log book

1. (a) A designated faculty member in each unit will coordinate and facilitate the activities of the learner, monitor progress, provide feedback and review the log book/ case
record.
2. (b) The log book/ 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.
3. (c) The log book should also include records of patients assigned. Submission of the log book/ case record to the department is required for eligibility to appear for the
final examination of the subject.

There shall be no less than four theory internal assessment (One each in 2 nd MBBS and 3rd MBBS Part1 and Two in 3rd MBBS Part2) excluding the prelims in Medicine. An end of
posting clinical assessment shall be conducted for each of the clinical postings in Medicine. Internal assessment may be conducted as follows

AETCOM assessment will include: (a) Written tests comprising of short notes and creative writing experiences, (b) OSCE based clinical scenarios / viva voce

19
The competencies to be delivered in AETCOM have been summarized at the end of the competency table. The question paper must include a least one question based on AETCOM
competencies covered in that phase. AETCOM competencies must also be tested in the viva voce.

Internal assessment at the end of clinical postings

Internal assessment marks at the end of each posting will be a sum of log book ( documentation of skills practiced, clerkship, assessment of behaviour in posting) and clinical
internal assessment marks. Internal assessment may be conducted as follows in postings
Posting 1 – long case focusing on history, vital signs and general physical examination
Posting 2 – OSCE with the following stations – history, vital signs, general physical examination, CVS, RS, Abdomen, CNS, diagnostic skills, communication
Posting 3 – Long case or OSLER ( Objective Structured Long Examination Record)
Posting 4 – short case and/or long case

There will be one Theory and Clinical preliminary exam before the student is eligible for university exams.
Day to day records and logbook (including required skill certifications) should be given importance in internal assessment. Internal assessment should be based on competencies
and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and clinical; not less than 40 % marks in theory and practical separately) assigned for internal
assessment in Medicine to be eligible for appearing at the final University examination.
Internal assessment marks will reflect as separate head of passing at the summative examination.
The results of internal assessment should be displayed on the notice board within 1-2 weeks of the test.
Remedial measures should be offered to students who are either not able to score qualifying marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of training and Medicine logbook entry completed to be eligible for appearing at the final
university examination.
.
University examinations
University examinations Third Professional Part II - (Final Professional) examination shall be at the end of training (14 months including 2 months of electives) in the subjects of
General Medicine, General Surgery, Obstetrics & Gynaecology and Paediatrics.
The discipline of Psychiatry and Dermatology, Venereology and Leprosy (DVL), Respiratory Medicine including Tuberculosis will constitute 25% of the total theory marks in General
Medicine incorporated as a separate section in paper II of General Medicine.
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/her to function effectively and appropriately as a physician of first contact. Assessment shall be carried
out on an objective basis to the extent possible.

20
Marks allotted
Medicine Theory Clinical examination
Total marks 2 papers of 100 marks each for Medicine 200 marks
. The pattern of each question paper is
given below
Long essay 2X10= 20 One long case for 80 marks
Short essay 8x5=40 marks Two short cases for 40 marks each
Short answer question 10x3=30marks Viva-voce for 40 marks.
Station-1: Xray & ECG
Station-2: Instruments
Station-3: Specimens
Station-4: Drugs & case scenarios
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each
part should be indicated separately.
.
A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay
questions to be from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be
constructed to test higher cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the examination must be of common conditions that the learner may encounter as 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, analyse the case and develop a management plan.
Viva/oral examination should assess approach to patient management, emergencies, attitudinal, ethical, and professional values. Candidate’s skill in interpretation of common
investigative data, X-rays, identification of specimens, ECG, etc. is to be also assessed.
At least one question in each paper of the clinical specialties in the University examination should test knowledge competencies acquired during the professional development
programme. Skill competencies acquired during the Professional Development Programme must be tested during the clinical, practical and viva voce.
There shall be one main examination in an academic year and a supplementary to be held not later than 90 days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the University to a learner for clearing the examination as a whole but not for clearing a
subject resulting in exemption.

21
Appointment of Examiners
Person appointed as an examiner in the 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/approved/permitted medical college.
For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners, out of whom not less than 50% must be external examiners. Of the four examiners,
the senior-most internal examiner will act as the Chairman and coordinator of the whole examination programme so that uniformity in the matter of assessment of candidates is
maintained.
Where candidates appearing are more than 100, two additional examiners (one external & one internal) for every additional 50 or part there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal examiners by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of concerned university.

22
BLUEPRINT FOR ASSESSMENT
RATIONALE BEHIND THE BLUEPRINTING WITH EXCERPTS FROM NMC DOCUMENT ON ASSESSMENT
As per NMC guidelines, a balance should be drawn between the action verbs which are specified in the Bloom’s taxonomy along with a balance of the topics of the curriculum
Levels of Bloom’s Taxonomy with Suggested Verbs in the questions are specified below.
Knowledge Define, Describe, Draw, Find, Enumerate, Cite, Name, Identify, List, label, Match,
Sequence, Write, State
Comprehension Discuss, Conclude, Articulate, Associate, Estimate, Rearrange, Demonstrate
understanding, Explain, Generalise, Identify, Illustrate,
Interpret, Review, Summarise
Application Apply, Choose, Compute, Modify, Solve, Prepare, Produce, Select, Show, Transfer,
Use
Analysis Analyse, Characterise, Classify, Compare, Contrast, Debate, Diagram, Differentiate,
Distinguish, Relate, Categorise
Synthesis Compose, Construct, Create, Verify, Determine, Design, Develop, Integrate,
Organise, Plan, Produce, Propose, rewrite
Evaluation Appraise, Assess, Conclude, Critic, Decide, Evaluate, judge, Justify, Predict, Prioritise,
Prove, Rank

23
The blueprint for Internal Medicine theory paper indicating the topics and marks allotted for each are given below. The blueprinting provided is an estimate only, the spirit of the
blueprint must be honoured while setting the paper. This document will guide teachers/ students and evaluators on what to focus on. The focus should be on providing clinical
oriented questions rather than purely theoretical questions
The distribution of topics in paper 1 and paper 2 in Internal Medicine is also given below. The given division of topics is only a guideline, as the topics are often a
continuum, making clear demarcation difficult.

Number Topic Marks on 200

1 Heart failure 10
2 Acute Myocardial infarction 9
3 Pneumonia 9
4 Basic sciences including Pharmacology 10
5 Fever and febrile syndromes (miscellaneous
12
infections)
6 Liver disease 6
7 HIV 4
8 Rheumatological disease 6
9 HTN 10
10 Anaemia and other blood disorders 8
11 AKI/CKD 8
12 DM 10
13 Thyroid and other endocrine disorders 5
14 Common malignancies 4
15 obesity 5
16 GI bleeding 4

24
 17 Diarrhoeal diseases 5
18 Headache 6
19 Cerebrovascular accidents 10
20 Envenomation 4
21 Movement disorder 2
22 Poisonings 7
23 Mineral, Fluid Electrolyte and Acid base Disorder 10
24 Nutritional and Vitamin Deficiencies 5
25 Geriatrics 6
26 Chronic respiratory diseases 10
27 Dermatology 7
28 Psychiatry 8
Total marks 200

Distribution of topics In Paper 1 and Paper 2 for University Examination

Internal Medicine Paper 1 Internal Medicine paper 2

Topic Topic
1 Basic sciences including pharmacology 1 Psychiatry
2 Nutrition including obesity 2 Dermatology
3 Cardiovascular disorders 3 Respiratory diseases including Pneumonia and Tuberculosis
4 Gastrointestinal disorders including diarrheal diseases 4 Geriatrics
5 Immunology including rheumatology 5 Central nervous system including Headache, movement
disorder
6 Diabetes and other endocrine disorders 6 Infectious diseases including PUO and HIV
7 Hypertension 7 Nephrology
8 Poisoning, envenomation and environmental disorders 8 Haematology- oncology including Anemia and other
malignancies

25
 General Medicine- Paper 1
LONG ESSAYS 2 ×10 =20 Marks
1. Discuss the aetiology, clinical features and management of Acute ischemic stroke. (2+3+5)
2. A 45 year old man undertook an 18 hour air flight. After his flight he noticed swelling of right lower limb swelling. Two days later he developed sudden onset of left sided chest
pain and hemoptysis. What is the most probable diagnosis? How would you confirm the diagnosis and manage the patient. (2+3+5)
SHORT ESSAYS 8×5 =40 marks
3. Secondary hypertension
4. Infective endocarditis
5. Management of acute STEMI
6. Atypical pneumonia
7. Pyrexia of unknown origin
8. Spontaneous bacterial peritonitis
9. Microangiopathic hemolytic anemia
10. Dengue shock syndrome

SHORT ANSWERS 10×3=30 Marks

11. Paradoxical split
12. Variceal bleed acute management
13. Integrase inhibhitors
14. Falls in the elderly
15. Dermatological manifestations in HIV
16. Pseudohyperkalemia
17. Chorea
18. Non alcoholic steatohepatitis
19. Bedaquiline
20. Lupus nephritis

26
MULTIPLE CHOICE QUESTIONS 10×1=10 Marks
Choose one single answer. There is no negative marking.
21. Which are the following antimicrobials is associated with prolongation of QT intervals
A) Isoniazid B) Co- amoxiclav c) Erythtomycin d) Gentamicin
22. Which one of the following trace elements is implicated as a cause of cardiomyopathy
A )Copper B) Selenium C) Magnesium D)Zinc
23. A 54-year-old man presents with central crushing chest pain. Examination is normal. 12-lead ECG shows ST segment elevation in leads II, III, aVF, and ST depression in
V1, V2 and V3. Which coronary artery is occluded?
A) Circumflex B) Right coronary artery C) Left anterior descending
D) Obtuse marginal
24. A 26-year-old professional footballer collapses while playing football. He is rushed to the Emergency Department, and is found to be in ventricular tachycardia. He is defibrillated
successfully and his 12 lead ECG following resuscitation demonstrates left ventricular hypertrophy. Ventricular tachycardia recurs and despite prolonged resuscitation he dies. Which
of the following is the most likely diagnosis?
A) Hypertrophic cardiomyopathy B) Pulmonary embolis C) Myocardial infarction D) Aortic stenosis
25. Which of the following statement is true of infections with Mycobacterium tuberculosis?
A) A positive tuberculin test indicates active disease B) In pregnant women treatment should not be given until after delivery C) Lymph node positive disease requires
longer treatment than pulmonary disease D) Non-sputum producing patients are non-infectious

26. A 45-year-old woman was diagnosed with bacterial endocarditis. What is the characteristic fundoscopic feature of this disease?
A) Janeway lesions B) Macular star C) Retinal artery aneurysms D) Roth's spots
27. To which of the following drug classes does the oral hypoglycaemic agent pioglitazone belong?
A) biguanide B) A peroxisome proliferator activated receptor (PPAR)-alpha agonist C) A peroxisome proliferator activated receptor (PPAR)-gamma agonist D) A sulphonylurea
28. A 64-year-old man comes to the clinic for review of his type 2 diabetes. He is currently managed with metformin 1 g BD and sitagliptin 100 mg. On examination his blood
pressure is 156/90 mmHg, his pulse is 80 and his BMI is 30. Of note on routine investigations is a raised triglyceride level. Which of the following is associated with elevated
triglycerides?
A) Decreased hepatic fat B) Increased insulin resistance C) Increased subcutaneous fat D) Reduced cardiovascular risk
29. Which of the following is activated by cholera toxin?
A) Adenylate cyclase B) Guanylate cyclase C)Peroxisome proliferator receptor (PPAR) gamma D)Sodium/potassium ATPase
30 A 55-year-old male is admitted with vomiting. He has a long history of alcohol abuse, appears slightly jaundiced, and is dishevelled and unkempt. He was started on an intravenous
glucose infusion and diazepam and he symptomatically improved. One day later he became confused, developed vomiting and diplopia, and was unable to stand. What is the most
likely diagnosis?
A) Delirium tremens B)Hepatic encephalopathy C) Subdural haematoma
D)Vitamin B deficiency

27
 General Medicine- Paper 2
LONG ESSAYS 2 ×10 =20 Marks
1. Describe the aetiology, clinical features and investigation of bronchial asthma. Discuss briefly the management of and acute severe asthma. (1+2+2+5)
2. Discuss the aetiopathogenesis, clinical examination, and management of Pyogenic Meningitis. (2+3+5)
SHORT ESSAYS 8×5 =40 marks
3. Psoriatic arthritis
4. Temporal arteritis
5. Management of DKA
6. Thyrotoxic crisis
7. Obstructive sleep apnea
8. Cobra bite
9. Yellow phosphorus poisoning
10. Falls in the elderly
SHORT ANSWERS 10×3=30 Marks
11. Renal replacement therapy
12. SGLT 2 inhibhitors
13.Philadelphia chromosome
14.Chronic diarrhea
15. Migraine prophylaxis
16. Metabolic acidosis
17.Hypophosphatemia
18. Scabies
19.Post traumatic stress disorder
20. Erythema nodosum leprosum

28
MULTIPLE CHOICE QUESTIONS 10×1=10 Marks

21. A 29-year-old woman who is known to have one episode of severe allergy to egg protein in childhood comes to the vaccination clinic for review. She is travelling with her partner
to South America and inquires about which vaccinations she is able to have. Which of the following vaccinations should definitely be avoided?
A)MMR B)Recombinant influenza vaccine C) Typhoid D) Yellow fever
22. A 19-year old student is diagnosed with bipolar disorder and is started on olanzapine. Which of the following is the most common side effect that she may experience?
A)Elevated transaminases B)Thrombocytopaenia C)Urinary retention D)Weight gain
23. A 27-year-old patient presented to his GP with persistent cough and weight loss. He had night sweats. He was diagnosed with TB and referred to the respiratory clinic. He was
started on treatment. His urine became orange in colour. Which one of the following drugs causes this?
A)Ethambutol B) Isoniazide C) Pyrazinamide D) Rifampicin
24. A patient is prescribed warfarin for prophylaxis of DVT. Which vitamin does warfarin antagonise?
a)B6 B)C C)D D)K
25. A 23-year-old man with known peanut allergy presented to the Emergency department with anaphylaxis. He has a swollen face and lips. His BP is 90/60 mmHg, pulse 110 bpm
and he is wheezy. Which of the following formulations of adrenaline should be given?
A)0.5 ml of 1:10000 adrenaline IM B) 0.5 ml of 1:1000 adrenaline IM C) 5 ml of 1:1000 adrenaline IM D)10 ml of 1:10000 adrenaline IV
26. A patient is suspected of having taken a substance with anticholinesterase effects. Which of the following combinations of signs, if present, would be the most likely to confirm
this effect?
A)Bradycardia and miosis B)Bradycardia and mydriasis C) Bradycardia and urinary retention D)Tachycardia and diarrhoea
27. A 52-year-old woman with a three year history of sero-positive erosive rheumatoid arthritis has recently commenced methotrexate therapy initiated at the rheumatology clinic.
Which one of the following agents should she also be receiving in conjunction with her methotrexate?
A) Omeprazole B)Thiamine C)VitaminC D)Folic Acid
28. A 62-year-old female with colonic carcinoma is treated with chemotherapy and is receiving ondansetron for intractable nausea and vomiting. Which of the following best
describes the pharmacologcal actions of ondansetron?
A) Dopaminergic antagonists B)H1 antihistamine C)5-HT3 antagonist D) Anticholinergic
29. A 51-year-old man presents with wheals and urticaria. He takes a variety of medications. Which drug is the most likely to have caused this reaction?
A) Aspirin B) Glyceryl trinitrate C)Omeprazole D)Paracetamol
30 A 72-year-old man presents with painful lumps in his feet and is diagnosed with gout. Following initial treatment with non-steroidal anti-inflammatory agents he is started on
allopurinol. How does allopurinol work?
A) Inhibits cyclooxygenase II B) Inhibits macrophage tubular formation C)Inhibits nitric oxide synthase D)Inhibits xanthine oxidase

29
Competency & SLO table : competencies in 3rd MBBS Part 1 : 4,6,9,11,12,16,25. All others in 3rd MBBS Part 2. The following are guidelines, and modifications may be made in SLOs,
TL methods and assessment based on institution infrastructure and practices.

Number COMPETENCY SLOs Suggested Suggested Assessment Vertical Integration

The student should be Learning methods
able to methods

Topic: Heart Failure

IM1.1 Introduction to 1. Describe and discuss the SDL Short essay Pathology,
epidemiology of common causes of Physiology
cardiovascular heart disease including: rheumatic/
disease in adults valvular, ischemic, hypertrophic
inflammatory
IM1.2,1.4,1 Heart 1. Describe and discuss the genetic Lecture EQ Pathology,
.5 1.6 basis of forms of heart failure Physiology
failure 2. Stage heart failure
3. Describe ,discuss and
differentiate the processes involved in
heart failure with reduced Vs preserved
ejection fraction
4. Describe and discuss the
compensatory mechanisms involved in
heart failure including cardiac
remodeling and neurohormonal
adaptations
1.7,1.23,1. Treatment of 1. Develop management plan for Case based MEQ
26 patient with heart failure
1.27 heart failure 2. Enumerate, describe and discuss discussion
the factors that exacerbate heart
3. Describe, prescribe and
communicate non pharmacologic
management of heart failure including
sodium restriction, physical activity and
limitations
1.24 Pharmacotherapy 1. Describe and discuss the Small group Short essay
pharmacology of drugs including Viva voce
of heart failure indications, contraindications in the discussion
management of heart failure including
diuretics, ACE inhibitors, Beta blockers,

30
 aldosterone antagonists and cardiac
glycosides

IM1.3,1.9,1 Rheumatic fever 1. Describe and discuss the Lecture SEQ Pathology
.27 etiopathogenesis & clinical evolution of Viva voce
rheumatic fever, modified Jones
criteria, and rheumatic valvular heart
disease and its complications including
infective endocarditis
2. Describe and discuss the clinical
presentation and features, diagnosis,
recognition and management of acute
rheumatic fever
3. Describe and discuss the role of
penicillin prophylaxis in the prevention
of rheumatic heart disease
IM1.8 Arrhythmias 1. Describe and discuss the Lecture 1. Short essay question Pathology,
pathogenesis and development of 2. ECG interpretation in OSCE Physiology
common arrythmias station
2. Discuss the classification, 3. Viva voce
etiopathogenesis, clinical features
diagnosis and management of atrial
fibrillation

31
Number COMPETENCY SLOs Suggested Suggested Assessment methods Vertical
The student should be Learning methods Integration
able to
IM1.10,1. History and 1. Elicit document and present an Small group Long case
11 appropriate history that will establish discussion
examination in the diagnosis, cause and severity of followed by
cardiovascular disease heart failure including: presenting Bedside clinic
complaints, precipitating and
exacerbating factors, risk factors
exercise tolerance, changes in sleep
patterns, features suggestive of
infective endocarditis
2.Perform and demonstrate a
systematic examination based on the
history that will help establish the
diagnosis and estimate its severity
including
IM1.12,1. Vital signs and their 1. Demonstrate peripheral pulse, Small group Physical examination station in
13,1.14,1 volume, character, quality and variation OSCE
.15 interpretation in CVS in various causes of heart failure discussion Short case
case 2. Measure the blood pressure Bedside clinic
Cardiovascular accurately, recognize and discuss
alterations in blood pressure in valvular
examination heart disease and other causes of heart
failure and cardiac tamponade
3. Demonstrate and measure
jugular venous distension
4. Identify and describe the timing,
pitch quality conduction and
significance of precordial murmurs and
their variations
IM1.16,1. Investigations in 1. Generate a differential diagnosis Clerkship Documentation in logbook
17, based on the clinical presentation and Problem based short essay
1.19 heart disease prioritize it based on the most likely Small group question
diagnosis discussion
2. Order and interpret diagnostic
testing based on the clinical diagnosis
including 12 lead ECG, Chest
radiograph, blood cultures
3. Enumerate the indications for
and describe the findings of heart
32
 failure with the following conditions
including: 2D echocardiography, brain
natriuretic peptide, exercise testing,
nuclear medicine testing and coronary
angiogram

IM1.18,2. Perform and interpret a Small group Documentation in logbook

10 12 lead ECG
discussion
Clerkship

33
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM1.20, 1.25 Introduction to Valvular heart disease 1. Determine the severity of valvular Lecture Short case
heart disease based on the clinical and
laboratory and imaging features and Examination
determine the level of intervention station in OSCE
required including surgery
2. Enumerate the indications for
valvuloplasty, valvotomy, coronary
revascularization and cardiac
transplantation
Mitral valve disease 1.Discuss the haemodynamics, Lecture
etiopathogenesis , clinical features of
mitral stenosis
2. Discuss the haemodynamics,
etiopathogenesis , clinical features of
mitral regurgitation
Aortic valve disease 1.Discuss the haemodynamics, Lecture
etiopathogenesis , clinical features of
aortic stenosis
2. Discuss the haemodynamics,
etiopathogenesis , clinical features of
aortic regurgitation
IM1.21 Infective endocarditis 1. Describe the clinical features of acute Lecture SEQ
and subacute endocarditis,
echocardiographic findings, blood culture
and sensitivity and therapy

IM1.22 Phlebotomy and collecting specimen Assist and demonstrate the proper DOAP session Skill assessment in OSCE Microbiology
technique in collecting specimen for blood Clerkship station
for culture culture

34
IM1.28 Congenital heart disease in adults 1. Enumerate common adult Lecture Short essay
presentations of congenital heart disease
and describe the distinguishing features Short answer
between cyanotic and acyanotic heart
disease
2. Discuss etiopathogenesis and
prevention of congenital heart disease
ASD 1. Discuss the embryology, Lecture
haemodynamics , pathophysiology of
ASD
2. Discuss the management of ASD

VSD, 1. Discuss the embryology, Lecture

haemodynamics , pathophysiology of
VSD
Discuss the management of VSD

IM 1.29 PDA 1. Describe haemodynamics, Lecture Short essay

clinical features, complications and
management of patent ductus Viva voce
arteriosus

35
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods
IM1.30 Intramuscular 1. Administer an intramuscular Task trainer Log book Pharmacology
injection with aseptic precautions and
injection appropriate explanation to the patient

IM2.1,2. Ischemic heart disease 1. Discuss the epidemiology of Lecture Short essay Pathology, Physiology,
2,2.4,2.5, coronary artery disease
2.9 2. Discuss the aetiology of risk factors - Community Medicine
modifiable & non-modifiable - of
atherosclerosis and IHD
3. Discuss and describe the
pathogenesis natural history, evolution and
complications of atherosclerosis and IHD
4. Describe the approach to a case of
stable angina
IM2.3 Lipid cycle Discuss and describe the lipid cycle and the Lecture Viva voce Physiology,
role of dyslipidemia in the pathogenesis of Biochemistry
atherosclerosis
IM2.6,2. Examination of patient with IHD 1. Elicit appropriate history including Small group Physical examination
7,2.8 onset evolution, presentation risk factors, station in OSCE
family history, comorbid conditions, discussion followed Short case
complications, medication by bedside clinics
2. Perform, demonstrate and
document a physical examination including
a vascular and cardiac examination that is
appropriate for the clinical presentation
3. Generate and present a differential
diagnosis based on clinical presentation
and prioritize based on “cannot miss”, most
likely diagnosis and severity
IM2.9 1. Distinguish and differentiate between Case based History station in OSCE
stable and unstable angina and AMI based
on the clinical presentation discussion
2. Discuss emergent management of a case
of acute coronary syndrome prior to
referral to a tertiary centre

36
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods
IM2.11,2.12, Investigations in IHD 1.Order and interpret markers of acute Small group discussion Data interpretation station
2.13 myocardial infarction I OSCE
2. Choose and interpret a lipid profile and Case based discussion Viva voce
identify the desirable lipid profile in the clinical
context
3. Discuss and enumerate the indications for
and findings on echocardiogram, stress testing
and coronary angiogram
IM2.14,2.15, Acute coronary syndrome 1. Discuss pathogenesis, recognition and Lecture SEQ
2.16, 2.18, management of ACS & its complications MEQ
2.19, 2.20 2. Discuss indications for admission to a
,2.23 CCU
3. Discuss indications for acute
thrombolysis, PTCA and CABG
4. Discuss indications, formulations, doses,
side effects and monitoring for drugs used in
the management of dyslipidemia
5. Describe indications for nitrates, anti-
platelet agents, gpIIb IIIa inhibitors, beta
blockers, ACE inhibitors etc. in the
management of coronary syndromes
IM2.17 Discuss and describe Small group discussion Short answer
the indications and Interdisciplinary
methods of cardiac learning with
rehabilitation physiotherapy team
IM2.20 Discuss and describe the Lecture Short answer Pharmacology
assessment and relief of pain
in acute coronary syndromes
IM2.21 Observe and participate in a Skill lab session NA

37
 controlled environment an ACLS
program
IM2.22 Perform and demonstrate in a Skill lab session Skill assessment
mannequin BLS

38
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM2.24 Counselling 1. Counselling patient with IHD Small group discussion Counselling station in OSCE AETCOM
2. Communication with empathy of Clerkship
lifestyle changes in patients with
atherosclerosis

IM3.1,3. Pneumonia 1. Define community acquired Lecture Short essay Human Anatomy,
2,3.3,
pneumonia, nosocomial pneumonia and Pathology, Microbiology
ventilator associated pneumonia
2.Discuss etiology of pneumonia
depending on setting and patient
immune status
3. Describe pathogenesis, clinical features
and complications of pneumonia

3.11, Investigations and treatment of pneumonia 1. Enumerate indications for HRCT, Viral Lecture Case based MCQ
3.12, Short answer
3.13, cultures, PCR
3.15, 2. Select appropriate empirical
3.16 antimicrobial based on the likely etiology
3.. Describe and enumerate the
indications for hospitalization in patients
with pneumonia
4. Describe and enumerate the
indications for isolation and barrier
nursing in patients with pneumonia

IM3.4,3. History and examination in pneumonia 1.Elicit document and present an Small group Short case
5.3.6,3.7
appropriate history including the discussion
Bedside clinic
39
 evolution, risk factors including immune
status and occupational risk
2.Demonstrate general & systemic
examination to confirm diagnosis,
severity and complications
3. Generate differential diagnosis based
on history and examination
4. Order and interpret diagnostic tests
based on the clinical presentation

Number COMPETENCY SLOs Suggested Learning Suggested Vertical Integration

The student should be able to methods Assessment methods
IM3.8 Perform ABG Demonstrate in a mannequin & interpret results Skill lab Skill assessment
of an arterial blood gas examination

IM3.9 Perform pleural aspiration Demonstrate in a mannequin and interpret Skill lab Skill assessment
results of a pleural fluid aspiration

IM3.10 Blood culture Demonstrate the correct technique in a DOAP session Skill assessment Microbiology
mannequin and interpret results of a blood
culture
IM3.14 Gram stain & AFB Perform and interpret a sputum gram stain and Clerkship ( side lab) Documentation in Microbiology
AFB logbook
IM3.17 Oxygen therapy Discuss advantages & disadvantages of methods Lecture Short answer
of supplemental oxygen delivery
Choose method of supplemental oxygen delivery
b
IM3.18 Counselling Communicate and counsel patient and family on Small group discussion Documentation in
IM3.19 the diagnosis and therapy of pneumonia Clerkship logbook
Educate and motivate patients for pneumococcal
and influenza vaccine

40
Number COMPETENCY SLOs: By the end of the session the student will be TL methods Suggested Vertical
The student should be able to able to describe/discuss/demonstrate Assessment Integration
methods
IM4.1,4.2,4.4 Describe and discuss the febrile response 1. The influence of host immune status, risk factors Lecture 1. LEQ Microbiology
4.5 and comorbidities on the febrile response 2. MEQ
2. The influence of special populations on the
febrile response including: the elderly, immune
suppression, malignancy and neutropenia, HIV
3. The pathophysiology and manifestations of
inflammatory causes of fever
4. The pathophysiology and manifestations of
malignant causes of fever including hematologic
and lymph node malignancies

IM4.3 Discuss and describe the common causes, 1. Pathophysiology, clinical features of Dengue Lecture SEQ Microbiology,
pathophysiology and manifestations of fever in various 2. Pathophysiology, clinical features of Community
regions in India Chikungunya Medicine
3. Pathophysiology, clinical features of typhus
IM4.6, Discuss and describe the pathophysiology clinical 1. Epidemiology, etiopathogenesis of malaria Lecture followed by SEQ Microbiology
4.23,4.26 features, diagnosis and treatment of malaria 2. Diagnosis of malaria Case based learning Pharmacology
3. Complications and treatment of malaria
4. Prescribe drugs for malaria based on the species
identified, prevalence of drug resistance and
national programs.
5. Discuss the pharmacology, indications, drug
reactions, and basis of resistance in antimalarial
drugs
6. Counsel the patient on malarial prevention
IM4.7 Discuss and describe the pathophysiology and 1. Etiopathogenesis of sepsis Lecture EQ
manifestations of the sepsis syndrome 2. Clinical features and Diagnosis of sepsis
41
 3. Management of sepsis : antibiotics,
vasopressors, mechanical ventilation
IM4.8, 4.16 Discuss and describe the pathophysiology, aetiology and 1. Definition of FUO Lecture followed by Small Written Microbiology
clinical manifestations of fever of unknown origin (FUO) 2. Causes of PUO, as relevant to India group discussion
including in a normal host, neutropenic host, nosocomial 3. Investigation and Diagnosis of PUO
host and a host with HIV disease 4. Enumerate the indications and describe the
findings in tests of inflammation and specific
rheumatologic tests, serologic testing for
pathogens including HIV, bone marrow
aspiration and biopsy
IM4.9,4.10, History and examination in fever case 1. evolution and pattern of fever Case based discussion History station Microbiology
2. associated symptoms Bedside clinic in OSCE
3. immune status, comorbidities, risk factors,
exposure
4. Perform physical examination in a case of fever :
including skin mucosae, lymph node
examination, chest, liver, spleen

Number COMPETENCY SLOs TL methods Suggested Vertical

The student should be able to Assessment Integration
methods
IM4.11,4.21,4.24, Generate a differential diagnosis and prioritize 5. List differentials for PUO after history and Case based discussion EQ
4.25 based on clinical features that help distinguish examination Bedside clinic Viva
between infective, inflammatory, malignant and 6. Develop and present an appropriate diagnostic Communication
rheumatologic causes plan based on the clinical presentation, most station in OSCE
likely diagnosis in a prioritized and cost-effective
manner
7. Develop an appropriate empiric treatment plan
based on the patient’s clinical and immune
status pending definitive diagnosis

42
 8. Communicate diagnosis and treatment to
patient family

IM4.12,4.18 Order and interpret the following diagnostic tests Small group discussion SEQ Pathology,
based on the differential diagnosis Viva
Log book
1. CBC with differential, peripheral smear, urinary Clerkship( learner doctor) Microbiology
analysis with sediment, Chest X ray, blood and
urine cultures, sputum gram stain and cultures,
sputum AFB and cultures, CSF analysis, pleural
and body fluid analysis, stool routine and culture
and QBC
2. Enumerate the indications for use of imaging in
the diagnosis of febrile syndromes
IM4.13,4.14, Perform and interpret relevant investigations in 1.sputum gram stain 2. sputum AFB 3. malarial Clerkship( learner doctor) Log book Microbiology
4.15, 4.17,4.19 case of fever smear 4. Observe & assist in performance of bone
,4.20 marrow aspiration & biopsy in simulated
environment 5. Assist in the collection of blood and
wound cultures 6. Interpret a PPD

43
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM5.1 Hyperbilirubinemia Describe and discuss the physiologic and Lecture Written/viva voce
biochemical basis of hyperbilirubinemia
IM5.2 Hepatic injury 1.Describe and discuss the aetiology and Lecture Written/viva voce
IM5.3 pathophysiology of liver injury
2.Describe and discuss the pathologic
changes in various forms of liver disease
IM5.4 Hepatitis 1.Describe and discuss the epidemiology, Lecture Written/viva voce
microbiology, immunology and clinical
evolution of infective (viral) hepatitis
2. Discuss the management of Hepatitis B
&C
IM5.5 Alcoholic liver disease Discuss the etiopathogenesis, clinical Lecture Written/viva voce
features, diagnosis & management of
alcoholic liver disease
IM5.6 Cirrhosis & PHT Describe and discuss the pathophysiology, Lecture Written/viva voce
clinical evolution and complications of
cirrhosis and portal hypertension including
ascites, spontaneous bacterial peritonitis,
hepatorenal syndrome and hepatic
encephalopathy
IM5.16 Management of cirrhosis Describe management of hepatitis, Lecture Written/viva voce
with PHT cirrhosis, portal hypertension, ascites
spontaneous, bacterial peritonitis and
hepatic encephalopathy

44
IM5.7 Drug induced liver injury Enumerate and describe the causes and SDL Short answer
pathophysiology of drug induced liver
injury
IM5.8 Cholecystitis, cholelithiasis Describe and discuss the pathophysiology, Lecture Essay General Surgery
clinical evolution and complications Viva voce
cholelithiasis and cholecystitis
IM5.9 History & examination in liver 1. Elicit medical history in a case of liver Small group Skill assessment
5.10 disease including clinical presentation, risk
5.11 disease factors, drug use, sexual history, discussion
vaccination history and family history Bedside clinic
2.Perform a systematic examination that
establishes the diagnosis and severity and
complications of liver disease
3.Generate a differential diagnosis and
prioritize based on clinical features that
suggest a specific aetiology for the
presenting symptom

IM5.12 Investigations in liver disease Choose and interpret appropriate Lecture Skill assessment Pathology
5.13 diagnostic tests including: CBC, bilirubin,
5.14 function tests, Hepatitis serology and
ascitic fluid examination in patient with
liver diseases.
Enumerate modalities of investigations in
liver disease and discuss indications ,
advantages and disadvantages of each
Outline a diagnostic approach to liver
disease based on hyperbilirubinemia, liver
function changes and hepatitis serology

45
 Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM5.15 Ascitic tap 1. Assist in the performance of an DOAP session documentation in

ascitic fluid analysis Clerkship
interpret the findings of ascitic fluid log book
analysis
IM5.17 Vaccination in liver disease 1. Enumerate the indications for 1. Visit to 1. Viva voce Microbiology
vaccination in liver disease 2. documentation in log
2. counsel patients for vaccination in immunization clinic book
liver disease 2. Clerkship

IM5.18 Hepatic transplantation Enumerate the indications for hepatic Lecture Written/ Viva voce
transplantation SDL

Number COMPETENCY SLOs Suggested TL methods Suggested Assessment Vertical Integration

The student should be able to methods

IM6.8,6.9, , Diagnosis and management of HIV AIDS , and 1.Enumerate the indications and describe Lecture Short answer
6.10, opportunistic infections the findings for CT , MRI, ABG, CXR MCQ
6.11,6.16, 2. Describe and enumerate the
6.12, 6.17, indications and side effects of drugs for
6.18,6.13 bacterial, viral and other types of
diarrhoea
3. Discuss and describe the principles of
HAART, the classes of antiretrovirals
used, adverse reactions and interactions
4.Discuss and describe the principles and
regimens used in post exposure
prophylaxis

46
 5.Enumerate the indications and discuss
prophylactic drugs used to prevent HIV
related opportunistic infections
IM6.14 Perform and interpret AFB sputum DOAP session Skill assessment Microbiology

IM6.15 Demonstrate in a model the correct Simulation Skill assessment Microbiology

technique to perform a lumbar puncture

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods
IM6.19,6.2 Counsel patients at diagnosis of HIV, and 1. Communicate diagnosis, treatment Small group discussion Communication station of AETCOM
0,6.21 prevention of HIV transmission plan and subsequent follow up plan Clinical clerkship OSCE
6.22,6.23 to patients Tag along
2. Communicate with patients on the
importance of medication adherence
3. Demonstrate understanding of
ethical and legal issues regarding
patient confidentiality and disclosure
in patients with HIV
4. Demonstrate a non-judgmental
attitude to patients with HIV and to
their lifestyles

47
 Competencies SLOs Suggested TL Suggested Vertical
assessment Integration
methods
IM7.1 Introduction to autoimmunity 1.Describe the pathophysiology of autoimmune Lecture Short essay Pathology
IM7.2 disease Viva voce
7.15 2. Describe the genetic basis of autoimmune
disease
3. Enumerate the indications for and interpret the
results of : CBC, anti- CCP, RA, ANA, DNA and other
tests of autoimmunity
7.22 Rheumatoid arthritis 1.Describe the systemic manifestations of Lecture Essay question Pathology
7.23 rheumatoid arthritis MEQ
7.19 2.Etiopathogenesis, clinical features, diagnosis of
rheumatoid arthritis
3.Select, prescribe and communicate treatment
option for rheumatoid arthritis
4.Describe the basis for biologic and disease
modifying
therapy in rheumatoid arthritis
5.Develop an appropriate treatment plan for
patients with rheumatoid arthritis

SLE 1.Describe the systemic manifestations of Systemic Lecture

Lupus Erythematosus
2.Etiopathogenesis, clinical features, diagnosis of
Systemic Lupus Erythematosus
3.Select, prescribe and communicate treatment
option for Systemic Lupus Erythematosus
4.Describe the
therapy of Systemic Lupus Erythematosus
5.Develop an appropriate treatment plan for
patients with Systemic Lupus Erythematosus

Systemic sclerosis Etiopathogenesis, clinical features & management Lecture

of systemic sclerosis
IM7.3 Approach to joint pain 1.Classify cause of joint pain based on the Lecture Written/ Viva voce
7.4 pathophysiology
7.5 2.Develop a systematic clinical approach to joint
7.6 pain
7.7 3.Describe and discriminate acute, subacute and

48
7.8 chronic causes of joint pain
7.10 4.Discriminate, describe and discuss arthralgia
from arthritis and mechanical from inflammatory
causes of joint pain
5.Discriminate articular from periarticular
complaints
6.Determine the potential causes of join pain
based on the presenting features of joint
involvement
7.Describe the common signs and symptoms of
articular and periarticular diseases

49
Number COMPETENCY SLOs Suggested Learning Suggested Vertical Integration
The student should be able to methods Assessment methods

IM7.11 History & examination in Elicit document and present a medical history that Bedside clinic Physical examination
IM7.12 will differentiate the etiologies of disease 2. station in ISCE
IM7.13 Rheumatoid arthritis Perform a systematic examination of all joints, Small group discussion Short case
7.14 muscle and skin that will establish the diagnosis
and severity of disease 3. Generate a differential
diagnosis and prioritize based on clinical features
that suggest a specific aetiology
4. the appropriate diagnostic work up based on the
presumed aetiology
IM7.16,7.17 Investigations in rheumatologic disease Enumerate the indications for arthrocentesis Case based Written/ Viva voce
Enumerate the indications and interpret plain
radiographs of joints discussion

IM7.18-7.27 Management & counselling in 1.Communicate diagnosis, treatment plan and Clerkship Communication station
subsequent follow up plan to patients Case based discussion
autoimmune diseases 2.Select, prescribe and communicate appropriate in OSCE
medications for relief of joint pain Short answer
3.Select, prescribe and communicate preventive
therapy for crystalline arthropathies
4.Communicate and incorporate patient
preferences in the choice of therapy 5.Develop and
communicate appropriate follow up and
monitoring plans for patients with rheumatologic
conditions 6. Demonstrate an understanding of the
impact of rheumatologic conditions on quality of
life, well-being, work and family 7.. Determine the
need for specialist consultation
Competency SLOs Suggested TL Suggested assessment Integration

IM8.1, Hypertension 1. Discuss the epidemiology, aetiology and the Lecture Long essay Pathology, physiology
IM8.2 prevalence of primary and secondary hypertension
IM8.3 2. Discuss the pathophysiology of hypertension
IM8.4 3.define and classify hypertension and discuss the
IM8.5 differences between primary and secondary
8.7 hypertension
50
IM8.20 4. discuss etiology and clinical features of
8.14 secondary HTN
5. Develop an appropriate treatment plan for
essential hypertension 6..determine the need for
specialist consultation
IM8.6 Acute & chronic complications of 1. Discuss and recognize hypertensive urgency and Lecture Clinical scenario
IM8.8 emergency based short essay
IM 8.15 HTN 2. Manage hypertensive emergencies
3. Discuss and identify target organ damage due to
hypertension

51
Number Competency SLOs Suggested learning Suggested Vertical integration
The student should be able to methods assessment methods

IM8.9 Examination of a case of hypertension 1.elicit medical history in a case of HTN Small group Short case
IM8.10 2.perform systematic including measurement of
IM8.11 bp, fundus, examination of vasculature and heart discussion
IM8.12 3. Generate a differential diagnosis Bedside clinics
4. Describe the appropriate diagnostic work up
based on the presumed aetiology
IM8.16 1.develop and communicate to the patient lifestyle Small group discussion Documentation in log
IM8.18 modification including weight reduction, Clerkship book
IM8.19 moderation of alcohol intake, physical activity and
sodium intake
2. Incorporate patient preferences in the
management of HTN
3. Demonstrate understanding of the impact of
hypertension on quality of life, well-being, work
and family
IM8.17 Perform and interpret a 12 lead ECG DOAP session Documentati
on in log
book/ skills
station

52
IM9.1, 9.2, ,9.6, Iron deficiency anemia 1.Define & classify anemia Lecture Essay question Pathology
9.7,9.8, 9.9,9.12 1. 2. Describe morphology, aetiology and prevalence of
9.13 various causes of anemia
2. 3. Describe the diagnostic work up of anemia
3. 4.describe the interpretation of the hemogram and
the tests for iron deficiency
IM9.3 Elicit, document and present medical 1. Enquire for symptoms of anemia Bed side clinic OSCE history station
history in a case of anemia 2. Possible causes : GI bleeding, prior history,
medications, menstrual history, and family
history
IM9.4 Perform a general physical and relevant 1. examination for pallor, icterus, Bedside clinic OSCE – physical
systemic examination in a case of lymphadenopathy, sternal tenderness, examination station –
anemia evidence of CTD general physical
2. check for hyper dynamic circulation, spleen, examination/abdomen
liver
IM9.5,9.11 Generate a differential diagnosis in a 1. given clinical features and hemogram in a Small group discussion Modified essay Pathology
case of anemia in order of likelihood and case of anemia , to generate a differential Case based learning question
prioritize based on clinical features that diagnosis in order of likelihood Data interpretation
suggest a specific aetiology question
IM9.9,9.13 Macrocytic anemia 1. list causes of macrocytic anemia Lecture class SEQ Pathology
2. describe pathogenesis of various types of
macrocytic anemia
3. Order and interpret for diagnosis of
macrocytic anemia
4. Describe treatment of different causes of
macrocytic anemia
IM9.10 Perform bedside investigations in a 1. Perform and interpret peripheral blood Clerkship( learner doctor) Log book Pathology
case of anemia smear
2. Check stool for occult blood

53
Number COMPETENCY SLOs Suggested TL methods Suggested Assessment Vertical Integration
The student should be able to methods

IM9.11 Bone marrow biopsy 1. Student should be able to enumerate the Small group discussion Written/ Viva voce/ Pathology
indications for bone marrow biopsy and Skill assessment
describe the procedure of bone marrow
biopsy
IM9.14 Describe the national programs for Lecture Written/ Viva voce Pharmacology,
anemia prevention
Community Medicine

IM9.15,9.16 Patient counselling in anemia 1. Communicate the diagnosis and the DOAP session Skill assessment
9.20 treatment appropriately to patients
2. Incorporate patient preferences in treatment
of anemia Communicate and counsel patients
with methods to prevent nutritional anemia
IM9.17,9.18 Blood transfusion Describe the indications for blood transfusion and the Lecture, Small group Viva voce Pathology
appropriate use of blood components Describe the discussion
precautions required necessary when performing a
blood transfusion
IM9.19 Assist in a blood transfusion Clerkship (learner doctor) document in log book
Polycythemia 1.define and classify polycythemia Lecture
2. discuss clinical features and differentiation of
primary and secondary polycythemia
3.describe investigations and management of
polycythemia rubra vera
Leukemia 1. Enumerate leukemias common in adults Lecture
2. Describe clinical features of leukemia in adults
3. Discuss diagnosis and management of
leukemia
Multiple myeloma Describe the clinical features, diagnosis and Lecture
management of multiple myeloma

54
 SLOs Suggested TL Suggested assessment Vertical integration
method
IM10.1 AKI 1. Define renal insufficiency. Distinguish Lecture Essay question Pathology
IM10.2 between acute & chronic renal insufficiency
IM10.3 2. Describe the pathophysiology & causes
IM10.4 of pre renal, renal and post renal AKI
IM10.25 3. Describe the evolution, natural history
and treatment of AKI
4. Identify and describe the priorities in
the management of ARF including diet, volume
management, alteration in doses of drugs,
monitoring and indications for dialysis

55
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical
The student should be able to methods methods Integration

IM10.5 CKD 1. Discuss the aetiology of CKD Lecture Short essay Pathology
IM10.6 2. Stage Chronic Kidney Disease
IM10.7 3. discuss the pathophysiology & clinical features
IM10.8 of uremia
IM 10.27 4. discuss the significance of proteinuria in CKD
IM 10.28 5. discuss the indications for hemodialysis
6. discuss renal replacement therapy
IM10.9 Complications of 1.discuss pathophysiology of anemia & Lecture Short answer Pathology
IM10.10
IM10.11 CKD hyperparathyroidism in CKD
IM10.26 2. discuss association between CKD glycemia and
hypertension
3. discuss relationship between CAD risk factors and
CKD
4. discuss supportive therapy in CKD
IM10.12 Examination of patient with renal 1.Elicit history to differentiate between AKI & CKD Small group Short case
IM10.13 and to suggest aetiology of renal disease 2.Perform
IM10.14 disease systematic examination to establish diagnosis and discussion
stage of CKD, and features of uremia Bedside clinic
3.Generate differential diagnosis to suggest specific
etiology

56
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Number Vertical Integration
The student should be able to methods methods require
d to
certify

IM10.15 Investigations in renal 1.Describe the appropriate Lecture Skill

IM10.16 diagnostic work up based on
IM10.17 disease presumed aetiology assessment
IM10.18 2. Enumerate indications for and / Written/
IM10.19 interpret the results of : renal
IM10.20 function tests, calcium, phosphorus, Viva voce
PTH, urine electrolytes, osmolality,
Anion gap
3.Describe and calculate indices of
renal function
4. Identify ECG findings in
hyperkalemia
5. Enumerate indications and
describe findings in renal ultrasound
6. discuss indications to perform
arterial blood gas analysis: interpret
the data
IM10.21 Femoral/jugular 1. discuss indications for and insert DOAP document
IM10.22 a peripheral intravenous catheter
catheterization 2. discuss the indications, session, ation in
demonstrate in a model and assist skill lab logbook
in the insertion of a central venous
or a dialysis catheter

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods
IM10.24 Patient counselling & ethical issues 1.Counsel patients on a renal Small group Documentation in logbook
IM10.29 diet 2.discuss and communicate
IM10.30 the ethical and legal issues discussion
IM10.31 involved in renal replacement Clerkship
IM10.23 therapy

57
 3. Recognize the impact of CKD
on patient’s quality of life well-
being work and family
4.Incorporate patient
preferences in to the care of CKD
5. Communicate diagnosis
treatment plan and subsequent
follow up

Number COMPETENCY SLOs Suggested TL Suggested Vertical

The student should be able to methods Assessment Integration
methods
IM11.1 Diabetes 1.Define and classify diabetes Lecture
IM11.2 2.Discuss the epidemiology and pathogenesis
IM11.3 and risk factors and clinical evolution of type 1
IM11.4 diabetes
3.Discuss the epidemiology , pathogenesis and
risk factors economic impact and clinical
evolution of type 2 diabetes
4.Describe and discuss the genetic background
and the influence of the environment on
diabetes
IM11.5 Complications of diabetes 1.Describe and discuss the pathogenesis and Lecture
IM11.6 temporal evolution of microvascular and
macrovascular complications of diabetes
2.Describe and discuss the pathogenesis and
precipitating factors, recognition and
management of diabetic emergencies
IM11.7,11.8 History and examination of a patient with diabetes 1. Elicit document and present a medical Bedside clinic History station in
history that will differentiate the OSCE
aetiologies of diabetes including risk Examination
factors, precipitating factors, lifestyle, station in OSCE (

58
 nutritional history, family history, GPE, foot
medication history, co-morbidities and examination,
target organ disease checking for DPN)
2. Perform a systematic examination that
establishes the diagnosis and severity
that includes skin, peripheral pulses,
blood pressure measurement, fundus
examination, detailed examination of the
foot (pulses, nervous and deformities and
injuries)
IM 11.12,11.13 Bedside investigations in a patient with diabetes 1.Perform and interpret a capillary blood glucose Small group Skill assessment Pathology,
test 2. Perform and interpret a urinary ketone discussion Biochemistry
estimation with dipstick Clerkship – learner
doctor
IM11.11,11.16,11.17 Management of diabetes 1. Order and interpret laboratory tests to Lecture followed by Short essay Pharmacology
11.18, 11.22 diagnose diabetes and its complications small group discussion
2.Discuss and describe the pharmacologic
therapies for diabetes their indications,
contraindications, adverse reactions and
interactions
3.Outline a therapeutic approach to therapy MEQ
of T2Diabetes based on presentation,
severity and complications in a cost-effective
manner
4. Describe and discuss the pharmacology,
indications, adverse reactions and
interactions of drugs used in the prevention
and treatment of target organ damage and
complications of Type II Diabetes including
neuropathy, nephropathy, retinopathy,
hypertension, dyslipidemia and
cardiovascular disease 4.Enumerate the
causes of hypoglycemia and describe the

59
 counter hormone response and the initial
approach and treatment

Number COMPETENCY Suggested Learning Suggested Vertical

The student should be able to methods Assessment Integration
methods
IM11.19,11.20, Education and counselling of patient with diabetes 1.Demonstrate and counsel patients on the correct Small group OSCE – Pharmacology
11.21 technique to administer insulin discussion communication
2.Demonstrate to and counsel patients on the Clerkship – learner station
correct technique of self-monitoring of blood doctor
glucoses
3.Recognise the importance of patient preference
while selecting therapy for diabetes
IM12.1,12.2,12.3 Etiopathogenesis, diagnosis and management of 1. Discuss the etiopathogenesis if Lecture Essay question, Pathology,
12.4,12.12 thyroid disorders hypothyroidism and hyperthyroidism short essay Physiology
12.13, 2. Describe and discuss the physiology of the
12.14, 12.15 hypothalamopituitary - thyroid axis,
principles of thyroid function testing
3. Describe and discuss the principles of radio
iodine uptake in the diagnosis of thyroid
disorders
4. Describe the pharmacology, indications,
adverse reaction, interactions of thyroxine
and antithyroid drugs
5. Discuss iodization programs of GOI
6. Write and communicate to the patient
appropriately a prescription for thyroxine
based on age, sex, and clinical and
biochemical status

60
Number COMPETENCY SLOs Suggested Learning Suggested Vertical
The student should be able to methods Assessment Integration
methods
IM,12.6 History, examination and bedside diagnosis of thyroid 1.Elicit document and present an appropriate Bedside clinic OSCE
12.7,12.8, disorders history that will establish the diagnosis cause of Short case
thyroid dysfunction and its severity
2. Perform and demonstrate examination of
thyroid, including signs of thyrotoxicosis and
hypothyroidism, palpation of the pulse for rate and
rhythm abnormalities, neck palpation of the
thyroid and lymph nodes and cardiovascular
findings

3.Generate a differential diagnosis based on the

clinical presentation and prioritize it based on the
most likely diagnosis
IM12.9,12.10, 1.Order and interpret diagnostic testing for thyroid Small group discussion Short essay
12.11, disease question
2. Identify atrial fibrillation, pericardial effusion Modified essay
and bradycardia question
3.Interpret TFT

Etiopathogenesis, diagnosis and management of 1. Discuss the etiopathogenesis of Cushing’s Lecture

Cushing’s syndrome syndrome
2. Describe the clinical features of Cushing’s
syndrome
3. Describe the diagnosis and management of
Cushing’s syndrome

61
Etiopathogenesis, diagnosis and management of 1. Discuss the etiopathogenesis of Addison’s Lecture
Addison’s disease disease
2. Describe the clinical features of Addison’s
disease
3. Describe the diagnosis and management of
Addison’s disease

62
 Competency SLOs TL method Assessment Integr
ation

IM13.1 Introduction to cancer 1. Describe clinical epidemiology , Lecture Short note Pathol
IM13.2
IM13.3 inherited & modifiable risk factors for ogy,
IM13.4 common malignancies in India Bioch
2.Describe the genetic basis of emistr
selected cancers y
3.Describe the relationship between
infection and cancers
4.Describe the natural history,
presentation, course, complications and
cause of death for common cancers
IM13.5 Palliative care & pain relief 1.Describe common issues encountered Lecture Short note/ Viva voce
IM13.6
IM13.16 in patients at the end of life and
IM13.17 principles of management
IM13.18
IM13.19 2. distinguish between curative and
palliative care in patients with cancer
3.Demonstrate an understanding of
needs and preferences of patients when
choosing curative and palliative therapy
4. Discuss indications, use, side effects
of narcotics in pain alleviation in
patients with cancer
5. Discuss ethical & medico legal issues
involved in end-of-life care
6. Describe therapies used in alleviating
suffering in patients at the end of life
IM13.7 History & examination in a 1.Elicit history that will help establish Small group Skill assessment/
IM13.8
IM13.10 case of cancer aetiology of cancer discussion Short case
2. Perform physical examination Bedside clinic

63
 including general and local
examination to identify diagnosis,
extent of spread and complications
of cancer
3.Generate a differential diagnosis based
on the presenting symptoms and clinical
features
IM13.9 Demonstrate in a mannequin the correct Skill lab Skill assessment/ Human Anatomy
technique for performing breast exam,
rectal examination and cervical Short case
examination and pap smear

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM13.11 Investigation & management in 1. Order and interpret diagnostic testing based on Small group Short note/ Viva voce Radiodiagnosis
IM13.12
IM13.13 cancer clinical diagnosis including CBC and stool occult discussion
IM13.14 blood and prostate specific antigen
IM13.15 2.Describe indications and interpret results of
Chest X Ray, mammogram, skin and tissue
biopsies and tumor markers used in common
cancers
3.Describe and assess pain and suffering
objectively in a patient with cancer
4.Describe the indications for surgery, radiation
and chemotherapy for common malignancies
5.Describe the need, tests involved, their utility in
the prevention of common malignancies

64
 Competency SLOs TL methods Assessment Integration

IM14.1 Overview Define and measure obesity as it relates Lecture Written/viva voce
IM14.2 to the Indian population
IM14.3 Describe and discuss the aetiology of
IM14.5 obesity including modifiable and non-
modifiable risk factors and secondary
causes
Describe and discuss the monogenic
forms of obesity
Describe and discuss the natural history
of obesity and its complications
IM14.6 Examination Elicit and document and present an Small group discussion Short case
IM14.7 appropriate history that includes the Bedside clinic
IM14.8 natural history, dietary history,
modifiable risk factors, family history,
clues for secondary causes and
motivation to lose weight
Perform, document and demonstrate a
physical examination based on the
history that includes general
examination, measurement of
abdominal obesity, signs of secondary
causes and comorbidities
Perform, document and demonstrate a
physical examination based on the
history that includes general
examination, measurement of
abdominal obesity, signs of secondary
causes and comorbidities
IM14.9 Investigation of obesity Order and interpret diagnostic tests Lecture Written/viva voce
IM14.10
based on the clinical diagnosis
including blood glucose, lipids,
thyroid function tests etc.
Perform, document and demonstrate a
physical examination based on the
history that includes general
examination, measurement of
abdominal obesity, signs of secondary
causes and comorbidities

65
IM14.11 Counselling & education Communicate and counsel patient Clerkship Documentation in logbook
IM14.12 Case based discussion
on behavioural, dietary and lifestyle
modifications
Demonstrate an understanding of
patient’s inability to adhere to lifestyle
instructions and counsel them in a non -
judgmental way
IM14.13 Management of obesity Describe and enumerate the Lecture Written/viva voce
IM14.14
IM14.15 indications, pharmacology and side
effects of pharmacotherapy for
obesity
Describe and enumerate the
indications and side effects of
bariatric surgery
Describe and enumerate and educate
patients, health care workers and the
public on measures to prevent obesity
and promote a healthy lifestyle

66
 Competency SLOs TL methods Assessment Integration

IM15.1 GI bleed 1. Discuss the aetiology of upper and Lecture Short essay Pathology
IM15.2 lower GI bleeding
2. Discuss the evaluation & stabilization
of patient who presents with GI bleed

IM15.3 Discuss the physiologic effects of acute SDL – pre reading Viva voce Pathology, Physiology
blood and volume loss

IM15.4 Examination of patient with 1. Elicit history to identify source of GI Small group discussion Long case
IM15.5 bleed, amount of bleed & Bedside clinic
IM15.6 GI bleed hemodynamic compromise
IM15.8 2.Perform physical examination
including general examination, volume
assessment and abdominal examination
3. Distinguish between upper & lower
GI bleed 4.Generate a differential
diagnosis based on the presenting
symptoms and clinical features and
prioritize based on the most likely
diagnosis

IM15.7 Demonstrate the correct technique to DOAP session Skill assessment

perform an anal and rectal examination
in a mannequin or equivalent

67
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM15.9 Investigation & management of GI bleed Choose and interpret Case based Modified essay Question
IM15.10
IM15.11 diagnostic tests : CBC, PT and discussion
IM15.12 PTT, stool occult blood, LFT
IM15.14 H.pylori test.
IM15.16
IM15.17 Enumerate the indications for
IM15.15 endoscopy, colonoscopy
Develop treatment plan
including fluid resuscitation,
blood and blood component
transfusion and arresting
bleed
Enumerate indications for
whole blood, component and
platelet transfusion and
describe the clinical features
and management of a
mismatched transfusion
Discuss pharmacotherapy of
acute GI bleed
Enumerate the indications for
endoscopic interventions and
Surgery
Determine appropriate level of
specialist consultation
Describe pharmacotherapy of
acid peptic disease including
Helicobacter pylori

68
IM15.13 Observe cross matching and blood / blood Small group discussion Documentation in Pathology
component transfusion Clerkship logbook

IM15.18 Counsel the family and patient in an Small group discussion Documentation in logbook
empathetic non-judgmental manner on Clerkship
the diagnosis and therapeutic options

69
Number COMPETENCY SLOs Suggested Learning methods Suggested Vertical
The student should be able to Assessment methods Integration

IM16.3 Diarrhoea 1. Describe and discuss the chronic effects Lecture Short note
16.6 of diarrhoea including malabsorption
16.12 2. Distinguish between diarrhoea and
16.13 dysentery based on clinical features
16.14 3. Enumerate and discuss the indications
for further investigations including
antibodies, colonoscopy, diagnostic
imaging and biopsy in the diagnosis of
chronic diarrhoea
4. Describe and enumerate the indications,
pharmacology and side effects of
pharmacotherapy for parasitic causes of
diarrhoea
5. Describe and enumerate the indications,
pharmacology and side effects of
pharmacotherapy for bacterial and viral
diarrhoea
IM16.4 History, examination and diagnosis in a case of diarrhoea 1.Elicit and document and present an Bedside clinic Short case Microbiology,
16.5 appropriate history that includes the natural OSCE history station Pathology
16.7 history, dietary history, travel , sexual history
16.8 and other concomitant illnesses 2.Perform,
document and demonstrate a physical
examination based on the history that includes
GPE & abdomen exam
3. Generate a differential diagnosis based on
the presenting symptoms and clinical features
4.Choose and interpret diagnostic tests based
on the clinical diagnosis including complete
blood count, and stool examination
70
IM16.9 Investigations in diarrhoea Identify common parasitic causes of diarrhoea DOAP session ( 1 hour) Skill assessment Microbiology
16.10 under the microscope in a stool specimen
16.11 Identify vibrio cholera in a hanging drop
specimen
Enumerate the indications for stool cultures and
blood cultures in patients with acute diarrhoea

Number COMPETENCY Suggested Learning methods Suggested Vertical

The student should be able to Assessment methods Integration

IM16.15 IBD Choose and interpret diagnostic tests based on Lecture followed by case- Short note Pathology
16.16 the clinical diagnosis including complete blood based discussion
16.17 count, and stool examination Describe and
enumerate the indications, pharmacology and
side effects of pharmacotherapy including
immunotherapy Describe and enumerate the
indications for surgery in inflammatory bowel
disease

Competency SLOs TL methods Assessment

IM17.1 Headache - introduction 1. Define & classify headache & Lecture Short essay
IM17.3 Viva voce
IM17.10 describe clinical features of various
types of headache
2.Classify migraine and describe the
distinguishing features between
classical and non-classical forms of
migraine
3.Enumerate indications for
emergency care, admission and

71
 immediate supportive care in patients
with headache

IM17.11 Vascular headache 1.Describe indications, pharmacology, Lecture Short essay

IM17.12
dose, side effects of abortive therapy
in migraine
2.Describe the indications,
pharmacology, dose, side effects of
prophylactic therapy in migraine

IM17.2 History & examination in headache 1.Elicit history including aura, Small group History station
IM17.4
IM17.5 case precipitating aggravating and discussion in OSCE
IM17.6 relieving factors, associated Bedside clinic
symptoms to identify the cause
2.Perform neurologic examination
& look for signs of raised ICT
3. Generate differential diagnosis
based on clinical features, &
prioritize the diagnosis based on
the presentation
4.Choose & interpret diagnostic testing
based on clinical diagnosis including
imaging
17.9 Meningitis 1.Etiopathogenesis & clinical features Lecture Short essay
IM17.7 of meningitis Viva voce
IM17.13 2. describe the findings in the CSF in
patients with meningitis
3.Describe the pharmacology, dose,
adverse reactions and regimens of
drugs used in the treatment of
bacterial, tubercular and viral
meningitis

72
Number COMPETENCY Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM17.8 Lumbar puncture Demonstrate in a mannequin or Skill lab Skill assessment Microbiology,
equivalent the correct technique for
performing a lumbar puncture Pathology

IM17.9 CSF analysis Interpret the CSF findings when Case based Problem based short essay Microbiology,
presented with various parameters of question
CSF fluid analysis discussion Pathology

IM17.14 Counselling Counsel patients with migraine and Small group discussion Documentation in logbook Pharmacology
tension headache on lifestyle changes Clerkship
and need for prophylactic therapy

Competency SLOs

IM18.1 Neuroanatomy Describe the functional and the vascular Lecture Short answer Human Anatomy
anatomy of the brain Diagram
IM18.2 Cerebrovascular accident Classify cerebrovascular accidents & Lecture SEQ Pathology
describe aetiology, predisposing risk
factors & pathogenesis of hemorrhagic
and non-hemorrhagic stroke

73
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM18.3 History & examination of a case 1.Elicit history including onset, Small group 1. Long case
IM18.4 progression, precipitating and aggravating 2.Physical examination
IM18.5 of stroke relieving factors, associated symptoms discussion station in OSCE
IM18.6 that help identify the cause of stroke Bedside clinic
IM18.7 2.Identify the nature of stroke based on
IM18.8 the temporal evolution and resolution of
the illness
3. Perform physical examination including
general and a detailed neurologic
examination as appropriate, based on the
history
4.Distinguish lesion based on upper vs
lower motor neuron, side, site and most
probable nature of the lesion
5.Describe clinical features and distinguish,
based on clinical examination, the various
disorders of speech
6.Describe and distinguish, based on the
clinical presentation, the types of bladder
dysfunction seen in CNS disease
IM18.9 Investigations & treatment of 1.Choose and interpret appropriate Lecture 1. data interpretation Radiodiagnosis
IM18.10
IM18.11 stroke diagnostic & imaging tests to delineate station in osce
IM18.12 site & underlying cause of lesion 2. Short answer
IM18.13 2. Choose and interpret appropriate
IM18.14
IM18.15 diagnostic testing in young patients with
a cerebrovascular accident (CVA)
3. Describe the initial supportive
management of a patient presenting
with a cerebrovascular accident (CVA)
4. Enumerate the indications for and
describe acute therapy of non-
hemorrhagic stroke including the use of

74
 thrombolytic agents
5.Enumerate the indications for and
describe the role of anti-platelet agents
in non-hemorrhagic stroke
6.Describe the initial management of a
hemorrhagic stroke
7. Enumerate the indications for surgery in
a hemorrhagic stroke
IM18.16 Rehabilitation of stroke observe the multidisciplinary DOAP session
rehabilitation of patients with a CVA

IM18.17 Counselling Counsel patient and family about the Small group Documentation in
diagnosis and therapy in an empathetic discussion logbook
manner Clerkship

Competency SLOs

IM19.1 Neuroanatomy basal ganglia Describe the functional anatomy of the Lecture Written/ Viva voce Human Anatomy,
locomotor system of the brain
Physiology
IM19.2 Movement disorders and 3. Classify movement disorders Lecture Written/ Viva voce
based on distribution, rhythm,
Parkinson’s disease repetition, exacerbating and relieving
factors
4. Describe the clinical features of
Parkinson’s disease
IM19.3 History & examination of movement 1.Elicit history including onset, Small group discussion Short case
IM19.4 Bedside clinic Examination station in
IM19.5 progression precipitating and OSCE
IM19.6 aggravating relieving factors, associated
symptoms to identify cause of

75
 movement disorders
disorder 3.Perform physical examination
that includes a general and detailed
neurologic examination
4.Generate differential diagnosis &
prioritize based on history & physical
examination
5.Reach clinical diagnosis of location,
nature and cause of lesion based on
clinical presentation
IM19.7 Investigation & management of Choose and interpret diagnostic and Lecture Skill Radiodiagnosis
IM19.8
IM19.9 movement disorders imaging tests in the diagnosis of assessment/
movement disorders Written/ Viva
Discuss pharmacology, dose, side voce
effects and interactions used in the
drug therapy of Parkinson’s syndrome
Enumerate the indications for use of
surgery and botulinum toxin in the
treatment of movement disorders

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM20.1 Snake bite 1.Enumerate local poisonous snakes Lecture Essay question Forensic
IM20.3 & describe the distinguishing marks of Viva voce
IM20.6 Medicine,
IM20.7 each Pharmacology
2. Choose & interpret appropriate
diagnostic testing in patients with
snake bite
3.Describe initial approach to
stabilization of patient with snake bite
4. Describe pharmacology, dose,
adverse reactions, hypersensitivity

76
 reactions of anti-snake venom

IM20.2 Patient Education Demonstrate and educate (to other DOAP session Viva voce Forensic Medicine
health care workers / patients) the Role play for patient
correct initial management of patient education
with a snake bite in the field
IM20.4 Examination of snake bite 1. Elicit history including Small group OSCE examination station Forensic Medicine
IM20.5 on simulated patient
case circumstance, time, kind of snake, discussion
evolution of symptoms in a Bedside clinic
patient with snake bite
2.Perform general, local,
appropriate cardiac and
neurologic examination in case of
snake bite

IM20.8 Describe the diagnosis, initial approach, Lecture Written/ Viva voce Pharmacology
stabilization and therapy of scorpion
envenomation
IM20.9 Describe the diagnosis initial approach SDL Written/ Viva voce Pharmacology
stabilization and therapy of bee sting
allergy
Clinical features, stabilization , Lecture
management of attempted hanging

Clinical features, stabilization , Lecture

management of attempted drowning

Heat stroke SDL

77
Number COMPETENCY Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM21.1 Poisoning 1.Describe the initial approach to the Lecture Viva voce
IM21.2 stabilization of the patient who Structured essay
presents with poisoning
2.describe toxicology, clinical features
and management of common plant
poisons

IM21.3 1.describe toxicology, clinical features Lecture Short answer

IM21.4
and management of common corrosive
poisons
2.describe toxicology, clinical features
and management of patients admitted
with common drug overdose

Hepatotoxic poisons 1.Describe toxicology, clinical features, Lecture Short essay

management in a patient admitted
with paracetamol/rodenticide
poisoning
2.Discuss the role of liver transplant in.
these cases
IM21.8 1.describe the precautions to be taken Small group viva
in a patient with suspected suicidal discussion
ideation / gesture

IM21.5 Observe and describe the functions DOAP session document in log book Forensic
and role of a poison center in
suspected poisoning Medicine,
Pharmacology

78
IM21.6 Describe the medico legal aspects of SDL – revision & pre Viva voce Forensic
suspected suicidal or homicidal
poisoning and demonstrate the correct reading Medicine,
procedure to write a medico legal Pharmacology
report on a suspected poisoning
IM21.7 Counselling Counsel family members of a patient Small group discussion Communication station in Forensic
with suspected poisoning about the Clerkship osce
clinical and medico legal aspects with Medicine,
empathy Pharmacology

Competenc SLOs TL method Assessment method Integration

y

IM22.1 Hypercalce Enumerate causes of hypercalcemia ; Lecture Short essay Pathology, Physiology
IM22.2 distinguish features of PTH vs non PTH
IM22.3 mia mediated hypercalcemia
Describe etiology, clinical features,
diagnosis and approach to primary
hyperparathyroidism
Describe the approach to the
management of hypercalcemia
Hypocalcem Clinical features, diagnosis and Lecture Short essay
treatment of hypocalcemia
ia

IM22.4 Enumerate the components and SDL Viva voce Pathology

describe the genetic basis of the
multiple endocrine neoplasia syndrome

79
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM22.5 Abnormalities of sodium Enumerate the causes , describe Lecture Short answer
IM22.6 Viva voce
metabolism clinical features & lab and approach
to diagnosis and management of
hyponatremia
Enumerate the causes , describe
clinical features & lab and approach
to diagnosis and management of
hypernatremia

IM22.7 Abnormalities of potassium Enumerate the causes , describe Lecture

IM22.8
metabolism clinical features & lab and approach
to diagnosis and management of
hypokalemia
Enumerate the causes , describe
clinical features & lab and approach
to diagnosis and management of
hyperkalemia
IM22.9 Acidosis & alkalosis 1. Discuss the clinical and laboratory Lecture Short essay Physiology
IM22.10 features of metabolic acidosis and MCQs
IM22.11 alkalosis
IM22.12 2. Discuss the clinical and laboratory
features of respiratory acidosis and
alkalosis
IM22.13 Identify the underlying acid base Assignments Problem based short essay Physiology
disorder based on ABG report and question
clinical situation Problem solving

80
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM23.1 Nutrition in illness Discuss and describe the methods Lecture Short answer
IM23.2 of nutritional assessment in an
adult and calculation of caloric
requirements during illnesses
Discuss and describe the causes and
consequences of protein caloric
malnutrition in the hospital
IM23.3 Vitamins Discuss and describe the aetiology, Lecture Short answer Physiology,
causes, clinical manifestations,
complications, diagnosis and Biochemistry
management of common vitamin
deficiencies
IM23.4 Nutrition in the critically ill Enumerate the indications for Lecture Short answer Physiology,
enteral and parenteral nutrition in
critically ill patients Biochemistry

IM23.5 Counsel and communicate to DOAP session Documentation in logbook

patients in a simulated environment Clerkship
with illness on an appropriate
balanced diet
Competency SLOs TL methods Assessment Integration
IM24.17 Common illnesses in the elderly 1.Describe the impact of Lecture Long essay
IM24.1 demographic changes in ageing on
IM24.4 the population 2.Describe the
IM24.8 epidemiology, pathogenesis,
IM24.9 clinical evolution, presentation and
IM24.10 course of common diseases in the
elderly: vascular events,
osteoporosis, CVA, COPD

IM24.2 Examination of the elderly Perform multidimensional geriatric Small group Short case Psychiatry
assessment that includes medical,
psycho-social and functional discussion

81
 components Bedside clinic

IM24.3 Delirium , dementia and depression Discuss etiopathogenesis, clinical Lecture Long essay
IM24.6 presentation, identification,
IM24.22 functional changes, acute care,
IM24.5 stabilization, management and
IM24.7 rehabilitation of acute confusional
states, nutritional disorders
dementia in the elderly
depression in the elderly
personality changes in the elderly

Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration

The student should be able to methods methods

IM24.11 Multidisciplinary care of the elderly Describe etiopathogenesis, clinical Multidisciplinary Short answer
IM24.12 presentation, identification,
IM24.13 functional changes, acute care, panel discussion
IM24.14 stabilization, management and Team teaching
IM24.15 rehabilitation of elderly with :
degenerative joint disease, falls,
fractures,, visual & hearing loss
Describe and discuss the
etiopathogenesis , clinical
presentation, identification,
functional changes, acute care,
stabilization, management and
rehabilitation of the elderly
undergoing surgery

82
Number COMPETENCY SLOs Suggested Learning Suggested Assessment Vertical Integration
The student should be able to methods methods

IM24.16 Physical & mental rehabilitation of 1. discuss principles of physical & Case based Written/ Viva voce
IM24.19
IM24.20 elderly social rehabilitation, functional discussion
IM24.21 assessment, role of physiotherapy
and occupational therapy in the
management of disability in the
elderly
2. Enumerate & describe social
problems in the elderly including
isolation, abuse, change in family
structure and their impact on
health.
3.Enumerate and describe social
interventions in the care of elderly
including domiciliary services,
rehabilitation facilities, old age
homes and state interventions
4.Enumerate and describe ethical issues
in the care of the elderly

83
Number COMPETENCY SLOs Suggested Suggested Vertical
The student should be able to Learning Assessment methods Integration
methods
IM25.4 Leptospirosis 1. Epidemiology & lecture SEQ
Etiopathogenesis of
leptospirosis
2. Clinical features of
leptospirosis
3. Diagnosis and
management of
leptospirosis
IM25.5 Enteric fever 1. Epidemiology & lecture Short answer
Etiopathogenesis of
enteric fever
2. Clinical features of
enteric fever
3. Diagnosis and
management of enteric
fever

Tuberculosis 1. Epidemiology & lecture

Etiopathogenesis of
Tuberculosis
2. Clinical features of
Tuberculosis
3. Diagnosis and
management of
Tuberculosis

84
Pandemic Module

Competency Hours TL method

4.1 Care of patients 6 Small group discussion
4.2 Emergency procedures 8 Small group discussion
4.3 Death related management 2 Small group discussion
4.4 Communications & media management 4 Small group discussion
4.5 Intensive care 4 Small group discussion
4.6 Palliative care 4
Competencies to be covered in AETCOM sessions

Competency

IM26.1 Enumerate and describe professional

qualities and roles of a physician

IM27.1 Describe and discuss the commitment to

lifelong learning as an important part of
physician growth
IM26.3 Describe and discuss the role of non-maleficence as
a guiding principle in patient care

IM26.4 Describe and discuss the role of autonomy and

shared responsibility as a guiding principle in patient
care
IM26.5 Describe and discuss the role of beneficence of a
guiding principle in patient care

IM26.6 Describe and discuss the role of a physician in health

care system

IM26.7 Describe and discuss the role of justice as a

guiding principle in patient care

IM26.8 Identify discuss medicolegal, socioeconomic and

ethical issues as it pertains to organ donation

IM26.9 Identify, discuss and defend medicolegal,

sociocultural, economic and ethical issues as it
pertains to rights, equity and justice in access
to health care
IM26.10 Identify, discuss and defend medicolegal, socio-
cultural and ethical issues as it pertains to
confidentiality in patient care
Numb COMPETENCY
er The student should be able to

IM26. Identify, discuss and defend medicolegal, socio-

11
cultural and ethical issues as it pertains to patient
autonomy, patient rights and shared responsibility in
health care
IM26. Identify, discuss and defend medicolegal, socio-
12
cultural and ethical issues as it pertains to decision
making in health care including advanced directives
and surrogate decision making
IM26. Identify, discuss and defend medicolegal, socio-
13
cultural and ethical issues as it pertains to decision
making in emergency care including situations where
patients do not have the capability or capacity to give
consent
IM26. Identify, discuss and defend medicolegal, socio-
14
cultural and ethical issues as it pertains to research in
human subjects
IM26. Identify, discuss and defend, medicolegal, socio-
15
cultural and ethical issues as they pertain to consent
for surgical procedures
IM26. Identify, discuss and defend medicolegal,
16
socio-cultural, professional and ethical issues
as it pertains to the physician patient
relationship (including fiduciary duty)
IM26. Identify, discuss physician’s role and responsibility
17
to society and the community that she/ he serves

IM26. Identify, discuss and defend medicolegal, socio-

18
cultural, professional and ethical issues in physician-
industry relationships
IM26. Demonstrate ability to work in a team of peers and
19 superiors
IM26. Demonstrate ability to communicate to patients in a
20
patient, respectful, non-threatening, non-judgmental
and empathetic manner
IM26. Demonstrate respect to patient privacy
21
Numb COMPETENCY
er The student should be able to

IM26. Demonstrate ability to maintain confidentiality in patient

22 care

IM26. Demonstrate a commitment to continued learning

23

IM26. Demonstrate respect in relationship with

24
patients, fellow team members, superiors
and other health care workers

IM26. Demonstrate responsibility and work ethics

25 while working in the health care team
IM26. Demonstrate ability to maintain required documentation
26
in health care (including correct use of medical records)

IM26. Demonstrate personal grooming that is adequate and

27
appropriate for health care responsibilities

IM26. Demonstrate adequate knowledge and use of

28
information technology that permits
appropriate patient care and continued
learning
IM26. Communicate diagnostic and therapeutic
29
options to patient and family in a simulated
environment
IM26. Communicate care options to patient and
30
family with a terminal illness in a simulated
environment
IM26. Demonstrate awareness of limitations
31
and seeks help and consultations
appropriately
IM26. Demonstrate appropriate respect to colleagues in the
32 profession

IM26. Demonstrate an understanding of the implications and

33
the appropriate procedures and response to be
followed in the event of medical errors
IM26. Identify conflicts of interest in patient care and
34
professional relationships and describe the correct
response to these conflicts
Numb COMPETENCY
er The student should be able to

IM26. Demonstrate empathy in patient encounters

35
IM26. Demonstrate ability to balance personal and professional
36 priorities

IM26. Demonstrate ability to manage time appropriately

37

IM26. Demonstrate ability to form and function in appropriate

38 professional networks

IM26. Demonstrate ability to pursue and seek career

39 advancement

IM26. Demonstrate ability to follow risk management and

40
medical error reduction practices where appropriate

IM26. Demonstrate ability to work in a mentoring relationship

41
with junior colleagues

6
 IM26. Demonstrate commitment to learning and scholarship
42

IM26. Identify, discuss and defend medicolegal,

43
sociocultural, economic and ethical issues as they
pertain to in vitro fertilization donor insemination
and surrogate motherhood
IM26. Identify, discuss and defend medicolegal, socio-cultural
44
professional and ethical issues pertaining to medical
negligence
IM26. Identify, discuss and defend medicolegal, socio-
46
cultural professional and ethical issues in dealing with
impaired physicians
IM26. Identify, discuss and defend medicolegal, socio-cultural
47
and ethical issues as they pertain to refusal of care
including do not resuscitate and withdrawal of life
support
IM26. Demonstrate altruism
48

IM26. Administer informed consent and appropriately address

49
patient queries to a patient being enrolled in a research
protocol in a simulated environment

7
Respiratory Medicine – Knowledge Competencies

Topic - Tuberculosis

Competency Teaching- Formative Summative Integration

assessment assessment
learning
method
CT1.1 Describe and discuss the epidemiology of Lecture, Small MCQs/Drills Essay/SAQ/ Community
MCQs Medicine
tuberculosis and itsimpact on the work, group
life and economy of India discussion
CT1.2 Describe and discuss the microbiology of Lecture, Small MCQs/Drills Essay/SAQ/ Microbiology
tubercle bacillus, mode of transmission, group MCQs
pathogenesis, clinical evolution and natural discussion
history of pulmonary and extra pulmonary
forms (including lymph node, boneand CNS)
CT1.3 Discuss and describe the impact of co-infection Lecture, Small MCQs/Drills Essay/SAQ/ Microbiology
with HIV and otherco-morbid conditions. Like group MCQs
diabetes on the natural history of tuberculosis discussion
CT1.4 Describe the epidemiology, the predisposing Lecture, Small MCQs/Drills Essay/SAQ/ Community
factors and microbialand therapeutic factors group MCQs Medicine,
that determine resistance to drugs discussion Microbiology,
Pharmacology
CT1.12 Enumerate the indications for tests including: Small group MCQs/Drills Essay/SAQ/ Microbiology
serology, specialcultures and polymerase discussion, MCQs
chain reaction and sensitivity testing Lecture
CT1.13 Describe and discuss the origin, indications, Lecture, Small MCQs/Drills Essay/SAQ/ Microbiology
technique of administration, efficacy and group MCQs
complications of the BCG vaccine discussion
CT1.14 Describe and discuss the pharmacology of Lecture, Small MCQs/Drills Essay/SAQ/ Pharmacology,
various anti-tuberculousagents, their group MCQs Microbiology
indications, contraindications, interactions discussion
8
 and adversereactions

CT1.16 Describe the appropriate precautions, Bedside clinic, MCQs/Drills Essay/SAQ/ Community
screening, testing and indications for Smallgroup MCQs Medicine
chemoprophylaxis for contacts and exposed discussion
healthcare workers
Topic – Obstructive airway disease

CT2.1 Define and classify obstructive airway disease Lecture, MCQs/Drills Essay/SAQ/ Physiology
Small MCQs
group
discussion
CT2.2 Describe and discuss the epidemiology, risk Lecture, MCQs/Drills Essay/SAQ/ Physiology
factors and evolution ofobstructive airway Small MCQs
disease group
discussion
CT2.3 Enumerate and describe the causes of acute Lecture, MCQs/Drills Essay/SAQ/ Physiology
episodes in patientswith obstructive airway Small MCQs
disease group
discussion
CT2.4 Describe and discuss the physiology and Lecture, MCQs/Drills Essay/SAQ/ Physiology
pathophysiology ofhypoxia and hypercapneia Small MCQs
group
discussion
CT2.5 Describe and discuss the genetics of alpha 1 Lecture, MCQs/Drills Essay/SAQ/
antitrypsin deficiencyin emphysema Small MCQs
group
discussion
CT2.6 Describe the role of the environment in the cause Lecture, MCQs/Drills Essay/SAQ/
and exacerbationof obstructive airway disease Small MCQs
group
9
 discussion

CT2.7 Describe and discuss allergic and non-allergic Lecture, MCQs/Drills Essay/SAQ/
precipitants ofobstructive airway disease Small MCQs
group
discussion
CT2.16 Discuss and describe therapies for OAD including Lecture, MCQs/Drills Essay/SAQ/
bronchodilators, leukotriene inhibitors, mast cell Small MCQs
stabilisers, theophylline, inhaled andsystemic group
steroids, oxygen and immunotherapy discussion
CT2.17 Describe and discuss the indications for Lecture, MCQs/Drills Essay/SAQ/
vaccinations in OAD Small MCQs
group
discussion
CT2.20 Describe and discuss the principles and use of Lecture, MCQs/Drills Essay/SAQ/
oxygen therapy inthe hospital and at home Small MCQs
group
discussion
CT2.25 Discuss and describe the impact of OAD on the Lecture, MCQs/Drills Essay/SAQ/
society andworkplace Small MCQs
group
discussion
CT2.26 Discuss and describe preventive measures to Lecture, MCQs/Drills Essay/SAQ/
reduce OAD inworkplaces Small MCQs
group
discussion
Integration Topics

PH1.32 Describe the mechanism/s of action, types, doses, Lecture, MCQs/Drills Essay/SAQ/ Physiology
side effects, indications and contraindications of Small MCQs
drugs used in bronchial asthmaand COPD group
10
 discussion

PH1.33 Describe the mechanism of action, types, doses, Lecture, MCQs/Drills Essay/SAQ/ Pharmacology
side effects,indications and contraindications of Small MCQs
the drugs used in cough (antitussives, group
expectorants/ mucolytics) discussion
PH1.44 Describe the first line antitubercular dugs, their Lecture MCQs/Drills Essay/SAQ/ Pharmacology
mechanisms ofaction, side effects and doses. MCQs
PH1.45 Describe the dugs used in MDR and XDR Lecture MCQs/Drills Essay/SAQ/ Pharmacology
Tuberculosis MCQs
IM24.10 Describe and discuss the Lecture, MCQs/Drills Essay/SAQ/ Internal
aetiopathogenesis,clinical presentation, Small MCQs medicine
identification, functional changes, acute care, group
stabilization, management and rehabilitation of discussion
COPD in the elderly
PE28.19 Describe the etio-pathogenesis, clinical features, Bedside Skill Paediatrics
diagnosis,management and prevention of asthma clinics, Assessment
in children Small /Written/
group Viva voce
discussion
, Lecture
PE34.1 Discuss the epidemiology, clinical features, Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
clinical types, complications of Tuberculosis in Small MCQs
Children and Adolescents group
discussion
PE34.2 Discuss the various diagnostic tools for childhood Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
tuberculosis Small MCQs
group
discussion

11
PE34.3 Discuss the various regimens for management of Lecture, MCQs/Drills Essay/SAQ/ Paediatrics
Tuberculosis asper National Guidelines Small MCQs
group Respiratory
discussion medicine –
PE34.4 Discuss the preventive strategies adopted and the Lecture, MCQs/Drills Essay/SAQ/ Paediatrics Psychomotor
MCQs competencies
objectives andoutcome of the National Small
Tuberculosis Control Program group
discussion
PE34.10 Discuss the various samples for demonstraing the Bed side MCQs/Drills Essay/SAQ/ Paediatrics
clinics,
organism egGastric Aspirate, Sputum , CSF, FNAC MCQs
Small
group
discussion
PE34.12 Enumerate the indications and discuss the Small MCQs/Drills Essay/SAQ/ Paediatrics
limitations of methods ofculturing M.Tuberculii group MCQs
discussion
Topic – Tuberculosis
CT1.5 Elicit, document and present an appropriate Bed side clinic, Skill assessment
medical history that includes risk factor, DOAPsession
contacts, symptoms including cough and fever
CNS and other manifestations
CT1.6 Demonstrate and perform a systematic Bed side clinic, Skill assessment
examination that establishesthe diagnosis based DOAPsession
on the clinical presentation that includes a a)
general examination, b) examination of the chest
and lung includingloss of volume, mediastinal
shift, percussion and auscultation (including
DOAP session of lung sounds and added sounds)
c) examination of the lymphatic system and d)
relevant CNS examination
CT1.7 Perform and interpret a PPD (mantoux) and DOAP session Maintenance of
describe and discussthe indications and pitfalls logbook
of the test
12
CT1.10 Perform and interpret an AFB stain DOAP session
CT1.11 Assist in the performance, outline the correct DOAP session
tests that require to beperformed and interpret
the results of a pleural fluid aspiration
CT1.15 Prescribe an appropriate antituberculosis Bedside clinic,
regimen based on the location of disease, smear Smallgroup
positivity and negativity and co- morbidities discussion,
based on current national guidelines including Lecture
directlyobserved tuberculosis therapy (DOTS)
CT1.17 Define criteria for the cure of Tuberculosis; S P Y
describe and recognisethe features of drug
resistant tuberculosis, prevention and
therapeutic regimens
CT1.8 Generate a differential diagnosis based on the Bedside clinic, Bedside
clinical history andevolution of the disease that Small group clinic/
prioritises the most likely diagnosis discussion Vivavoce
CT1.9 Order and interpret diagnostic tests based on the Bedside clinic, OSCE Long case/short
clinical presentation including: CBC, Chest X ray DOAPsession case
PA view, Mantoux, sputumculture and
sensitivity, pleural fluid examination and culture,
HIV testing
CT2.8 Elicit document and present a medical history Bedside clinic, OSCE Long case/short
that will differentiatethe aetiologies of DOAPsession case
obstructive airway disease, severity and
precipitants
CT2.9 Perform a systematic examination that Bedside clinic, OSCE Long case/short
establishes the diagnosis and severity that DOAPsession case
includes measurement of respiratory rate, level
ofrespiratory distress, effort tolerance, breath
sounds, added sounds,identification of signs of
consolidation pleural effusion and
pneumothorax

13
CT2.10 Generate a differential diagnosis and prioritise Bedside clinic, OSCE Long case/short
based on clinicalfeatures that suggest a specific DOAPsession case
aetiology
CT2.11 Describe, discuss and interpret pulmonary Bedside clinic, OSCE Long case/short
function tests DOAPsession case
CT2.12 Perform and interpret peak expiratory flow rate Bedside clinic, OSCE Long case/short
DOAPsession case
CT2.13 Describe the appropriate diagnostic work up Bedside clinic, OSCE Long case/short
based on thepresumed aetiology DOAPsession case
CT2.14 Enumerate the indications for and interpret the Bedside clinic, OSCE Long case/short
results of : pulseoximetry, ABG, Chest DOAPsession case
Radiograph
CT2.15 Generate a differential diagnosis and prioritise Bedside clinic, OSCE Long case/short
based on clinicalfeatures that suggest a specific DOAPsession case
aetiology
CT2.18 Develop a therapeutic plan including use of Bedside clinic, OSCE Long case/short
bronchodilators andinhaled corticosteroids DOAPsession case
CT2.19 Develop a management plan for acute Bedside clinic, OSCE Long case/short
exacerbations includingbronchodilators, DOAPsession case
systemic steroids, antimicrobial therapy
Integration topics

PY6.8 Demonstrate the correct techinque to perform & Bedside clinic, OSCE Long case/short
interpret Spirometry DOAPsession case
PE34.5 Able to elicit, document and present history of Bedside clinic, OSCE Long case/short
contact withtuberculosis in every patient DOAPsession case
encounter
PE34.6 Identify a BCG scar Bedside clinic, OSCE Long case/short
DOAPsession case
PE34.7 Interpret a Mantoux test Bedside clinic, OSCE Long case/short
DOAPsession case
PE34.8 Interpret a Chest Radiograph Bedside clinic, OSCE Long case/short
DOAPsession case
14
 PE34.9 Interpret blood tests in the context of laboratory Bedside clinic, OSCE Long case/short
evidence fortuberculosis DOAPsession case
PE34.1 Perform AFB staining DOAP Logbook
1

Respiratory medicine – Communication competencies

CT1.18 Educate health care workers on National Bedside clinic, OSCE Long case/short
Program of Tuberculosisand administering DOAPsession case
and monitoring the DOTS program
CT1.19 Communicate with patients and family in an Bedside clinic, OSCE Long case/short
empathetic mannerabout the diagnosis, DOAPsession case
therapy
CT2.21 Describe discuss and counsel patients Bedside clinic, OSCE Long case/short
appropriately on smokingcessation DOAPsession case
CT2.22 Demonstrate and counsel patient on the Bedside clinic, OSCE Long case/short
correct use of inhalers DOAPsession /logbook case
CT2.23 Communicate diagnosis treatment plan and Bedside clinic, OSCE Long case/short
subsequent follow upplan to patients DOAPsession case
CT2.24 Recognise the impact of OAD on patient’s Bedside clinic, OSCE Long case/short
quality of life, well being,work and family DOAPsession case
CT2.27 Demonstrate an understanding of patient’s Bedside clinic, OSCE Long case/short
inability to change working, living and DOAPsession case
environmental factors that influence
progressionof airway disease
CT2.28 Demonstrate an understanding for the Bedside clinic, OSCE Long case/short
difficulties faced by patientsduring smoking DOAPsession case
cessation
PE28.20 Counsel the child with asthma on the correct Bedside clinic, OSCE/ Long case/short
use of inhalers in asimulated environment DOAPsession logbook case

15
List of certifiable competencies

CT2.12 Perform and interpret peak expiratory Bedside clinic, Logbook

flow rate DOAPsession

PE34.11 Perform AFB staining DOAP Logbook

Acknowledgements
This curriculum and logbook was developed by Dr Smitha Bhat, Professor of Internal Medicine, Fr Muller's Medical College with
Inputs from faculty from St John's Medical College, including Dr Soumya Umesh, Associate Professor, Dr Savitha Sebastian,
Assistant Professor, Dr Mary George, Assistant Professor, Dr Thenmozhi Nagarajan, Assistant Professor and Dr John Paul, Senior
Resident.
The respiratory medicine components of curriculum and logbook has been developed with Inputs from Dr Uma Devaraj

16
 Rajiv Gandhi University of Health Sciences
Bengaluru, Karnataka

General Medicine Allied Subjects Curriculum

Including Psychiatry and Dermatology
as per
Competency-Based Medical Education Curriculum

17
 Rajiv Gandhi University of Health Sciences
Bengaluru, Karnataka

Psychiatry Curriculum
as per
Competency-Based Medical Education Curriculum

18
 RGUHS Psychiatry Curriculum as per the new Competency Based Medical Education

Preamble
The NMC envisages that the Indian Medical Graduate, should function as the Physician of first contact in the community, to provide holistic health care
to the evolving needs of the nation and the world. To fulfil this the IMG should be able to perform the following roles: a clinician, a communicator, a
lifelong learner, a professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become the new standard of medical education
internationally. This new curriculum is being implemented across the country and the first batch has been enrolled since the academic year 2019. The
regulatory and accrediting body NMC had started the process by training faculty across the country in the key principles of CBME and developing key
competencies for each speciality with the input from expert groups under each speciality.
Mental health is essential to overall health and the well-being of individuals and societies. Mental health affects the individual's ability to function, to
be productive, to establish and maintain positive relationships, and to experience a state of well-being. This is the reason we say, “There is no health
without mental health.” Mental disorders, a highly prevalent group of non-communicable diseases, affect the lives of 1 out of 5 persons. Factors related
to mental illness can interfere with the treatment of other illnesses and frequently co-occur with CVS, diabetes, cancer, and other non-communicable
diseases, and communicable diseases like HIV and TB. Therefore, training undergraduate medical students in mental health is vital. Knowledge of
Psychiatry, Mental health, and Behavioral Sciences equips the students to deal with various difficult and complex situations during medical practice.
Additionally, it will help them to develop proper communication skills and to empathize with their patients and their suffering. Moreover, since
psychiatric problems are common among patients seen in general practice (about 25%) and specialty clinics (about 15%), adequate training in
Psychiatry during UG course makes the student a better doctor.
The Psychiatry undergraduate curriculum provides the IMG the requisite knowledge, essential skills and appropriate attitudes to be able to diagnose
and treat common psychiatric disorders and also to be able to recognize serious conditions and refer appropriately.
The NMC, in the Graduate medical regulations 2019, has provided the list of competencies in Psychiatry, required for an IMG and these have been
included in this Psychiatry curriculum document. The Specific learning objectives (SLO’s) to achieve each competency has been listed along with the
suggested Teaching-Learning methods and preferred assessment methods. The topics have been segregated under three heads: Lecture topic,
integrated topics and clinical posting topics. A suggested scheme for teaching Clinical skills topics as posting one and posting two has been made.

19
 Competency Based Medical Education

Suggested Lecture schedule plan (IIIrd MBBS, Part 1)

No Topic Competencies Time T/L method Assessment

1 Doctor patient relationship • Components of communication 1 Lecture/ Viva/written/MCQs

• breaking bad news hour
Small
• importance of confidentiality
Group
PS1.2
2 Mental health • Stress, components and cause 1 Lecture/ Viva/written/MCQs
• time-management, study skills, balanced diet, sleep hour
Small
wake cycle
Group
PS2.1, PS2.2

20
3 Mental health • Components of memory, learning and emotions 1 Lecture/small Written/Viva/MCQs
• Principles of personality development and hour groups
motivation
• Define and distinguish between normality and
abnormality

PS2.3, PS2.4, PS2.5

4 Introduction to psychiatry • Growth, history, development of psychiatry as 1 Lecture/ Viva/written/MCQs

specialty hour
Small
• Brain and behaviour
Group
PS3.1

21
5 Introduction to psychiatry • Signs and symptoms of common mental disorders 1 Lecture/ Viva/written/MCQs
• Biological, psychological and social factors and their hour
Small
interactions in causation of mental disorders
• Distinguish psychotic and non-psychotic disorders Group

PS3.2, PS3.6, PS3.12

6 Introduction to psychiatry • Pharmacological basis and side-effects of drugs 1 Lecture/ Viva/written/MCQs

used in psychiatric disorders hour
Small
PS3.10 Group

7 Substance Use disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS4.1, PS4.4, PS4.6, PS4.7

8 Psychotic disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

hour
• Treatment Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS5.1, PS5.3, PS5.5, PS5.6

9 Depression • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

hour
• Treatment Small
• Pharmacological basis and side-effects of drugs
Group

22
 • Conditions for specialist referral

PS6.1, PS6.4, PS6.6, PS6.7

10 Bipolar disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

hour
• Treatment Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS7.1, PS7.4, PS7.6, PS7.7

11 Assessment 1
hour

12 Anxiety disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

hour
• Treatment Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS8.1, PS8.4, PS8.6, PS8.7

13 OCD • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

• Treatment hour
Small
• Pharmacological basis and side-1-hour effects of
Group
drugs
• Conditions for specialist referral

PS8.1, PS8.4, PS8.6, PS8.7

23
14 Stress related disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
• Treatment hour
Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS9.1, PS9.4, PS9.6, PS9.7

15 Personality disorders • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

hour
• Treatment Small
• Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS11.1, PS11.4, PS11.6, PS11.7

16 Psychosexual and Gender • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

Identity disorders hour
• Treatment Small
(Psychosexual disorders) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS13.1, PS13.4, PS13.6, PS13.7

17 Psychosexual and Gender • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

Identity disorders hour
• Treatment Small
(Gender Identity disorders) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS13.1, PS13.4, PS13.6, PS13.7

24
18 Emotional & Behavioral • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs
problems in Child and hour
Adolescence • Treatment Small
(ADHD, ODD, CD) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS14.1, PS14.3, PS14.5, PS14.6

19 Other specific childhood • Magnitude & aetiology 1 Lecture/ Viva/written/MCQs

psychiatric disorders hour
• Treatment Small
(enuresis) • Pharmacological basis and side-effects of drugs
Group
• Conditions for specialist referral

PS14.1, PS14.3, PS14.5, PS14.6

20 Psychiatric disorders in elderly • Common psychiatric disorders including dementia, 1 Lecture/ Viva/written/MCQs
depression & psychosis hour
Small
• Magnitude & aetiology
Group
• Therapy in elderly
• Conditions for specialist referral

PS16.1, PS16.2, PS16.3, PS16.5

21 Psychiatric emergencies • Describe recognition of psychiatric emergencies 1 Lecture/ Viva/written/MCQs

like suicide, deliberate self-harm and aggressive hour
Small
PS17.1, PS17.2, PS17.3 Group

25
22 Therapeutics • Describe principles of psychosocial interventions in 1 Lecture/ Viva/written/MCQs
psychiatric illness including psychotherapy, hour
Small
rehabilitation and behavioural therapy
Group
PS18.3

23 Assessment • Second assessment 1 Lecture/ Viva/written/MCQs

hour
Small

Group
24 Review and Feedback

26
 Competency Based Medical Education Suggested
Integrated Lecture/Tutorials schedule plan

No Topic Competencies Posting & Time T/L method Assessment

Integration

1 Introduction to psychiatry • Enumerate, describe common 3rd year 1 hour Lecture/ Viva/written/MCQs
psychiatric disorders, magnitude,
General Small
aetiology and clinical features in
patients with organic psychiatric Medicine Group
disorders
• Essential investigations in patients
with organic psychiatric disorders

PS3.7, PS3.8

2 Alcohol and substance use • Magnitude and aetiology of alcohol 3rd year 1 hour Lecture/ Viva/written/MCQs
disorders use disorders
Small
• Treatment of alcohol use disorders General
including pharmacotherapy and Medicine Group
psychotherapy
• Pharmacological basis and side-
effects of drugs in alcohol use
disorders
• Appropriate conditions for specialist
referrals in alcohol use disorders

PS4.1, PS4.4, PS4.6, PS4.7

27
3 Psychosomatic disorders • Magnitude and aetiology of 3rd year 1 hour Lecture/ Viva/written/MCQs
psychosomatic disorders Small
General
• Treatment of psychosomatic Medicine
disorders Group

• Pharmacological basis of treatment

and side-effects of psychosomatic
disorders
• Appropriate conditions for specialist
referral

PS12.1, PS12.4, PS12.6, PS12.7

4 Psychosomatic disorders • Magnitude and aetiology of 3rd year 1 hour Lecture/ Viva/written/MCQs
psychosomatic disorders Dermatology Small
• Treatment of psychosomatic
Group
disorders
• Pharmacological basis of treatment
and side-effects of psychosomatic
disorders
• Appropriate conditions for specialist
referral

PS12.1, PS12.4, PS12.6, PS12.7

5 Mental retardation, scholastic • Magnitude & aetiology 3rd year 1 hour Lecture/ Viva/written/MCQs
backwardness,
neurodevelopmental disorders, • Intelligence quotient and Pediatrics Small
autism assessment
Group

28
 • Psychosocial treatments and
interventions

PS15.1, PS15.3, PS15.4

6 Miscellaneous • Relevance and role of community 3rd year 1 hour Lecture/ Viva/written/MCQs
psychiatry Small
Community
• Objectives, strategies and contentsof psychiatry
National Mental Health Program Group
• Enumerate and describe salient
features of MHCA 2017
• Describe the concept principles of
preventive mental health promotion
(positive mental health); and
community education
• Enumerate and describe the
identifying features and the
principles of participatory
management of mental illness
occurring during and after disasters

PS19.1, PS19.2, PS19.4, PS19.5, PS19.6

7 Miscellaneous • Describe and discuss basic legal and 3rd year 1 hour Lecture/ Viva/written/MCQs
ethical issues in psychiatry Forensic Small
PS19.3, PS19.4 Group

29
8 Risk assessment for suicide • Enumerate and describe recognition 3rd year 1 hour Lecture/ Viva/written/MCQs
of suicide risk in individuals
Small
PS17.1
Group

9 ECT and other modalities like • Indications of modified ECT 3rd year 1 hour Lecture/ Viva/written/MCQs
RTMS
• Indications of other modalities Small
PS 18.2 Group

10 Psychological assessments 3rd year 1 hour Lecture/ Viva/written/MCQs

Small

Group

PSYCHIATRY CLINICAL
POSTINGS

POSTING 1- II MBBS
No Topic Competencies SLOs Domai T/L method Assessm
n ent
/Level
1 Doctor Developing Define and describe the meaning of terms rapport and empathy. K/K Small group discussion MCQ
patient rapport & Demonstrate comfort with communicating with patient, use H Small group discussion, MCQ,
relationsh empathy (PS1.1, modes of communication enabling patient to feel safe and S/S guided observation of OSCE
ip PS3.4) comfortable to participate in a dialogue. H consultants, role- plays,
demonstrations
Enumerate the ethical principles of confidentiality including Small group discussion MC
Importance of safeguarding of information, and consent to disclose K/K
Small group discussion Q
confidentiality (PS1.4) information. H
Enumerate conditions under which confidentiality can be MC
breached. K/K
30 Q
H
2 Breaking Breaking bad news Demonstrate breaking bad news to a patient or their family. S/SH Small group discussion, MCQ/
bad news (PS1.3) guided observation of OSCE
consultants, role-
plays, demonstrations
3 Introducti Eliciting, Interview a patient to elicit onset, course, duration and progress S/SH Small group discussion, MCQ,
on to presenting & of illness with respect to present illness, past history, medical guided observation of OSCE
psychiatry documenting history, family history, personal history and consultants, role-
psychiatric premorbid history relevant to present illness. plays, demonstrations
history (PS3.3)
4 Introducti Performing mini Examine a patient to elicit consciousness, orientation, attention S/SH Small group discussion, MCQ,
on to mental state and registration, recent and remote memory, affect and mood, guided observation of OSCE
psychiatry examination (PS3.5) speech, form and content of thought, consultants, role-
perception, insight into mental illness. plays, demonstrations
5 Alcohol Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
use document clinical regards to presenting complaints, onset of harmful use, onset of guided observation of OSCE,
disorde features of alcohol dependence, history of withdrawal symptoms, history of consultants, role- plays, Portfoli
rs use disorders seizures, history of delirium tremens and history of other demonstrations, o
(PS4.2) medical complications; past history, family history, medical portfolio assessm
history, personal history and ent
premorbid history in individuals with alcohol use disorders.
6 Substance Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
use document clinical regards to onset of harmful use, onset of dependence, history of guided observation of OSCE,
disorders- features of substance any withdrawal symptoms; past history, family history, medical consultants, role- plays, Portfoli
tobacco use disorders- history, personal history and premorbid history in individuals demonstration, portfolio o
tobacco with assessm
(PS4.2) tobacco use disorders. ent
7 Depression Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
document clinical regards to onset, duration, progress and course of illness and guided observation of OSCE,
features in patients clinical features; past history, medical history, family history, consultants, role- plays, Portfolio
S/SH assessme
with depression personal history and premorbid history in a patient with demonstrations,
(PS6.2) depression. portfolio Small group nt MCQ,
Perform a mental status examination to assess thought, discussion, guided OSCE,
Portfolio
perception and affect in a patient with depression. observation of assessme
consultants, role- nt
plays, demonstrations,
portfolio
8 Anxiety Describe, elicit & Interview a patient to elicit history of present illness with S/SH Small group discussion, MCQ,
disorders document clinical regards to onset, duration, progress and course of illness and guided observation of OSCE,
Portfoli
(excluding features in patients clinical features; past history, medical history, family history, S/SH consultants, role- o
OCD) with anxiety (PS8.2) personal history and premorbid history in a patient with anxiety plays, demonstrations, assessm
disorders. portfolio Small group
discussion, guided ent
31
32
 Perform a mental status examination to assess thought, observation of MCQ,
perception and affect in a patient with anxiety disorders. consultants, role- plays, OSCE,
demonstrations, Portfolio
portfolio assessme
nt
9 Bipolar Describe, elicit & Interview a patient to elicit history of present illness with S/S Small group discussion, MCQ,
and document clinical regards to onset, duration, progress and course of illness and guided observation of OSCE,
Psychot features in patients clinical features; past history, medical history, family history, consultants, role- plays, Portfolio
ic with bipolar disorders personal history and premorbid history in a patient with bipolar H demonstrations, assessme
disorde (PS7.2) Describe, elicit disorder/ schizophrenia. portfolio Small group nt MCQ,
rs & document clinical Perform a mental status examination to assess thought, discussion, guided OSCE,
features in patients perception and affect in a patient with bipolar disorder/ S/S observation of Portfoli
with psychotic schizophrenia. consultants, role- plays, o
disorders demonstrations, assessm
(PS5.2) H portfolio ent

10 End-of-postings MCQ,
assessment OSCE
with feedback

DAILY WORKFLOW:
• 9.45am-10.30am: Classroom teaching- suggested TL methods are small group discussion, role-plays guided by scripts and
observer checklists, clinical demonstrations and use of AV teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical guides- suggested TL methods are guided observation of
consultants and clinical demonstrations with patients in the OPD or on ward rounds, and formative assessment
based on the student’s portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)
CRITERIA FOR POSTING COMPLETION:
• Each student will be required to complete two case records in their logbook.
• 50% marks in the end-of posting assessment.
 TOPIC COMPETENCIES SPECIFIC LEARNING OBJECTIVE T/L METHODS ASSESSM
ENT
1 Recap of Eliciting, presenting & documenting Document and present a history in patients S/SH Small group discussion, CBD,
psychiat psychiatric history and examination with mental disorder including current guided observation of Portfolio
ric (PS3.3, PS6.2, PS7.2, PS5.2, PS8.2) illness, past history, medical history, family consultants, role-plays, assessme
history history, personal history and premorbid demonstrations nt
and history. Perform a mental status
examina examination to assess general appearance,
tion psychomotor activity, speech, affect, thought
and perception
2 Organic Eliciting delirium using the criteria Interview a patient to elicit history of K/KH Role play, guided MCQ,
Psychiat and describe the higher mental present illness with regards to onset, observation, demonstration OSCE
ry functions. duration, progress and course of illness and
PS3.5 clinical features; past history, medical
history, family history, personal history in a
patient with delirium. Perform a mental
status examination to assess higher mental
functions in a patient with delirium
3 Family Describe the steps of family Interview patients’ family and enumerate S/SH Guided observation of
educatio education in a simulated and demonstrate the steps of consultants, role-plays, OSCE,
n environment in a patient with communicating the diagnosis and need for demonstrations, simulations, DOPS
Part 1 substance use disorder, Depression, treatment for a specific diagnosis and Audio-visual aid
Anxiety disorders (PS4.5, PS6.5, referral to specialists
PS8.5) OSCE,
Family S/SH Guided observation of DOPS
educatio Interview patients’ family and enumerate consultants, role-plays,
n part 2 Describe steps of family education and demonstrate the steps of demonstrations, simulations,
in a simulated environment in a communicating the diagnosis and need for Audio-visual aid
patient with severe mental illness treatment for a specific diagnosis and
and elderly with psychiatric referral to specialists
illnesses (PS5.4, PS7.5, PS16.5)

4 Stress Describe, elicit & document clinical Interview a patient to elicit history of K/KH Guided observation of MCQ,
related/ features of stress present illness with regards to onset, consultants, role-plays, OSCE,
Dissocia related/dissociative disorders. duration, progress and course of illness and demonstrations, simulations DOPS
tive Enumerate, describe and interpret clinical features; past history, medical
disorder their laboratory investigations history, family history, personal history and
s PS9.2, PS9.3 premorbid history in a patient with stress
 related disorders. Perform a mental status
examination to assess thought, perception
and affect in a patient with stress
related/dissociative disorder
5 Interview a patient to elicit history of
present illness with regards to onset, MCQ,
Somatof Describe, elicit & document clinical duration, progress and course of illness and K/KH Guided observation of OSCE,
orm features of somatoform disorders. clinical features; past history, medical consultants, role-plays, DOPS
disorder Enumeration, describe and interpret history, family history, personal history and demonstrations, simulations
laboratory investigations premorbid history in a patient with
PS10.2, PS10.3 somatoform disorders. Perform a mental
status examination to assess thought,
perception and affect in a patient with
somatoform disorder
6 Personal Describe, elicit & document clinical Interview a patient to elicit history of K/KH Guided observation of MCQ
ity features of personality disorders present illness with regards to onset, consultants, role-plays,
disorder and gender related issues. duration, progress and course of illness and demonstrations, simulations
and Enumeration, describe and interpret clinical features; past history, medical
gender laboratory investigations in such history, family history, personal history and
related patients PS11.2, PS11.3, P13.2, premorbid history in a patient with
issues P13.3 personality disorders and gender related
issues. Perform a mental status examination
to assess general appearance, speech,
thought, perception and affect in a patient
with personality disorder and gender
identity issues.
7
Psychos Describe, elicit & document clinical Interview a patient to elicit history of K/KH Guided observation of MCQ,
omatic features in patients with present illness with regards to onset, consultants, role-plays, OSCE,DOP
disorder psychosomatic disorders. Discuss duration, progress and course of illness and demonstrations, simulations S, CBD
the psychological factors associated clinical features; past history, medical
with worsening of underlying history, family history, personal history and
medical conditions. Enumeration, premorbid history in a patient with
describe and interpret laboratory psychosomatic disorder. Perform a mental
status examination to assess thought,
 investigations in such patients perception and affect in a patient with
PS12.2, PS12.3 Psychosomatic disorder
8 Child Describe, elicit & document clinicalInterview a child/adolescent patient to elicit K/KH Guided observation of MCQ,
and features in patients with child and history of present illness with regards to consultants, role-plays, OSCE,
adolesce adolescent psychiatric disorders. onset, duration, progress and course of demonstrations, simulations CBD
nt Enumeration, describe and interpret illness, family history, family structure, birth
Psychiat laboratory investigations in such and developmental history, school history,
ric patients PS14.2 temperament. Perform a head-to-toe
disorder physical examination including systemic
s examination. Perform interview with the
child to assess general appearance,
psychomotor activity, affect and thought.
9 Mental Describe, elicit & document clinical Interview a child/adolescent patient to elicit K/KH Guided observation of MCQ,
retardati history in child with mental history of present illness with regards to consultants, role-plays, CBD,
on retardation. Perform adequate onset, duration, progress and course of demonstrations, simulations OSCE
physical examination in such illness, family history, family structure, birth
children. Choose appropriate and developmental history, school history,
investigations in child with mental temperament. Perform a head-to-toe
retardation PS15.4 physical examination including systemic
examination. Perform interview with the
child to assess general appearance,
psychomotor activity, thought and
intelligence including adaptive functioning.
10 Lab Enumeration, describe and interpret Enumerate and describe at least two K/KH Small group discussion MCQ
investig laboratory investigations in such indications of laboratory tests used in
ation in patients alcohol use disorders and other substance
alcohol (PS4. 3, PS6.3, PS7.3,PS8.2, PS8.3) use disorders, depression and bipolar
use disorder, anxiety disorder
disorder
s, other
substanc
e use
disorder
s,
depressi
 on,
bipolar
disorder
, anxiety
disorder
11 Depressi Suicide risk assessment Interview a patient and enumerate risk S/SH Demonstration, small MCQ,
on and PS6.3, PS7.3 factors for suicide in the patient. Elicit group discussion Portfolio
bipolar components of intentionality and lethality assessme
disorder nt,
OSCE,DOP
S

Assessment and feedback

 DAILY WORKFLOW:
• 9.45am-10.30am: Classroom teaching- suggested TL methods are small group discussion, role-plays guided by scripts and
observer checklists, clinical demonstrations and use of AV teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical guides- suggested TL methods are guided observation of
consultants and clinical demonstrations with patients in the OPD or on ward rounds, and formative assessment
based on the student’s portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)

CRITERIA FOR POSTING COMPLETION:

• Each student will be required to complete two cases in their logbook.
• 50% marks in the end-of posting assessment.

Acknowledgements

1) This curriculum was adapted from the draft document prepared by the Indian Psychiatry Society UG education subcommittee 2021-2022:
Chairperson: Dr Ravi Gupta,
Co-chairperson: Dr Vinay H R, Convenor: Dr Priya Sreedaran, Advisor: Dr Anil Nischal and EC Co-ordinator: Dr Adarsh Tripathi
2) Dr Luke Salazar and Dr Bhuvaneshwari Sethuraman, from Department of Psychiatry, St John’s Medical College, Bangalore
 RAJIV GANDHI UNIVERSITY OF

HEALTH SCIENCES

BANGALORE, KARNATAKA

Psychiatry Logboook
For Undergraduates

As Per
Competency-Based Medical Education Curriculum
 BASIC PROFORMA OF THE STUDENT

Photo

PARTICULARS OF THE STUDENT:

Name of the student :

MBBS Batch :

Father’s name :

Mother’s name :

Roll No :

RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature of the student:....................................

 PREFACE

This booklet has been adopted from the guidelines of the Indian Psychiatry Society UG education subcommittee 2021-2022 and
complies with the “Guidelines for preparing Logbook for Undergraduate Medical Education Program- 2019” as per CBME (Competency
Based Medical Education) Guidelines- 2019. It is for use by faculty members, institutions, and Universities to track and record the progress
of an undergraduate student through the specified 18 competencies in Dermatology. The model logbook can be used as a guideline by Medical
Colleges and Universities, and can be adapted / modified as per requirement.
This model logbook is with an aim to create a standard protocol for documenting the achievement of competencies allotted to Psychiatry
as per the Competency Based UG Curriculum (2018) and the Regulations on Graduate Medical Education, 2019, Part II.
The Competency based curriculum places emphasis on acquisition of defined knowledge, skills, attitudes and values by the
learner so as to be a capable physician of first contact in community. This logbook aims to document the acquisition of these milestones
during the learner’s stay in the Department of Psychiatry. This logbook would be a verifiable record of the learner’s progression step-by-step.
It has to be maintained as an essential document and filled in a timely manner, to enable progression to the next stage of learning.
Completion of specified activities, and submission of certified logbook is necessary for clearing Formative Assessment in Psychiatry.
Successful documentation and submission of the logbook should be a prerequisite for being allowed to take the final summative
examination.
 INDEX
Contents Page Number
1. BONAFIDE CERTIFICATE

2. GENERAL INFORMATION

3. PHASE II
• Competencies that are Required to be achieved during clinical
posting
• Clinical Case Presentation Record during 1st posting
• Case records with reflections during 1st posting
4. PHASE III PART 1
• Clinical Case Presentation Record during 2nd posting
• Case records with reflections during 2nd posting

5. SCIENTIFIC PROJECT LIKE ICMR/PRESENTATIONS/ OUTREACH

ACTIVITIES

6. ACHIVEMENETS

7. EXTRACURRICULAR ACTIVITIES

8. ASSESSMENT RECORD

9. ATTENDANCE EXTRACT

10. FINAL SUMMARY

 (Name of College )

Department of Psychiatry

BONAFIDE CERTIFICATE

This is to certify that the candidate …………………………………………… Reg No……………...... has satisfactorily completed all requirements

mentioned in this Logbook for undergradutes in Psychiatry including related AETCOM modules as per the Competency-Based

Undergraduate Medical Education Curriculum, Graduate Medical Regulation 2019.

He/ She is eligible to appear for the University assessment.

Faculty Incharge: Head of Department:

Name: Name:

Signature: Signature:

Place: Place:

Date: Date:
 2. GENERAL INSTRUCTIONS
1. This logbook is a record of academic and other activities of the student during his/ her
designated clinical posting in the Department of DVL.
2. Entries in the logbook reflect the activities undertaken by the student during the posting
and are certified by the faculty.
3. The student is responsible for maintaining his/her logbook regularly.
4. The student is responsible for getting the logbook entries verified by concerned faculty
regularly. They will not be signed/ verified/ certified after 15 days have elapsed after the end
of posting.
5. The logbook should be verified by the Head of Department before forwarding the
application of the student for the University Examination. This is mandatory requirement for
appearing for University Examinations
6. The reflections should demonstrate the learning of the student that has taken place during
the period of clinical posting. Please do not simply repeat the activities performed. A note on
the learning experience, what was learnt and how it is going to be useful in the future, is
expected. Reflections will be a useful document and assess learning for many competencies
where formal assessment is not being done. Student needs to write academically useful
reflections as per the prescribed format and within the time frame of the posting. These will
be assessed by the teachers.
 A. COMPETENCIES to be acquired during clinical postings 1, Phase 2

No Topic Competencies SLOs

1 Doctor Developing Define and describe the meaning of terms rapport and
patient rapport & empathy.
relationship empathy (PS1.1, Demonstrate comfort with communicating with
PS3.4) patient, use modes of communication enabling patient
to feel safe and comfortable to participate in a
dialogue.
Importance of
confidentiality (PS1.4) Enumerate the ethical principles of confidentiality
including safeguarding of information, and consent to
disclose information.
Enumerate conditions under which confidentiality can
be breached.
2 Breaking Breaking bad news Demonstrate breaking bad news to a patient or their
bad news (PS1.3) family.
3 Introduction Eliciting, Interview a patient to elicit onset, course, duration
to presenting & and progress of illness with respect to present illness,
psychiatry documenting past history, medical history, family history,
psychiatric personal history and
history (PS3.3) premorbid history relevant to present illness.
4 Introduction Performing mini Examine a patient to elicit consciousness, orientation,
to mental state attention and registration, recent and remote memory,
psychiatry examination (PS3.5) affect and mood, speech, form and content of thought,
perception, insight into mental illness.
5 Alcohol Describe, elicit & Interview a patient to elicit history of present illness
use document clinical with regards to presenting complaints, onset of
disorders features of alcohol harmful use, onset of dependence, history of
use disorders (PS4.2) withdrawal symptoms, history of seizures, history of
delirium tremens and history of other medical
complications; past history, family history, medical
history, personal history and
premorbid history in individuals with alcohol use
disorders.
6 Substance Describe, elicit & Interview a patient to elicit history of present illness
use document clinical with regards to onset of harmful use, onset of
disorders- features of substance dependence, history of any withdrawal symptoms;
tobacco use disorders- past history, family history, medical history,
tobacco personal history and premorbid history in
(PS4.2) individuals with
tobacco use disorders.
7 Depression Describe, elicit & Interview a patient to elicit history of present illness
document clinical with regards to onset, duration, progress and course
features in patients of illness and clinical features; past history, medical
with depression history, family history, personal history and
(PS6.2) premorbid history in a patient with depression.
Perform a mental status examination to assess
thought, perception and affect in a patient with
depression.
8 Anxiety Describe, elicit & Interview a patient to elicit history of present illness
disorders document clinical with regards to onset, duration, progress and course
(excluding features in patients of illness and clinical features; past history, medical
OCD) with anxiety (PS8.2) history, family history, personal history and
 premorbid history in a patient with anxiety disorders.

Perform a mental status examination to assess

thought, perception and affect in a patient with
anxiety disorders.
9 Bipolar and Describe, elicit & Interview a patient to elicit history of present illness
Psychotic document clinical with regards to onset, duration, progress and course
disorders features in patients of illness and clinical features; past history, medical
with bipolar disorders history, family history, personal history and
(PS7.2) Describe, elicit premorbid history in a patient with bipolar disorder/
& document clinical schizophrenia.
features in patients Perform a mental status examination to assess
with psychotic thought, perception and affect in a patient with bipolar
disorders disorder/ schizophrenia.
(PS5.2)
10 End-of-postings
assessment
with feedback

DAILY WORKFLOW (Suggested):

• 9.45am-10.30am: Classroom teaching- suggested TL methods are small
group discussion, role-plays guided by scripts and observer checklists,
clinical demonstrations and use of AV teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical guides-
suggested TL methods are guided observation of consultants and
clinicaldemonstrations with patients in the OPD or on ward
rounds, and formative assessment based on the student’s
portfolio.

END-OF-POSTING ASSESSMENT:
• 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)

CRITERIA FOR POSTING COMPLETION:

• Each student will be required to complete two case records in their logbook.
• 50% marks in the end-of posting assessment.
1st Posting
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting
 Serial Date Patient Diagnosis Case Facilitator’s
No. Name & ID Presented/ Signature
Attended
Write P/A

1st Posting Phase II

REFLECTIONS: CLINICAL CASE PRESENTATION
U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA (Alcohol/Tobacco)
Student name: Roll no.: Session date:
Session objectives: (SLOs) Interview a patient to elicit history of present illness with regards to
presenting complaints, onset of harmful use, onset of dependence, history of withdrawal symptoms,
history of seizures, history of delirium tremens and history of other medical complications; past
history, family history, medical history, personal history and premorbid history in individuals with
alcohol use disorders.
OR Interview a patient to elicit history of present illness with regards to onset of harmful use, onset
of dependence, history of any withdrawal symptoms; past history, family history, medical history,
personal history and premorbid history in individuals with tobacco use disorders.

Patient initials: Age: Sex:

History:
Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What did not
go well? How did you feel?)
Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature: Date:

 U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA
(Depression/Anxiety)

Student name: Roll no.: Session date:

Session objectives: (SLOs) 1. Interview a patient to elicit history of present illness with regards to onset,
duration, progress and course of illness and clinical features; past history, medical history, family history,
personal history and premorbid history in a patient with depression/ anxiety.
2. Perform a mental status examination to assess thought, perception and affect in a patient with
depression/ anxiety.

P Patient initials :
Age: Sex:
Hist
ory:
Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What did not
go well? How did you feel?)

Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature:
Date:
 Phase II
End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE/ Short case
3. Bedside assessment
4. MCQs

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 Phase III Part 1
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting. Competencies to be addressed is given next)

Serial No. Date Patient Diagnosis Case Facilitator’s

Name & ID Presented/ Signature
Attended
Write P/A
 TOPIC COMPETENCIES SPECIFIC LEARNING OBJECTIVE

1 Recap of psychiatric Eliciting, presenting & Document and present a history in

history and documenting psychiatric patients with mental disorder
examination history and examination including current illness, past
(PS3.3, PS6.2, PS7.2, history, medical history, family
PS5.2, PS8.2) history, personal history and
premorbid history. Perform a
mental status examination to
assess general appearance,
psychomotor activity, speech,
affect, thought and perception
2 Organic Psychiatry Eliciting delirium using Interview a patient to elicit history
the criteria and describe of present illness with regards to
the higher mental onset, duration, progress and
functions. course of illness and clinical
PS3.5 features; past history, medical
history, family history, personal
history in a patient with delirium.
Perform a mental status
examination to assess higher
mental functions in a patient with
delirium
3 Family education Describe the steps of Interview patients’ family and
Part 1 family education in a enumerate and demonstrate the
simulated environment steps of communicating the
in a patient with diagnosis and need for treatment
Family education substance use disorder, for a specific diagnosis and referral
part 2 Depression, Anxiety to specialists
disorders (PS4.5, PS6.5,
PS8.5)
Interview patients’ family and
enumerate and demonstrate the
Describe steps of family steps of communicating the
education in a simulated diagnosis and need for treatment
environment in a patient for a specific diagnosis and referral
with severe mental to specialists
illness and elderly with
psychiatric illnesses
(PS5.4, PS7.5, PS16.5)

4 Stress Describe, elicit & Interview a patient to elicit history

related/Dissociative document clinical of present illness with regards to
disorders features of stress onset, duration, progress and
related/dissociative course of illness and clinical
disorders. Enumerate, features; past history, medical
describe and interpret history, family history, personal
their laboratory history and premorbid history in a
investigations patient with stress related
PS9.2, PS9.3 disorders. Perform a mental status
examination to assess thought,
perception and affect in a patient
 with stress related/dissociative
disorder
5 Interview a patient to elicit history
of present illness with regards to
Somatoform Describe, elicit & onset, duration, progress and
disorder document clinical course of illness and clinical
features of somatoform features; past history, medical
disorders. Enumeration, history, family history, personal
describe and interpret history and premorbid history in a
laboratory investigations patient with somatoform disorders.
PS10.2, PS10.3 Perform a mental status
examination to assess thought,
perception and affect in a patient
with somatoform disorder
6 Personality Describe, elicit & Interview a patient to elicit history
disorder and document clinical of present illness with regards to
gender related features of personality onset, duration, progress and
issues disorders and gender course of illness and clinical
related issues. features; past history, medical
Enumeration, describe history, family history, personal
and interpret laboratory history and premorbid history in a
investigations in such patient with personality disorders
patients PS11.2, PS11.3, and gender related issues. Perform
P13.2, P13.3 a mental status examination to
assess general appearance, speech,
thought, perception and affect in a
patient with personality disorder
and gender identity issues.

7 Psychosomatic Describe, elicit & Interview a patient to elicit history

disorder document clinical of present illness with regards to
features in patients with onset, duration, progress and
psychosomatic disorders. course of illness and clinical
Discuss the psychological features; past history, medical
factors associated with history, family history, personal
worsening of underlying history and premorbid history in a
medical conditions. patient with psychosomatic
Enumeration, describe disorder. Perform a mental status
and interpret laboratory examination to assess thought,
investigations in such perception and affect in a patient
patients PS12.2, PS12.3 with Psychosomatic disorder
8 Child and Describe, elicit & Interview a child/adolescent
adolescent document clinical patient to elicit history of present
Psychiatric features in patients with illness with regards to onset,
disorders child and adolescent duration, progress and course of
psychiatric disorders. illness, family history, family
Enumeration, describe structure, birth and developmental
and interpret laboratory history, school history,
investigations in such temperament. Perform a head-to-
patients PS14.2 toe physical examination including
 systemic examination. Perform
interview with the child to assess
general appearance, psychomotor
activity, affect and thought.
9 Mental retardation Describe, elicit & Interview a child/adolescent
document clinical history patient to elicit history of present
in child with mental illness with regards to onset,
retardation. Perform duration, progress and course of
adequate physical illness, family history, family
examination in such structure, birth and developmental
children. Choose history, school history,
appropriate temperament. Perform a head-to-
investigations in child toe physical examination including
with mental retardation systemic examination. Perform
PS15.4 interview with the child to assess
general appearance, psychomotor
activity, thought and intelligence
including adaptive functioning.
10 Lab investigation in Enumeration, describe Enumerate and describe at least
alcohol use and interpret laboratory two indications of laboratory tests
disorders, other investigations in such used in alcohol use disorders and
substance use patients other substance use disorders,
disorders, (PS4. 3, PS6.3, depression and bipolar disorder,
depression, bipolar PS7.3,PS8.2, PS8.3) anxiety disorder
disorder, anxiety
disorder
11 Depression and Suicide risk assessment Interview a patient and enumerate
bipolar disorder PS6.3, PS7.3 risk factors for suicide in the
patient. Elicit components of
intentionality and lethality
Assessment and feedback

DAILY WORKFLOW:
• 9.45am-10.30am: Classroom teaching- suggested TL methods
are small group discussion, role-plays guided by scripts and
observer checklists, clinical demonstrations and use of AV
teaching aides.
• 10.30am-12.30pm: Students will tag with their clinical
guides- suggested TL methods are guided observation of
consultants and clinical demonstrations with patients in
the OPD or on ward rounds, and formative assessment
based on the student’s portfolio.

END-OF-POSTING ASSESSMENT:
 • 10 MCQs (10 marks)
• 1 OSCE skills station (20 marks)

CRITERIA FOR POSTING COMPLETION:

• Each student will be required to complete two cases in their logbook.
• 50% marks in the end-of posting assessment.

U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA

(Family education in a patient with substance use /anxiety/depression/severe mental
illness/elderly with psychiatric illness)

Student name: Roll no.: Session date:

Session objectives: (SLOs) 1. Interview patients’ family and enumerate and demonstrate the
steps of communicating the diagnosis, need for treatment for a specific diagnosis and referral
to specialists

Patient initials: Age: Sex:

History:
Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What
did not go well? How did you feel?)

Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature and Date:

U.G. PSYCHIATRY PORTFOLIO- SESSION NOTES PROFORMA

(Suicidal risk assessment)

Student name: Roll no.: Session date:

Session objectives: (SLOs) 1. Interview a patient and enumerate risk factors for suicide in the
patient
2. Elicit components of intentionality and lethality

Patient initials: Age: Sex:

History:
Mental status examination:

Reflections: (What were the strategies used to achieve the objectives? What went well? What
did not go well? How did you feel?)
Supervisor feedback: (Identify better strategies to achieve the objectives)

Supervisor signature and Date:

Phase III Part 1

End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE / Short case
3. Bedside assessment
4. MCQs

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 6. SCIENTIFIC PROJECT PRESENTATIONS/REPORTS/OUTREACH ACTIVITIES/UG QUIZ

SL DATE PARTICULARS SIGNATURE

OFSTAFF
NO

9. ASSESSMENT RECORD
Phase Duration Assessment Total Assessment Remarks Faculty
(From-To) score marks (%) Signature
(marks
obtained)
Phase II

Phase III
Part I

Total

10. SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II
2 weeks
2nd Phase 2 weeks
III
Part I

Total Cumulative
attendance
n/%
 Rajiv Gandhi University of Health Sciences
Bengaluru, Karnataka

Dermatology, Venereology & Leprosy

Curriculum as per
Competency-Based Medical Education Curriculum

RGUHS Dermatology, Venereology & Leprosy Curriculum as per the new Competency Based
Medical Education
 Preamble
The NMC envisages that the Indian Medical Graduate (IMG), should function as the Physician of first
contact in the community, to provide holistic health care to the evolving needs of the nation and the
world. To fulfil this the IMG should be able to perform the following roles: a clinician, a communicator,
a lifelong learner, a professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become
the new standard of medical education internationally. This new curriculum is being implemented
across the country and the first batch has been enrolled since the academic year 2019. The regulatory
and accrediting body NMC had started the process by training faculty across the country in the key
principles of CBME and developing key competencies for each speciality with the input from expert
groups under each speciality.
Dermatology is the branch of medicine dealing with the skin and its appendages. It is a speciality
which deals with diseases of skin including leprosy and sexually transmitted diseases, hair, nails, and
cosmetic problems and encompasses both medical and surgical modalities. The dermatology
undergraduate curriculum provides the IMG the requisite knowledge, essential skills, and
appropriate attitudes to be able to diagnose and treat common skin disorders and to be able to
recognise and refer other cutaneous conditions.
The NMC, in the Graduate medical regulations 2019, has provided the list of dermatology
competencies required for an IMG and these have been included in this dermatology curriculum
document. The Specific learning objectives (SLO’s) to achieve each competency has been listed along
with the suggested Teaching-Learning methods and preferred assessment methods both formative
and summative.
Since dermatology doesn’t have a separate dermatology exam paper for undergraduate, model
division of marks for dermatology under medicine papers has been highlighted. Also, model questions
for the same has been attached.

Goals and Objectives of the RGUHS Dermatology, Venereology & Leprosy Curriculum
Goals
Specific goal for IMG in dermatology is to identify and treat common dermatology disease and to refer
as appropriate.

Objectives
A) Knowledge
At the end of the course student should be able to:
c. Describe the applied anatomy, physiology and biochemical attributes of the normal skin
and its appendages.
d. Understanding of the principles of diagnosis of diseases of the skin and its appendages.
e. Demonstrate the ability to apply the knowledge in a clinical setting.

(B) Skills
At the end of the course the student should be able to:
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
b. A syndromic approach to the recognition, diagnosis, prevention, counselling, testing and
management of common sexually transmitted diseases including HIV based on national health
priorities.
c. Ability to recognize and treat emergencies including drug reactions and refer as appropriate.

C) Attitude and communication skills

At the end of the course the student should be able to:
e. Communicate effectively with patients, their families and the public at large.
f. Communicate effectively with peers and teachers demonstrate the ability to work
effectively with peers in a team.
g. Demonstrate professional attributes of punctuality, accountability and respect for teachers
and peers.
h. Appreciate the issues of equity and social accountability while undergoing all clinical
encounters.

Teaching hours (Third professional, Part-I)

 Subject Teaching Tutorials/Seminars/I Self directed learning Total
hours ntegrated teaching (Hours) (Hours)
(Hours)

Dermatology 20 5 5 30

Clinical postings (Total : 6 weeks)

2 weeks: II MBBS
2 weeks: III MBBS Part I
2 weeks: III MBBS Part II

Theory teaching hours (Third professional, Part-I)

THEORY
Sl. No. Topic Competencies Time T/L
method
1 Structure & function of skin with AN 4.2 1 hour Lecture
its appendages
2 Acne DR 1.1, DR 1.3 1 hour Lecture

3 Vitiligo DR 2.2 1 hour Lecture

4 Papulosquamous disorders: DR 3.3 1 hour Lecture

Psoriasis
 5 Lichen Planus DR 4.2 1 hour Lecture

6 Scabies DR.5.1, DR5.3 1 hour Lecture

7 Pediculosis DR 6.1 1 hour Lecture

8 Fungal infections DR 7.1, DR 7.3 1 hour Lecture

9 Viral Infections DR 8.1, DR 8.7 1 hour Lecture

10 Leprosy Part I DR 9.1, DR 9.4, DR 9.5 1 hour Lecture

11 Leprosy Part II DR 9.6, DR 9.7 1 hour Lecture

12 STD’s Part I DR 10.3, DR 10.4 1 hour Lecture

13 STD’s Part I DR 10.6, 10.8, DR 10.9, DR 1 hour Lecture

10.10 ,DR 10.11
14 HIV DR 11.1, DR 11.3 1 hour Lecture

15 Dermatitis & Eczema DR 12.1, DR 12.3, DR 12.4 1 hour Lecture

16 Urticaria & angioedemo DR 14.1, 14.5 1 hour Lecture

17 Bacterial Infections/ Pyoderma DR 15.3 1 hour Lecture

18 Nutritional Disorders & Skin DR 17.1, 17.2, 17.3, 17.4 1 hour Lecture

19 Systemic Diseases & Skin DR 18.1, DR 18.2 1 hour Lecture

20 Drugs in skin diseases PH 1.57 1 hour Lecture

Total 20 hours

List of all Dermatology Competencies with their specific learning objectives, with suggested
teaching-learning and assessment methods
Competencies Specific learning objectives Teaching Assessment
learning
methods
Topic: Structure & function of skin with its appendages
AN 4.2 Structure & function of skin Structure & function of Skin Lecture MCQs at the end of
with its appendages Structure & function of Hair lecture
Structure & function of Nail
Topic: Acne

DR1.1 Enumerate the causative Composition of sebum Lecture MCQs at the end of
and risk factors of acne Functions of sebaceous lecture
glands
Etiopathogenesis of acne
Risk factors for development
acne
DR1.3 Describe the treatment and Preventive measures to Lecture MCQs at the end of
preventive measures for control lecture
various kinds of acne Topical therapeutics in acne
Systemic therapeutics in
acne
Lasers in management of
acne

Topic: Vitiligo

DR2.2 Describe the treatment of Etiopathogenesis of vitiligo Lecture MCQs at the end of
vitiligo Clinical types of vitiligo lecture
Topical modalities in
treatment of vitiligo
Systemic modalities in
treatment of vitiligo
Phototherapy in
management of vitiligo
Topic: Papulosquamous disorders

DR 3.3 Enumerate the indications Etiopathogenesis of psoriasis Lecture MCQs at the end of
for and describe the various Clinical features and types of lecture
modalities of treatment of psoriasis
psoriasis including topical, Diagnosis of psoriasis
systemic and phototherapy Topical therapy and its
indications
Phototherapy and its
indications
Systemic therapy and its
indications
Biologicals in psoriasis

Topic: Lichen planus

Enumerate and describe the Etiopathogenesis of lichen Lecture MCQs at the end of
DR 4.2 treatment modalities for planus lecture
lichen planus Clinical features and types of
lichen planus
Diagnosis of lichen planus
Topical and systemic
modalities of lichen planus
Topic: Scabies

DR 5.1 Describe the etiology, Structure and life cycle of Lecture MCQs at the end of
microbiology, pathogenesis, scabies mite lecture
natural history, clinical Clinical types and
features, presentations and presentations of scabies
complications of scabies in Complications of scabies
adults and children
DR 5.3 Enumerate and describe the Diagnosis of scabies Lecture MCQs at the end of
pharmacology, General measures of lecture
administration and adverse treatment
reaction of Topical scabicidal agents and
pharmacotherapies for method of administration
scabies Systemic drugs for treatment
 Adverse effects of scabicidal
agents
Preventive measures to
reduce transmission

Topic: Pediculosis

DR 6.1 Describe the etiology Etiopathogenesis of Lecture MCQs at the end of

pathogenesis and pediculosis lecture
diagnostic features of Clinical features of
pediculosis in adults and pediculosis
children Complications of pediculosis
Diagnosis of pediculosis
Treatment modalities and
method of administration
Topic: Fungal Infections

DR 7.1 Describe the etiology, Etiopathogenesis of Lecture MCQs at the end of

microbiology, pathogenesis Dermatophytosis lecture
and clinical presentations Clinical manifestations and
and diagnostic features of types of dermatophytosis
dermatophytes in adult and Laboratory diagnosis of
children dermatophytosis

DR 7.3 Describe the pharmacology Mechanism of action, Lecture MCQs at the end of
and action of antifungal indications and side effect lecture
(systemic and topical) profile of systemic
agents. Enumerate side antifungals
effects of antifungal therapy Mechanism of action,
indications and side effect
profile of topical antifungals
Topic: Viral infections

DR 8.1 Describe the etiology, Etio pathogenesis and Lecture MCQs at the end of
microbiology, pathogenesis clinical features of herpes lecture
and clinical presentations virus infections
and diagnostic features of Etio pathogenesis and
common viral infections of clinical features of human
the skin in adults and papilloma virus infections
children Etiopathogenesis and clinical
features of molluscum
contagiosum
DR 8.7 Enumerate the indications Mechanism of action, Lecture MCQs at the end of
and describe the indications and side effect lecture
pharmacology, profile of antiviral therapy
administration and adverse
reaction of
pharmacotherapies for
common viral illnesses of
the skin
Topic: Leprosy
DR 9.1 Classify describe the History and epidemiology of Lecture MCQs at the end of
epidemiology etiology, Hansen’s disease lecture
microbiology,pathogenesis, Microbiology and
clinical presentations and ultrastructure of M. Leprae
diagnostic features of Etiopathogenesis and clinical
Leprosy presentations of leprosy
Laboratory diagnosis of
leprosy

DR 9.4 Enumerate, describe and Etiopathogenesis,types and Lecture MCQs at the end of
identify lepra reactions and clinical features of lepra lecture
supportive measures and reactions
therapy of lepra reactions Management of lepra
reactions
DR 9.5 Enumerate the indications Mechanism of action, Lecture MCQs at the end of
and describe the administration, indications lecture
pharmacology, and side effect profile of anti
administration and adverse leprosy medication.
reaction of
pharmacotherapies for
various classes of leprosy
based on national
guidelines
DR 9.6 Describe the treatment of Multi drug therapy Lecture MCQs at the end of
Leprosy based on the WHO lecture
guidelines
DR 9.7 Enumerate and describe the Complications of Hansen’s Lecture MCQs at the end of
complications of leprosy disease lecture
and its management, Management of deformities
including understanding in Hansen’s disease
disability and stigma.
Topic: Sexually Transmitted Diseases

DR 10.3 Enumerate the Etiology, pathogenesis and Lecture MCQs at the end of
indications and describe microbiology of syphilis lecture
the pharmacology, Clinical features, types of
administration and syphilis
adverse reaction of Laboratory diagnosis of
pharmacotherapies for syphilis
syphilis Treatment of syphilis
DR 10.4 Describe the prevention Laws and clinical Lecture MCQs at the end of
of congenital syphilis manifestations of congenital lecture
syphilis
Preventive aspects of
congenital syphilis
DR 10.6 Describe the etiology, Etiopathogenesis,types and Lecture MCQs at the end of
diagnostic and clinical clinical features of chancroid lecture
features of non-syphilitic Etiopathogenesis, types and
sexually transmitted clinical features of
diseases (chancroid, Donovanosis
donovanosis and LGV)
Etiopathogenesis, types and
clinical features of LGV
DR 10.8 Enumerate the Management of chancroid Lecture MCQs at the end of
indications and describe Management of donovanosis lecture
the pharmacology, Management of LGV
indications and adverse
reactions of drugs used in
the non-syphilitic
sexually transmitted
diseases (chancroid,
donovanosis and LGV)
DR 10.9 Describe the syndromic Syndromic management of Lecture MCQs at the end of
approach to ulcerative genital ulcer disease lecture
sexually transmitted
disease
DR 10.10 Describe the etiology, Etio-pathogenesis of Lecture MCQs at the end of
diagnostic and clinical gonococcal urethritis and lecture
features and non-gonococcal urethritis
management of Laboratory diagnosis of
gonococcal and non- gonococcal urethritis and
gonococcal urethritis non-gonococcal urethritis
Treatment of gonococcal and
non gonococcal uretritis
DR 10.11 Describe the etiology, Differential diagnosis of Lecture MCQs at the end of
diagnostic and clinical vaginal discharge lecture
features and Clinical features, risk factors
management of vaginal and diagnosis of
discharge trichomoniasis
Predisposing factors, clinical
features and diagnosis of
candidiasis
Clinical features and
diagnosis of bacterial
vaginosis
Topic: HIV
DR 11.1 Describe the etiology, Structure of HIV Lecture MCQs at the end of
pathogenesis and clinical Etiopathogenesis and stages lecture
features of the of HIV
dermatologic Cutaneous manifestations of
manifestations of HIV and AIDS
its complications Complications of AIDS
including opportunistic
infections
DR 11.3 Enumerate the Antiretroviral therapy:- Lecture MCQs at the end of
indications and describe Pharmacology, route of lecture
the pharmacology, administration,
administration and indications and adverse
adverse reaction of reactions of ART.
pharmacotherapies for
dermatologic lesions in
HIV
Topic: Dermatitis and Eczema

DR 12.1 Describe the Definition of eczema Lecture MCQs at the end of

aetiopathogenesis of Etiology and predisposing lecture
eczema factors of eczema.
DR 12.3 Classify and grade Various classification and Lecture MCQs at the end of
eczema grading eczema lecture

DR 12.4 Enumerate the General measures in Lecture MCQs at the end of

indications and describe management of eczema lecture
the pharmacology, Indications for topical
indications and adverse therapy
reactions of drugs used in Indications for systemic
the treatment of eczema therapy
Topic: Urticaria Angioedema

DR 14.1 Describe the etiology, Classification of urticaria and Lecture MCQs at the end of
pathogenesis and clinical angioedema lecture
precipitating features and Etio-pathogenesis and
classification of Urticaria precipitating factors of
and angioedema urticarial
Clinical features of urticaria
and angioedema
DR 14.5 Enumerate the Diagnostic tests for urticaria Lecture MCQs at the end of
indications and describe and angioedema lecture
the pharmacology Treatment of urticaria and
indications and adverse angioedema
reactions of drugs used in
the urticaria and
angioedema
Topic: Pyoderma

DR 15.3 Enumerate the Classify pyoderma Lecture MCQs at the end of

indications and describe Etio-pathogenesis of lecture
the pharmacology, pyodermas
indications and adverse Clinical features of
reactions of topical and staphylococcal pyoderma
systemic drugs used in Clinical features of
treatment of pyoderma streptococcal pyodermas
Clinical features of other
bacterial infections
Management of pyoderma
Topic: Nutritional Deficiencies and Skin
DR 17.1 Enumerate and identify Cutaneous manifestations of Lecture MCQs at the end of
the cutaneous findings in Vitamin A deficiency lecture
vitamin A deficiency Treatment of Vitamin A
deficiency
DR 17.2 Enumerate and describe Cutaneous manifestations of Lecture MCQs at the end of
the various skin changes Vitamin B complex deficiency lecture
in Vitamin B complex Treatment of Vitamin B
deficiency complex deficiency
DR 17.3 Enumerate and describe Cutaneous manifestations of Lecture MCQs at the end of
the various changes in Vitamin C deficiency lecture
Vitamin C deficiency Treatment of Vitamin C
deficiency
DR 17.4 Enumerate and describe Cutaneous manifestations of Lecture MCQs at the end of
the various changes in Zinc deficiency lecture
Zinc deficiency Treatment of Zinc deficiency
 Topic: Systemic diseases and the skin

DR 18.1 Enumerate the cutaneous Cutaneous manifestations of Lecture MCQs at the end of
features of Type 2 Type 2 diabetes lecture
diabetes
DR 18.2 Enumerate the cutaneous Cutaneous manifestations of Lecture MCQs at the end of
features of hypo/hyper- Hypothyroidism lecture
thyroidism Cutaneous manifestations of
Hyperthyroidism
Topic: Drugs in skin diseases

PH 1.57 Drugs in skin disease Topical agents in Lecture MCQs at the end of
dermatology lecture
Systemic agents in
dermatology

Self- Directed learning:

Duration: 5 hours
Students will be given clinical case scenarios. Reference books and E material will be suggested to
them beforehand. Discussion regarding the case scenarios including approach to diagnosis and
management will be done.

Self- Directed learning

Sl. No. Topics Competencies

1 Vesiculobullous disorders DR 13.1-13.3
2 Cutaneous adverse reaction DR 12.7
3 Leprosy DR 9.1-9.7
4 Collagen vascular disorders DR 16.1
5 STDs – Genital ulcer diseases DR 10.9
Duration 5 hours
SGD (Small Group Discussion):

A small group of 25 students will be done. A topic is given to each group and same will be discussed
among the group.

Sl Topic Competencies Duration

No. (Hours)

1 Cutaneous manifestations in DR18.1 1

Diabetes Mellitus

2 Cutaneous manifestations in DR18.2 1

Thyroid disorders

3 Cutaneous manifestations in HIV DR11.1,11.3 1

4 Psychocutaneous disorders DR 9.7 1

5 Collagen vascular disorders DR16.1,16.2 1

Total: 5 hours
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 and
to provide an understanding that skin diseases may be a manifestation of systemic disease.
Topics for vertical integration
SI No Integrated teaching Integrated with
(Department)
1 AN4.2 Describe structure & function of skin with its appendages Anatomy
2 AN4.4 Describe modifications of deep fascia with its function Anatomy
3 AN4.5 Explain principles of skin incisions Anatomy
4 DR5.3 Enumerate and describe the pharmacology, administration and Pharmacology
adverse reaction of pharmacotherapies for scabies
5 DR6.1 Describe the etiology pathogenesis and diagnostic features of Microbiology
pediculosis in adults and children
6 DR7.1Describe the etiology, microbiology, pathogenesis and clinical Microbiology
presentations and diagnostic features of dermatophytes in adults
and children
7 DR7.2Identify Candida species in fungal scrapings and KOH mount Microbiology
8 DR7.3Describe the pharmacology and action of antifungal (systemic and Microbiology,
topical) agents. Enumerate side effects of antifungal therapy Pharmacology
9 DR8.1 Describe the etiology, microbiology, pathogenesis and clinical Microbiology
presentations and diagnostic features of common viral infections of
the skin in adults and children
10 DR8.7 Enumerate the indications and describe the pharmacology, Pharmacology
administration and adverse reaction of pharmacotherapies for
common viral illnesses of the skin
11 DR9.1 Classify describe the epidemiology etiology microbiology Microbiology,
pathogenesis, clinical presentations and diagnostic features of Community
Leprosy medicine
12 DR9.4 Enumerate, describe and identify lepra reactions and supportive Pharmacology
measures and therapy of lepra reactions
13 DR9.5 Enumerate the indications and describe the pharmacology, Pharmacology,
administration and adverse reaction of pharmacotherapies for Community
various classes of leprosy based on national guidelines medicine
14 DR9.6 Describe the treatment of Leprosy based on the WHO guidelines Pharmacology,
 Community
medicine
15 DR9.7 Enumerate and describe the complications of leprosy and its Pharmacology,
management, including understanding disability and stigma. Psychiatry
16 DR10.1Identify and classify syphilis based on the presentation and clinical Microbiology
manifestations
17 DR10.2 Identify spirochete in a dark ground microscopy Microbiology
18 DR10.3 Enumerate the indications and describe the pharmacology, Microbiology,
administration and adverse reaction of pharmacotherapies for Pharmacology
syphilis
19 DR10.6 Describe the etiology, diagnostic and clinical features of non- Microbiology
syphilitic sexually transmitted diseases (chancroid, donovanosis and LGV)
20 DR10.7 Identify and differentiate based on the clinical features non-syphilitic Microbiology
sexually transmitted diseases (chancroid, donovanosis and LGV)
21 DR10.8 Enumerate the indications and describe the pharmacology, Microbiology,
indications and adverse reactions of drugs used in the non- syphilitic sexually Pharmacology
transmitted diseases (chancroid, donovanosis and LGV)
22 DR11.1 Describe the etiology, pathogenesis and clinical features of the Microbiology
dermatologic manifestations of HIV and its complications including
opportunistic infections
23 DR11.2 Identify and distinguish the dermatologic manifestations of HIV, its Microbiology
complications, opportunistic infections and adverse reactions
24 DR11.3 Enumerate the indications and describe the pharmacology, Microbiology,
administration and adverse reaction of pharmacotherapies for dermatologic Pharmacology
lesions in HIV
25 DR12.7 Identify and distinguish fixed drug eruptions and Steven Johnson Microbiology,
syndrome from other skin lesions Pathology
26 DR14.1 Describe the etiology, pathogenesis and clinical precipitating Microbiology,
features and classification of Urticaria and angioedema Pathology
27 DR15.2 Identify staphylococcus on a gram stain Microbiology
28 DR15.3 Enumerate the indications and describe the pharmacology, Microbiology,
indications and adverse reactions of topical and systemic drugs Pharmacology
used in treatment of pyoderma
29 PH1.46Describe the mechanisms of action, types, doses, side effects, Pharmacology
indications and contraindications of antileprotic drugs
30 DR16.2 Identify and distinguish Raynaud's phenomenon Pathology
31 DR17.1 Enumerate and identify the cutaneous findings in vitamin A Biochemistry
deficiency
32 DR17.2 Enumerate and describe the various skin changes in Vitamin B Biochemistry
complex deficiency
33 DR 17.3 Enumerate and describe the various changes in Vitamin C deficiency Biochemistry
34 DR17.4 Enumerate and describe the various changes in Zinc deficiency Biochemistry
35 PA34.1 Describe the risk factors, pathogenesis, pathology and natural Pathology
history of squamous cell carcinoma of the skin
36 PA34.2 Describe the risk factors, pathogenesis, pathology and natural Pathology
history of basal cell carcinoma of the skin
37 PA34.3 Describe the distinguishing features between a nevus and Pathology
melanoma. Describe the etiology, pathogenesis, risk factors,
morphology clinical features and metastases of melanoma
38 MI4.3 Describe the etio-pathogenesis of Skin and soft tissue infections Microbiology
and discuss the clinical course, and the laboratory diagnosis.
39 MI7.2 Describe the etio-pathogenesis and discuss the laboratory diagnosis of Microbiology
sexually transmitted infections. Recommend preventive
measures, wherever relevant.
40 PH1.57 Describe drugs used in skin disorders Pharmacology
41 DR14.5 Enumerate the indications and describe the pharmacology Pharmacology
indicationsandadversereactions ofdrugsusedintheurticariaand indications
and adverse reactions of drugs used in the urticaria and
angioedema

Topics for horizontal integration

SI No Integrated teaching Integrated with

(Department)
1 DR5.1Describe the etiology, microbiology, pathogenesis, natural history, Pediatrics
clinical features, presentations and complications of scabies in
adults and children
2 DR5.2 Identify and differentiate scabies from other lesions in adults and Pediatrics
children
3 DR5.3 Enumerate and describe the pharmacology, administration and Pediatrics
adverse reaction of pharmacotherapies for scabies
4 DR6.1 Describe the etiology pathogenesis and diagnostic features of Pediatrics
pediculosis in adults and children
5 DR6.2 Identify and differentiate pediculosis from other skin lesions in Pediatrics
adults and children
6 DR7.1 Describe the etiology, microbiology, pathogenesis and clinical Pediatrics
presentations and diagnostic features of dermatophytes in adults and
children
7 DR8.1 Describe the etiology, microbiology, pathogenesis and clinical Pediatrics
presentations and diagnostic features of common viral infections of
the skin in adults and children
8 PE31.4 Identify Atopic dermatitis and manage Pediatrics
9 DR9.1 Classify describe the epidemiology etiology microbiology General Medicine
pathogenesis, clinical presentations and diagnostic features of
Leprosy
10 DR9.2 Demonstrate (and classify based on) the clinical features of General Medicine
leprosy including an appropriate neurologic examination
11 DR9.4 Enumerate, describe and identify lepra reactions and supportive General Medicine
measures and therapy of lepra reactions
12 DR9.5 Enumerate the indications and describe the pharmacology, General Medicine
administration and adverse reaction of pharmacotherapies for
various classes of leprosy based on national guidelines
13 DR9.6 Describe the treatment of Leprosy based on the WHO guidelines General Medicine
14 DR9.7 Enumerate and describe the complications of leprosy and its General Medicine
management, including understanding disability and stigma.
15 DR10.1 Identify and classify syphilis based on the presentation and General Medicine
clinical manifestations
16 DR10.2 Identify spirochete in a dark ground microscopy General Medicine
17 DR10.3 Enumerate the indications and describe the pharmacology, General Medicine
administration and adverse reaction of pharmacotherapies for
syphilis
18 DR10.4 Describe the prevention of congenital syphilis General Medicine
19 DR10.5 Counsel in a non-judgemental and empathetic manner patients General Medicine
on prevention of sexually transmitted disease
20 DR10.6 Describe the etiology, diagnostic and clinical features of non- General Medicine
syphilitic sexually transmitted diseases (chancroid, donovanosis and
LGV)
21 DR10.7 Identify and differentiate based on the clinical features non- General Medicine
syphilitic sexually transmitted diseases (chancroid, donovanosis and
LGV)
22 DR10.8 Enumerate the indications and describe the pharmacology, General Medicine
indications and adverse reactions of drugs used in the non- syphilitic
sexually transmitted diseases (chancroid, donovanosis and LGV)
23 DR10.9 Describe the syndromic approach to ulcerative sexually General Medicine
transmitted disease
24 DR10.10 Describe the etiology, diagnostic and clinical features and General Medicine
management of gonococcal and non-gonococcal urethritis
25 DR11.1 Describe the etiology, pathogenesis and clinical features of the General Medicine
dermatologic manifestations of HIV and its complications including
opportunistic infections
26 DR11.2 Identify and distinguish the dermatologic manifestations of HIV, General Medicine
its complications, opportunistic infections and adverse reactions
27 DR11.3 Enumerate the indications and describe the pharmacology, General Medicine
administration and adverse reaction of pharmacotherapies for
dermatologic lesions in HIV
28 DR12.7 Identify and distinguish fixed drug eruptions and Steven General Medicine
Johnson syndrome from other skin lesions
29 DR16.1 Identify and distinguish skin lesions of SLE General Medicine
30 DR16.2 Identify and distinguish Raynaud's phenomenon General Medicine
31 DR17.1 Enumerate and identify the cutaneous findings in vitamin A General
deficiency Medicine/Pediatrics
32 DR17.2 Enumerate and describe the various skin changes in Vitamin B General
complex deficiency Medicine/Pediatrics
33 DR 17.3 Enumerate and describe the various changes in Vitamin C General
deficiency Medicine/Pediatrics
34 DR17.4 Enumerate and describe the various changes in Zinc deficiency General
Medicine/Pediatrics
35 DR18.1 Enumerate the cutaneous features of Type 2 diabetes General Medicine
36 DR18.2 Enumerate the cutaneous features of hypo/hyper-thyroidism General Medicine
37 DR15.3 Enumerate the indications and describe the pharmacology, General Surgery
indications and adverse reactions of topical and systemic drugs
used in treatment of pyoderma
38 DR15.4 Enumerate the indications for surgical referral General Surgery
 39 DR10.11 Describe the etiology, diagnostic and clinical features and Obstetrics &
management of vaginal discharge Gynaecology
Assessment
Eligibility to appear for university examinations is dependent on fulfilling criteria in two main areas
– attendance and internal assessment marks
Attendance
Attendance requirements are 75% in theory and 80% in clinical postings which will be added to
General Medicine for eligibility to appear for the examinations.
Internal Assessment
There won’t be separate internal assessment but 10% of total internal exams marks in general
medicine should include questions from dermatology in consultation with department of
Dermatology.
University examinations
Dermatology doesn’t have a separate paper for third Professional Part II. But discipline of
Dermatology, venereology and Leprosy (DVL) in combination with Psychiatry and Respiratory
medicine including Tuberculosis should constitute 25% of theory marks in Paper II of General
Medicine as separate section. So, 10% of questions must be incorporated from Dermatology in Paper
II of General Medicine.

Marks allotted
Dermatology Theory
Total marks 8-10 marks
Short answer question 2x3 = 6 marks
MCQs 4x1=4 marks

Clinical examination/ Practical’s:

It is desirable to include one short cases in practical examination in General Medicine examination.

Sample Questions to be incorporated in General Medicine paper II as separate section

Sample short answers (3 marks each)
1. Describe special lesions in Dermatology with examples?
2. Describe in detail Cardinal signs of leprosy?
3. Discuss clinical variants of scabies?
4. Discuss syndromic management of genital ulcer disease?
5. Classify vitiligo based on morphology and distribution?
6. Discuss etiopathogenesis of acne?

Sample MCQs (1 marks each)

1. Which of the following types of psoriasis can be life threatening?
a. Guttate psoriasis b.Unstable psoriasis c. Localized pustular psoriasis d. Erythrodermic psoriasis
2. Nikolsky sign is positive in:
a. Bullous pemphigoid b. Herpes simplex c.Pemphigus vulgaris d. Epidermolysis bullosa
3. All of the following is manifestation of scurvy, except:
a. Hemorrhagic signs b. Hyperkeratosis of hair follicles c. Hyperpigmentation d. Hypochondriasis
4. Ecthyma gangrenosum is caused by:
a. Streptococcus pyogenes b.Pseudomonas aeruginosa c. Staphylococcal aureus d. Proteus vulgaris
5. One finger tip unit ointment (FTU) is equivalent to
a. 0.25g b. 0.75g c. 0.5g d. 1.0g
6. The isomorphic phenomenon is seen all except:
a. Lichen planus b. Psoriasis c. Vitiligo d. Lichen spinulosis
Acknowledgement of contributors

Dr Shashi Kumar BM, Associate Professor, Department of Dermatology, Mandya Institute of Medical
Sciences.
Dr Deepadarshan K, Assistant professor in Department of Dermatology, Mandya Institute of Medical
Sciences, Mandya for his contribution in preparation of this curriculum.
 RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

Dermatology, Venereology & Leprosy

LOGBOOK
For Undergraduates

As Per
Competency-Based Medical Education Curriculum

NAME OF THE CANDIDATE :

NAMEOFTHECOLLEGE :

UNIVERSITY REGISTER NUMBER:

ACADEMIC YEAR :

BASIC PROFORMA OF THE STUDENT

Photo
PARTICULARS OF THE STUDENT:

Name of the student :

MBBS Batch :

Father’s name :

Mother’s name :

Roll No :

RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature of the student:....................................

PREFACE
 This booklet has been adopted from the book prepared by an Expert Group of IADVL
Academy and complies with the “Guidelines for preparing Logbook for Undergraduate
Medical Education Program- 2019” as per CBME (Competency Based Medical Education)
Guidelines- 2019. It is for use by faculty members, institutions, and Universities to track and
record the progress of an undergraduate student through the specified 18 competencies in
Dermatology. The model logbook can be used as a guideline by Medical Colleges and
Universities, and can be adapted / modified as per requirement.
These guidelines for recording logbook entries are recommended for the MBBS
students from the academic year 2019-20 onwards. This model logbook is with an aim to
create a standard protocol for documenting the achievement of competencies allotted to DVL
as per the Competency Based UG Curriculum (2018) and the Regulations on Graduate
Medical Education, 2019, Part II.
The Competency based curriculum places emphasis on acquisition of defined
knowledge, skills, attitudes and values by the learner so as to be a capable physician of
first contact in community. This logbook aims to document the acquisition of these
milestones during the learner’s stay in the Department of Dermatology and STD. This logbook
would be a verifiable record of the learner’s progression step-by-step. It has to be maintained
as an essential document and filled in a timely manner, to enable progression to the next stage
of learning.
Completion of specified activities, and submission of certified logbook is necessary for
clearing Formative Assessment in Dermatology and STD. Successful documentation and
submission of the logbook should be a prerequisite for being allowed to take the final
summative examination.
Glossary of terms

1. Number of Competency- addressed as per Volume of the UG Curriculum e.g. DR2.1

2. Name of the activity- To specify seminar/ Live or Group discussion/ Session/ Clinical Interaction/
Demonstration etc.
3. Date the activity gets completed
4. Attempt at each activity by the learner
a. First attempt (or) only attempt
b. Repeat (R) of a previously done activity
c. Remedial activity (Re) based on the determination by the faculty
5. Rating upon completion of activity
a. Below expectations (B);
b. Meets expectations (M)
c. Exceeds expectations (E)
6. Decision of faculty
a. C (closed): activity is completed, therefore closed. It can be certified, if needed.
b. R (repeat): activity needs to be repeated without any further intervention.
c. Re (remedial): activity needs remedial action (usually done after repetition did not lead to
satisfactory completion)
7. Initials (Signature) of faculty indicating the completion or other determination
8. Initial (Signature) of the learner, if feedback has been received.

A numerical score may also be used if deemed necessary by the Department

Three posting of 2 weeks each as per GMER document. Competencies have been divided
accordingly.
Method of teaching-learning advised.
Method of assessment advised.
 INDEX
Contents Page Number
11. BONAFIDE CERTIFICATE

12. GENERAL INFORMATION

13. PHASE II
• Competencies Requiring Certification
• Clinical Case Presentation Record
• Reflections
14. PHASE III PART 1
• Competencies Requiring Certification
• Clinical Case Presentation Record
• Reflections
15. PHASE III PART 2
• Competencies Requiring Certification
• Clinical Case Presentation Record
• Reflections
16. SCIENTIFIC PROJECT LIKE ICMR/PRESENTATIONS/ OUTREACH
ACTIVITIES

17. ACHIVEMENETS

18. EXTRACURRICULAR ACTIVITIES

19. ASSESSMENT RECORD

20. ATTENDANCE EXTRACT

21. FINAL SUMMARY

 (Name of Institution)

DEPARTMENTOF Dermatology, Venereology & Leprosy (DVL)

BONAFIDE CERTIFICATE

This is to certify that the candidate …………………………………………… Reg No……………......

has satisfactorily completed all requirements mentioned in this Logbook for undergradutes

in DVL including related AETCOM modules as per the Competency-Based Undergraduate

Medical Education Curriculum, Graduate Medical Regulation 2019.

He/ She is eligible to appear for the University assessment.

Faculty Incharge: Head of Department:

Name: Name:

Signature: Signature:
Place: Place:
Date: Date:
 2. GENERAL INSTRUCTIONS
1. This logbook is a record of academic and other activities of the student during his/
her designated clinical posting in the Department of DVL.
2. Entries in the logbook reflect the activities undertaken by the student during the
posting and are certified by the faculty.
3. The student is responsible for maintaining his/her logbook regularly.
4. The student is responsible for getting the logbook entries verified by concerned
faculty regularly. They will not be signed/ verified/ certified after 15 days have elapsed
after the end of posting.
5. The logbook should be verified by the Head of Department before forwarding the
application of the student for the University Examination. This is mandatory
requirement for appearing for University Examinations
6. The reflections should demonstrate the learning of the student that has taken place
during the period of clinical posting. Please do not simply repeat the activities
performed. A note on the learning experience, what was learnt and how it is going to
be useful in the future, is expected. Reflections will be a useful document and assess
learning for many competencies where formal assessment is not being done. Student
needs to write academically useful reflections as per the prescribed format and within
the time frame of the posting. These will be assessed by the teachers.

3. COMPETENCIES: PHASE II

B. Psychomotor Competencies that are required to be complete during the Clinical

postings

Competency Addressed Date of Suggested

completion Activity
DR-A1: Identify and differentiate the primary, secondary CASE
and special skin lesions PRESENTATION
DR-A3: Elicit and present medical history of a common Any of the
dermatology case following cases:
DR-A2: Present and describe basics of dermatological Pediculosis,
examination of a common dermatology case. scabies, herpes
DR5.2: Identify and differentiate scabies from other lesions labialis, herpes
in adults and children zoster and
DR6.2: Identify and differentiate pediculosis from other varicella, viral
skin lesions in adults and children warts, molluscum
DR8.2: Identify and distinguish herpes simplex and herpes contagiosum,
labialis from other skin lesions folliculitis
DR8.3: Identify and distinguish herpes zoster and varicella impetigo and
from other skin lesions carbuncle,
DR8.4: Identify and distinguish viral warts from other skin Leprosy,
lesions Psoriasis, Tinea.
DR8.5: Identify and distinguish molluscum contagiosum
from other skin lesions
DR8.6: Enumerate the indications, describe the procedure
and perform a Tzanck smear
DR15.1: Identify and distinguish folliculitis impetigo and
carbuncle from other skin lesions

DR 7.2 Identify candida species in fungal scrapings and In the side

KOH mount laboratory
DR 10.2 Identify spirochete in a dark ground microscopy observe each at
DR 15.2 Identify staphylococcus on a gram stain least once
 Phase II
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial Date Patient Diagnosis Case Facilitator’s

No. Name & ID Presented/ Signature
Attended
Write P/A
 Phase II
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting

Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

 Phase II
End of posting Assessment

Suggested Methods

5. Viva Voce
6. CA-OSCE / OSCE / OSPE
7. Bedside assessment
8. Communication skill (Counselling)
9. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 Phase III Part 1
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial No. Date Patient Diagnosis Case Facilitator’s

Name & ID Presented/ Signature
Attended
Write P/A
 Phase III Part 1
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting
Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

 Phase III Part 1
End of posting Assessment

Suggested Methods

10. Viva Voce

11. CA-OSCE / OSCE / OSPE
12. Bedside assessment
13. Communication skill (Counselling)
14. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 Phase III Part II
CLINICAL CASE PRESENTATION RECORD

Summary of Clinical Case Presentations/Spotters*

(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial No. Date Patient Diagnosis Case Facilitator’s

Name & ID Presented/ Signature
Attended
Write P/A
 REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting
Phase III Part 2

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

 End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE / OSCE / OSPE
3. Bedside assessment
4. Communication skill (Counselling)
5. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

 6. SCIENTIFIC PROJECT PRESENTATIONS/REPORTS/OUTREACH ACTIVITIES/UG QUIZ

SL DATE PARTICULARS SIGNATURE

OFSTAFF
NO

7. EXTRACURRICULAR ACTIVITIES

Sl no Date Particulars Signature of the faculty

8. ACHIEVEMENTS/AWARDS

Sl no Date Particulars Signature of the faculty

9. ASSESSMENT RECORD

Phase Duration Assessment Total Assessment Remarks Faculty

(From-To) score marks (%) Signature
(marks
obtained)
Phase II

Phase III
Part I
Phase III
Part 2

Total

10. SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II
2 weeks
2nd Phase III 2 weeks
Part I

3rd Phase III 2 weeks

Part II

Total Cumulative
attendance
n/%
Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

General Surgery Curriculum

for
Competency Based Curriculum
RGUHS General Surgery Curriculum as per the new Competency Based Curriculum

Preamble
The NMC envisages that the Indian Medical Graduate should function as the Physician of first contact in
the community, to provide holistic health care to the evolving needs of the nation and the world. To
fulfil this, the IMG should be able to perform the following roles: a clinician, a communicator, a lifelong
learner, a professional and a team leader.
Competency-based medical education (CBME) is an outcomes-based training model that has become
the new standard of medical education internationally. This new curriculum is being implemented
across the country and the first batch has been enrolled since the academic year 2019. The regulatory
and accrediting body NMC had started the process by training faculty across the country in the key
principles of CBME and developing key competencies for each specialty with the input from expert
groups under each specialty.
The NMC, in the Graduate medical regulations 2019, has provided the list of General Surgery medicine
competencies required for an IMG and these have been included in this document.
The document begins with the goals and objectives of the Surgery curriculum, then a summary of phase
wise hours allotted to general surgery and their distribution across didactic lecture, small group
discussion and self-directed learning. Subsequently, this document suggests phase wise topics in the 4
clinical postings, directory of minimum cases to be seen, and suggested clinical assessment methods for
the postings.

This is followed by the competencies to be delivered, along with the SLOs, suggested TL methods, and
suggested assessment methods. The competencies have been divided according the three main domains
which is Knowledge, Psychomotor skills and Communication skills. The competency tables also indicate
the phase they should be taught in. This will be helpful for the faculty and students.

Goals and Objectives of the medicine curriculum

Goals
The broad goal of the General Surgery curriculum is to equip the IMG with sufficient knowledge,
skills and attitude to diagnose and appropriately treat common surgical disorders affecting the
adult population.

Objectives
A) Knowledge
At the end of the course student should be able to:
f. Describe the pathophysiology of common diseases of adults
g. Describe the clinical features, diagnosis and management of the above
c. Be well versed with the preventive aspects of the surgery curriculum, specifically patient
education and lifestyle modification.
(B) Skills
At the end of the course the student should be able to:
d. Demonstrate the ability to elicit a detailed clinical history and perform a general physical
and systemic examination, in outpatient and inpatient settings.
e. Demonstrate the ability to apply the elicited history and examination to arrive at correct
diagnosis and plan treatment.
f. Demonstrate the ability to deliver immediate care to commonly seen emergencies prior to
referral to higher centre.

C) Attitude and communication skills

At the end of the course the student should be able to:
i. Communicate effectively with patients, their families and the public at large
j. Communicate effectively with peers and teachers demonstrate the ability to work effectively
with peers in a team.
k. Demonstrate professional attributes of punctuality, accountability and respect for teachers
and peers.
l. Appreciate the issues of equity and social accountability
Summary of course content, teaching and learning methods and student assessment for the undergraduate (MBBS) Curriculum in General Surgery

Distribution of Teaching hours :

Phase Lecture Small group Self-directed Total

discussion learning
Phase 2 25 25
Phase 3, part 1 25 35 5 65
Phase 3, part 2 70 125 15 210

Time allotted excludes time reserved for internal / University examinations, and vacation.
Teaching-learning methods shall be learner centric and shall predominantly include small group learning, interactive teaching methods and case-based learning. Didactic lectures not to
exceed one-third of the total teaching time. In the third Professional year both Part1& Part2, 25% of allotted time (non-clinical time) shall be utilized for integrated learning with pre- and
para- clinical subjects. This will be included in the assessment of clinical subjects. Horizontal integration between the Final MBBS Part 2 subjects is necessary wherever feasible
The teaching learning activity focus should be on application of knowledge rather than acquisition of knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the maximum extent possible to enhance learner’s interest and eliminate redundancy and overlap.

Small group discussion (SGD) may include the following

1.Tutorials
2.Case based discussion
3. Skill lab sessions
Unless otherwise mentioned, in the TL methods suggested in the competency table, SGD sessions are for 2 hours, and lectures for 1 hour and skill lab sessions are for 4 hours

Suggested Topics for Theory classes for each MBBS Phase

2nd MBBS
Competency Topic
number
SU1 Metabolic response to injury
SU2 Shock
SU3 Blood and blood components
SU4 Burns
SU8 Ethics
SU10 Pre-op, intra-op and post-op care
SU12 Nutrition and fluid therapy
SU18 Skin and subcutaneous tissue
SU27 Vascular disorders
3rd MBBS Part 1
Competency Topic
number
SU5 Wound healing and wound care
SU6 Surgical infections
SU7 Surgical audit and research
SU11 Anaesthesia and pain management
SU14 Basic surgical skills
SU17 Trauma
SU19 Congenital facial anomalies
SU20 Oropharyngeal carcinoma
SU21 Salivary Gland
SU22 Thyroid gland and Adrenal gland
SU 23 Adrenal glands and other endocrine glands
SU25 Breast
3rd MBBS Part 2
Competency Topic
number
SU13 Transplantation
SU15 Biohazard disposal
SU16 Minimally invasive surgery
SU24 Pancreas
SU26 Cardio thoracic surgery
SU28 Abdomen
SU29 Urinary system
SU30 Male reproductive system
Neurosurgery
Clinical posting, certifiable skills, case matrix, clinical skills assessment , clerkship , skill lab topics
Acquisition and certification of skills shall be through experiences in patient care, diagnostic and skill laboratories. Use of skill lab to train undergraduates in listed skills should be done
mandatorily.
The clinical postings in the second professional shall be 15 hours per week (3 hrs per day from Monday to Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs per day from Monday to Saturday)

Acquisition and certification of skills shall be through bedside clinics, clerkship (student doctor), diagnostic and skill laboratories.

Clinical postings – phase wise objectives

Posting 1: The student , at the end of the posting, would have practiced the following
A. Building a rapport with the patient
B. Eliciting history in native language of patient
C. Examining vital signs – pulse, blood pressure, temperature, jugular venous pressure
D. General physical examination – pallor, icterus, cyanosis, lymphadenopathy, edema
E. Observation of systemic examination
Posting 2
A. Practice of skills attained in posting 1
B. Systemic examination ( inspection, palpation, percussion, auscultation) of cardiovascular system, respiratory system, abdomen, and central nervous system
Posting 3
A. Practice of skills attained in posting 1 and 2
B. Fluent, confident systemic examination
C. Ability to distinguish between normal and abnormal physical findings
D. Collating history and examination findings to arrive at differential diagnoses

Posting 4
Practice and refinement of skills attained in postings 1, 2 and 3

Suggested topics for Clinical postings for each MBBS Phase

1st posting - 2nd MBBS, (4 weeks)

1 History taking in a surgical patient

2 Examination of ulcer
3 Clinical examination of a swelling
 4 Examination of abdomen
5 Examination of the vascular system
6 Examination of the lymphatic
system
7 Hand wash and draping patients in
OT
8 Basic instruments in surgical
operation theatre
2 Posting 3 MBBS Part 1 (4weeks)
nd rd

1 Wound care
2 BLS
3 Airway maintenance
4 Thyroid examination
5 Breast examination
6 Examination of Abdomen
7 Hernia
8 Disorders of Stomach
9 Submandibular region and salivary
glands
9 Revise and review all topics in 1st
posting
3 and 4 Posting 3rd MBBS Part 2 (8+4weeks)
rd th

1 Investigations in a surgical patient

2 Pre-op and post-op care
3 Anaesthesia and pain management
4 Transplant
5 Revisit, review and revise all topics
in 1st and 2nd postings

Suggested topics for Skills lab in Surgery

To perform breast examination

To perform per rectal examination to palpate the prostrate
 To administer an appropriate dose of local anaesthetic and incise and
drain abscess
To appropriately apply dressing for injuries and burns
To clean and suture superficial skin wounds
To insert an intercostal needle/drainage

Learner-doctor method (Clerkship): should be mandatorily implemented, from 1st clinical postings in Surgery.
The goal of this type of T-L activity is to provide learners with experience in longitudinal patient care, being part of the health care team, and participate in hands-on care of patients in
outpatient and inpatient setting. During the 1st clinical postings, the students are oriented to the working of the department. During the subsequent clinical posting the students are allotted
patients, whom they follow-up through their stay in the hospital, participating in that patient’s care including case work-up, following-up on investigations, presenting patient findings on
rounds, observing surgeries if any till patient is discharged.

Goal: To provide learners with experience in:

(a) Longitudinal patient care,

(b) Being part of the health care team,

(c) Hands-on care of patients in outpatient and inpatient setting.

(d) No learner will be given independent charge of the patient

(e) The supervising physician will be responsible for all patient care decisions

The learner will function as a part of the health care team with the following responsibilities:

Be part of the unit’s outpatient services on admission days, Remain with the admission unit until 6 PM except during designated class hours,

Be assigned patients admitted during each admission day for whom he/she will undertake responsibility, under the supervision of a senior resident or faculty member,

Participate in the unit rounds on its admission day and will present the assigned patients to the supervising physician,
Perform simple tasks, including nebulisation, patient education

Follow the patient’s progress throughout the hospital stay until discharge,

Participate, under supervision, in procedures, surgeries, deliveries etc. of assigned patients

Participate in unit rounds on at least one other day of the week excluding the admission day, Discuss ethical and other humanitarian issues during unit rounds,
Attend all scheduled classes and educational activities,
Document his/her observations in a prescribed log book / case record.

Learner-doctor method phase wise

Eligibility to appear for Professional examinations

(b) Attendance
1. Attendance requirements are 75% 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% attendance in theory and 80% in practical in each phase of instruction in that subject.
2. If an examination comprises more than one subject (for e.g., General Surgery and allied branches), the candidate must have 75% attendance in each subject and 80% attendance in
each clinical posting.
3. Learners who do not have at least 75% attendance in the electives will not be eligible for the Third Professional - Part II examination.
Internal Assessment
Progress of the medical learner shall be documented through structured periodic assessment that includes formative and summative assessments. Logs of skill-based training shall be also
maintained.

Log book

4. A designated faculty member in each unit will coordinate and facilitate the activities of the learner, monitor progress, provide feedback and review the log book/ case record.
5. The log book/ 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.
6. The log book should also include records of patients assigned. Submission of the log book/ case record to the department is required for eligibility to appear for the final examination
of the subject.

Theory assessment
There shall be no less than four theory internal assessment (One each in 2nd MBBS and 3rd MBBS Part1 and Two in 3rd MBBS Part2) excluding the prelims in Surgery. An end of posting clinical
assessment shall be conducted for each of the clinical postings in Surgery.
A 100-mark question paper covering the relevant topics of the MBBS Phase may be conducted. Mark division will be as follows:
100 marks
Long essay 2X10= 20
Short essay 8x5=40 marks
Short answer question 10x3=30marks
MCQs 10x1=10marks

A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay questions to
be from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be constructed to test
higher cognitive levels.

Internal assessment at the end of clinical postings

Internal assessment marks at the end of each posting will be a sum of log book ( documentation of skills practiced, clerkship, assessment of behaviour in posting) and clinical internal
assessment marks. Internal assessment may be conducted as follows in postings
Posting 1 – long case focusing on history, vital signs and general physical examination
Posting 2 – OSCE with the following stations – history, vital signs, general physical examination, examination of specific system/structure, diagnostic skills, communication
Posting 3 – Long case/short case
Posting 4 – short case and/or long case

AETCOM assessment will include: (a) Written tests comprising of short notes and creative writing experiences, (b) OSCE based clinical scenarios / viva voce

The competencies to be delivered in AETCOM have been summarized at the end of the competency table. The question paper must include a least one question based on AETCOM competencies
covered in that phase. AETCOM competencies must also be tested in the viva voce.

There will be one Theory and Clinical preliminary exam before the student is eligible for university exams.
Day to day records and logbook (including required skill certifications) should be given importance in internal assessment. Internal assessment should be based on competencies and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and clinical; not less than 40 % marks in theory and practical separately) assigned for internal assessment
in Surgery to be eligible for appearing at the final University examination.
Internal assessment marks will reflect as separate head of passing at the summative examination.
The results of internal assessment should be displayed on the notice board within 1-2 weeks of the test.
Remedial measures should be offered to students who are either not able to score qualifying marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of training and Medicine logbook entry completed to be eligible for appearing at the final university
examination.
.
University examinations
University examinations Third Professional Part II - (Final Professional) examination shall be at the end of training (14 months including 2 months of electives) in the subjects of General
Medicine, General Surgery, Obstetrics & Gynaecology and Paediatrics.
The discipline of Orthopaedics, Anaesthesiology, Dentistry and Radiodiagnosis will constitute 25% of the total theory marks incorporated as a separate section in paper II of General Surgery.
The discipline of Psychiatry and Dermatology, Venereology and Leprosy (DVL), Respiratory Medicine including Tuberculosis will constitute 25% of the total theory marks in General Medicine
incorporated as a separate section in paper II of General Medicine.
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/her to function effectively and appropriately as a physician of first contact. Assessment shall be carried out on an objective
basis to the extent possible.
Marks allotted
Medicine Theory Clinical examination
Total marks 2 papers of 100 marks each for General 200 marks
surgery (including orthopaedics and
other surgery allied subjects). The
pattern of each question paper is given
below. As indicated above adequate
 weightage to be given to surgery allied
subjects
Long essay 2X10= 20 One long case for 80 marks
Short essay 8x5=40 marks Two short cases for 40 marks each
Short answer question 10x3=30marks Viva-voce for 40 marks.
Station-1: Xray & ECG
Station-2: Instruments
Station-3: Specimens
Station-4: Drugs & case scenarios
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays, Short Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each part should
be indicated separately.
A minimum of 80% of the marks should be from the must know component of the curriculum. A maximum of 20% can be from the desirable to know component. All main essay questions
to be from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case scenario. At least 30% of questions should be clinical case scenario based. Questions to be constructed to
test higher cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the examination must be of common conditions that the learner may encounter as 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, analyse the case and develop a management plan.
Viva/oral examination should assess approach to patient management, emergencies, attitudinal, ethical, and professional values. Candidate’s skill in interpretation of common investigative
data, X-rays, identification of specimens, ECG, etc. is to be also assessed.
At least one question in each paper of the clinical specialties in the University examination should test knowledge competencies acquired during the professional development programme.
Skill competencies acquired during the Professional Development Programme must be tested during the clinical, practical and viva voce.
There shall be one main examination in an academic year and a supplementary to be held not later than 90 days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each) for eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals (clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of the University to a learner for clearing the examination as a whole but not for clearing a subject resulting
in exemption.
Appointment of Examiners
Person appointed as an examiner in the 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/approved/permitted medical college.
 For the Practical/ Clinical examinations, there shall be at least four examiners for 100 learners, out of whom not less than 50% must be external examiners. Of the four examiners, the senior-
most internal examiner will act as the Chairman and coordinator of the whole examination programme so that uniformity in the matter of assessment of candidates is maintained.
Where candidates appearing are more than 100, two additional examiners (one external & one internal) for every additional 50 or part there of candidates appearing, be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as internal examiners by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of concerned university.

BLUEPRINT FOR ASSESSMENT

RATIONALE BEHIND THE BLUEPRINTING WITH EXCERPTS FROM NMC DOCUMENT ON ASSESSMENT
As per NMC guidelines, a balance should be drawn between the action verbs which are specified in the Bloom’s taxonomy along with a balance of the topics of the curriculum
Levels of Bloom’s Taxonomy with Suggested Verbs in the questions are specified below.
Knowledge Define, Describe, Draw, Find, Enumerate, Cite, Name, Identify, List, label, Match,
Sequence, Write, State
Comprehension Discuss, Conclude, Articulate, Associate, Estimate, Rearrange, Demonstrate
understanding, Explain, Generalise, Identify, Illustrate,
Interpret, Review, Summarise
Application Apply, Choose, Compute, Modify, Solve, Prepare, Produce, Select, Show, Transfer,
Use
Analysis Analyse, Characterise, Classify, Compare, Contrast, Debate, Diagram,
Differentiate, Distinguish, Relate, Categorise
Synthesis Compose, Construct, Create, Verify, Determine, Design, Develop, Integrate,
Organise, Plan, Produce, Propose, rewrite
Evaluation Appraise, Assess, Conclude, Critic, Decide, Evaluate, judge, Justify, Predict,
Prioritise, Prove, Rank

The blueprint for General surgery theory paper indicating the topics and marks allotted for each are given below. The blueprinting provided is an estimate only, the spirit of the blueprint must be
honoured while setting the paper. This document will guide teachers/ students and evaluators on what to focus on. The focus should be on providing clinical oriented questions rather than purely
theoretical questions
The distribution of topics in paper 1 and paper 2 in General surgery is also given below. The given division of topics is only a guideline, as the topics are often a continuum, making clear demarcation
difficult.
Blue print for General surgery
Competency Topic Marks
number
Applied basic sciences 6
SU1 Metabolic response to injury 2
SU2 Shock + its management 5
SU3 Blood and blood components 4
SU4 Burns 4
SU5 Wound healing and wound care 5
SU6 Surgical infections 5
SU7 +SU8 Surgical audit and research+ Ethics 2
SU19 Congenital facial anomalies 2
SU20 Oropharyngeal carcinoma 3
SU21 Salivary Gland+ neck cysts+ cervical lyphadenitis 4
Skin lesions including ulcers, sinuses, fistulas and 5
malignancies
SU9 Investigations in a surgical patient 5
SU10 Pre-op, intra-op and post-op care 6
SU12 Nutrition and fluid therapy 5
SU13 Transplantation 4
SU14 Basic surgical skills 3
 SU15 Biohazard disposal 2
SU16 Minimally invasive surgery 5
SU17 Trauma 5
SU22 Thyroid gland 6
SU 23 Adrenal glands and other endocrine glands 4
SU24 Pancreas 5
SU25 Breast 8
SU26 Cardio thoracic surgery and Neurosurgery 7
SU27 Vascular system 10
SU28 Abdomen including hernias 12
SU29 Urinary system 10
SU30 Male reproductive system 6
Total 150

Distribution of topics In General surgery Paper 1 and Paper 2 for University Examination

Paper 1 – Section A and B 100marks

1 Applied basic sciences
2 Metabolic response to injury
3 Shock + its management
4 Blood and blood components
5 Burns
6 Wound healing and wound care
7 Surgical infections
8 Surgical audit and research+ Ethics
9 Congenital facial anomalies
10 Oropharyngeal carcinoma
11 Salivary Gland+ neck cysts+ cervical
lyphadenitis
12 Skin lesions including ulcers, sinus,
fistulas and malignancies
13 Investigations in a surgical patient
14 Pre-op, intra-op and post-op care
 15 Nutrition and fluid therapy
17 Transplantation
18 Basic surgical skills
19 Biohazard disposal
20 Minimally invasive surgery
21 Trauma
22 Thyroid gland
23 Adrenal glands and other endocrine
glands
24 Breast
Paper 2 – Section A 50marks
1 Pancreas
2 Cardio thoracic surgery and
neurosurgery
3 Vascular system
4 Abdomen including hernias
5 Urinary system
6 Male reproductive system
Paper 2 – Section B 50marks, Orthopedics and surgery
allied subjects Anaesthesia, Radiology and dentistry

MODEL QUESTION PAPER SURGERY -1

Section A
Long Essays ( 10x1)
1) 56y/o woman presented with history of lump in right breast since 4 months, 6*8cm in in upper outer quadrant, hard in consistency with 2*3 cm ulcer over the lump and bloody
discharge from nipple. Clinical examination revealed 2*2 cm lymph node in right axillary region. Opine regarding possible diagnosis, clinical staging, management for this patient. Add a
note on BRCA 1 and 2. (2+2+4+2 marks)
Short Essays ( 5x4=20)
1) Buerger’s disease
 2) Discuss the complications of inguinal hernia
3) Mesenteric cyst
4) Surgical management of portal hypertension
Short Answers (3x5=15)
5) Premalignant conditions of oral cavity
3) Courvoiser’s law
6) Le Fort classification of maxillofacial injuries
7) Rodent ulcer
8) Advantages of USG
9) Pilonidal sinus
10) Circumcision
MCQ’S (1x5 = 5)
1. 35 years old male presents with fever , jaundice ,Right upper quadrant pain, septic shock & mental status change , likely diagnosis
1. Cholangitis
2. Hepatitis
3. Cholecystitis
4. Pancreatitis
2. 30 years old female presents with diffuse thyroid swelling ,on investigations TSH levels raised. Postoperative HPE shows intense lymphocytic infiltration & Hurthle cells ,
likely diagnosis
1. Grave’s disease
2. Hashimoto’s thyroiditis
3. Follicular carcinoma
4. Medullary carcinoma of thyroid
3. Most common site of development of ca prostate ?
1. Central zone
 2. Peripheral zone
3. Transition zone
4. Fibromuscular stroma
4. 26 years old male presents with 4 days history of pain in right sided lower abdomen with frequent vomiting. Patient’s general condition is good and tender mass felt in right
iliac fossa. Most appropriate management in this case would be
1. Exploratory laparotomy
2. Immediate appendectomy
3. Ochsner – Sherren regimen
4. External drainage
6. Mercedes Benz sign on x-ray seen in
a) Ureteric stone
b) Renal stone
c) Gall stone
d) Pancreatic stone

SECTION B (Orthopedics)
Long Essays ( 10x1)
1) Write in detail about classification , pathology, clinical features and
management of shoulder dislocation.
Short Essays ( 5x4=20)
2) Malunion
3) Colles fracture
4) Acute osteomyelitis
5) Spinal anaesthesia
Short Answers (3x5=15)
 6) Potts spine

7) Carpal tunnel syndrome

8) CTEV

9) Mallet Finger

10)Dupuytren’s fracture

MCQ’S (1x5 = 5)
11)32 years old female sustained injury after fall on an out-streched hand . On evaluation there was fracture of upper one-third of ulna with dislocation of head of radius. Likely
diagnosis
a) Colles fracture
b) Monteggia fracture dislocation
c) Galeazzi fracture dislocation
d) Smith fracture
12)40 years old male patient comes to casualty with fracture of femur, which splint used to stabilize the fracture?
1. Dennis brown splint
2. Thomas splint
3. Volkmann splint
4. Cock-up splint
13) Medial meniscus is more vulnerable to injury because of its
a) Attachment to tibial collateral ligament
b) Semicircular shape
c) Action of adductor magnus
d) Attachment to fibrous capsule
 14)March fracture affects
a) Neck of 1st metatarsal
b) Body of 1st metatarsal
c) Neck of 2nd metatarsal
d) Body of calcaneus
15)Carpal bone which fractures most commonly
a) Scaphoid
b) Lunate
c) Hamate
d) Pisiform

Surgery Model Paper

Total marks=100
Long essay question ( 2 x10 marks)

1. A 42 year old woman presents with dysphagia for both solids and liquids since several months. She describes a feeling of food sticking in the lower chest. She
tries to use liquids to wash it down and also tries different positions. She may then get sudden relief. She has noticed some effortless regurgitation. She has lost about 10
pounds unintentionally in the last three months.

A. In view of the history in this patient, what is the differential diagnosis? (2 Marks)
B. List additional history that should be obtained? ( 2 Marks)
C. Discuss the pathophysiology seen in achalasia? ( 1 Mark)
D. What is the diagnostic test that should be done and why? ( 2 Marks)
E. Discuss the management options recommended to this patient? ( 3 Marks)

2. A 48 year old woman noticed a lump in her left breast about 2 months ago. She thinks that it may be slightly larger now. There is no pain. She has never had a mammogram. On
examination there is a 3 cm hard mobile mass superiorly in the left breast.

A. List additional history do you need in this patient? (2 Marks)

B. What are other important things to note in the physical exam? (2 Marks)
C. Name the diagnostic test to be done to diagnose this lesion? ( 3 Marks)
D. Discuss the treatment approach to be take in the case ? ( 3 Marks)

Short Answer questions (8 x 5 marks)

1. Discuss the risk factors, pathophysiology and options for management of cholelithiasis? ( 2+2+1Marks)

2. Cite the predisposing factors,diagnostic workup and the surgical options in a patient with ventral or incisional hernia? ( 2+1+2Marks)

3. Enumerate the clinical manifestations, investigation and the treatment for pheochromocytoma? ( 2+2+1Marks)

4. Describe the clinical history and physical finding, investigation and the treatment of wilm’s tumor ? ( 2+2+1Marks)

5. Discuss the diagnostic tests and treatment of peripheral arterial occlusive disease? ( 2+3Marks)

6. What are the clinical features, investigation and treatment of BPH? ( 2+1+2Marks)

7. Describe the Clinical features and treatment modality of varicose vein? ( 2+3 Marks)

8. Enumerate the complications of blood transfusion (Regular and Massive)? ( 3+2 Marks)
Short Answers ( 10 x 3 Marks)

1. List the operations that can be performed to treat hemorrhoids? ( 3Marks)

2. State the options for treating pseudocyst? ( 3Marks)

3. Write in sequence the potential complications of inguinal hernias making it important to repair them? ( 3Marks)

4. Write the Significance and boundaries of Calots triangle.( 1 + 2 Marks)

5. State the various regulators of calcium metabolism in the body and how do they work? ( 3Marks)

6. Define paradoxic aciduria and how does it happen? ( 1 + 2 Marks)

7. Explain intermittent claudication and how is it graded? ( 1 + 2 Marks)

8. Characterise the different kinds of stones in the urinary tract based on composition? ( 3 Marks)

9. Enumerate the causes for Intestinal Obstruction. ( 3 Marks)

10.Eneumerate the complications of Sebaceous cyst. ( 3 Marks)

MCQs (10x 1 Mark)

1. A 28-year-old man while working on a building site sustained a fracture of his tibia and fibula having fallen from a ladder. This was promptly treated by open reduction and internal
fixation. On the second postoperative day, he developed severe pain in his leg exacerbated by passive movement and sensory loss.
A) Compartment syndrome. b) Leg ulcer c) Necrotising soft-tissue infection
D) Pressure sore

2. A prenatal ultrasound scan alerted the paediatricians to a congenital abnormality affecting the abdomen and chest. The premature neonate has been born with severe respiratory
compromise and is on ventilatory support in the neonatal ICU.
a) Biliary atresia b)2 Congenital diaphragmatic hernia c) Duodenal atresia
d) Hirschsprung’s disease

3. 65-year-old woman had a hip replacement 10 days ago. She is ready to be discharged. She went to the toilet just prior to leaving the ward for home. She collapsed in the toilet.
a) Deep vein thrombosis (DVT) b) Hypovolaemic shock c) Pulmonary embolus
d) Fat embolism

4. A patient presents following a fall from a third-story window and on primary survey is not maintaining adequate oxygen saturation on high-flow oxygen, is hypotensive, has a raised JVP
with left tracheal deviation and the right hemi-thorax is hyper-resonant with no air entry.
a) Cardiac tamponade b) Haemothorax c) Myocardial infarction d) Tension pneumothorax

5. There is a pigmented skin lesion on the scalp that has recently changed in colour and become itchy and started to bleed. There are a few small black spots irregularly scattered around
the lesion.
a) Basal cell carcinoma b) Extramammary Paget’s disease c) Malignant melanoma (MM) d) Squamous cell carcinoma (SCC)

6. A 78-year-old man presents with a rapidly enlarging mass in the right parotid. The skin overlying the mass is erythematous and the facial nerve function is affected.
a) Bacterial parotitis b) Parotid gland cancer c) Pleomorphic adenoma
d) Salivary calculus

7. An elderly woman with previous history of Hashimoto’s thyroiditis presents with an irregular, hard nodule in her right thyroid lobe
a) Anaplastic carcinoma b) Lymphoma c) Medullary Carcinoma d) Papillary Carcinoma

8. A 46-year-old woman has been readmitted to the surgical unit complaining of numbness around her mouth with paranesthesia and numbness in her fingers. She has had a few episodes
of muscle spasms in her forearms. One week ago she underwent total thyroidectomy with bilateral lymph node dissection for papillary thyroid carcinoma.
a) Primary hypoparathyroidism b) Secondary hyperparathyroidism c) Tertiary hyperparathyroidism d) Tetany

9. A 26-year-old breast-feeding mother presents as an emergency with pain, swelling in the right breast and fever for 2 days.
a) Breast abscess b) Breast cyst c) Fibroadenoma d) Galactocele

10. A 68-year-old woman underwent an amputation of her right leg following severe crush injury. Three days postoperatively she has pyrexia and tachycardia and looks toxic. The
amputation site looks red and brawny with the limb swollen with crepitus in the intermuscular planes.

a) Bacteremia and sepsis b) Cellulitis and lymphangitis. c) Clostridium tetani d) Gas gangrene e) Synergistic spreading gangrene
GENERAL SURGERY MODEL QUESTION PAPER
Long questions 2x10 = 20 marks
1. Describe the etio-pathogenesis, clinical features and management of multi-nodular goiter. Add a note on Plummer’s disease. (2+2+4+2 marks)
2. A 50-year-old male came with complaints of pain in the right iliac fossa for 1 week, 2-3 episodes of vomiting and intermittent fever. On examination per abdomen is tender, smooth firm swelling
noted in right iliac fossa, resonant on percussion, all borders made out. What is your diagnosis? Comment on etiology, signs, management, and give your differential diagnosis.
Short essays 8x5 = 40 marks
3. Classify salivary gland tumours. Describe the histopathology, clinical features and management of pleomorphic adenoma
4. Explain the indications, composition and complications of TPN.
5. Write a note on types of hospital biohazard waste, colour coding and methods of disposal of the same.
6. Explain anatomy of the blood supply of liver and add a note on surgical management options for portal hypertension
7. 35 year old man came with blacking discolouration of right great toe with crampy pain in calf muscles on walking for 100metres relieved on rest and on hanging the limb at the edge of
the bed. Patient also is a known smoker since 10years. What is the likely diagnosis. What is Shiyanoya criteria?
8. 28 y/o Patient came with complains of inability to retract foreskin with painful erections with sclerosis at the edge of the prepuce. There’s no history of multiple sexual partners in past.
What is the likely diagnosis and the management of the condition?
9. During a routine elective appendicectomy, there was inadvertent breach of the wall of distal ileum with spillage of its contents into the peritoneal cavity. What type of surgical wound is
this? Add a note on types of surgical wounds and need for antibiotic prophylaxis in each.
10. What is massive blood transfusion? What are the possible complications of routine blood transfusion.

Short notes 3x10 = 30 marks

11. Hasselbach’s triangle and it’s clinical importance
12. Peutz j
Jheger’s syndrome
13. PEG( Percutaneous endoscopic gastrostomy)
14. Reynolds Pentad
15. External hemorrhoids
16. Extradural vs subdural hemorrhage
17. Beck’s triad
18. Patient came with history of road traffic accident with blunt trauma abdomen. Which is the preliminary radiological examination to rule out hemoperitoneum. Add a note on e-FAST.
19. Bisgard’s regimen
20. Alvarado’s scoring for acute appendicitis

MCQ’s 1x10 = 10 marks

21. Patient came with multiple dilated veins along calf and medial aspect of leg. There was 2*2cm healing ulcer over medial malleolus. What is the clinical stage of the disease?
a. C4b b. C4c c.C5 d.C6
22. Caudate lobe of liver belongs to which Couinaud segment?
a. II. B. VII c. X. d. I

23. 18y/o male came with history of pain in right lower abdomen and right testis, vomiting. Relieved on scrotal elevation. What is the possible diagnosis?
a. Acute Epididymo orchitis. B. Acute appendicitis. C. Torsion testis. D. Torsion of appendix of testis

24. 28 yo man comes to ER with road traffic accident with injury to right side of chest, has laboured breathing. PR- 120bpm, BP-80/50mm Hg, SpO2 70pc absent breath sounds over right
hemithorax with hyper-resonance on percussion. What is your Immediate line of management?
a. ICD at 5th intercostal space. B. Needle aspiration over 2nd intercostal space. C. Needle aspiration over 5th intercostal space. D. Connect oxygen via facial mask and Plan for
emergency CT thorax

25. Which is not a component of skin involvement of breast cancer?

a. Satellite nodules. B. Peau de orange. C. Puckering and dimpling. D. Ulceration

26. Which swelling does not move on deglutition?

a. Pretracheal lymph node. B. Right solitary nodule thyroid. C. Subhyoid bursitis. D. Suprasternal dermoid cyst.

27. Which is a component of saints triad?

a. Altered mental status. B. Right hypochondriac pain. C. Jaundice. D. Diverticulitis

28. Patient in emergency room post assault with head injury is randomly screaming out bad words and moaning. What is the Verbal component of GCS
a. V1. B. V2. C. V3. D. V4
29. Which of the these PDS suture materials is of the narrowest caliber
a. Number 1. B. 1-0. C. 0-2. D. 3-0.
30. Which is a staghorn calculus?
a. CaSO4. B. Phosphate. C. Uric acid. D. Calcium oxalate
General Surgery Model Question paper
Total marks: 100

LONG ESSAY 2x10= 20

1. Write briefly about Cholecystitis- types, etiopathogenesis, clinical features and management.
 2. A 50-year-old male came with complaints of difficulty in swallowing of solids since 5months and to liquids also since 1month. Associated episodes of vomiting and weight loss. On
examination per abdomen is soft, non-tender with no palpable mass or lymph nodes. What is the most likely diagnosis? Discuss the approach to management of this patient.
SHORT ESSAY 8X5= 40
3. Classify ulcers and explain in detail about trophic ulcer.
4. A 49 years of diabetic male came with complaints swelling over the nape of neck on examination- 4X4 cm swelling with local rise of temperature, redness present, tenderness
present, brawny induration with yellow discharge present. What is your diagnosis? Comment on etiology, symptoms, complication and management.
5. A 45 yr chronic smoker comes with pain and black discoloration of his left great toe since 3 month. He is not able to walk even in house. On examination, his toe is gangrenous and
shriveled with cold left lower leg and absent dorsalis pedis pulsations. What might be the condition, the patient is suffering from? Explain the pathology and management of this
condition.
6. Write briefly about Solitary nodule of thyroid and its management.
7. A 35yr male has presented with Right upper quadrant abdominal pain with fever. On examination, he is febrile, tachycardic and has right hypochondrium tenderness with right
lower intercostal tenderness. What is your diagnosis? Write briefly about the pathogenesis, management & complications of this condition.
8. Complications of acute pancreatitis.
9. Intussusception – types, etiology, clinical features and management.
10. A 55 year perimenopausal lady noticed a lump in her right breast while taking bath. She gives history it has progressed faster recently. On clinical examination, she has 5x6cm
irregular, hard, nontender lump which moves along with surrounding breast tissue. Her axilla has 2 enlarged lymph nodes enlarged. What is your diagnosis? Add a note on the
types, clinical features, management of this patient.

SHORT ANSWER 10x3= 30

11. Eye signs of toxic goiter
12. Types of abdominal tuberculosis
13. Complications of acute pancreatitis
14. Classifiaction of hernia
 15. Complication of gastric ulcer
16. Fissure in ano -types, clinical features and management
17. Branchial cyst
18. Ganglion cyst
19. Erysipelas
20. Malignant melanoma

MCQs 10x1= 10
21. Wound over the bony prominences are called as
a) Traumatic ulcer b) Tropical ulcer c) Trophic ulcer d) Venous ulcer
22. Moulding sign seen in
a) Lipoma b) Dermoid cyst c) Pyogenic abscess d) Sebaceous cyst
23. Painful constriction of base of toe is called
a) Dry gangrene b) Frost bite c) Ainhum d) Acrocyanosis
24. X-ray showing honeycomb/multiloculated feature of mandible
a)Dentigerous cyst b)Adamantinoma c)Osteoporosis d)Fibrous dysplasia of jaw
25. Swelling in front of the ear which does not move above zygomatic bone
a) Submandibular abscess b) Pre-auricular lymph node c) Pleomorphic adenoma d) Carotid body tumor
26. Sistrunk operation is done for
a) Ranula b) Branchial cyst c) Laryngocele d) Thyroglossal cyst
27. Popcorn calcification seen in
a) Fibrocystic disease b) Traumatic fat necrosis c) Fibroadenoma d) CA breast
28. Rasberry tumor is also called as
 a) Umbilical granuloma b) Carotid body tumor c) Umbilical adenoma d) Omphalitis
29. Rat tail in barium swallow is seen in
a) Diffuse esophageal spam b) CA Stomach c) Achalasia cardia d) Pyloric stenosis
30. CT brain shows biconvex lesion which indicates
a) SAH b) SDH c) EDH d) Intracranial abscess

Surgery competencies – Knowledge

Metabolic response to injury

SU1.1 Describe Basic concepts of homeostasis, Lecture 3, 4 term MCQs, Quiz, Drills Theory
enumerate the metabolic
changes in injury and their mediators.
SU1.2 Describe the factors that affect the metabolic Lecture 3, 4 term Quiz Theory
response to injury.
SU1.3 Describe basic concepts of perioperative care. Lecture 3, 4 term Quiz Theory
Shock
SU2.1 Describe Pathophysiology of shock, types of shock Lecture 3, 4 term Quiz Theory
& principles of resuscitation including fluid
replacement and monitoring.
SU2.2 Describe the clinical features of shock and its Lecture 3, 4 term Quiz Theory
appropriate treatment.
Blood and blood components
SU3.1 Describe the Indications and appropriate use of Lecture 3, 4 term Quiz Theory
blood and blood
products and complications of blood transfusion.
Burns
SU4.1 Elicit document and present history in a case of Lecture 3, 4 term Quiz Theory
Burns and perform physical examination.
Describe Pathophysiology of Burns.
SU4.2 Describe Clinical features, Diagnose type and Lecture 3, 4 term Quiz Theory
extent of burns and plan appropriate treatment.
SU4.3 Discuss the Medicolegal aspects in burn injuries. Lecture 3, 4 term Quiz Theory
Wound healing and wound care
SU5.1 Describe normal wound healing and factors Lecture 5 term Quiz Theory
affecting healing.
SU5.3 Differentiate the various types of wounds, plan Lecture 5 term Quiz Theory
and observe management of wounds.
SU5.4 Discuss medico legal aspects of wounds Lecture 5 term Quiz Theory
Surgical infections
SU6.1 Define and describe the aetiology and Lecture 5 term Quiz Theory
pathogenesis of surgical Infections
SU6.2 Enumerate Prophylactic and therapeutic Lecture 5 term Quiz Theory
antibiotics
Surgical Audit and Research
SU7.1 Describe the Planning and conduct of Surgical Lecture 8,9 ter, Theory Theory
audit
SU7.2 Describe the principles and steps of clinical Lecture 8,9 term Theory Theory
research in General Surgery
Ethics
SU8.1 Describe the principles of Ethics as it pertains to Lecture 3, 4 term Quiz Theory
General Surgery
Pre, intra and post- operative management.
SU10.1 Describe the principles of perioperative Lecture 3,4 term Quiz Theory
management of common surgical procedures
Anaesthesia and pain management
SU11.1 Describe principles of Preoperative assessment. Lecture 6 term Theory Theory
SU11.2 Enumerate the principles of general, regional, and Lecture 6 term Theory Theory
local Anaesthesia.
SU11.4 Enumerate the indications and principles of day Lecture 6 term Theory Theory
care General Surgery
SU11.5 Describe principles of providing post-operative Lecture 6 term Theory Theory
pain relief and management of chronic pain.
SU11.6 Describe Principles of safe General Surgery Lecture 6 term Theory Theory
Nutrition and fluid therapy
SU12.1 Enumerate the causes and consequences of Lecture 3, 4 term Quiz Theory
malnutrition in the surgical patient
SU12.2 Describe and discuss the methods of estimation Lecture 3, 4 term Quiz Theory
and replacement of the fluid and electrolyte
requirements in the surgical patient
SU12.3 Discuss the nutritional requirements of surgical Lecture 3, 4 term Quiz Theory
patients, the methods of providing nutritional
support and their complications
Transplantation
SU13.1 Describe the immunological basis of organ Lecture 8, 9 term Theory Theory
transplantation
SU13.2 Discuss the Principles of immunosuppressive Lecture 8, 9 term Theory Theory
therapy. Enumerate Indications, describe surgical
principles, management of organ transplantation
SU13.3 Discuss the legal and ethical issues concerning Lecture 8, 9 term Theory Theory
organ donation
Basic Surgical Skills
SU14.1 Describe Aseptic techniques, sterilization and Lecture 5 term Quiz Theory
disinfection.
SU14.2 Describe Surgical approaches, incisions and the Lecture 5 term Quiz Theory
use of appropriate instruments in Surgery in
general.
SU14.3 Describe the materials and methods used for Lecture 5 term Quiz Theory
surgical wound closure and anastomosis (sutures,
knots and needles)
Biohazard disposal
SU15.1 Describe classification of hospital waste and Lecture 9 term Quiz Theory
appropriate methods of disposal.
Minimally invasive General Surgery
SU16.1 Minimally invasive General Surgery: Describe Lecture 8, 9 term Theory Theory
indications advantages and disadvantages of
Minimally invasive General Surgery
Trauma
SU17.3 Describe the Principles in management of mass Lecture 5 term Quiz Theory
casualties
SU17.4 Describe Pathophysiology, mechanism of head Lecture 5 term Quiz Theory
injuries
SU17.5 Describe clinical features for neurological Lecture 5 term Quiz Theory
assessment and GCS in head injuries
SU17.6 Chose appropriate investigations and discuss the Lecture 5 term Quiz Theory
principles of management of head injuries
SU17.7 Describe the clinical features of soft tissue Lecture 5 term Quiz Theory
injuries. Chose
 appropriate investigations and discuss the
principles of management.

SU17.8 Describe the pathophysiology of chest injuries. Lecture 5 term Quiz Theory
SU17.9 Describe the clinical features and principles of Lecture 5 term Quiz Theory
management of chest injuries.
Skin and subcutaneous tissue
SU18.1 Describe the pathogenesis, clinical features and Lecture 4 term Quiz Theory
management of various cutaneous and
subcutaneous infections.
SU18.2 Classify skin tumors Differentiate different skin Lecture 4 term Quiz Theory
tumors and discuss their management.
Developmental anomalies of face, mouth and jaws
SU19.1 Describe the etiology and classification of cleft lip Lecture 6 term Theory Theory
and palate
SU19.2 Describe the Principles of reconstruction of cleft Lecture 6 term Theory Theory
lip and palate
Oropharyngeal cancer
SU20.1 Describe etiopathogenesis of oral cancer 6 term Theory
symptoms and signs of oropharyngeal cancer.
SU20.2 Enumerate the appropriate investigations and Lecture 6 term Theory Theory
discuss the Principles of treatment.
Disorders of salivary glands
SU21.1 Describe surgical anatomy of the salivary glands, Lecture 6 term Theory Theory
pathology, and clinical presentation of disorders
of salivary glands
SU21.2 Enumerate the appropriate investigations and Lecture 6 term Theory Theory
describe the Principles of treatment of disorders
of salivary glands
Endocrine General Surgery: Thyroid and parathyroid
SU22.1 Describe the applied anatomy and physiology of Lecture 7 term Theory Theory
thyroid
SU22.2 Describe the etiopathogenesis of thyroidal Lecture 7 term Theory Theory
swellings
SU22.4 Describe the clinical features, classification and Lecture 7 term Theory Theory
principles of management of thyroid cancer
SU22.5 Describe the applied anatomy of parathyroid Lecture 7 term Theory Theory
SU22.6 Describe and discuss the clinical features of hypo Lecture 7 term Theory Theory
- and hyperparathyroidism and the principles of
their management
Adrenal glands
SU23.1 Describe the applied anatomy of adrenal glands Lecture 7 term Theory Theory
SU23.2 Describe the etiology, clinical features and Lecture 7 term Theory Theory
principles of management of disorders of adrenal
gland
Describe the clinical features, classification and Lecture 7 term Theory Theory
principles of management of thyroid cancer
SU23.3 Describe the clinical features, principles of Lecture 7 term Theory Theory
investigation and management of Adrenal tumors
Pancreas 7 term
SU24.1 Describe the clinical features, principles of Lecture 7 term Theory Theory
investigation, prognosis and management of
pancreatitis.
SU24.2 Describe the clinical features, principles of Lecture 9 term Quiz Theory
investigation, prognosis and management of
pancreatic endocrine tumours
SU24.3 Describe the principles of investigation and Lecture 9 term Quiz Theory
management of Pancreatic disorders including
pancreatitis and endocrine tumors.
Breast
SU25.1 Describe applied anatomy and appropriate Lecture 7 term Theory Theory
investigations for breast disease
SU25.2 Describe the etiopathogenesis, clinical features Lecture 7 term Theory Theory
and principles of management of benign breast
disease including infections of the breast
SU25.3 Describe the etiopathogenesis, clinical features, Lecture 7 term Theory Theory
Investigations and principles of treatment of
benign and malignant tumours of breast.
Cardio-thoracic General Surgery- Chest - Heart and Lungs
SU26.1 Outline the role of surgery in the management of Lecture 9 term Quiz Theory
coronary heart disease, valvular heart diseases
and congenital heart diseases
SU26.3 Describe the clinical features of mediastinal Lecture 9 term Quiz Theory
diseases and the principles of management
SU26.4 Describe the etiology, pathogenesis, clinical Lecture 9 term Quiz Theory
features of tumors of lung and the principles of
management
Vascular diseases
SU27.1 Describe the etiopathogenesis, clinical features, Lecture 4 term Quiz Theory
investigations and principles of treatment of
occlusive arterial disease.
SU27.3 Describe clinical features, investigations and Lecture 4 term Quiz Theory
principles of management of vasospastic
disorders
SU27.4 Describe the types of gangrene and principles of Lecture 4 term Quiz Theory
amputation
SU27.5 Describe the applied anatomy of venous system of Lecture 4 term Quiz Theory
lower limb
SU27.6 Describe pathophysiology, clinical features, Lecture 4 term Quiz Theory
Investigations and principles of management of
DVT and Varicose veins
SU27.7 Describe pathophysiology, clinical features, Lecture 4 term Quiz Theory
investigations and principles of management of
Lymph edema, lymphangitis and Lymphomas
Abdomen
SU28.1 Describe pathophysiology, clinical features, Lecture 5 term Quiz Theory
Investigations and principles of management of
Hernias
SU28.3 Describe causes, clinical features, complications Lecture 9 term Quiz Theory
and principles of mangament of peritonitis
SU28.4 Describe pathophysiology, clinical features, Lecture 9 term Quiz Theory
investigations and principles of management of
Intra-abdominal abscess, mesenteric cyst, and
retroperitoneal tumors
SU28.5 Describe the applied Anatomy and physiology of Lecture 9 term Quiz Theory
esophagus
SU28.6 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of benign and
malignant disorders of esophagus
SU28.7 Describe the applied anatomy and physiology of Lecture 9 term Quiz Theory
stomach
SU28.8 Describe and discuss the aetiology, the clinical Lecture 9 term Quiz Theory
features,
investigations and principles of management of
congenital hypertrophic pyloric stenosis, Peptic
ulcer disease, Carcinoma stomach
SU28.10 Describe the applied anatomy of liver. Describe Lecture 9 term Quiz Theory
the clinical features, Investigations and principles
of management of liver abscess, hydatid disease,
injuries and tumors of the liver
SU28.11 Describe the applied anatomy of spleen. Describe Lecture 9 term Quiz Theory
the clinical features, investigations and principles
of management of splenic injuries. Describe the
post-splenectomy sepsis - prophylaxis
SU28.12 Describe the applied anatomy of biliary system. Lecture 9 term Quiz Theory
Describe the clinical features, investigations and
principles of management of diseases of biliary
system
SU28.13 Describe the applied anatomy of small and large Lecture 9 term Quiz Theory
intestine
SU28.14 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of disorders of small
and large intestine including neonatal obstruction
and Short gut syndrome
SU28.15 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of diseases of Appendix
including appendicitis and its complications.
SU28.16 Describe applied anatomy including congenital Lecture 9 term Quiz Theory
anomalies of the rectum and anal canal
SU28.17 Describe the clinical features, investigations and Lecture 9 term Quiz Theory
principles of management of common anorectal
diseases
Urinary System
SU29.1 Describe the causes, investigations and principles Lecture 8 term Theory Theory
of management of Hematuria
SU29.2 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of congenital
anomalies of genitourinary system
SU29.3 Describe the Clinical features, Investigations and Lecture 8 term Theory Theory
principles of management of urinary tract
infections
SU29.4 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of hydronephrosis
SU29.5 Describe the clinical features,investigations and Lecture 8 term Theory Theory
principles of management of renal calculi
SU29.6 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of renal tumours
SU29.7 Describe the principles of management of acute Lecture 8 term Theory Theory
and chronic retention of urine
SU29.8 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of bladder cancer
SU29.9 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of disorders of prostate
SU29.11 Describe clinical features, investigations and Lecture 8 term Theory Theory
management of urethral strictures
Penis, Testis, Scrotum
SU30.1 Describe the clinical features, investigations and Lecture 8 term Theory Theory
principles of management of phimosis,
paraphimosis and carcinoma penis.
SU 30.2 Describe the applied anatomy clinical features, Lecture 8 term Theory Theory
investigations and principles of management of Surgery competencies – Psychomotor skills
undescended testis.
SU30.3 Describe the applied anatomy clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
epidydimo-orchitis
SU30.4 Describe the applied anatomy clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
varicocele
SU30.5 Describe the applied anatomy, clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
Hydrocele
SU30.6 Describe classification, clinical features, Lecture 8 term Theory Theory
investigations and principles of management of
tumours of testis
Wound healing and Wound care
SU5.2 Elicit, document and present a history in a Clinics 5 term OSCE/Short Long
patient presenting with wounds. case case/short
case
Ethics
SU8.2 Demonstrate Professionalism and empathy to DOAP 3,4 term OSCE/Short Long
the patient undergoing General Surgery case case/short
case
SU8.3 Discuss Medico-legal issues in surgical Lecture 3, 4 OSCE/Short Long
practice term case case/short
case
Investigation of surgical patient
Su9.1 Choose appropriate biochemical, Clinics 8, 9 OSCE/Short Long
microbiological, pathological, imaging term case case/short
investigations and interpret the investigative case
data in a surgical patient
SU9.2 Biological basis for early detection of cancer Lecture 8, 9 OSCE/Short Long
and multidisciplinary approach in term case case/short
management of cancer case
SU9.3 Communicate the results of surgical DOAP 8, 9 OSCE/Short Long
investigations and counsel the patient term case case/short
appropriately case
Pre, intra and post- operative management.
SU10.2 Describe the steps and obtain informed Clinics 8, 9 OSCE/Short Long
consent in a simulated environment term case case/short
case
SU10.3 Observe common surgical procedures and DOAP 8, 9 OSCE/Short Long
assist in minor surgical procedures; Observe term case case/short
emergency lifesaving surgical procedures. case
SU10.4 Perform basic surgical Skills such as First aid DOAP 8, 9 OSCE/Short Long
including suturing and minor surgical term case case/short
procedures in simulated environment case
Anesthesia and Pain management
SU11.3 Demonstrate maintenance of an airway in a DOAP 8, 9 OSCE/Short Long
mannequin or term case case/short
equivalent case
Transplantation
SU13.4 Counsel patients and relatives on organ Clinics 8, 9 OSCE/Short Long
donation in a simulated environment term case case/short
case
Basic Surgical skills
SU14.4 Demonstrate the techniques of asepsis and Clinics 8, 9 OSCE/Short Long
suturing in a simulated environment term case case/short
case
Trauma
SU17.1 Describe the Principles of FIRST AID Clinics 5 term OSCE/Short Long
case case/short
case
SU17.2 Demonstrate the steps in Basic Life Support. DOAP 5 term OSCE/Short Long
Transport of injured patient in a simulated case case/short
environment case
SU17.10 Demonstrate Airway maintenance. Recognize DOAP 5 term OSCE/Short Long
and manage tension pneumothorax, case case/short
hemothorax and flail chest in simulated case
environment.
Skin and subcutaneous tissue
SU18.3 Describe and demonstrate the clinical Clinics 3, 4 OSCE/Short Long
examination of surgical patient including term case case/short
swelling and order relevant investigation for case
diagnosis. Describe and discuss appropriate
treatment plan.
Endocrine General Surgery: Thyroid and parathyroid
SU22.3 Demonstrate and document the correct Clinics 7 term OSCE/Short Long
clinical examination of thyroid swellings and case case/short
discus the differential diagnosis and their case
management
IM12.6 Perform and demonstrate a systematic Clinics 7the OSCE/Short Long
examination based on thehistory that will term case case/short
help establish the diagnosis and severity case
includingsystemic signs of thyrotoxicosis and
hypothyroidism, palpation of the pulse for
rate and rhythm abnormalities, neck
palpation of thethyroid and lymph nodes and
cardiovascular findings
IM12.7 Demonstrate the correct technique to palpate Clinics term OSCE/Short Long
the thyroid case case/short
case
Breast
SU24.5 Demonstrate the correct technique to palpate Clinics 7 term OSCE/Short Long
the breast for breast swelling in a mannequin case case/short
or equivalent case
Vascular Diseases
SU27.2 Demonstrate the correct examination of the Clinics 4 term OSCE/Short Long
vascular system and enumerate and describe case case/short
the investigation of vascular disease case
SU27.8 Demonstrate the correct examination of the Clinics 4 term OSCE/Short Long
lymphatic system case case/short
case
Abdomen
SU28.2 Demonstrate the correct technique to Clinics 5 term OSCE/Short Long
examine the patient with hernia and identify case case/short
different types of hernias. case
SU28.9 Demonstrate the correct technique of Clinics 8, 9 OSCE/Short Long
examination of a patient with disorders of the term case case/short
stomach case
SU28.18 Describe and demonstrate clinical Clinics 8, 9 OSCE/Short Long
examination of abdomen. Order relevant term case case/short
investigations. Describe and discuss case
appropriate treatment plan
Urinary System
SU29.10 Demonstrate a digital rectal examination of Clinics 8, 9 OSCE/Short Long
the prostate in a mannequin or equivalent term case case/short
case
Blood and blood components

SU3.2 Observe blood transfusion Bedside 3,4th OSCE/Short Long

term case case/short
case
Integration – Paediatric surgery
PE21.8 Elicit, document and present a history Bedside 6,7 term OSCE/Short Bedside
pertaining to diseases of theGenitourinary case clinics, Skills
tract00 lab
PE21.14 Recognize common surgical conditions of the Clinics 6,7 term OSCE/Short Bed side
abdomen and genitourinary system and case clinics,Skills
enumerate the indications for referral lab
including acute and subacute intestinal
obstruction, appendicitis pancreatitis
perforation intussusception, Phimosis,
undescendedtestis, Chordee, hypospadiasis,
Torsion testis, hernia Hydrocele,Vulval
Synechiae
IM13.9 Demonstrate in a mannequin the correct Skills lab 6,7 term OSCE Long
technique for performing breast exam, rectal case/short
examination and cervical examination and case
papsmear
IM15.7 Demonstrate the correct technique to perform DOAP session
an anal and rectalexamination in a mannequin
or equivalent

Surgery competencies – Communication skills

Shock
SU2.3 Communicate and counsel patients and Clinics 3, 4 term OSCE/Short Long
families about the case case/short
treatment and prognosis of shock case
demonstrating empathy and care
Blood and Blood components
SU3.3 Counsel patients and family/ friends for blood Clinics 3, 4 term OSCE/Short Long
transfusion and blood donation. case case/short
case
Burns
SU4.4 Communicate and counsel patients and Clinics 3, 4 term OSCE/Short Long
families on the outcome and rehabilitation case case/short
demonstrating empathy and care. case
Breast
SU24.4 Counsel the patient and obtain informed Clinics 8, 9 term OSCE/Short Long
consent for treatment of malignant conditions case case/short
of the breast case

Horizontal Integration Topics – Internal medicine, Orthopedics, Obstetrics and Gynecology and Anaesthesiology

Internal Medicine

IM5.8 Describe and discuss the pathophysiology, Lecture, 6th and 7th MCQs/Quiz/ Essay/sort
clinical evolution andcomplications of Small group term Drill essay/SAQ/
cholelithiasis and cholecystitis discussion MCQ
IM5.13 Enumerate the indications for ultrasound and Bed side 6th and 7th MCQs/Quiz/Drill Essay/sort
other imaging studiesincluding MRCP and clinic, Small term essay/SAQ/
ERCP and describe the findings in liver disease group MCQ
discussion
IM5.16 Describe and discuss the management of Lecture, 6th and 7th MCQs/Quiz/Drill Essay/sort
hepatitis, cirrhosis, portalhypertension, ascites, Small group term essay/SAQ
spontaneous, bacterial peritonitis and hepatic discussion /
encephalopathy MCQ
IM5.18 Enumerate the indications for hepatic Lecture, 6 and 7
th th MCQs/Quiz/Drill Essay/sort
transplantation Small group term essay/SAQ
discussion /
MCQ
IM12.8 Generate a differential diagnosis based on the Bed side 6 and 7 OSCE/short case Essay/sort
th th

clinical presentationand prioritise it based on clinic, Small term essay/SAQ

 the most likely diagnosis group /
discussion MCQ
IM12.9 Order and interpret diagnostic testing based Bed side 6th and 7th OSCE/short case Longcase/sh
on the clinical diagnosis including CBC, clinic, Small term ort case/
thyroid function tests and ECG and radio group
iodine uptake and scan discussion
IM12.10 Identify atrial fibrillation, pericardial Bed side 6th and 7th OSCE/short case Longcase/sh
effusion and bradycardia onECG clinic, Small term ort case/
group
discussion
IM12.11 Interpret thyroid function tests in hypo-and Bed side 6th and 7th OSCE/short case Longcase/sh
hyperthyroidism clinic, Small term ort case/
group
discussion
IM12.13 Describe the pharmacology, Lecture, 6th and 7th MCQs/Quiz/Drill Essay/sort
indications, adverse reaction, Small group term essay/SAQ/
interactions of thyroxine and discussion MCQ
antithyroid drugs
IM12.15 Describe and discuss the indications of Bed side 6th and 7th OSCE/short case Longcase/s
thionamide therapy, radioiodine therapy and clinic, Small term hort case/
Surgeryin the management of thyrotoxicosis group
discussion
IM13.7 Elicit document and present a history that Bedside 8th and 9th OSCE/short case Longcase/sh
will help establish theaetiology of cancer clinic term ort case/
and includes the appropriate risk factors,
duration and evolution
IM13.8 Perform and demonstrate a physical Bedside 8th and 9th OSCE/short case Longcase/sh
examination that includes anappropriate clinic term ort case/
general and local examination that excludes
the diagnosis, extent spread and
complications of cancer
IM13.9 Demonstrate in a mannequin the correct Bedside 8th and 9th OSCE/short case Longcase/sh
technique for performing breast exam, rectal clinic term ort case/
examination and cervical examination and
papsmear
IM13.10 Generate a differential diagnosis based on the Bedside 8th and 9th OSCE/short case Longcase/sh
presenting symptomsand clinical features and clinic term ort case/
prioritise based on the most likely diagnosis
IM13.13 Describe and assess pain and suffering Bedside 8th and 9th OSCE/short case Longcase/s
objectively in a patient withcancer clinic term hort case/
IM13.14 Describe the indications for General Bedside 8th and 9th OSCE/short case Longcase/s
Surgery, radiation andchemotherapy clinic term hort case/
for common malignancies
IM14.14 Describe and enumerate the indications and Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
side effects of bariatricsurgery Small group term essay/SAQ/
discussion MCQ
IM15.1 Enumerate,describe and discuss the aetiology Lecture, 8 and 9
th th MCQs/Quiz/Drill Essay/sort
of upper and lowerGI bleeding Small group term essay/SAQ/
discussion MCQ
IM15.2 Enumerate describe and discuss the evaluation DOAP 8 and 9 OSCE/short case Longcase/s
th th

and steps involvedin stabilizing a patient who session, term hort case/
presents with acute volume loss and GIbleed Smallgroup
discussion,
Lecture
IM15.3 Describe and discuss the physiologic effects Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
of acute blood andvolume loss Small group term essay/SAQ/
discussion MCQ
IM15.4 Elicit document and present an appropriate DOAP 8 and 9 MCQs/Quiz/Drill Longcase/sh
th th

history that identifies theroute of bleeding, session, term ort case/

quantity, grade, volume loss, duration, etiology, Smallgroup
comorbid illnesses and risk factors discussion,
Lecture
IM15.5 Perform, demonstrate and document a Bedside 8th and 9th OSCE/short case Longcase/sho
physical examination basedon the history that clinics term rt case/
includes general examination, volume
assessment and appropriate abdominal
examination
IM15.6 Distinguish between upper and lower Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
gastrointestinal bleedingbased on the Small group term essay/SAQ/
clinical features discussion MCQ
IM15.8 Generate a differential diagnosis based on the Bedside 8 and 9 OSCE/short case Longcase/sho
th th

presenting symptomsand clinical features and clinic term rt case/

prioritise based on the most likely diagnosis
IM15.9 Choose and interpret diagnostic tests Bedside 8th and 9th OSCE/short case Longcase/shor
based on the clinical diagnosis including clinic, DOAP term t case/
complete blood count, PT and PTT, stool
examination, occult blood, liver function
tests, H.pylori test.
IM15.10 Enumerate the indications for endoscopy, Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
colonoscopy and otherimaging procedures in Small group term essay/SAQ/
the investigation of Upper GI bleeding discussion MCQ
IM15.11 Develop, document and present a treatment Lecture, 8 and 9 MCQs/Quiz/Drill Essay/sort
th th

plan that includes fluidresuscitation, blood and Small group term essay/SAQ/
blood component transfusion, and specific discussion MCQ
therapy for arresting blood loss
IM15.12 Enumerate the indications for whole blood, Lecture, 8th and 9th OSCE/short case Essay/sort
component and platelet transfusion and Small group term essay/SAQ/
describe the clinical features and management discussion MCQ
of amismatched transfusion
IM15.13 Observe cross matching and blood / blood Bedside 8th and 9th Longcase/short
component transfusion clinic term case/
IM15.14 Describe and enumerate the indications, Lecture, 8th and 9th MCQs/Quiz/Drill Essay/sort
pharmacology and sideeffects of Small group term essay/SAQ/
pharmacotherapy of pressors used in the discussion MCQ
treatment of Upper GI bleed
IM15.15 Describe and enumerate the indications, Lecture, 8th and 9th MCQs/Quiz/Drill E
pharmacology and sideeffects of Small group term e
pharmacotherapy of acid peptic disease discussion M
including Helicobacter pylori
IM15.16 Enumerate the indications for endoscopic Lecture, 8th and 9th MCQs/Quiz/Drill E
interventions and Surgery Small group term e
discussion M
IM15.17 Determine appropriate level of specialist Lecture, 8 and 9
th th MCQs/Quiz/Drill E
consultation Small group term e
discussion M
IM15.18 Counsel the family and patient in an DOAP 8 and 9 OSCE/short case L
th th

empathetic non-judgmentalmanner on the session term c

diagnosis and therapeutic options
IM16.12 Enumerate and discuss the indications for Lecture, 8th and 9th MCQs/Quiz/Drill E
further investigations including antibodies, Small group term e
colonoscopy, diagnostic imaging and biopsy in discussion M
the diagnosis of chronic diarrhea
IM16.15 Distinguish, based on the clinical Lecture, 8th and 9th MCQs/Quiz/Drill E
presentation, Crohn’s diseasefrom Small group term e
ulcerative colitis discussion M
IM16.17 Describe and enumerate the indications for Lecture, 8th and 9th MCQs/Quiz/Drill E
Surgeryin inflammatorybowel disease Small group term e
discussion M
IM18.15 Enumerate the indications for Surgery in a Lecture, 8 and 9
th th MCQs/Quiz/Drill E
hemorrhagic stroke Small group term e
discussion M
IM19.9 Enumerate the indications for use of Surgery Lecture, 8th and 9th MCQs/Quiz/Drill E
and botulinum toxin inthe treatment of Small group term e
movement disorders discussion M
IM22.2 Describe the aetiology, clinical manifestations, Lecture, 8th and 9th MCQs/Quiz/Drill E
diagnosis and clinicalapproach to primary Small group term e
hyperparathyroidism discussion M
IM24.11 Describe and discuss the Lecture, 8 and 9 MCQs/Quiz/Drill E
th th

aetiopathogenesis,clinical presentation, Small group term e

identification, functional changes, acute care, discussion M
stabilization, management and rehabilitation of
the elderly undergoing surgery

Obstetrics & Gynecology L

r

OG26.2 Describe the causes, prevention, clinical Lecture, 8th and 9th MCQs/Quiz/Drill E
features, principles ofmanagement of Small group term e
genital injuries and fistulae discussion M
OG33.2 Describe the principles of management Lecture, 8th and 9th MCQs/Quiz/Drill E
including Surgery and radiotherapy of benign, Small group term e
pre-malignant (CIN) and malignant Lesionsof discussion M
the Cervix

Orthopaedics

OR1.1 Describe and discuss the Lecture, Small 8th and 9th MCQs/Qui Essay/sort
principles of pre-hospital care groupdiscussion term z/Drill essay/SAQ/
and casuality management of a MCQ
trauma victim including
principles oftriage
OR1.2 Describe and discuss the Lecture, Small 8th and 9th MCQs/Qui Essay/sort
aetiopathogenesis, clinical groupdiscussion term z/Drill essay/SAQ/
features,investigations, and MCQ
principles of management of
shock
OR1.3 Describe and discuss the Lecture, Small 8th and 9th MCQs/Qui Essay/sort
aetiopathogenesis, clinical groupdiscussion term z/Drill essay/SAQ/
features, investigations, and MCQ
principles of management of soft
tissue injuries
OR1.4 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
principles of management of soft groupdiscussion term /Drill essay/SAQ/
tissueinjuries MCQ
OR3.1 Describe and discuss the Lecture, Small 8 and 9
th th MCQs/Quiz Essay/sort
aetiopathogenesis, clinical groupdiscussion term /Drill essay/SAQ/
features, Investigations and MCQ
principles of management of
Bone and Jointinfections
a) Acute Osteomyelitis
b) Subacute osteomyelitis
c) Acute Suppurative arthritis
d) Septic arthritis & HIV infection
e) Spirochaetal infection
f) Skeletal Tuberculosis
OR3.3 Participate as a member in DOAP 8th and 9th OSCE/short Longcase/short
team for procedures like term case case/
drainage ofabscess,
sequestrectomy/ saucerisation
and arthrotomy
OR4.1 Describe and discuss the Lecture, Small MCQs/Quiz Essay/sort
clinical features, Investigation groupdiscussion 8th and 9th /Drill essay/SAQ/
and principles of management term MCQ
of Tuberculosis affecting major
joints(Hip, Knee) including
cold abcess and caries spine
OR10.1 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
aetiopathogenesis, clinical groupdiscussion term /Drill essay/SAQ/
features,Investigations and MCQ
principles of management of
benign and malignant bone
tumours and pathological
fractures
OR11.1 Describe and discuss the Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
aetiopathogenesis, clinical groupdiscussion term /Drill essay/SAQ/
features, investigations and MCQ
principles of management of
peripheral nerveinjuries in
diseases like foot drop, wrist
drop, claw hand, palsies ofRadial,
Ulnar, Median, Lateral Popliteal
and Sciatic Nerves
Anaesthesiology

AS3.1 Describe the principles of Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
preoperative evaluation groupdiscussion term /Drill essay/SAQ/
MCQ

AS3.2 Elicit, present and document an DOAP 8th and 9th OSCE/short Longcase/short
appropriate history including term case case/
medication history in a patient
undergoing Surgery as it pertains
to apreoperative anaesthetic
evaluation
AS3.3 Demonstrate and document an DOAP 8th and 9th OSCE/short Longcase/short
appropriate clinical examination term case case/
in apatient undergoing General
Surgery
AS3.4 Choose and interpret appropriate Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
testing for patients undergoing groupdiscussion term /Drill essay/SAQ/
Surgery MCQ

AS3.5 Determine the readiness for Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
General Surgery in a patient groupdiscussion term /Drill essay/SAQ/
based onthe preoperative MCQ
evaluation
AS5.6 Observe and describe the DOAP 8th and 9th OSCE/short Longcase/short
principles and steps/ techniques term case case/
involved in common blocks used
in Surgery(including brachial
plexus blocks)
AS6.3 Describe the common Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
complications encountered by groupdiscussion term /Drill essay/SAQ/
patients in therecovery room, MCQ
their recognition and principles
of management
AS9.3 Describe the principles of fluid Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
therapy in the preoperative groupdiscussion term /Drill essay/SAQ/
period MCQ

AS9.4 Enumerate blood products and Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
describe the use of blood groupdiscussion term /Drill essay/SAQ/
productsin the preoperative MCQ
period
AS10.3 Describe the role of Lecture, Small 8th and 9th MCQs/Quiz Essay/sort
communication in patient safety groupdiscussion term /Drill essay/SAQ/
MCQ
 Rajiv Gandhi University of Health Sciences,
Bangalore, Karnataka

UNDERGRADUATE LOGBOOK (CBME)

DEPARTMENT OF GENERAL SURGERY

Purpose of this logbook

The logbook is a verified record of the progression of the learner documenting the
acquisition of the requisite knowledge, skills, attitude, and/or competencies in order
to function as an Indian Medical Graduate. It is a record of the academic/co-
curricular activities of the designated student, who would be responsible for
maintaining his/her logbook.
Entries in the logbook will reflect the activities undertaken in the department and
has to be scrutinized by the head of the concerned department.

The logbook is a record of various activities by the student like:

✓ Overall participation & performance
✓ Attendance
✓ Participation in sessions
✓ Record of completion of pre-determined activities
✓ Acquisition of selected competencies

The logbook is the record of work done by the candidate in the department and shall be
verified by the college before submitting the application of the students for the
university examination.

The purposes of this logbook are:

a. To orient the students to holistic patient management by completing the case

record, observing and recording procedures and discussing patient treatment
in the therapeutics section.
b. To facilitate the student’s learning process, document the learning process
and assist instudent assessment
c. To keep a record of the student’s progress in development of the desired skills
and attitudes
d. To ensure that the time spent in the department is well utilized
e. To form a basis for continual assessment of the student
This log book is a documentation of cases seen, clerked and witnessed by you during
your posting in General Surgery. It is also a record of various seminars, case-based
learning, simulation exercises and other academic activities that the learner has
been a part of during course. Though efforts are made to cover as much as possible,
in no way should this be considered the syllabus.

Please carry this book whenever you attend the non-lecture academic activities of
the department and get it duly signed by the concerned staff at the end of the academic
activity. We expect discipline, honesty, sincerity and punctuality.
The responsibility of completing the logbook and getting it verified/assessed by
the faculty lies with the student. The logbook must be carried by the student as
per the given instructions.
 General Instructions
1. It is expected that the students will adhere to the highest ethical standards and professionalism.

2. Shall maintain punctuality in respect to arrival and completion of the assigned work

3. Maintain a cordial relationship with peers, unit staff and hospital staff

4. Not indulge in any act which would bring disrepute to the institution.

5. You should wear a clean apron and follow the dress regulations as laid down by the college and
maintain proper hygiene with wearing respective identification badge while in college and hospital.

6. You should carry the following with you for the clinics
a. Clinical text book
b. Stethoscope
c. Clinical kit for examination as prescribed by the department of surgery.

7. Respect the patient as an individual and recognize that he/she also has rights.

8. Cases that are discussed only have to be documented and not the dummy cases.

9. Loss of this logbook at any time may affect the formative assessment results and impair the
student appearing in the summative assessment.

10. The student is solely responsible for maintaining the log book record. If the student
loses the logbook, he/she would be withheld from appearing for the University examination
unless suitable backup proof is provided.
 Student details

Name of the student

Roll No (College ID)

University Registration Number

Batch

Contact No

E mail Id

Guardian/Parent
Name
Contact Number
Faculty Mentor

Name Department

BONAFIDE CERTIFICATE

This is to certify that the candidate Mr/Ms.........................................................................................., Reg

No. ………………., admitted in the year…….. in ..................................................
College Hospital, has satisfactorily completed / has not completed all
requirements mentioned in this logbook for MBBS course in the subject
of GENERAL SURGERY including related AETCOM modules as per the
Competency-Based Undergraduate Medical Education Curriculum,
Graduate Medical Regulation during the period from ..…… to…………
He/She is / is not eligible to appear for the University examination as on the date given
below.

Signature of Faculty Mentor

Name and Designation

Countersigned by Head of the Department

Date
 INDEX

S. No. Content Page No.

1. Bonafide certificate
2. Preface
3. General Instructions
4. Attendance extract
5. Overall Assessment
6. Clinical posting 1
7. Clinical posting 2
8. Clinical posting 3
9. Clinical posting 4
10. Check lists for skills assessments
11. AETCOM modules
12. Integrated sessions

13. Small group learning sessions

14. Self- Directed Learning sessions
15. Seminars presented
16. Research projects/publications
Co - Curricular Activities
17.
(Quiz, Poster, Debate, Essay, Skits)
CME/ Conference / Workshop
18.
19. Awards / recognition

ATTENDANCE EXTRACT

Theory classes

Professional Year Number Number Percentage Signature of HOD

attended conducted
of
Attendance
Second
Profession
al
Third
professional-part
I
Third
ProfessionalPart
II

Small Group sessions

Professional Year Number Number Percentage Signature of HOD

attended conducted of
Attendance
Third
professional-part
I
Third
ProfessionalPart
II
Bedside clinics:

Professiona Unit Number Number Percentag Signature Signatur

lYear From attende conducte eof of Unit e of
(date) d d Attendanc Head HOD
To e
(date)
Second
Professiona
l
Posting 1
Third
Professiona
lPart I
Posting 2

Third
Professiona
lPart II
Posting 3

Posting 4

Note:

Every candidate should have attendance not less than 75% of the total classes conducted in theory
which includes didactic lectures and self-directed learning and not less than 80% of the total
classes conducted in practical which includes small group teaching, tutorials, integrated learning
and practical sessions in each calendar year calculated from the date of commencement of the term to
the last working day in each of the subjects prescribed to be eligible to appear for the university
examination.
 Overall assessment of the student

Posting 1 Posting 2 Posting 3 Posting 4

Attendance
/5 /5 /5 /5
Discipline
/5 /5 /5 /5
Middle of
posting /5 /10 /20 /30
assessment
End of posting
/5 /15 /20 /30
assessment
Student doctor
method of /5 /10 /10 ------
learning
Total ( /200)
/ 25 /45 /60 /70
Remarks if any

Total marks obtained on a total of 200 is -----

A student will be permitted to appear for final university exams only if he/she obtains more
than 100 marks in the assessments.

Final remarks if any -

 Posting 1

Duration: 4 weeks

Date of Posting: From:

To:

Unit:

Bedside Clinics in Surgery II MBBS

1 History taking surgery in surgery

2 General Physical examination

3 Eliciting vital signs

4 Examination of an ulcer

5 Examination of a swelling

6 Examination of abdomen

7 Hand wash and draping patients in OT

8 Basic instruments in surgical operation theatre

 Learner doctor method

Posting 1

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission
and followed up. The student will interact with the patient and the treating team to make daily notes of the
following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient
education. A brief summary is to be written at the end of the patient’s stay in hospital.
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 1:

Diagnosis Presented/Attended Signature

10
List of Cases observed/assisted in OT/Minor OT:

Date Diagnosis Operative Assisted/ Faculty

procedure signature
Observed

10
Posting 2

Duration: 4 weeks

Date of Posting: From:

To:

Unit:
 Learner doctor method

Posting 2

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission
and followed up. The student will interact with the patient and the treating team to make daily notes of the
following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient
education. A brief summary is to be written at the end of the patient’s stay in hospital.
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 2:

Diagnosis Presented/Attended Signature

10

List of Cases observed/assisted in OT/Minor OT:

 Date Diagnosis Operative procedure Assisted/ Faculty
signature
Observed

10
 Bedside Clinics in Surgery III MBBS Part I
Comp Competency Date Attempt Ratin Deci Initial Feedback
etenc addressed compl at g** sion of Received
y eted activity* of
S facu faculty Initial of
no. No. Dd/m lty* and
m/yyy ** date learner
y
Demonstrate and
document the
correct clinical
examination of
SU22.
1 thyroid swellings
2
and discuss the
differential
diagnosis and their
management
Demonstrate the
correct technique to
SU25.
2 palpate the breast
5
for breast lump on a
patient
Demonstrate the
correct examination
SU27.
3 of the lymphatic
8
system

Demonstrate and
document the
correct clinical
examination of
SU21. swelling in the
4
2 submandibular
region and discuss
the differential
diagnosis and
management

*First or Only (F) Repeat (R) Remedial (Re)

**Below(B) expectations Meets(M) expectations Exceeds (E)expectations
*** Completed (C) Repeat (R) Remedial (Re)
 TUTORIALS in Surgery for MBBS Professional –III PART 1

Date Feedbac
Dec Initial k
Comp compl Atte isio
mpt Rating** of Receive
SL etenc Competency eted n of d
at facult
No. y addressed Dd/m activ fac
ulty y and
No. m/yyy ity* Initial of
*** date
y learner
Communicate and
counsel patients and
families about the
1. SU2.3 treatment and
prognosis of shock
demonstrating
empathy and care
Burns: Communicate
and counsel patients
and families on the
2. SU4.4 outcome
and rehabilitation
demonstrating
empathy and care.
Elicit, document and
present a history in a
3. SU5.2 patient presenting
with
wounds.
Enumerate
Prophylactic and
therapeutic
4. SU6.2
antibiotics
Plan appropriate
management
Describe the steps
and obtain informed
SU11.
5. consent in a
5
simulated
environment
Describe and discuss
the methods of
estimation and
SU12.
6. replacement of the
2
fluid and electrolyte
requirements in the
surgical patient
 Demonstrate
Professionalism and
empathy to the
7. SU8.2
patient
undergoing General
Surgery

Observe blood
8. SU3.2
transfusions.

Counsel patients and

family/ friends for
9. SU3.3
blood transfusion
and blood donation.
Demonstrate the
steps in Basic Life
SU17. Support. Transport
10.
2 of injured patient in
a simulated
environment
Demonstrate Airway
maintenance.
Recognize and
SU17. manage tension
11.
10 pneumothorax,
hemothorax and flail
chest in simulated
environment.
SEMINARS

12.SU4.2 Burns assessment

Discuss Medico-legal
13.SU8.3 issues in surgical
practice

SU17. Principles of FIRST

14.
1 AID

Surgical Wound
SU14. Closure and
15.
3 Anastomosis(Sutures
, Knots And Needles)

16.17.3 Mass causalities

17.17.9 Chest Injuries

SU19.
18. Cleft Lip and Palate
2
 SU22.
19. Thyroid Cancer
4

SU22. Hyperparathyroidis
20.
6 m

SU26. Congenital Heart

21.
1 Diseases

SU17.
22. Basic life support
1

SU27. Principles of
23.
3 Amputation
Posting 3

Duration: 8 weeks

Date of Posting: From:

To:

Unit:

Clinical postings (8+4*WEEKS)

Observe and record new and follow up

OPD cases in OPD(3hrs)

Post Admission day Follow up of assigned cases(1hr),

ward rounds Bedside clinics SGD,DOAP(1hr), SDL,
Discussion and closure (1hr)
Observe OT procedures and document in
OT the logbook with Discussion(3hrs)
Follow up of assigned cases(1hr),
Ward Bedside clinics (SGD, DOAP(1hr), SDL,
Discussion and closure (1hr)
 Learner doctor method

Posting 3

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission
and followed up. The student will interact with the patient and the treating team to make daily notes of the
following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient
education. A brief summary is to be written at the end of the patient’s stay in hospital.
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 3:

Diagnosis Presented/Attended Signature

10
List of Cases observed/assisted in OT/Minor OT:

Date Diagnosis Operative procedure Assisted/Observed Faculty

signature

10
 Bedside Clinics in General Surgery for MBBS Third Professional year - Part 2

Bedside Clinics in Surgery For MBBS-PHASE 3

Compet Competency Date At Rat Deci Initial Feedba
ency addressed compl te ing sion of ck
No. eted m ** of faculty Receive
pt facul d
Dd/m at ty*** and
S no. m/yyy ac date Initial of
y tiv
ity learner
*

SU21.1 Salivary gland

examination

Demonstrate the
Abdomen SU28.9 correct technique to
examine the patient
with disorders of
stomach

Describe and
Abdomen SU28.18 demonstrate clinical
examination of
abdomen. Order
relevant
investigations.
Describe and discuss
approproiate
treatment plan
Demonstrate and
Thyroid SU22.3 document the
correct clinical
examination of
thyroid swellings
anddiscus the
differential
diagnosis and their
management
Vascular Demonstrate the
diseases SU27.2 correct examination of
the vascular system
and enumerate and
describethe
 investigation of
vascular disease

Penis, Describe the

Testisand SU30.5
applied
scrotum anatomy,
clinical
features,
investigation
s and
principles of
management of
Hydrocele
Demonstrat
SU25.5 e the correct
Breast technique to
SU25.4 palpate the
breast for
breast
swelling in a
mannequin or
equivalent Counsel
the patient and
obtain informed
consent for
treatment of
malignant conditions
of the breast
Demonstrate the
Abdomen SU28.2 correct technique to
examine the patient
with hernia and
identifydifferent types
of hernias

*First or Only (F) Repeat (R) Remedial (Re)

**Below(B) expectations Meets(M) expectations Exceeds (E)expectations
*** Completed (C) Repeat (R) Remedial (Re)

List of Tutorials and seminars MBBS Part 3

Date Feedbac
Dec Initial k
Comp compl Atte isio
mpt Rating** of Receive
etenc Competency eted n of d
SL at facult
y addressed Dd/m activ fac
No. ulty y and
No. m/yyy ity* Initial of
*** date
y learner
 Principles of
SU19.
1. reconstruction of
2
cleft lip and palate

Principles
SU20. of treatment –
2.
2 Oropharnygeal
cancer
Counsel the patient
and obtain informed
SU25. consent for
3.
4 treatment of
malignant conditions
of the breast
Digital rectal
examination of the
SU29.
4. prostate in a
10
mannequin or
equivalent
Communicate the
results of surgical
5. SU9.3 investigations and
counsel the patient
appropriately
Choose appropriate
biochemical,
microbiological,
pathological, imaging
6. SU9.1
investigations and
interpret the
investigative data in
a surgical patient
Describe the steps
and obtain informed
SU10.
7. consent in a
2
simulated
environment
Perform basic
surgical Skills such
as First aid including
SU10.
8. suturing and minor
4
surgical procedures
in simulated
environment
 Demonstrate
maintenance of an
SU11.
9. airway in a
3
mannequin or
equivalent
Counsel patients and
relatives on organ
10.SU13.
1
donation in a
40
simulated
environment
Demonstrate the
techniques of asepsis
SU14.
11. and suturing in a
4
simulated
environment
Counsel the patient
and obtain informed
SU25. consent for
12.
4 treatment of
malignant conditions
of the breast

SEMINARS

SU28. post-splenectomy
13.
11 sepsis - prophylaxis

SU28.
14. Short gut syndrome
4
Posting 4

Duration: 4 weeks

Date of Posting: From:

To:

Unit:
 Learner doctor method

Posting 4

One patient will be allotted to the student at the beginning of the posting. The patient is assessed at admission
and followed up. The student will interact with the patient and the treating team to make daily notes of the
following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status, communication and patient
education. A brief summary is to be written at the end of the patient’s stay in hospital.
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?

What next?

Signature of faculty: Date :

 List of Clinical Cases Presented/Attended in Posting 4:

Diagnosis Presented/Attended Signature

10
List of Cases observed/assisted in OT/Minor OT:

Date Diagnosis Operative procedure Assisted/Observed Faculty

signature

10
Observe common surgical procedures and assist in minor surgical procedures; Observe emergency
lifesaving surgical procedures.

List of Minor Procedures

S.No. Procedure Number observed Date Faculty signature

(Minimum number – 2 )

1 ICD insertion

2 Ryles tube insertion

3 Foleys catheter insertion

4 Central line insertion

5 Swelling excision

6 Lymph node biopsy

7 Toe nail excision

8 Paronychia drainage

9 Toe disarticulation

10 Bedside debridement

List of common surgical procedures

S.No. Procedure Number observed Date Faculty signature

(Minimum number 2)

1 Inguinal Hernia repair

2 Appendectomy

3 Fibroadenoma excision

4 Circumcision

5 Thyroidectomy

6 Modified Radical Mastectomy

7 Varicose vein surgery

8 Laparotomy

9 Laparoscopic cholecystectomy

10 Ventral hernia repair

 TUTORIALS (60 HRS)

SL COMPETE TOPIC Date of Faculty Signature

NO. NCY NO. activity feedback of Faculty
1

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
 SEMINAR (40 Hours)
SL NO. COMPETE TOPIC Date of Faculty Signatur
NCY NO. activit feedback e of
y Faculty
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
AETCOM MODULE
AETCOM MODULES
Module number: Date:
Name of the activity:
Department of General surgery

Competencies
The student should be able to :

Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty
AETCOM MODULES
Module number: Date:
Name of the activity:
Department of General surgery

Competencies
The student should be able to :

Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

AETCOM MODULES
Module number: Date:
Name of the activity:
Department of General Surgery

Competencies
The student should be able to :
Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

 List of AETCOM competency

Competency No. Competency Domain Date Signature

8 Identify and K/KH

discuss medico-
legal,
socioeconomic
and ethical issues

as it pertains to
organ donation

14 Identify, discuss K/KH

and defend
medico-legal,
socio-cultural and
ethical

issues as it
pertains to
decision making
in emergency care
including

situations where
patients do not
have the
 capability or
capacity to

give consent

18 Identify, discuss K/KH

and defend,
medico-legal,
socio-cultural and

ethical issues as
they pertain to
consent for
surgical
procedures

23 Demonstrate S/SH
ability to
communicate to
patients in a
patient,

respectful, non-
threatening, non-
judgemental and
empathetic

manner
32 Demonstrate S/SH
respect and
follows the correct
procedure when

handling cadavers
and other biologic
tissues

33 Administer S/SH
informed consent
and appropriately
address patient

queries to a
patient
undergoing a
surgical
procedure in a
simulated

environment

34 Communicate S/SH
diagnostic and
therapeutic
options to patient
and
family in a
simulated
environment
Integrated sessions

Date of Topics covered Competency Departments Signature Signature

session numbers involved in of the of the
addressed the conduct of student faculty
the session
1

4
 5

Small group discussions Phase 3, part 1

Topic Type of SGD Date Observed/Presented Faculty Sign
Small group discussions Phase 3, part 2

Topic Type of SGD Date Observed/Presented Faculty Sign

Self-directed learning sessions:

Sl. Date Topic Competency number Signature of

No. the Faculty

11

12

13

14

15

16
17

18

19

20

Seminars presented – phase 3 part 1

Name of the topic Date Signature of the

faculty

1
2

Seminars presented Phase 3 part 2

Name of the topic Date Signature of the

faculty

4
5

Research projects and publications

Name of the topic Date Signature of the
faculty

1
2

Co curricular activities –(quiz, poster, debates, essays, skit)

 Name of the topic Date Signature of the
faculty

7
8

10
 Participation in CME, conference, and workshops.
Name of the topic Date Signature of the
faculty

5
6

10

Awards and recognition

Name of the Award Date Signature of the
faculty
1

5
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Surgery Allied Subjects including

Anaesthesiology
Radiodiagnosis and Radiotherapy
Curriculum as per
Competency-Based Medical Education Curriculum
 Anesthesiology CBME Curriculum of Phase-III Part I MBBS

Theory teaching hours

Subject Small Interactive Self directed Total
group Lectures learning (Hours)
discussion (Hours)
s
Anaesthesiolog 10 8 2 20
y
Clinical posting
Anaesthesiolog One week
y

THEORY (20 hours) and CLINICS (1 week)

Sl Topic Competency T-L method Time Integration

number number
1 Anaesthesiology AS 1.1, 1.2, 1.3, 1.4 Lecture 1 hour
as a specialty
 2 Cardiopulmonary AS 2.1, 2,2 Small group 2 hours
resuscitation discussion,
simulation
3 Preoperative AS Lecture 1 hour Surgery
evaluation and 3.1,3.2,3.3,3.4,3.5,3.6
medication Clinics
4 General AS 4.1, 4.2 Lecture 1 hour
Anaesthesia AS 4.3,4.4,4.5,4.6,4.7 Small group 2 hours
discussion

Clinics
5 Regional AS 5.1, 5.2 Lecture 1 hour
anaesthesia AS 5.3,5.4,5.5,5.6 Small group 2 hours
discussion

Clinics
6 Intensive Care AS 7.1,7.2 Lecture 1 hour
Management AS 7.3,7.4,7.5 Small group 2 hours Medicine
discussion

Clinics
7 Pain and its AS 8.1,8.2,.3,8.4,8.5 Lecture 1 hour
management
8 Fluids AS 9.1,9.2 Small group 2 hours
discussion,
skills lab
AS 9.3,9.4 Lecture 1 hour

9 Patient safety AS Lecture 1 hour

10.1,10.2,10.3,10.4
Self- Directed learning:

Duration: 2 hours
Students will be given clinical case scenarios and will be told to work in groups. Reference books and E material will be suggested to them beforehand.
Discussion regarding monitoring, identification of high-risk patients, resuscitation and discharge criteria will be done.

Self-Directed Learning – 2 hours

Sl Topic Competencies T-L method Assessment
no
1 Post- AS 6.1,6.2,6.3 Self-Directed Formative assessment
anaesthesia Learning
recovery Recording of team
work contribution in
Log Book

Assessment and Feedback of Anaesthesia: Theory paper – 50 marks, Short essay, MCQs – 1 hour
Monitoring Log Book and Feedback

Radiodiagnosis and Radiotherapy CBME Curriculum

Theory teaching hours

Subject Teaching Tutorials/Seminars/Int Self directed Total

hours egrated teaching learning
(Hours)
(Hours) (Hours)

Radiodiagnosis 10 8 2 20

Clinical posting

Radiodiagnosis 2 weeks in 2nd MBBS

THEORY

Blocks Sl. No. Topic Competencies Time T/L method

1 Definition of radiation; RD 1.1 1 hour Lecture

Interaction of radiation with
matter;

2 Radiation protection RD 1.1 1 hour Lecture

I 1 hour Lecture
3 Introduction to imaging RD 1.2
modalities
1 hour Lecture
4 X ray and related investigations RD 1.2
like fluoroscopy &
Mammography
1 hour Lecture
5 Ultrasonography and color RD 1.2
doppler
 1 hour Lecture
6 Computed Tomography RD 1.2
1 hour Lecture
7 Magnetic Resonance Imaging RD 1.2
1 hour Lecture
8 Contrast Media and contrast RD 1.2
reactions.
Management of contrast
reactions.
1 hour Lecture
3 Imaging modalities in common RD 1.8
malignancies
1 hour Lecture
4 Interventional Radiology in RD 1.9
common clinical conditions
1 hour Lecture
5 Pre-procedural Patient RD 1.11
preparation for imaging.
1 hour Lecture
6 Effects of radiation on pregnancy RD 1.12
and the methods of
prevention/minimization of
radiation exposure.
1 hour Lecture
II 7 Components of PC & PNDT act RD 1.13
and its medico-legal implications
 8 Assessment and feedback 1 hour Short essay,
short
(50 marks) answers,
MCQs

Self- Directed learning: Duration: 2 hours

Students will be given clinical case scenarios and asked to suggest the imaging modality of choice. Reference books and E material will be suggested to them beforehand. Discussion regarding the imaging
modalities including patient preparation will be done.

Self- Directed learning

Sl. No. Topics Competencies

1 Emergency Radiology RD 1.10

2 Selection of imaging modalities in various common RD1.2, RD1.3,

clinical conditions with advantages and disadvantages RD1.4,RD1.5, RD1.6,
RD1.7, RD1.8.

Clinical posting – 2 weeks in 2nd MBBS

Most of the Show/Shows how competencies are integrated with other clinical subjects
Compet Competency T-L Assessm Integratio
Number meth ent n
od
PE21.12 Interpret report of Plain radiograph of KUB DOAP OSCE Pediatrics
PE21.13 Enumerate the indications for and Interpret DOAP OSCE Pediatrics
the written report of Ultrasonogram of KUB
PE23.13 Interpret a chest radiograph and recognize DOAP OSCE Pediatrics
Cardiomegaly
PE23.16 Use the ECHO reports in management of cases DOAP OSCE Pediatrics
PE28.17 Interpret X-ray of the paranasal sinuses DOAP OSCE Pediatrics
 and mastoid; and /or usewritten report in
case of management
Interpret CXR in foreign body aspiration and
lower respiratory tractinfection, understand
the significance of thymic shadow in Pediatric
chest X-rays
PE30.23 Interpret the reports of EEG, CT, MRI DOAP OSCE Pediatrics
PE34.8 Interpret a Chest radiograph DOAP OSCE Pediatrics
IM3.7 Order and interpret diagnostic tests based on DOAP OSCE Internal
the clinical presentation including: CBC, Chest medicine
X ray PA view, Mantoux, sputumgram stain,
sputum culture and sensitivity, pleural fluid
examination and culture, HIV testing and ABG

Tutorials/Seminars/Integrated teaching:
 Sl Topic Competencies Integration Duration
No. with (Hours)
1 Imaging and Radiological RD 1.3 ENT 1 hour
investigations in common ENT
disorders
2 Imaging and Radiological RD 1.4 Ob & Gy 1 hour
investigations in common
disorders of Obstetrics and
Gynecology
3 Imaging and Radiological RD 1.5 Medicine 1 hour
investigations in common
disorders related to internal
medicine
4 Imaging and Radiological RD1.6 Surgery 1 hour
investigations in common
disorders related to surgery
5 Imaging and Radiological RD1.7 Paediatrics 1 hour
investigations in common
disorder related to Pediatrics
6 Imaging and Radiological RD1.8, RD 1.3, Oncology 1 hour
investigations in common RD1.4,RD1.5,
conditions pertaining to RD1.6, RD1.7
common malignancies
7 Effects of Radiation on RD1.12, RD1.4 Ob & Gy 1 hour
pregnancy and methods of
prevention / minimization of
radiation exposure
8 Components of PC & PNDT act RD1.13, RD1.4 Forensic 1 hour
and its medicolegal implications PSM
Total 8

Radiotherapy – Competencies
Compet Competency T-L method Assessment
Number
RT1.1 Describe and discuss definition of radiation, Lecture/SDL MCQs/SAQ
mechanism of action ofradiation, types of
radiation
RT1.2 Describe and discuss interaction of radiation Lecture/SDL MCQs/SAQ
with matter &measurement of radiation
RT1.3 Enumerate, describe and discuss classification Lecture/SDL MCQs/SAQ
and staging ofcancer (AJCC, FIGO etc.)
RT2.1 Describe and discuss radiation protection and Lecture/SDL MCQs/SAQ
personnel monitoringduring radiation
treatment
RT3.1 Describe and discuss cell cycle and cell Lecture/SDL MCQs/SAQ
survival curve, principles ofradiobiology
RT3.2 Describe and discuss synergism of radiation Lecture/SDL MCQs/SAQ
and chemotherapy
RT4.1 Describe and discuss teletherapy machine Lecture/SDL MCQs/SAQ
(Co60/LINAC)
RT4.2 Enumerate, describe and discuss types of Lecture/SDL MCQs/SAQ
treatment plan, basicworkflow of
2D/3DCRT/IMRT/IGRT
RT4.3 Describe and discuss Brachytherapy machine Lecture /SDL MCQs/SAQ
(remote after loading)
RT4.4 Describe and discuss different radioactive Lecture/SDL MCQs/SAQ
isotopes and their use incancer patients
RT4.5 Describe and discuss role of radiation in Lecture/SDL MCQs/SAQ
management of commonmalignancies in India
(region specific)
RT4.6 Describe and discuss radiotherapy for benign Lecture/SDL MCQs/SAQ
disease
RT4.7 Counsel patients regarding acute and late DOAP OSCE
effects of radiation andsupportive care
RT4.8 Describe oncological emergencies and Lecture/SDL MCQs/SAQ
palliative care
RT4.9 Display empathy in the care of patients with DOAP OSCE
cancer
RAJIV GANDHI UNIVERSITY OF

HEALTH SCIENCES

BANGALORE, KARNATAKA

Anesthesia and Radiodiagnosis

(General Surgery Allied Subjects )
LOGBOOK
For Undergraduates
 As Per
Competency-Based Medical Education Curriculum

BASIC PROFORMA OF THE STUDENT

Phot
o

PARTICULARS OF THE STUDENT:

Name of the student :

MBBS Batch :

Father’s name :

Mother’s name :

Roll No :
RGUHS Reg No :

Address :

Contact number :

Email-ID :

Signature of the student:....................................

PREFACE

This booklet has been adopted from the book prepared by an Expert Group constituted by the university and complies with the “Guidelines for preparing Logbook for
Undergraduate Medical Education Program- 2019” as per CBME (Competency Based Medical Education) Guidelines- 2019. It is for use by faculty members, institutions, and
Universities to track and record the progress of an undergraduate student through the specified competencies in Anaesthesia and Radiodiagnosis including Radiotherapy. The model
logbook can be used as a guideline by Medical Colleges and Universities, and can be adapted / modified as per requirement.
The Competency based curriculum places emphasis on acquisition of defined knowledge, skills, attitudes and values by the learner so as to be a capable physician
of first contact in community. This logbook aims to document the acquisition of these milestones during the learner’s stay in the Departments of Anaesthesia and Radiodiagnosis.
This logbook would be a verifiable record of the learner’s progression step-by-step. It has to be maintained as an essential document and filled in a timely manner, to enable progression
to the next stage of learning.
Successful documentation and submission of the logbook is a prerequisite for being allowed to take the final summative examination.
Summary of Clinical Case Presentations/Spotters in Anaesthesia
(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases in a clinical posting

Serial Date Patient Diagnosis Case Facilitator’s

No. Name & ID Presented/ Signature
Attended
Write P/A

End of posting Assessment

Suggested Methods

15. Viva Voce

16. CA-OSCE / OSCE / OSPE
17. Bedside assessment
18. Communication skill (Counselling)
19. Psychomotor skill- Smear preparation, slide preparation, speculum examination
Date Marks obtained Total Marks Feedback Student Feedback Faculty

SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II 2 weeks

 Anaesthesia
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting
Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter

What Happened?

So What?

What Next?

Signature of Faculty Date

Summary of Clinical Case Presentations/Spotters in Radiodiagnosis
(*Departments may create/continue with a case record book for documentation of cases)
At least 3 cases per clinical posting

Serial Date Patient Diagnosis Case Facilitator’s

No. Name & ID Presented/ Signature
Attended
Write P/A

End of posting Assessment

Suggested Methods

1. Viva Voce
2. CA-OSCE / OSCE / OSPE
3. Bedside assessment
4. Communication skill (Counselling)
 5. Psychomotor skill- Smear preparation, slide preparation, speculum examination

Date Marks obtained Total Marks Feedback Student Feedback Faculty

SUMMARY OF ATTENDANCE

Rotation Phase Duration From To Total Number of Faculty

(Weeks) classes classes Signature
held attended

1st Phase II 2 weeks

Radiodiagnosis
REFLECTIONS: CLINICAL CASE PRESENTATION

(Students should preferably reflect on cases which they themselves have presented):
At least one Reflection per Clinical Posting

Phase II

Serial Patient Name Age/Sex Diagnosis Date

Number

Student Presenter
What Happened?

So What?

What Next?

Signature of Faculty Date

Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Orthopedics Curriculum
as per
Competency Based Medical Education
 INDEX
Serial Conten Page Number
Number t
1 Goal & Competencies of Undergraduate 4
2 Period of training during MBBS 6
3 Minimum teaching hours 7
4 Competencies & Specific learning Objectives aligned with Teaching learning methods & Assessment 8
methods
5 Time table & list of Competencies to cover in each phase of MBBS 52
6 Goals & Competencies to cover in Internship 64
7 Period of training in Internship 67
8 Certifiable skills in Internship 68
9 Assessment in Orthopaedics 69
10. A Teaching learning methods 72
B Blue Print & Assessment methods – Theory 73
C Blue Print & Assessment methods – Practical 75
Annexures
D Integration topics 76
E Self Directed Learning- Examples 110
F Topics for Electives 114
G Clinical Postings 115
H Log Book Format 120
I Model Question Papers 121
J Recommended Text Books 123
 Goals and Objectives for the undergraduate MBBS curriculum in Orthopaedics(As per Graduate Medical
Education
Regulations (GMR), 1997 Part II)
GOAL
The aim of teaching the undergraduate student in Orthopaedics (including Trauma) and Physical Medicine and Rehabilitation is to impart such knowledge and skills that
may enable him to diagnose and treat common ailments. He/she shall have ability to diagnose and suspect presence of fracture, dislocation, acute osteomyelitis, acute
poliomyelitis and common congenital deformities such as Congenital Talipes Equino Varus (CTEV) and Developmental Dysplasia of Hip (DDH).

(a) COMPETENCIES: The student must demonstrate:

1. Ability to recognize and assess bone injuries, dislocation and poly-trauma and provide first contact care prior to
appropriatereferral,
2. Knowledge of the medico-legal aspects of trauma,
3. Ability to recognize and manage common infections of bone and joints in the primary care setting,
4. Recognize common congenital, metabolic, neoplastic, degenerative and inflammatory bone diseases and refer appropriately,
5. Ability to perform simple orthopaedic techniques as applicable to a primary care setting,
6. Ability to recommend rehabilitative services for common orthopaedic problems across all ages.
(b) INTEGRATON: The teaching should be aligned and integrated horizontally and vertically in order to allow the student to
understand
the structural basis of orthopaedic problems, their management and correlation with function, rehabilitation and quality of life.

3
 List of Topics and Competencies in Phase II MBBS, Phase III Part 1 and Part 2
MBBS
Sl.No Topics Competencies Procedure
s
requiring
certificatio
n
1 Skeletal trauma, poly trauma 06 Ni
l
2 Fractures 16 Ni
l
3 Musculoskeletal Infection 03 Ni
l
4 Skeletal Tuberculosis 01 Ni
l
5 Rheumatoid Arthritis and associated inflammatory disorders 01 Ni
l
6 Degenerative disorders 01 Ni
l
7 Metabolic bone disorders 01 Ni
l
8 Poliomyelitis 01 Ni
l
9 Cerebral Palsy 01 Ni
l
10 Bone Tumors 01 Ni
l
11 Peripheral nerve injuries 01 Ni
l
12 Congenital lesions 01 Ni
l
13 Procedural Skills 02 Ni
l
14 Counselling Skills 03 Ni
l
4
Total 39 Ni
l

5
 Period of Training in Phase II and
Phase III
Phase II Phase III Part 1 Phase III Part 2 Total
Theory NONE 40 hours 50 hours 90 hours
Clinical 2 weeks 4 weeks 2 weeks 8 weeks
s

6
 Minimum Teaching Hours in MBBS Phase II, Phase III Part 1 and Part
2
Term Lectures Small group Self - Total (hours)
(hours) discussions(SGD) Directed
(Tutorials / Learning
Seminars) (SDL)
/Integrated learning (hours)
(hours)
Phase II NONE NONE NONE

Phase III Part 1 15 20 05 40

Phase III Part 2 20 25 05 50*
Total 90

* 25% of allotted time shall be utilized for integrated learning

AETCOM (OR14.1,
14.2, 14.3)
Phase II

Phase III Part 1

Phase III Part 2 2 hours (OR 14.1, 14.2, 14.3)

Total

7
Specific Learning Objectives

8
 COMPETENCY Domai Leve Core Suggested Suggested Vertical Horizonta
Number
The student should be able to: n l (Y/N Teaching Assessment integratio l
K/S/A/ K/K ) Learning method n integratio
C H method n
/
SH/
P
TOPIC : SKELETAL TRAUMA, Poly trauma

OR1.1 Describe and discuss the Principles of pre- K K/KH Y Lecture with Written/ Viva GENERAL
hospital care and Causality management of a video, Small voce/OSCE/ SURGERY
trauma victimincluding principles of triage. group Simulation ANESTHESIOLOG
discussion Y
Specific learning objectives:

Discuss prehospital trauma care in a

1.1.1 polytraumapatient.

Enumerate interventions that may be performed

1.1.2 by emergency personnel prior to transport to
hospital ina polytrauma patient.
1.1.3 Differentiate polytrauma and multiple
fracturepatients.
1.1.4 Enumerate the steps in primary survey of a
polytrauma patient in Emergency Department
(ED).
1.1.5 Discuss BLS and ATLS.
1.1.6 Discuss secondary and tertiary survey.
1.1.7 Discuss the concept of “GOLDEN HOUR”
1.1.8 Discuss the principles of “TRIAGE”
1.1.9 List the diagnostic tests done in poly trauma
patient
in ED.
1.1.10 Discuss the management of polytrauma
patient inED. 9
 Describe and discuss the aetiopathogenesis, Written/ Viva GERERA
OR1. clinicalfeatures, investigations, and principles K K/KH Y Lecture voce/OSCE/ L
2 of management of shock Simulation SURGER
Y
Specific learning objectives:
1.2.1 Define shock.

1.2.2 Enumerate the various causes of shock.

1.2.3 Describe the pathophysiology as a basis for signs

andsymptoms associated with progression
through various stages of shock.

1.2.4 Classify hemorrhagic shock.

1.2.5 Discuss the investigative work up in patients

withvarious causes of shock.

1.2.6 Describe the principles of management of

hemorrhagic shock in a poly trauma
patient inemergency department.
1.2.7 Discuss the role of pharmacotherapy in
variousshock states.

1.2.8 Discuss massive blood transfusion

protocol inhemorrhagic shock.

1.2.9 Discuss the ideal fluid resuscitation in shock.

10
 OR1. Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/OSCE GENERA
3 group L
clinicalfeatures, investigations, and principles
of management of soft tissue injuries discussion SURGER
Y

Specific learning objectives:

1.3.1 Enumerate the tissues involved in soft tissue

injuries(STI)
1.3.2 Classify soft tissue injuries
1.3.3 Discuss the common causes of soft tissue injuries

1.3.4 Discuss the clinical features of soft tissue injuries

1.3.5 Discuss the treatment of sprains

depending ongrading
1.3.6 Discuss the common investigations to
diagnose softtissue injuries
1.3.7 List common ligaments which are
injured.Knee Joint/ Ankle
1.3.8 Enumerate the sports which puts athletes in
risk forsoft tissue injuries with examples.

1.3.9 List common causes for overuse soft tissue

injuries

1.3.1 Discuss the principles of management of soft

0
tissueinjuries.

11
 OR1. Describe and discuss the Principles of K K/KH Y Lecture, small Written/ GENERA
4 managementof soft tissue injuries. group Assessment/ L
discussion Vivavoice SURGER
Y
Specific learning objectives:

1.4.1 Discuss the principles of management of soft

tissueinjuries

1.4.2 Describe “RICE” protocol in soft tissue injuries.

1.4.3 Discuss “NO HARM” protocol in soft tissue

injuries.

1.4.4 Discuss the management of chronic overuse

softtissue injuries (tendinitis and bursitis)

1.4.5 Discuss how will you give prevention tips

on avoiding soft tissue injuries for your non-
medicalfriends.

12
 OR1. Describe and discuss the aetiopathogenesis , K K/KH Y Lecture, Small Written/ Viva
5 clinicalfeatures, investigations, and principles group voce/OSCE/
of management of dislocation of major joints, discussion,Bed Simulation
shoulder, knee ,hip. side clinic

Specific learning objectives:

1.5.1 Define dislocation and subluxation.

1.5.2 Discuss etiology and pathoanatomy of

shoulderdislocation.
1.5.3 Classify shoulder dislocations.
1.5.4 Discuss clinical features of anterior and
posteriorshoulder dislocation.
1.5.5 Discuss relevant investigations in
shoulderdislocations.
1.5.6 Define recurrent shoulder dislocations.
1.5.7 Enumerate the essential lesions of
recurrentanterior dislocation.
1.5.8 Discuss the methods of closed reduction of
shoulderdislocations.
1.5.9 Discuss the post reduction protocol following
closedreduction of anterior dislocation of
shoulder.

1.5.1 Enumerate the complications of

0 shoulderdislocations.

13
1.5.1 Describe the mechanism of knee dislocations.
1
1.5.1 Classify knee dislocations.
2
1.5.1 Discuss associated injuries with knee
3 dislocation.

1.5.1 Discuss relevant investigation in knee

4 dislocation.

1.5.1 Discuss the management of knee dislocation.

5
1.5.1 Enumerate the complications associated with
6 kneedislocations.
1.5.1 Classify hip dislocations.
7
1.5.1 Explain the mechanism and clinical
8 features ofanterior dislocation of hip.
1.5.1 Describe the mechanism and clinical
9 features ofposterior dislocation of hip.
1.5.2 List the investigation in hip dislocation.
0
1.5.2 Discuss the management of anterior and
1
posterior
dislocation.
1.5.2 Describe the post reduction protocol
2 of hipdislocation.
1.5.2 Enumerate the complication of hip dislocation.
3

14
 OR1.6 Participate as a member in the team for closed K K/KH Y Simulation, OSCE/ Simulation
reduction of shoulder dislocation /hip / DOAPsession
dislocation SH
/knee dislocation
Specific learning objectives:
1.6.1 Discuss the principles of closed reduction of a
dislocated joint.
1.6.2 Describe the common closed reduction
techniquesof shoulder dislocation.
1.6.3 Describe the common closed reduction
techniquesof hip dislocation.
1.6.4 Observe, assist in closed reduction of shoulder
dislocation in skill lab as an assistant using
variousmethods.

1.6.5 Observe , assist in closed reduction of hip

dislocation in skill lab as an assistant using
variousmethods.

15
TOPIC : FRACTURES
OR2.1 Describe and discuss the mechanism of K K/KH Y Lecture, Small Written/ Viva
Injury,clinical features, investigations group voce/OSCE
and plan management of fracture of discussion,Bed
clavicle. side clinic

Specific learning objectives:

2.1.1 Describe the anatomy of clavicle and

acromio-clavicular joint.
2.1.2 Discuss the mechanism of injury of
claviclefracture.
2.1.3 Discuss the clinical features of clavicle fracture.

2.1.4 Classify clavicle fractures.

2.1.5 Enumerate associated injuries in fracture

claviclepatient.
2.1.6 Discuss the principles of management of
claviclefractures.
2.1.7 List the surgical indications for clavicle
fractures.

2.1.8 Enumerate complications in clavicle fractures.

16
 OR2.2 Describe and discuss the mechanism of K K/KH Y Lecture, Small Written/
Injury,clinical features, investigations and group Vivavoce/
plan management of fractures of proximal discussion,Bed OSCE
humerus side clinic

Specific learning objectives:

2.2.1 Describe the anatomy of proximal humerus.

2.2.2 Discuss the blood supply and its importance.

2.2.3 Explain the mechanism of injury.

2.2.4 Discuss the clinical features and
relevantinvestigations.

2.2.5 Classify proximal humerus fractures.

2.2.6 Discuss the principles of
management ofproximal humeral
fractures.
2.2.7 List the surgical indications of proximal
humerus
fractures.
2.2.8 Enumerate the complications of
proximalhumerus fractures.

17
 OR2. Select, prescribe and communicate appropriate K K/K Y Lecture, Small Written/ Viva
3 medications for relief of joint pain H/S group voce/OSCE
H discussion,Bed
side clinic
Specific learning objectives:

2.3.1 Discuss the pathophysiology of joint pain.

2.3.2 Enumerate the causes of joint pain .
2.3.3 How do you evaluate join pain.
2.3.4 Discuss WHO analgesics ladder
2.3.5 Describe the role of opioid analgesics used in
jointpains.

2.3.6 Enumerate NSAIDS group of analgesics used in

relief
of joint pain.
2.3.7 Mention parental analgesics used in relief of
joinpain.

2.3.8 Discuss the side effects of chronic use of NASIDS

in aosteoarthritic joint pain.

2.3.9 Name some topical analgesics.

2.3.1 Discuss the role of intra-articular steroid
0 injections inosteoarthritis.

2.3.1 Discuss the role of

1 viscosupplementation.inosteoarthritis.

18
OR2.4 Describe and discuss the mechanism of injury, clinical K K/KH Y Lecture, Small group Written/ Viva
features,investigations and principles of management of discussion,Bed side clinic voce/OSCE
fracture of shaft of humerus and supracondylar fracture
humerus with emphasis on neurovascular deficit

Specific learning objectives:

2.4.1 Discuss the mechanism of injury and pathoanatomy of
fractureshaft of humerus.
2.4.2 Describe the classification and various patterns of fracture
shaftof humerus.
2.4.3 Define Holstein-Lewis fracture.
2.4.4 Discuss the principles of management of fracture shaft of
humerus.
2.4.5 Enumerate various methods of conservative management
offracture shaft of humerus.
2.4.6 Discuss various surgical methods of fixation of fracture
shaft ofhumerus
2.4.7 Discuss the management of humerus fracture with radial
nerveInjury.
2.4.8 Define supracondylar fracture of humerus.
2.4.9 Differentiate supracondylar and intercondylar humerus
fractures.
2.4.10 Classify supracondylar fracture in children.
2.4.11 Discuss the radiological findings in paediatric
supracondylarfracture humerus.

2.4.12 Discuss the management of paediatric supracondylar

fracturehumerus. 19
2.4.1 Discuss the management of paediatric
3 supracondylar fracture with absent radial
pulse.
2.4.1 Define compartment syndrome.
4
2.4.1 Discuss the investigations and
5 management ofcompartment syndrome of
forearm.
2.4.1 Enumerate the various complications of
6 paediatricsupracondylar fracture humerus

20
 OR2. Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
5 clinical features, mechanism of injury, group voce/OSCE
investigation & principles of management of discussion,
fractures of both bonesforearm and Galeazzi and Bedside clinic
Monteggia injury

Specific learning objectives:

2.5.1 Describe the anatomy of radius and ulna.

2.5.2 Discuss the mechanism of injury of fracture
bothbones of forearm.
2.5.3 Discuss clinical features and investigations in
fractureboth bones of forearm.
2.5.4 Define greenstick fracture.

2.5.5 Discuss the principles of management of forearm

fracture in children
2.5.6 Discuss the principles of management of
forearmfracture in adults
2.5.7 Define Galeazzi fracture.

2.5.8 Describe the mechanism of injury,

pathoanatomyand clinical features in
Galeazzi fracture.
2.5.9 Classify Galeazzi fracture.

2.5.1 Discuss the management of Galeazzi fracture

0

21
2.5.1 Define Monteggia fracture.
1
2.5.1 Describe the mechanism of injury,
2 pathoanatomyand clinical features of
Monteggia fracture.
2.5.1 Classify Monteggia fracture.
3

2.5.1 Discuss the management of Monteggia fracture.

4

2.5.1 Enumerate various complications of

5 forearmfractures.

22
 OR2. Describe and discuss the K K/KH Y Lecture, Small Written/ Viva
6 aetiopathogenesis, mechanism of injury, group voce/OSCE
clinical features, investigations and discussion,
principles of management offractures of Bedside clinic
distal radius
Specific learning objectives:
2.6.1 Define Colle's fracture.
2.6.2 Discuss the mechanism of injury,
pathoanatomyand radiological findings in
Colle's fracture.
2.6.3 Define Smith's fracture.

2.6.4 Define Barton's fracture.

2.6.5 Describe the criteria for conservative

managementof fractures of distal radius.

2.6.6 Discuss the closed reduction technique of

Colle'sfracture.

2.6.7 Discuss the surgical management of

fractures ofdistal radius.
2.6.8 Describe the complications and its
management offractures of distal radius.

23
 OR2. Describe and discuss the K K/KH Y Lecture, Small Written/ Viva
7 aetiopathogenesis, mechanism of injury, group voce/OSCE
clinical features, investigations and discussion,
principles of management ofpelvic injuries Bedside clinic
with emphasis on hemodynamic
instability
Specific learning objectives:

2.7.1 Discuss the anatomy of pelvis.

2.7.2 Describe the mechanism of injury,

pathoanatomyand clinical features of pelvic
fractures.
2.7.3 Classify pelvic fractures.

2.7.4 Discuss the investigations in pelvic fractures.

2.7.5 Describe the principles of management of

pelvic
fractures.
2.7.6 How will you assess and manage a patient with
pelvic fracture with haemodynamic instability.

24
 OR2. Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
8 mechanism of injury, clinical features, group voce/OSCE
investigationsand principles of management of discussion,
spine injuries withemphasis on mobilization of Bedside clinic
the patient
Specific learning objectives
2.8.1 Describe the anatomy of spine.
2.8.2 Discuss the mechanism of injury, clinical
featuresand investigations of a patient with
spine injury.
2.8.3 Differentiate stable and unstable spine
fractures.
2.8.4 Classify spine fractures.
2.8.5 Define Hangman's fracture.

2.8.6 Define whiplash injury.

2.8.7 Discuss the principles of management of

spinefractures.

2.8.8 Discuss the surgical management of spine

fracturewith spinal cord injury.

2.8.9 Discuss how will you rehabilitate quadriplegic

andparaplegic patients following spine
fractures.

25
OR2.10 Describe and discuss the K K/KH Y Lecture, Small Written/ Viva
aetiopathogenesis, mechanism of injury, group voce/OSCE
clinical features, investigations and discussion,
principles of management offractures of Bedside clinic
proximal femur.
Specific learning objectives:
2.10.1 Discuss the blood supply of femoral head.

2.10.2 Define and classify Intracapsular fractures of

neckof femur.
2.10.3 Discuss the clinical features and
investigations ofintracapsular fracture neck
of femur
2.10.4 Discuss the management of intracapsular
fractureneck of femur in all age groups.

2.10.5 Enumerate complications of fracture

neck offemur and discuss its
management.
2.10.6 Define extracapsular fracture neck of femur

2.10.7 Classify extracapsular fracture neck of femur.

2.10.8 Describe the clinical features,
investigations andmanagement of
extracapsular fracture neck of femur.
2.10.9 Discuss the management of
intertrochantericfracture.

26
OR2.11 Describe and discuss the aetiopathogenesis, K K/KH/ Y Lecture, Small Written/ Viva
mechanism of injury, clinical features, SH group voce/OSCE
investigationsand principles of management of discussion,
(a)Fracture patella (b) Fracture distal femur Bedside clinic
(c) Fracture proximal tibia with special focus
on neurovascular injury and compartment
syndrome
Specific learning objectives:
2.11.1 Discuss the anatomy of extensor mechanism of
knee.
2.11.2 Discuss mechanism of injury and clinical features
ofpatella fracture.
2.11.3 Interpret radiograph of knee with patella
fracturepatterns.
2.11.4 Discuss the general principles of
management offracture patella.
2.11.5 Discuss the mechanism of injury in
supracondylarand intercondylar fracture
femur.
2.11.6 Discuss general principles of management of
distal
femur fractures.
2.11.7 Classify proximal tibia fractures
2.11.8 Discuss the general principles of
management ofproximal tibia fractures.
2.11.9 Enumerate the common complications of
proximaltibia fracture.

27
2.11.10 Discuss the etiopathogenesis, clinical
features, investigation and management of
compartmentsyndrome with proximal
tibia fracture.

28
OR2.12 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
clinicalfeatures, investigations and principles of group voce/OSCE
management of Fracture shaft of femur in all discussion,
age groups and the recognition and Bedside clinic
management of fatembolism as a complication

Specific learning objectives:

2.12.1 Discuss the etiology of fracture shaft of femur

2.12.2 Discuss the clinical features and investigations

infracture shaft of femur

2.12.3 Discuss the management of fracture shaft of

femurin children.

2.12.4 Discuss the management of fracture shaft of

femurin adults

2.12.5 Enumerate the complications of fracture shaft of

femur
2.12.6 Define fat embolism.

2.12.7 Discuss the clinical features and

management offat embolism.

2.12.8 Explain the preventive steps to avoid fat

embolismin long bone fractures.

29
OR2.13 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
clinicalfeatures, Investigation and principles of group voce/OSCE
management of: discussion,
a) Fracture both bones leg Bedside clinic
b) Calcaneus
c) Small bones of foot

Specific learning objectives:

2.13.1 Discuss the mechanism and clinical
features offracture both bones of leg
2.13.2 Discuss the conservative and surgical
managementof fracture both bones of leg
2.13.3 Discuss the management of isolated fibula
fracture
2.13.4 Discuss the fractures caused due to fall from
height
2.13.5 Classify calcaneal fractures.

2.13.6 Discuss the radiological findings and

managementof calcaneal fractures.
2.13.7 What is Aviator's fracture.

2.13.8 Define Jones fracture

30
OR2.14 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva
clinicalfeatures, Investigation and principles group voce/OSCE
of management of ankle fractures discussion,
Bedside clinic
Specific learning objectives:

2.14.1 Discuss the mechanism of injury of ankle

fractures.
2.14.2 Classify ankle fractures

2.14.3 Discuss the principles of management of

anklefractures

2.14.4 Define Cotton’s fracture.

2.14.5 Mention the complications of ankle fractures.

31
OR2.15 Plan and interpret the investigations to diagnose K K/K Y Lecture, Small Written/
complications of fractures like malunion, non-union, H groupdiscussion, Vivavoce/
infection, compartment syndrome Bedside clinic OSCE

Specific learning objectives:

2.15.1 Enumerate immediate, early and late complications of
fractures.
2.15.2 Define malunion
2.15.3 Define nonunion.
2.15.4 Define delayed union.
2.15.5 Discuss the factors affecting fracture healing
2.15.6 Classify nonunion of long bones.
2.15.7 List the radiological investigations in nonunion.
2.15.8 Discuss the investigation to rule out infections
followingfractures.
2.15.9 Discuss the management of nonunion.
2.15.10 Discuss the management of malunion.

2.15.11 Define compartment syndrome.

2.15.12 Discuss the clinical features of compartment syndrome.

2.15.13 Discuss the investigations to rule out compartment

syndrome.
2.15.14 Discuss the indications for fasciotomy.
2.15.15 Discuss the sequelae of compartment syndrome.

32
OR2.16 Describe and discuss the mechanism of K K/KH Y Lecture, Small Written/ Viva
injury, clinical features, investigations and group voce/OSCE
principles of management of open fractures discussion,
with focus on secondary infection Bedside clinic
prevention and management

Specific learning objectives:

2.16.1 Define open fractures.

2.16.2 Classify open fractures.
2.16.3 Discuss the etiology in open fractures.
2.16.4 Discuss the management of open fractures.

2.16.5 Describe antibiotic prophylaxis in open

fractures.
2.16.6 Discuss wound debridement and role of
irrigationin open fractures.

2.16.7 Enumerate the complications of open fractures.

2.16.8 Discuss the prophylaxis against tetanus

and gasgangrene.

33
TOPIC: Musculoskeletal Infection
OR3.1 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, small Written/ Pathology, General Surgery
clinicalfeatures, investigations and principles of group Viva Microbiolog
management of bone and joint infections. discussion, voice/OSCE y
a) Acute Osteomyelitis. video assisted
b) Subacute osteomyelitis. lecture
c) Acute Suppurative arthritis.
d) Septic arthritis & HIV infection
e) Spirochetal infection

Specific learning objectives:

3.1.1 Define osteomyelitis.
3.1.2 Classify osteomyelitis.
3.1.3 Discuss the epidemiological aspects of
osteomyelitis.
3.1.4 Define septic arthritis.
3.1.5 List the common organisms causing
acuteosteomyelitis.
3.1.6 Discuss the routes of infection in osteomyelitis.

3.1.7 Discuss the risk factors associated with

osteomyelitis.

3.1.8 Describe the clinical features and

investigations inacute, subacute and chronic
osteomyelitis.
3.1.9 Enumerate types of sequestrum.

3.1.10 Describe the principles of management of

acute,subacute and chronic osteomyelitis.
3.1.11 Define saucerization.
33
 3.1.1 Enumerate the complications of
2 chronicosteomyelitis.
3.1.1 Describe the clinical features,
3 investigations andmanagement of septic
arthritis.
3.1.1 Discuss the characteristics and management of
4 septicarthritis in HIV patients.

OR3.2 Participate as a member in team for K K/KH/S Y Small group, Viva voice/
aspiration ofjoints under supervision. H Discussion. OSCE/Skill
DOAPsession assessment.

Specific learning objectives:

3.2.1 Define arthrocentesis.
3.2.2 Discuss indications for arthrocentesis.
3.2.3 Describe the informed consent procedure before
aspirations.

3.2.4 Perform the procedure of arthrocentesis of

knee ona mannequin under supervision.

3.2.5 Enumerate the complications of arthrocentesis.

34
OR3.3 Participate as a member in team for procedure K K/KH/S Y DOAP Viva General Surgery
like drainage of abscess , sequestrectomy/ H session, voice/OSCE/Ski
saucerizationand arthrotomy. Video llsassessment.
demonstratio
n
Specific learning objectives:
3.3.1 Define abscess.
3.3.2 Discuss the indications and contra indications
ofincision and drainage (I&D).
3.3.3 Describe the procedure of I&D including
appropriateanesthesia.
3.3.4 Discuss the importance of aftercare and patient
education about abscess and I&D.
3.3.5 Define arthrotomy.
3.3.6 Discuss the indications of arthrotomy.
3.3.7 Discuss the procedure of arthrotomy of knee joint.
3.3.8 Define sequestrum.
3.3.9 Discuss the types of sequestrum.
3.3.10 Enumerate the operative methods in
chronicosteomyelitis
3.3.11 Differentiate involucrum from sequestrum.
3.3.12 Discuss the procedure of saucerization.
3.3.13 Mention the prerequisites before
doingsequestrectomy.

35
Topic : Skeletal Tuberculosis
OR4.1 Describe and discuss the clinical features K K/KH Y Lecture, Small Written /Viva Pathology General surgery
, investigation and principles of group voice/OSCE
management oftuberculosis affecting discussion,Case
major joints (hip, knee) including cold discussion.
abscess and caries spine.
Specific learning objectives:
4.1.1 Discuss the epidemiology of skeletal
tuberculosis.
4.1.2 Describe the pathogenesis, clinical
features andradiological findings in
tuberculosis of hip.
4.1.3 Enumerate the stages of TB hip.
4.1.4 Discuss the medical and surgical management
of TBhip.
4.1.5 Discuss triple deformity of knee.
4.1.6 Discuss the management of TB knee.
4.1.7 Describe the pathogenesis, clinical
features andinvestigations of TB spine.
4.1.8 Discuss the general principles of management of
TBspine.
4.1.9 Define Pott’s paraplegia.
4.1.10 Enumerate the causes of Pott’s paraplegia.
4.1.11 Define cold abscess. List the locations where
cold
abscess are seen.
4.1.12 Discuss the mechanism of action, dose
,regimen andside effects of anti-tubercular
drugs.
36
4.1.13 Discuss psoas abscess and its management.

37
Topic: Rheumatoid Arthritis and associated inflammatory disorders.
OR5.1 Describe and discuss the aetiopathogenesis , K K/KH Y Lecture , Small Written/Vi General medicine.
clinical features, investigations and principles of group va
managementof various inflammatory disorders discussion, voice/OSCE
of joints. Bedside clinic
Specific learning objectives:
5.1.1 Define poly arthritis.
5.1.2 Enumerate the causes of poly arthritic joint pain

5.1.3 Enumerate various causes of inflammatory

jointdiseases.
5.1.4 Describe the etiopathogenesis, clinical
features andinvestigations of rheumatoid
arthritis.
5.1.5 Discuss the articular deformities in
rheumatoidarthritis
5.1.6 Discuss the extra articular
manifestations inrheumatoid arthritis
5.1.7 Describe the medical management of
rheumatoidarthritis.
5.1.8 Describe the mechanism of action, dosage and
sideeffects of DMARDS.
5.1.9 Enumerate various causes of seronegative
arthritis.

5.1.10 Discuss ankylosing spondylitis

5.1.11 Describe clinical features, investigations and
management of crystalline arthropathies

38
Topic: Degenerative disorders
OR6.1 Describe and discuss the clinical features, K K/KH Y Lecture , Small Written/Vi
investigations and principles of group va
management ofdegenerative condition of discussion,Case voice/OSCE
spine (cervical Spondylosis, Lumbar discussion
Spondylosis, IVDP)
Specific learning objectives:
6.1.1 Define degenerative disc disease.
6.1.2 Discuss the etiopathogenesis and clinical
features ofintervertebral disc prolapse (IVDP).
6.1.3 Discuss the general principles of
management ofIVDP.
6.1.4 Discuss the differential diagnosis of radicular
pain oflower limbs.
6.1.5 Discuss the differential diagnosis of Low back
pain.
6.1.6 Define cervical spondylosis.
6.1.7 Discuss the clinical features, radiological
findingsand management of cervical
spondylosis.
6.1.8 Define lumbar spondylosis.
6.1.9 Discuss the clinical features, radiological
findingsand management of lumbar
spondylosis
6.1.10 Define spondylolisthesis.

39
Topic : Metabolic bone disorders
OR7.1 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture , Small Written /Viva
clinicalfeatures , investigations and principles group discussion, voice/OSCE
of management of metabolic bone disorders Case discussion
in particular osteoporosis , osteomalacia,
rickets , Paget’s disease.
Specific learning objectives:
7.1.1 Define rickets and osteomalacia.
7.1.2 Discuss the etiopathogenesis, clinical
features andinvestigations of rickets.
7.1.3 Discuss the pathophysiology, clinical
features andinvestigations of osteomalacia.
7.1.4 Discuss the medical management of rickets and
osteomalacia.
7.1.5 Discuss the deformities in rickets and its
surgicalmanagement.
7.1.6 Define osteoporosis.
7.1.7 Discuss the etiology and risk factors for
osteoporosis.
7.1.8 Classify osteoporosis.
7.1.9 Describe the clinical features
andinvestigations inosteoporosis.
7.1.10 Discuss the general principles of
management ofosteoporosis.

7.1.11 Discuss DEXA scan.

40
 7.1.12 Enumerate the common osteoporotic fractures.

7.1.13 Discuss the lifestyle measures to prevent

osteoporosis and its complications.
7.1.14 Define Paget’s disease.

7.1.15 Discuss the clinical features,

investigations andmanagement of Paget’s
disease

OR7.2 Perform a systematic examination of a patient with K K/KH/S Y DOAP Viva General Surgery
deformity of Knee. H session, voice/OSCE/Ski
Video llsassessment.
demonstratio
n
Specific learning objectives:
7.2.1 Take an elaborate history in chorological order
7.2.2 Perform generalized examination of patient

7.2.3 Perform localized examination of the affected

limb anddiscuss in terms of inspection, palpation,
movements and measurements
7.2.4 Define Genu Varum and Valgum and discuss
etiologiesand pathogenesis
7.2.5 Discuss investigations required to diagnose and
planmanagement of a patient with knee deformity
7.2.6 Discuss management.
41
Topic : Poliomyelitis
OR8.1 Describe and discuss the aetipathogenesis, K K/KH Y Lecture , Small Written
clinicalfeatures, assessment and principles of group /Viva
managing a patient with Post Polio Residual discussion,Case voice/OSCE
Paralysis. discussion
Specific learning objectives:
8.1.1 Define poliomyelitis.
8.1.2 Discuss the etiology, pathogenesis and
clinicalfeatures of poliomyelitis.
8.1.3 Discuss the types of poliomyelitis
and itscomplications.
8.1.4 What is PPRP(Post Polio Residual Paralysis).

8.1.5 Discuss the signs and symptoms in post polio

syndrome.
8.1.6 How do you recognize the paralysis
caused bypoliomyelitis.
8.1.7 Enumerate the common secondary
problemsfollowing poliomyelitis.
8.1.8 Mention the common contractures and
deformities in PPRP.
8.1.9 Discuss how do you evaluate a case of PPRP.

8.1.10 Discuss the general principles of

management ofPPRP.

42
Topic : Cerebral Palsy
OR9.1 Describe and discuss the aetiopathogenesis , K K/KH Y Lecture , Small Written/ Viva
clinical features, assessment and principles of group voice/OSCE
managementof cerebral palsy patient. discussion

Specific learning objectives:

9.1.1 Define cerebral palsy.

9.1.2 Discuss the etiopathogenesis of cerebral palsy.

9.1.3 Classify cerebral palsy.

9.1.4 Discuss the clinical features and
investigations ofcerebral palsy.
9.1.5 Discuss the general principles of
management ofcerebral palsy.
9.1.6 Discuss the common deformities of cerebral
palsy.

9.1.7 Mention common surgical procedures

done incerebral palsy.

43
Topic : Bone tumors
OR10.1 Describe and discuss the aetiopathogenesis, clinical K K/KH Y Lecture , Small Written/Viva Pathology General
features, investigations and principles of management group voice/OSCE surgery.
ofbenign and malignant bone tumors and discussion , Radiotherapy
pathological fractures. Video assisted
interactive
lecture
Specific learning objectives:
10.1.1 Classify bone tumors.
10.1.2 Enumerate common benign tumors.
10.1.3 Discuss aetiopathogenisis, clinical features ,
investigationsand management of Osteochondroma.
10.1.4 List the complications of Osteochondroma.
10.1.5 Discuss the etiopathogenesis, clinical features,
radiologicalfindings and management of
Osteoclastoma.
10.1.6 Discuss Enneking staging of malignant bone tumors.

10.1.7 Discuss the technique of open bone biopsy in

malignantbone tumors.
10.1.8 Describe the etiopathogenesis, clinical
features, investigations and management of
osteosarcoma.
10.1.9 Discuss the etiopathogenesis, clinical features,
investigations and management of Ewing's
sarcoma.
10.1.10 Define pathological fracture.
10.1.11 Enumerate the causes of pathological fracture.
10.1.12 Discuss the criteria for impending pathological
fracture.
44
10.1.13 Discuss the general principles of
management ofpathological fractures.

45
OR 10.2 Perform a systematic examination of a patient K K/KH/S Y DOAP Viva General Surgery
withbony swelling H session, voice/OSCE/Ski
Video llsassessment.
demonstratio
n
Specific learning objectives:
10.2.1 Take an elaborate history in chorological order

10.2.2 Perform generalized examination of patient

10.2.3 Perform localized examination of the affected

limb anddiscuss in terms of inspection, palpation,
movements and measurements
10.2.4 Discuss differential diagnosis of bony
swellings/tumors.

10.2.5 Discuss investigations required to establish

diagnosis and plan management of benign and
malignant tumors
10.2.6 Discuss medical and surgical management of
bonyswelling.

46
Topic: Peripheral nerve injuries.
OR11.1 Describe and discuss the aetiopathogenesis, K K/KH Y Lecture, Small Written/ Viva Human General
clinical features, investigations and principles group voice/OSCE anatom medicine.
of management of peripheral nerve injuries in discussion,case y General surgery.
diseaseslike foot drop, wrist drop, claw hand, presentation
palsies of Radial , Ulnar, Median. Lateral
Popliteal and Sciatic Nerves.
Specific learning objectives:
11.1.1 Classify peripheral nerve injuries.
11.1.2 Enumerate the causes of peripheral nerve
injuries.
11.1.3 Discuss the investigations to diagnose
peripheralnerve injuries.
11.1.4 Describe the etiology, clinical features, clinical
testsand management of radial nerve injury.
11.1.5 Describe the etiology, clinical features, clinical
testsand management of median nerve injury.

11.1.6 Describe the etiology, clinical features, clinical

testsand management of ulnar nerve injury.
11.1.7 Enumerate the causes of foot drop.
11.1.8 Discuss the clinical features, clinical
tests andmanagement of foot drop.
11.1.9 Discuss the etiology, clinical tests and
managementof sciatic nerve injury.
11.1.10 Discuss various splints used in peripheral nerve
injuries

47
Topic: Congenital lesions
OR12.1 Describe and discuss the clinical features , K K/K Y Lecture, Small Written / Viva Human
investigations andprinciples of management of H group voice/OSCE anatom
Congenital and acquired malformations of deformities discussion. y
of
a. limbs and spine – Scoliosis and spinal bifida.
b. Developmental Dysplasia of Hip (DDH), Torticollis.
c. Congenital Talipes Equino Varus (CTEV).
Specific learning objectives:
12.1.1 Define scoliosis and kyphosis.
12.1.2 Discuss the causes, clinical features, investigations and
management of scoliosis.
12.1.3 Define spina bifida.
12.1.4 Discuss the etiology, clinical features,
investigations andmanagement of spina bifida.
12.1.5 Describe the etiology, pathoanatomy, clinical features
andinvestigations of DDH.
12.1.6 Discuss the general principles of management of DDH.

12.1.7 Enumerate the causes of Torticollis.

12.1.8 Discuss the clinical features, investigations and
management of Torticollis.
12.1.9 Describe the etiology, pathoanatomy , clinical
features andinvestigations of CTEV.
12.1.10 Discuss the general principles of management of CTEV.

12.1.11 Discuss the correction techniques of CTEV.

12.1.12 Enumerate the common surgical procedures performed
for
48
CTEV.

49
Topic: Procedural Skills
OR13.1 Participate in a team for procedures in patients and K K/KH/S Y Case discussion, OSCE with
demonstrating the ability to perform on mannequins/ H Video assisted Simulation
simulatedpatients in the following: Lecture, Small based
i. Above elbow plaster. group discussion, assessment.
ii. Below knee plaster. Teaching ,Skill lab
iii. Above knee plaster. sessions
iv. Thomas splint.
v. Splinting for long bone fractures.
vi. Strapping for shoulder and clavicle trauma.

Specific learning objectives:

13.1.1 Differentiate cast and slab.

13.1.2 Discuss the precautions to be followed during and after
plasterapplication.
13.1.3 Perform under supervision application of above elbow slab
for anundisplaced supracondylar fracture.
13.1.4 Perform under supervision the application of Colle’s cast .
13.1.5 Perform under supervision the application of above knee
plasterslab to immobile proximal tibia fracture.
13.1.6 Identify Thomas splint and enumerate its uses.
13.1.7 Perform under supervision the application of strapping for
clavicle Fractures.
13.1.8 Perform under supervision the application of Thomas
splint forfracture shaft femur

50
OR13.2 Participate as a member in team for K K/KH/ Y Case discussion, OSCE with Anesthesiology
Resuscitation ofPolytrauma victim by doing all SH Video assisted Simulation
of the following: Lecture, Small based
(a) I V access central- peripheral group assessment
(b) Bladder catheterization discussion,
(c) Endotracheal intubation. Teaching , Skill
(d) Splintage labsessions
Specific learning objectives:
13.2.1 Perform under supervision in getting IV access
on amannequin in a skill lab.
13.2.2 Perform bladder catheterization under
supervision inskill lab.
13.2.3 Perform endotracheal intubation under
supervisionon a mannequin in a skill lab.
13.2.4 Perform neck immobilization using cervical
collar ina polytrauma patient under
supervision.
13.2.5 Perform under supervision the use of Thomas
splint to immobilize fracture both bones leg in a
polytraumapatient.

13.2.6 Perform under supervision the use of pelvic

binder ina case of pelvic fracture with
haemodynamic instability

51
Topic : Counselling Skills
OR14.1 Demonstrate the ability to counsel patients K/C K/KH/ Y Case OSCE with AETCOM
regarding prognosis in patients with various SH discussion, Simulation
orthopaedic illness like Video assisted based
a. fracture with disabilities. lecture, Small assessment
b. fracture that requires prolonged bed stay. group
c. bone tumours discussion,
d. congenital disabilities. Teaching, Skill
labsessions.
Specific learning objectives:
14.1.1 Demonstrate ability to communicate to
patients with fractures, that multiple
complications can occur leading to loss of
skeletal function, restricted range of motion
and neurovascular damage that canseverely
compromise function and performance.
14.1.2 Demonstrate ability to communicate to
patients with multiple osteoporotic vertebral
fractures aboutthe necessity of prolonged bed
rest and its complication.
14.1.3 Demonstrate ability to counsel to patients with
bone tumors , the prognosis, or outlook for
survival depending on the particular type of
bone tumor andextent to which it had spread.

14.1.4 Demonstrate ability to counsel parents about

children with congenital disabilities with
respect tofunction, performance and cosmesis.

52
OR14.2 Demonstrate the ability to counsel patients to K/C K/KH/ Y Case discussion, OSCE with AETCOM
obtain consent for various orthopaedic SH Video assisted Simulation
procedures like limb amputation, permanent lecture , Small based
fixations etc. group assessment
discussion,
Teaching, Skills
labsessions
Specific learning objectives:
14.2.1 Demonstrate the ability to counsel a patient
with limb amputation for serious trauma
(crush or blast),about the advantages,
recovery , rehabilitation andfunctional
recovery.
14.2.2 Demonstrate the ability to obtain informed
consentfrom patient and family in a simulated
environment.
14.2.3 Communicate diagnostic and therapeutic
options topatient and family for fracture
fixation to obtain informed consent

53
OR14.3 Demonstrate the ability to convince the patient K/C K/KHS Y Case discussion, OSCE with AETCOM
forreferral to a higher center in various H Video assisted Simulation
orthropaedicillness , based on the detection of lecture , Small based
warning signals and need for sophisticated group assessment
management. discussion,
Teaching, Skills
labsessions
Specific learning objectives:
14.3.1 Enumerate common orthopedic emergencies
whichneeds timely referral to a higher tertiary
center .
14.3.2 Demonstrate the ability to convince about
referringpatient with fracture proximal tibia
associated withvascular injury to higher
center.
14.3.3 Demonstrate the ability to convince about
referringpatient with traumatic amputation of
leg to higher center for replantation.
14.3.4 Demonstrate the ability to convince about
referringa spinal cord injury patient to higher
center.

54
Model Time table for Phase II MBBS, Phase III Part 1 and Part 2 MBBS

Phase II (2 weeks Clinical

Posting)
9.00 AM to
12.00Noon

Monday Postings

Tuesday Postings

Wednesday Postings

Thursday Postings

Friday Postings

Saturday X

55
Phase III Part 1 (4 weeks Clinical Posting + 5 SDL + 20hrs SGD/IT+ 15hrs
Lectures )
9.00 AM to 12.00 12.01 Pm to 1.00 PM 2.00PM to 3.00 PM
Noon 5 SDL+ 19 SGD/IT
Monday Postings SDL/SGD/IT

Tuesday Postings SDL/SGD/IT

Wednesday Postings SDL/SGD/IT 15 Lectures +

1SGD/IT
Thursday Postings SDL/SGD/IT

Friday Postings SDL/SGD/IT

Saturday Postings SDL/SGD/IT

56
 Phase III Part 2 (2 weeks Clinical Posting + 5 SDL+ 25 SGL/IT+ 20
Lectures)
9.00 AM to 12.01 Pm to 1.00 2.00PM to 3.00 PM
12.00Noon PM
(5 SDL+ 7 SGD/IT)
Monday Postings SDL/SGD/IT

Tuesday Postings SDL/SGD/IT

Wednesday Postings SDL/SGD/IT 20 Lectures+ 18

SGD/IT

Thursday Postings SDL/SGD/IT

Friday Postings SDL/SGD/IT

Saturday Postings SDL/SGD/IT

57
 List of Competencies to
cover in each phase of
MBBS

58
 Lectures in Phase III Part 1 and Part 2
MBBS
Sl.No Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
Competencies to be Competencies to be
covered covered
1 Skeletal trauma, poly trauma OR1.1, 1.2, 1.3, 1.4, 1.5

2 Fractures OR 2.1, 2.2, 2.4, 25, 2.6, 2.10, 2.11, 2.12, 2.13, 2.7, 2.8
2.14,
2.15, 2.16
3 Musculoskeletal Infection 3.1

4 Skeletal Tuberculosis 4.1

5 Rheumatoid Arthritis and 5.1

associatedinflammatory
disorders
6 Degenerative disorders 6.1

7 Metabolic bone disorders 7.1

8 Poliomyelitis 8.1

9 Cerebral Palsy 9.1

10 Bone Tumors 10.1

11 Peripheral nerve injuries 11.1

12 Congenital lesions 12.1

13 Physical Medicine and Rehabilitation PM1.2,1.3, 1.4, 5.1, 5.2, 5.3, 5.4, 7.7,
8.1
14 Total Hours 15 hours 20 hours

56
 Small group discussions (Tutorials / Seminars) in Phase III Part 1 and
Part 2 MBBS
Sl.No Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
Competencies to be covered Competencies to be covered
1 Skeletal trauma, poly trauma OR1.1, 1.2, 1.3, 1.4, 1.5, 1.6

2 Fractures OR 2.3, 2.4, 2.5, 2.10, 2.12, 2.14, 2.7, 2.8

2.16
3 Musculoskeletal Infection 3.2, 3.3

4 Skeletal Tuberculosis 4.1

5 Rheumatoid Arthritis and 5.1

associated inflammatory
disorders
6 Metabolic bone disorders 7.1

7 Bone Tumors 10.1

8 Peripheral nerve injuries 11.1

9 Congenital lesions 12.1

10 Counseling Skills 14.1,14.2,14.3

Total Hours 14 Hours 9

Hours

57
 Integrated learning in Phase III Part 1 and Part 2
MBBS
Sl.N Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
o Competencies to be Competencies to be
covered covered
1 Anatomy AN2.4,2.5,8.4, 8.6, 17.2, 10.12, 17.3,
18.6,
18.7, 11.4, 19.4, 19.6, 19.7
2 Microbiology MI 4.2

3 Forensic medicine FM3.7, 3.8, 3.9, 3.10, 3.11,

3.12
4 Pathology PA33.1, 33.2, 33.2, 33.4

5 General Medicine IM7.4, 7.6, 7.7, 7.8, 7.9, 7.10,

24.12, 24.13, 24.14. 24.16

6 Physical Medicine PM 5.1, 5.2, 5.3, 5.4

andRehabilitation 6.3, 6.4, 2.4, 7.4, 7.5

Total Hours 6 hours 16 hours

58
 Self Directed Learning in Phase III Part 1 and Part 2
MBBS
Sl. Topics MBBS Phase III, Part 1 MBBS Phase III, Part 2
No Competencies to be covered Competencies to be covered
1 Skeletal trauma, poly trauma OR 1.5,1.6

2 Fractures OR 2.15 OR 2.7, OR 2.8

3 Musculoskeletal Infection OR 3.1

9 Cerebral Palsy

10 Bone Tumors OR 10.1

11 Peripheral nerve injuries OR 11.1

13 Physical Medicine PM5.3, PM5.4,

PM7.2,
andRehabilitation
14 Total Hours 5 Hours 5 Hours

59
 Time allotment for Competencies in Phase III Part 1
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
1 Skeletal trauma, poly trauma OR1.1 1 1 1
OR1.2 1 1
OR13, 1 1
OR1.4
OR1.5 1 1 1
OR 1.6 1
2 Fractures OR 2.1, 2.2 1
OR 2.3 1
OR 2.4 1 1
OR 2.5 1 1
OR 2.6 1
OR 2.10 1 1
OR 2.11 1
OR2.12 1 1
OR 2.13 1
OR 2.14 1
OR 2.15 1 1 1
OR 2.16 1 1
CONTINUED IN NEXT PAGE

60
 Time allotment for Competencies in Phase III Part 1
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
3 Counseling Skills OR 14.1,14.2 1

OR 14.3 1

4 Anatomy (Integrated) AN 1
2.4,2.5,8.4
AN 8.6,17.2 1

AN10.12, 1
17.3
AN 18.6, 18.7 1

AN 11.4, 19.4 1

AN 19.6, 19.7 1

5 Physical medicine and PM 5.3,5.4 1

Rehabilitation
PM 7.2 1

Total 15 20 5

61
 Time allotment for Competencies in Phase III Part 2
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
1 Fractures OR 2.7 1 1 1
OR 2.8 1 1 1
Musculoskeletal Infection OR 3.1 2 1
2
OR 3.2,3.3 1

3 Skeletal Tuberculosis OR 4.1 2 1

4 Rheumatoid Arthritis and OR 5.1 1 1

associated
inflammatory disorders
5 Degenerative disorders OR 6.1 1

6 Metabolic bone disorders OR 7.1 1 1

7 Poliomyelitis OR 8.1 1

8 Cerebral Palsy OR 9.1 1

9 Bone Tumors OR 10.1 2 1 1

10 Peripheral nerve injuries OR 11.1 2 1 1

62
11 Congenital lesions OR 12.1 2 1

CONTINUED IN NEXT PAGE

63
 Time allotment for Competencies in Phase III Part 2
MBBS
Sl.No Topics Competency Type of Learning and
Hours
Lectures (hours) Small group discussions (Tutorials / Self -
Seminars) Directed
/Integrated learning (hours) Learning
(hours)
12 Pathology PA 33.1 1
PA 33.2, 33.4 1

13 Microbiology MI 4.2 1
14 Forensic Medicine and Toxicology FM3.7. 3.8, 3.9, 3.10 1

FM 3.11, 3.12 1
15 General Medicine IM 7.5, 7.6, 7.7, 2
7.8,
7.9, 7.10,
24.12 1
24.13, 24.14, 24.16 2
16 Physical Medicine and PM 1.2, 1.3, 1.4 1
Rehabilitation
PM 5.1, 5.2, 5.3, 5.4 1 1
PM 6.3 2
PM 6.4 1
PM 7.4 1
PM 7.5 1
PM 7.7, 8.1 1
TOTAL HOURS 2 25 5
0
63
 Orthopaedic Competencies in Internship

GOAL
The goal of the internship programme is to train medical students to fulfill their roles as doctors of first contact in the community.

(A) THERAPEUTIC- An intern must know:

(a) Splinting (plaster slab) for the purpose of emergency splintage, definitive splintage and post operative splintage and application
of
Thomas splint;
(b) Manual reduction of common fractures – phalangeal, metacarpal, metatarsal and Colles’s fracture;
(c) Manual reduction of common dislocations – interphalangeal, metacarpophalangeal, elbow an shoulder dislocations;
(d) Plaster cast application for undisplaced fractures of arm, fore arm, leg and ankle;
(e) Emergency care of a multiple injury patient;
(f) Precautions about transport and bed care of spinal cord injury patients.

(B) Skill that an intern should be able to perform under supervision:

(1) Advise about prognosis of poliomyelitis, cerebral palsy, CTEV and CDH;
(2) Advise about rehabilitation of amputees and mutilating traumatic and leprosy deformities of hand;

(C) An intern must have observed or preferably assisted at the following

operations:
(1) drainage for acute osteomyelitis;
(2) sequestrectomy in chronic osteomyelitis;
(3) application of external fixation;
64
(4) internal fixation of fractures of long bones.

65
 Physical Medicine and Rehabilitation Competencies in
Internship
GOAL
The aim of teaching the undergraduate student in Physical Medicine & Rehabilitation is to impart such knowledge and skills that mayenable him to diagnose and treat
common rheumatologic, orthopedic and neurologic illnesses requiring physical treatment. He/she shall acquire competence for clinical diagnosis based on history, physical
examination and relevant laboratory investigations and institute appropriate line of management.

(A) THERAPEUTIC- An intern must know:

a) Diagnosing and managing with competence clinical diagnosis and management based on detailed history and
assessment ofcommon disabling conditions like poliomyelitis, cerebral palsy, hemiplegia, paraplegia, amputations etc.
b) Participation as a team member in total rehabilitation including appropriate follow up of common disabling conditions,
c) Procedures of fabrication and repair of artificial limbs and appliances.

(B) An intern must have observed or preferably assisted at the following

operations/ procedures: :
a) Use of self-help devices and splints and mobility aids
b) Accessibility problems and home making for disabled
c) Simple exercise therapy in common conditions like prevention of deformity in polio, stump exercise in an amputee etc.
d) Therapeutic counseling and follow up
66
 List of Competencies to cover in Internship

SL NO Competency Performed Assisted Observed

1 Splinting

2 Cast Application

3 Manual Reduction of
Commondislocations
4 Application of External Fixator

5 Internal Fixation of Long Bones

6 Wound repair and dressing

7 Drainage of Acute Osteomyelitis

8 Major Operative Procedures

9 Minor Operative Procedures

10 Case Sheet Writing

67
 Period Of Training in
Internship
Subject Period of Posting
(Weeks)
Orthopaedics including 4 weeks
PMR

68
 Certifiable skills in Internship

A Comprehensive list of skills recommended in Orthopedics desirable for Bachelor of Medicine and Bachelor of Surgery (MBBS) –
Indian Medical Graduate

1. Application of basic splints and slings (I)

2. Basic fracture and dislocation management (O)

3. Compression bandage (I)

I- Independently performed on patients,

O- Observed in patients or on simulations,
D- Demonstration on patients or simulations and performance under supervision in patients

69
 Assessment in Orthopaedics
Formative Assessment - An assessment conducted during the instruction with primary purpose of providing feedback for improving learning.

Summative Assessment - An assessment conducted at the end of instruction to check how much the student has learnt.

Internal Assessment (IA)- Range of assessments conducted by the teachers teaching a particular subject with the purpose of knowing what is
learnt and how it is learnt. Internal assessment can have both formative and summative functions.

Note - Assessment requires specification of measurable and observable entities. This could be in the form of whole tasks that contribute toone or more competencies or
assessment of a competency per se. Another approach is to break down the individual competency into learning objectives related to the domains of knowledge, skills, attitudes,
communication etc. and then assess them individually

Scheduling of Internal Assessment -

A. In Phase II MBBS there will be one Internal assessments in practicals.
B. In Phase III part 1 MBBS there will be one Internal assessment each in theory and practicals.
C. In Phase III part 2 MBBS the test should be prelim or pre-university examination with theory and practicals
Theory can include:
Theory tests, seminars, quizzes, interest in subject, scientific attitude etc. Written tests should have essay questions, short notes andcreative writing experiences.
Practical can include:
Practical tests, Objective Structured Practical Examination (OSPE), Directly Observed Procedural Skills (DOPS), records maintenance and
attitudinal assessment.

Log Book Assessment -

A. Log book should record all activities like seminar, symposia, quizzes and other academic activities.
B. It should be assessed regularly and submitted to the department.
69
C. Up to twenty per cent internal marks can be considered for Log book assessment.
Feedback in Internal Assessment
Feedback should be provided to students throughout the course so that they are aware of their performance and remedial action can be initiated well in time. The feedbacks need
to be structured and the faculty and students must be sensitized to giving and receiving feedback.

The results of IA should be displayed on notice board within two weeks of the test and an opportunity provided to the students to discuss the
results and get feedback on making their performance better.

It is also recommended that students should sign with date whenever they are shown IA records in token of having seen and discussed themarks.

Internal assessment marks will not be added to University examination marks and will reflect as a separate head of passing at the summativeexamination. Internal assessment should be
based on competencies and skills.

Criteria for appearing in University examination

Students must secure at least 50% marks of the total marks (combined in theory and practical; not less than 40 % marks in theory andpractical separately) assigned for internal
assessment in order to be eligible for appearing at the final University examination

70
Annexures

71
 A. Teaching Learning Methods
▪ Didactic lectures should be made more interactive by encouraging the more involvement of the students. In the present digital era,
student’s involvement is more with usage of technology. For examples, many polling sessions, quizzes etc., can be done using google
slides and other apps or websites.

▪ Small group discussion (SGD) should be planned properly and discussed among the faculty members before taking the class. As for
as possible, uniformity should be maintained in the SGD by various facilitators. Case based learning (CBL) and problem based
learning (PBL) may be used to make the learner understand and learn about the various aspects in order to achieve the particular
competency.

▪ Encourage the students learn themselves through self-directed learning (SDL). SDL sessions may be planned with objectives in order
to cover the particular competency. These sessions may be conducted by providing learning material (research articles, public news,
videos, etc.) by a teacher and ask the students to search on a particular topic. Students should learn themselves by going through
available resources and come back to classes allotted for SDL sessions where teacher able to connect the learning of students in order
to achieve the competency.

▪ Integrated classes should be planned in order to cover the competency involving the topics from different subjects. These classes can
be taken using Nesting, Temporal Coordination or Sharing. Case linkers may be used to link the topic/subject area among different
subjects/ departments.

▪ Skills should be taught using the clinical cases at hospital wards/casualty/EMD, simulation in skills labs and/or departmental
demonstration rooms. Case scenarios may be developed while teaching at skills lab and/or demonstration rooms.

72
 B. Blue Print & Assessment methods - Theory
Number of QPs
for
Orthopaedics:
One
Theory marks: 50
This shows the weightage given to each chapter in the summative assessment. This improves the content validity by distributing theassessment of learners in the competencies
that are represented by learning objectives under each chapter.

Number of QPs for the subject: One.

Only CORE competencies shall be considered for framing questions. QP should contain the following distribution of questions (as shown inbelow table).

Type of Question Marks Per Number of Total Marks

Question questions
Long Essay 10 2 20
Short Essays 5 3 15
Short Answers 3 5 15

Total 50

73
Each paper should contain Long essays (10 marks x 2), Short essay (5 marks x 3), Short answer (3 marks x 5).

74
 Distribution of marks in suggested blue print
SL NO Topics Type of
Question
Long Essay Short Essay Short
Answer
s
1 Skeletal trauma, poly trauma
2 Fractures

3 Musculoskeletal Infection
4 Skeletal Tuberculosis
5 Rheumatoid Arthritis and associated inflammatory
disorders
6 Degenerative disorders

7 Metabolic bone disorders

8 Poliomyelitis

9 Cerebral Palsy

10 Bone Tumors

11 Peripheral nerve injuries

12 Congenital lesions

13 Physical Medicine and Rehabilitation

75
NOTE: The questions should be framed only from Core competencies (as shown in above table).

76
 C. Blue Print & Assessment methods -
Practicals

1. Total Marks: 50
Suggested Marks distribution for Each
Case
I. Clinical Cases: 40 Marks
Sl No Assessment parameter Marks
I. Viva Voce: 10 Marks

1 History and case sheet 5

writing
2 Clinical examination 5
Clinical Cases:
3 Diagnosis/ analysis of 5
Two short cases ( 2 X 20 Marks)
case
Viva: 4 Presentation 5

Two Radiographs (5 Marks)

Two Instruments/ Implants ( 5Marks)

77
 D. Integration Topics

Integration: The teaching should be aligned and integrated horizontally and vertically recognizing the
importance of orthopaedic conditions as they relate to the practice of medicine as a whole.

78
 HUMAN
ANATOMY
AN2.4 Describe various types of cartilage with its K KH Y Lecture Written/Vive voice orthopaedics
structure& distribution in body
Specific learning objectives:
2.4.1 Define cartilage.
2.4.2 Enumerate types of cartilage.
2.4.3 Discuss the components of cartilage.
2.4.4 Describe structure of various types of cartilage
withexamples
2.4.5 Discuss what happens to articular cartilage in
osteoarthritis
AN2.5 Describe various joints with subtypes and K KH Y Lecture Written/Viva Voce orthopaedics
examples
Specific learning objectives:
2.5.1 Define a joint.

2.5.2 Classify joints based on mobility between bones.

2.5.3 Discuss the components of synovial joints.

2.5.4 Describe the structure of joint capsule.

2.5.5 Enumerate the types of synovial joints.

2.5.6 Describe the supporting structures of synovial
joints.

79
 AN8. Demonstrate important muscle attachments K/S SH Y Practical, Viva orthoapedics
4 on thegiven bone DOAPsession, voice/
Small group Practicals
teaching
Specific learning objectives:

8.4.1 Demonstrate the origin and insertion of

Deltoidmuscle.
8.4.2 Demonstrate the origin and insertion of Biceps
Brachii.
8.4.3 Demonstrate the flexor group of
muscles offorearm and its attachments.
8.4.4 Demonstrate the extensor group of
muscles offorearm and its attachments.
8.4.5 Demonstrate the muscle attachment of
humerus.

8.4.6 Demonstrate the muscle attachment of radius

andulna.
8.4.7 Discuss the muscle attachment of femur.
8.4.8 Discuss the origin and insertion of quadriceps.

8.4.9 Describe the muscle attachment of tibia and

fibula.

80
AN8.6 Describe scaphoid fracture and K KH N DOAP session Viva voice orthopaedics
explain theanatomical basis of
avascular necrosis
Specific learning objectives:

8.6.1 Discuss the anatomy of scaphoid bone.

8.6.2 Describe the blood supply of scaphoid bone.

8.6.3 Discuss the mechanism of injury of

scaphoidfracture.
8.6.4 Classify scaphoid fractures.
8.6.5 Discuss the clinical features and
investigations inscaphoid fractures.
8.6.6 Discuss the principles of management of
scaphoidfracture.
8.6.7 Enumerate complications of scaphoid fracture

8.6.8 Discuss the causes of avascular necrosis of

scaphoidfracture and its management.

81
 AN10.1 Describe and demonstrate shoulder joint for - K/ SH Y Practical, Written/Vi Orthopaedics
2 type,articular surfaces, capsule , synovial S Lecture,Small va
membrane, ligaments, relations, movements, group voice/Skills
muscle involved,blood supply, nerve supply discussion, assessment
and applied anatomy. DOAPsession.
Specific learning objectives:
10.12.1 Discuss shoulder joint anatomy.
10.12.2 Describe various supporting structures of
shoulder
joint.
10.12.3 Discuss glenoid labrum and its importance.
10.12.4 Demonstrate the movements of shoulder joint.
10.12.5 Describe sub acromial bursa and its importance.
10.12.6 Describe the blood supply of proximal
humerus andits applied anatomy.
10.12.7 Discuss rotator cuff group of muscles
AN11.4 Describe the anatomical basis of Saturday K K/KH Y Practical ,Lecture Written/Viva voice Orthopaedics
nightparalysis
Specific learning objectives:
11.4.1 Discuss the formation of radial nerve.
11.4.2 Discuss the anatomy of radial nerve in the arm.
11.4.3 Define Saturday night paralysis.
11.4.4 Discuss the mechanism of injury in Saturday
nightparalysis.
11.4.5 Discuss the clinical features and
investigations ofradial nerve injury in the
arm.
82
11.4.6 Discuss the general principles of
management ofcompression neuropathy.

83
AN17.2 Describe anatomical basis of complications of fracture neck of K K/K N Lectur Written/Viva voice orthopaedics
femur, H e

Specific learning objectives:

17.2.1 Discuss the blood supply of femoral head.
17.2.2 Enumerate the complications of fracture neck of femur.
17.2.3 Discuss the reasons for high incidence of nonunion of fracture
neck offemur.
17.2.4 Discuss the reasons for high incidence of avascular necrosis of
femoralhead
AN17.3 Describe dislocation of hip joint and surgical hip replacement. K K/K N Lectur Written/Viva voice Orthopaedics
H e

Specific learning objectives:

17.3.1 Classify hip dislocations.
17.3.2 Classify posterior hip dislocation.
17.3.3 Discuss the mechanism of injury, clinical features and
investigations ofposterior dislocation.
17.3.4 Discuss the closed reduction methods for posterior dislocation.

17.3.5 Enumerate the indications for open reduction of posterior

dislocation.
17.3.6 List the complications of dislocation of hip.
17.3.7 Differentiate hemiarthroplasty and total hip arthroplasty.
17.3.8 Differentiate unipolar and Bipolar hemiarthroplasty.
17.3.9 Enumerate the indications of hemiarthroplasty.
17.3.10 Enumerate the common indications for total hip arthroplasty

84
AN18.6 Describe knee joint injuries with its applied anatomy. K KH N Lecture Written//Viva voice orthopaedics

Specific learning objectives:

18.6.1 Enumerate the common knee injuries.

18.6.2 Describe the anatomy of ligaments of the knee.

18.6.3 Describe the anatomy of the meniscus.

18.6.4 Descriptive the mechanism of injury, various tests

andinvestigations in ACL injury.

18.6.5 Discuss the general principles of management of ACL

injury.

18.6.6 Describe the mechanism of injury, various tests and

investigations in meniscus injury.

18.6.7 Discuss the general principles of

management ofmeniscus injury

AN18.7 Explain anatomical basis of osteoarthritis K KH N Lecture Written/Viva voice Orthopaedics

Specific learning objectives:

18.7.1 Define osteoarthritis.

18.7.2 Classify osteoarthritis.

18.7.3 Discuss the aetiopathogenisis of primary

osteoarthritis.
18.7.4 Discuss the changes in articular cartilage in primary
osteoarthritis.

18.7.5 Discuss the secondary causes of osteoarthritis

85
AN19.4 Explain the anatomical basis of rupture of K KH N Lecture Written/Viva voice orthopaedics
Achillestendon
Specific learning objectives:

19.4.1 Discuss the anatomy of Achilles tendon.

19.4.2 Discuss the pathoanatomy of rupture of
Achillestendon.

19.4.3 Discuss the mechanism of injury in tear of

Achilles
tendon.
AN19.6 Explain the anatomical basis of flat foot & club K KH N Lecture Written/Viva voice Orthopaedics
foot

Specific learning objectives:

19.6.1 Define flatfoot.

19.6.2 Discuss the arches of foot.
19.6.3 Describe the pathoanatomy of flatfoot.
19.6.4 Discuss the etiology of flatfoot.
19.6.5 Define CTEV
19.6.6 Discuss the pathoanatomy of CTEV

19.6.7 Discuss the etiology of CTEV

86
AN19.7 Explain the anatomical basis of K KH N Lecture Written/Viva voice Orthopaedics
Metatarsalgia &plantar fasciitis
Specific learning objectives:

19.7.1 Define metatarsalgia.

19.7.2 Classify metatarsalgia.
19.7.3 Enumerate the causes for metatarsalgia.
19.7.4 Discuss the risk factors
responsible formetatarsalgia.
19.7.5 Define plantar fasciitis.
19.7.6 Discuss the structure and function of plantar
fascia.

19.7.7 Discuss the risk factors responsible for

plantarfasciitis

87
 PATHOLOG
Y
PA33.1 Classify and describe the etiology , pathogenesis , K K Y Lecture, Small Written/ Viva voice Human
manifestation , radiologic and morphologic H group anatomy
features andcomplications of osteomyelitis discussion Orthopaedics.
Specific learning objectives:
33.1.1 Classify osteomyelitis.
33.1.2 Discuss aetiopathogenisis of acute osteomyelitis.
33.1.3 Discuss the clinical features and investigations in
acuteosteomyelitis.
33.1.4 Discuss the clinical features and radiological findings in
chronicosteomyelitis.
33.1.5 Discuss the pathologic morphology in osteomyelitis.
33.1.6 Enumerate the complications of osteomyelitis
PA33.2 Classify and describe the etiology , pathogenesis , K K Y Lecture, Small Written/Viva voice Orthopaedics.
manifestations, radiologic and morphologic H group discussion
features andcomplications and metastases of bone
tumors.
Specific learning objectives:
33.2.1 Classify skeletal metastasis.
33.2.2 Describe the mechanism of bone metastasis.
33.2.3 Describe the clinical features and investigative work up in
bonemetastasis.
33.2.4 Discuss the principles of management of skeletal
metastasis.
33.2.5 Discuss the complication of skeletal metastasis

88
PA33.4 Classify and describe the etiology , K KH N Lecture, Small Written/Viva voice Orthopaedics.
pathogenesis , manifestations, radiologic and group
morphogenic featuresand complications of discussion
Paget’s disease of the bone.
Specific learning objectives:
33.4.1 Define Paget’s disease.
33.4.2 Discuss the pathophysiology of Paget’s disease.

33.4.3 Discuss the clinical features,

diagnostics anddifferential diagnosis of
Paget’s disease.
33.4.4 Discuss principles of management of Paget’s
disease.

33.4.5 Discuss the complications of Paget’s disease

89
 Microbiolog
y
MI4.2 Describe the etiopathogenesis, clinical K KH Y Lecture Written/Viva voice Orthopaedics.
course and discuss the laboratory diagnosis
of bone and jointinfections.
Specific learning objectives:

4.2.1 Discuss the aetiopathogenisis of

acuteosteomyelitis.
4.2.2 Discuss the aetiopathogenisis of acute septic
arthritis.
4.2.3 Discuss the clinic features of acute
osteomyelitis.

4.2.4 Discuss the clinical features of acute septic

arthritis.

4.2.5 Discuss the laboratory diagnosis of acute

osteomyelitis, chronic osteomyelitis and
acuteseptic arthritis.

90
 Forensic
medicine
FM3.7 Describe factors influencing infliction of K K/KH Y Lecture, Small Written/ Viva voice Forensic
injuries andhealing, examination and group medicine.
certification of wounds and wound as a cause of discussion Orthopaedics.
death : primary and secondary.

Specific learning objectives:

3.7.1 Describe the factors influencing the causation
of aninjury.
3.7.2 Describe the factors that influence healing of
aninjury or fracture.
3.7.3 Discuss the primary and secondary causes of
deathfrom a wound.
FM3.8 Mechanical injuries and wounds: describe and K K/KH Y Lecture, Small Written/ Viva voice General
discuss different types of weapons including group surgery.
dangerous weapons and their examination. discussion Orthopaedics.

Specific learning objectives:

3.8.1 Identify the weapons that cause blunt force
andsharp force injuries.
3.8.2 Define dangerous weapon (S.324 IPC and 326
IPC)

91
FM3.9 Firearm injuries: K K/KH Y Lecture, Small Written /Viva voice General
Describe different types of firearms including group surgery.
structure and components, along with discussion Orthopaedics.
description ofammunition propellant charge
and mechanism of fire-arms , different types of
cartridges and bullets and various terminology
in relation of firearm – caliber range , choking.

Specific learning objectives:

3.9.1 Define Forensic ballistics, Proximal ballistics,
Intermediate ballistics and Terminal ballistics.

3.9.2 Define firearm

3.9.3 Classify firearms.

3.9.4 Enumerate the parts of the basic firearms.

3.9.5 Explain ‘ rifling’ and ‘caliber’ of a firearm.

3.9.6 Explain choking in a firearm and is purpose.

3.9.7 Enumerate the components of rifled
firearm andshotgun and its function .

3.9.8 Describe the types of gunpowder.

3.9.9 Discuss on types of bullets and pellets.

92
FM3.10 Firearm injuries: K K/ Y Lecture , Small Written/Viv General
Describe and discuss wound ballistics- different types KH group e orthopaedic
of firearm injuries, blast injuries and their discussion. voice/OSC s.
interpretation, preservation and dispatch of trace Bed side clinic E
evidenced in cases of fire arm and blast injuries. DOAP session
Various tests related to confirmation of use of firearms.
Specific learning objectives:
3.10.1 Define wound ballistics.
3.10.2 Enumerate the factors affecting gunshot wound
production.
3.10.3 Explain the mechanism of firing and various
components of
discharge of firing.
3.10.4 Describe the entry and exit wounds from rifled firearm
at various Ranges.
3.10.5 Describe the entry and exit wounds from a shotgun at
various Ranges.
3.10.6 Discuss on Ricocheting of a bullet and its effect.
3.10.7 Discuss on tumbling bullet, Yawning bullet, Dumdum
bullet, Tandem bullet, Souvenir bullet.
3.10.8 List the evidentiary materials to be collected and
preservation of evidentiary materials in gunshot
wounds.
3.10.9 Describe the method of collection and preservation of
evidentiary Materials in gunshot wounds.
3.10.10 Describe the significance of bullet markings and use of
comparison microscope.
3.10.11 Enumerate the tests done for detection of gunshot
residue.
3.10.12 Describe the injuries caused by bomb blast/explosion .
90
3.10.13 Discuss the diagnostic evaluation in blast injury.
FM3.11 Regional injuries: K K/KH Y Lecture, Small Written/Viva General
Describe and discuss regional injuries to head group voice/OSCE/OS surgery.
(Scalpwounds, fracture skull, intracranial discussion,Bed PE Orthopaedics.
hemorrhages , coup and countercoup injuries) side clinic or
neck, chest , abdomen, limbs ,genital organs, autopsy , DOAP
spinal cord and skeleton. session

Specific learning objectives:

3.11.1 Define head injury.

3.11.2 Discuss the forensic anatomy of scalp and
scalpinjuries.
3.11.3 Enumerate the types of skull fracture.
3.11.4 Describe the intracranial hemorrhages and its
medicolegal aspects.
3.11.5 Describe the cerebral injuries and its medicolegal
aspects.
3.11.6 Explain ‘concussion of brain’ and ‘diffuse
axonalinjury’.
3.11.7 Discuss on punch drunk syndrome.
3.11.8 Describe the mechanism , clinical
features andmedicolegal aspects Of
whiplash injury.
3.11.9 Discuss on ‘railway spine’.
3.11.10 Discuss on injuries to chest , abdomen and
genitalorgans.

91
FM3.12 Reginal injuries: K K/KH Y Lecture, Small Written/ Viva General
Describe and discuss injuries related to fall group voice/OSCE/OPSE surgery.
fromheight and vehicular injuries – Primary discussion, Orhopaedics.
and Secondary impact, Secondary injuries , Bedside clinic
crush syndrome , railway spine. or autopsy,
DOAP session
Specific learning objectives:
3.12.1 Describe the injuries sustained to person in a
fallfrom height .
3.12.2 Describe the injuries to a pedestrian in vehicular
accident (primary impact , second impact and
secondary injuries)
3.12.3 Describe the injuries to driver , front seat
passengerand back seat passenger of a motor car.
3.12.4 Discuss on ‘Crush syndrome’.

92
 General
medicine
IM7.5 Develop a systematic clinical approach to joint K K/KH Y Lecture, Small Written/Viva voice Orthopaedics.
pain group discussion.
based on the pathophysiology.
Specific learning objectives:
7.5.1 Enumerate the common causes of joint pain.

7.5.2 Discuss the pathophysiology of joint pain.

7.5.3 List the causes of joint pain structurally
arisingfrom within the joint.
7.5.4 Enumerate the causes of joint pain arising from
structures around the joint.
7.5.5 Enumerate various causes of joint pain
because ofreferred pain.
7.5.6 Discuss synovitis as a cause for joint pain.
7.5.7 Discuss enthesitis as a cause for joint pain.

7.5.8 Discuss crystal deposition as a cause for joint

pain

93
IM7.6 Describe and discriminate acute, subacute and chronic K K/K Y Lecture, Small Written/Viva voice Orthopaedics.
causesof joint pain. H group
discussion.
Specific learning objectives:
7.6.1 Enumerate the various causes of acute joint pain.
7.6.2 Enumerate the various causes of chronic joint pain.
7.6.3 Differentiate acute joint pain from chronic joint pain.

7.6.4 Discuss the differential diagnosis of acute joint pain.

7.6.5 Discuss the differential diagnosis of chronic joint pain.

IM7.7 Discriminate , describe and discuss arthralgia from K K/K Y Lecture, Small Written/ Viva voice Orthopaedics.
arthritisand mechanical from inflammatory causes of H group
joint pain discussion
Specific learning objectives:
7.7.1 Define arthritis.
7.7.2 Define arthralgia.
7.7.3 Differentiate between arthritis and arthralgia.
7.7.4 Enumerate the causes of mechanical joint pain with
examples.
7.7.5 Enumerate the causes of inflammatory joint pain
withexamples.
7.7.6 Differentiate mechanical joint pain from inflammatory
jointpain

94
IM7.8 Discriminate , describe and discuss K K/KH Y Lecture, Small Written/ Viva voice Orthopaedics.
distinguishingarticular from periarticular group
complaints. discussion
Specific learning objectives:
7.8.1 Discuss the clinical features of joint pain arising
fromintra-articular structures.
7.8.2 Discuss the clinical features of joint pain arising
fromperiarticular structures.
7.8.3 Differentiate the articular and periarticular
jointpain.
IM7.9 Determine the potential causes of joint pain K K/KH Y Lecture , Small Written/ Viva voice Orthopaedics.
basedon the presenting features of joint group
involvement. discussion
Specific learning objectives:
7.9.1 Enumerate various presenting symptoms of
jointpain conditions.
7.9.2 Differentiate various conditions of joint pain by
presenting symptoms.
IM7.10 Describe the common signs and K K/KH Y Lecture, Small Written/Viva voice Orthopaedics.
symptoms ofarticular and periarticular group
diseases. discussion
Specific learning objectives:
7.10.1 Discuss the clinical features of various articular
conditions.
7.10.2 Discuss the clinical features of periarticular
jointconditions

95
IM7.13 Perform a systematic examination of all S SH Y Bedside Skill assessment Orthopaedics.
joints, muscle and skin that will establish clinic,DOAP
the diagnosisand severity of disease. session
Specific learning objectives:
7.13.1 Perform the clinical examination of Hip joint.

7.13.2 Perform the clinical examination of Knee joint.

7.13.3 Perform the clinical examination of Shoulder

joint.

7.13.4 Perform the clinical examination of Elbow joint.

7.13.5 Perform the clinical examination of Wrist and

Hand

7.13.6 Perform the clinical examination of Foot and

Ankle.

IM7.17 Enumerate the indications for arthrocentesis. K K Y Lecture , Small Written/ Viva voice Orthopaedics.
group
discussion.
Specific learning objectives:
7.17.1 Describe arthrocentesis.

7.17.2 Describe various indications for arthrocentesis

96
IM7.18 Enumerate the indications and interpret plain radiographs K SH Y Bedside Skill Radiodiagn Orthopaedics.
ofjoints. clinic,Small assessment/Written osis
group
discussion.
Specific learning objectives:
7.18.1 Enumerate the investigations for joint pain.

7.18.2 Enumerate the indications for radiological examination of

jointpain.
7.18.3 Enumerate various radiological findings in arthritis of a
joint.
7.18.4 Discuss the radiological findings of osteoarthritis knee joint.
7.18.5 Discuss the radiological findings in tuberculosis knee joint.
7.18.6 Discuss the radiological findings in tuberculosis of hip joint.
IM7.21 Select, prescribe and communicate appropriate medications K SH Y DOAP session Skill Pharmacol Orthopaedics.
forrelief of joint pain. / assessment/Written ogy.
C
Specific learning objectives:
7.21.1 Discuss the pathophysiology of joint pain.
7.21.2 Enumerate the causes of joint pain .
7.21.3 How do you evaluate join pain.
7.21.4 Discuss WHO analgesics ladder.
7.21.5 Describe the role of opioid analgesics used is osteoarthritis
7.21.6 Enumerate NSAIDS group analgesics used in relief of joint
pain.
7.21.7 Mention parental analgesics used in relief of join pain.
7.21.8 Discuss the side effects of chronic use of NASIDS n in a
osteoarthritic joint pain.
7.21.9 Name some topical analgesics.
7.21.10 Discuss the role of intra-articular steroid injections.

7.21.11 Discuss the role of viscosupplementation in osteoarthritis. 97

IM24.12 Describe and discuss the aetiopathogensis , clinical K K Y Lecture , Small Written/Viva voice Orthopaedics.
presentation,identification, functional changes , acute care, H group
stabilization, management and rehabilitation of discussion.
degenerative joint disease.
Specific learning objectives:
24.12.1 Define degenerative joint disease.
24.12.2 Discuss the aetiopathogenesis of degenerative joint disease.
24.12.3 Describe the clinical features of degenerative joint disease.
24.12.4 Discuss the loss of functional activity in degenerative joint
disease.
24.12.5 Discuss the management of early osteoarthritis.
24.12.6 Discuss the principles of management of degenerative joint
disease.
24.12.7 Discuss the physical therapy and rehabilitation of
degenerativeJoint pain

98
IM24.13 Describe and discuss the aetipathogenesis , clinical K K Y Lecture ,Small Written/ Viva voice Orthopaedics.
presentation, identifications, functional changes , acute H group Physical
care,stabilization, management and rehabilitation of falls discussion. medicine and
in the elderly. rehabilitation.

Specific learning objectives:

24.13.1 Discuss the causes of falls in elderly.

24.13.2 Discuss the common factures in elderly because of falls.

24.13.3 List the common presentation features following falls in

elderly
patients.
24.13.4 Discuss the acute care management of fractures in elderly.

24.13.5 Discuss general principles of management of fractures in

elderly.
24.13.6 Discuss the rehabilitation of elderly fractured patient.

24.13.7 Describe the preventive steps to avoid falls in elderly

99
IM24.16 Describe and discuss the principles of physical K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
and social rehabilitation , functional assessment group discussion. Physical
, role ofphysiotherapy and occupation therapy medicineand
in the management of disability in the elderly. rehabilitation.

Specific learning objectives:

24.16.1 Discuss the common form of disability in

elderly.
24.16.2 Discuss ageing and disability.

24.16.3 Discuss disability of elderly population in India.

24.16.4 Discuss the general principles of physical and

socialrehabilitation of the disabled elderly.

24.16.5 Discuss the occupational therapy for a

disabledelderly

100
 Physical Medicine &
Rehabilitation
PM1.2 Define and describe disability, its cause and K K/KH Y Lecture, Small Written/ Viva voice General medicine
magnitude, identification and prevention of group discussion .
disability. Orthopaedics.
Specific learning objectives:
1.2.1 Define disability.
1.2.2 Describe the various causes of disabilities.
1.2.3 Classify disability.
1.2.4 Define impairment.
1.2.5 Differentiate temporary and permanent
disability.
1.2.6 Define handicap.
1.2.7 List various domains of functioning which can be
affected by disability.
1.2.8 Discuss the prevalence of disability in India and
worldwide.
PM1.3 Define and describe the methods to identify and K K/KH Y Lecture, Small Written/Viva voice General medicine
prevent disability group discussion Orthopaedics.
Specific learning objectives:
1.3.1 Discuss the methods of identification of various
disabilities.
1.3.2 Discuss identification of locomotor disability in
achild.
1.3.3 Discuss the checklist for identification of
childrenwith special needs.
1.3.4 Differentiate primary, secondary and
tertiaryprevention of disabilities.
1.3.5 Discuss disability management
101
PM1.4 Enumerate the rights and entitlements of differently K K Y Lecture, Small Written/ Viva voice General
abledpersons group medicine.
discussion Orthopaedics.
Specific learning objectives:
1.4.1 Discuss the rights of differently abled persons.
1.4.2 Define " persons with benchmark disabilities".
1.4.3 Discuss the rights and entitlement of differently
abledpersons.
1.4.4 Enumerate additional benefits provided for persons
withbenchmark disabilities and those with high
support needs

102
PM4.3 Observe in a mannequin or equivalent the S KH N DOAP session Skill assessment Orthopaedics
administration of an intra-articular injection
Specific learning objectives:
4.3.1 List out the indications for intra-articular
injections.
4.3.2 Demonstrate the sterile precautions to be taken
whileadministering intra-articular injection.

4.3.3 Enumerate the drugs used to be injected as

intra-articular formulations.
4.3.4 Surface marking of joint line and position of the
jointfor intra-articular injection to be elicited.

4.3.5 Depiction of post intra-articular injection care

andrehabilitation.
4.3.6 Recent advances in the modality of intra-
articularinjection.
4.3.7 Explain the guided intra-articular injections
PM4.5 Demonstrate correct assessment of muscle S SH Y DOAP Skill assessment General
strengthand range of movements session, medicine
Bedside Orthopaedics.
clinic
Specific learning objectives:
4.5.1 List out the MRC grading of muscle power.
4.5.2 Explain the types of joints.
4.5.3 Demonstrate the movements across each major
jointof upper limb.

103
4.5.4 Demonstrate the various movements across
eachmajor joint of lower limb.

104
PM5.1 Enumerate the indications and describe the K KH Y Lecture , Small Written/ Viva voice Orthopaedics.
principlesof amputation. group General
discussion. Surgery.
Specific learning objectives:
5.1.1 Define amputation.
5.1.2 Define disarticulation.
5.1.3 Enumerate the indications of amputations.
5.1.4 Discuss the general principles in techniques of
amputation and disarticulations.
5.1.5 Enumerate the complications of amputation.
PM5.2 Describe the principles of early mobilizations, K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
evaluation of the residual limb, contralateral limb group
andthe influence of co-morbidities. discussion.
Specific learning objectives:
5.2.1 Discuss the principles of early mobilization of a
amputee patient.
5.2.2 Discuss ideal stump in an amputated patient.
5.2.3 Discuss the evaluation of the amputation
stump forprosthesis fitting.
5.2.4 Discuss the rehabilitation following amputation.

5.2.5 Discuss the factors affecting the rehabilitation of a

amputated patient.
5.2.6 Discuss the influence of co morbidities
in anamputated patient.

105
PM5.3 Demonstrate the correct use of crutches in S SH Y DOAP Skill assessment Orthopaedics.
ambulation and postures to correct session,
contractures anddeformities Bedside
clinic
discussion
Specific learning objectives:
5.3.1 List the indications for use of crutches.
5.3.2 Enumerate various types crutches.
5.3.3 Demonstrate the correct use of crutches while
standing, walking, sitting and climbing stairs.
5.3.4 Define contracture.
5.3.5 Define deformity.
5.3.6 Discuss the causes for contractures and
deformities.
5.3.7 Discuss various preventive measures to
avoidcontractures and deformities.
5.3.8 Discuss how do you prevent
contractures inbedridden patients
PM5.4 Identify the correct prosthesis for S SH Y DOAP session Skill Orthopaedics.
commonamputations. assessment/Writt
en
Specific learning objectives:
5.4.1 Define prosthesis.
5.4.2 Enumerate various lower limb prostheses.
5.4.3 Enumerate various upper limb prostheses.
5.4.4 Identify correct prosthesis for above knee
amputation.
5.4.5 Identify correct prosthesis for below
kneeamputation.
5.4.6 Identify upper limb prosthesis with respect to 105
level ofamputation.
PM6.3 Describe the principles of skin traction, serial casts and K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
surgicaltreatment including contracture release , tendon group
transfer , osteotomies and arthrodesis. discussion.
Specific learning objectives:
6.3.1 Define traction.
6.3.2 Enumerate types of traction.
6.3.3 Discuss the conditions in which traction is used.
6.3.4 List the indications for skin tractions in upper and lower
limbs.
6.3.5 Discuss the technique of skin traction application and its
complications.
6.3.6 Define serial cast technique.
6.3.7 Enumerate common indications for serial cast technique.
6.3.8 Discuss the principles of deformity corrections by surgical
release.
6.3.9 List some conditions where surgical release of contracted
structures is performed to correct deformity.
6.3.10 Define tendon transfer
6.3.11 List the indications for tendon transfers.
6.3.12 Discuss the principles of tendon transfers.
6.3.13 Define osteotomy.
6.3.14 Enumerate common indications for osteotomies.
6.3.15 Discuss the general principles of osteotomy.
6.3.16 Define arthrodesis.
6.3.17 Enumerate the indications of arthrodesis.
6.3.18 Discuss the general principles of arthrodesis procedure
106
PM6.4 Describe the principles of orthosis for K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
ambulation inPPRP group
discussion.
Specific learning objectives:
6.4.1 Define PPRP.
6.4.2 Define orthosis.
6.4.3 Discuss the general principles of
orthoticmanagement of PPRP.
6.4.4 Enumerate the common orthosis used for lower
limb,spine and upper limb in PRPP
PM7.1 Describe and discuss the clinical features , K KH Y Lecture, Small Written/ Viva voice Orthopaedics.
diagnosticwork up, work up diagnosis and group
management of spinal cord injury. discussion.
Specific learning objectives:
7.1.1 Define complete spinal cord injury.
7.1.2 Differentiate complete and incomplete cord
injury.
7.1.3 Discuss spinal shock.
7.1.4 Discuss the aetiopathogenesis of spinal cord
injury.
7.1.5 Discuss the clinical features of spinal cord injury.
7.1.6 Discuss the evaluation and diagnosis of spinal
cordinjuries.
7.1.7 Discuss the management of spinal cord injury.
7.1.8 Discuss the prognosis of spinal cord injury.

107
PM7.2 Describe and demonstrate process of transfer, S SH Y DOAP Skill assessment. Orthopaedics.
applications of collar restraints while session,
maintainingairway and prevention of Small group
secondary injury in a mannequin/model. discussion.
Specific learning objectives:
7.2.1 Demonstrate the transfer process of
polytraumapatient.
7.2.2 Differentiate primary and secondary transport.

7.2.3 Discuss the risks associated during

transportation.
7.2.4 Discuss the safety of patient transport.

PM7.3 Perform and demonstrate a correct S SH Y Bedside clinic. Skill assessment Orthipaedics.
neurologicalexamination in a patient with
spinal injury and determine the neurologic
level of injury.
Specific learning objectives:
7.3.1 Perform neurological examination in
Quadriplegiapatient.
7.3.2 Perform neurological examination in
paraplegiapatient.
7.3.3 Perform neurological examination in
paraparesispatient.

108
PM7.4 Assess bowel and bladder function and identify S KH Y Small Written/Viva voice General
commonpatterns of bladder dysfunction group medicine.
discussion Orthopaedics.
Specific learning objectives:
7.4.1 Enumerate the causes of bowel and bladder
dysfunction.
7.4.2 Describe the nerve supply of bladder
7.4.3 Explain the types of bladder in spinal cord injury
(SCI).
PM7.5 Enumerate the indications and identify the S S Y DOAP session Skill Orthopaedics.
commonmobility aids and appliances , wheel assessment/
chairs. Viva voice
Specific learning objectives:
7.5.1 Name the common mobility aids.
7.5.2 Explain walking stick and walking frame
7.5.3 Role of wheel chairs in orthopedics and neurology
PM7.7 Enumerate and describe common life threatening K KH Y Lecture, Small Written/ Viva voice General
complications following SCI like Deep vein thrombosis group medicine.
,Aspiration Pneumonia , Autonomic dysreflexia. discussion. Orthopaedics.
Specific learning objectives:
7.7.1 Describe the pathophysiology, investigations
and management of deep vein thrombosis
(DVT) and preventive measures in DVT in
follow up case of SCI.
7.7.2 Discuss the pathophysiology,
investigations andmanagement of
aspiration pneumonia

109
7.7.3 Enumerate the pathophysiology,
investigations, management and preventive
measures in autonomicdysreflexia in follow up
case of SCI.

110
PM8.1 Describe the clinical features , evaluation , K KH Y Lecture , Small Written/ Viva voice General
diagnosis and management of disability group medicine.
followingtraumatic brain injury. discussion. Orthopaedics.
General surgery .

Specific learning objectives:

7.8.1 Discuss the clinical features of traumatic
braininjury (TBI).

7.8.2 Discuss the neurological status of traumatic

braininjury .

7.8.3 Evaluate the diagnostic modality of traumatic

braininjury

7.8.3 Discuss t the management of disability of

traumaticbrain injury

111
 E. SELF DIRECTED LEARNING (10 Hours)
SL MBBS PHASE III Part 1 MBBS PHASE III Part 2
NO

1 OR1.1- Polytrauma, ATLS OR 2.7- Pelvic Injury and

Shock

2 OR 1.6- Dislocations OR 2.8- Spinal cord injury

3 OR 2.15- Compartment OR 3.1- Osteomyelitis

Syndrome

4 PM 5.3- Crutches, Mobility Aids OR 10.1- Malignant Bone

Tumor

5 PM 5.4- Amputation , Prosthesis OR 11.1- Peripheral Nerve

injury

112
SDL EXAMPLE 1: Case Scenario:- Polytrauma
A 35-year-old man is brought to the emergency department following a motorcycle accident. He is breathing spontaneously and has asystolic blood pressure of 80 mm Hg,
a pulse rate of 120/min, and a temperature of 98.6° F (37° C). Examination suggests an unstablepelvic fracture. Ultrasound evaluation of the abdomen is negative. Despite
administration of 4 L of normal saline solution, he still has asystolic pressure of 90 mm Hg and a pulse rate of 110. Urine output has been about 20 mL since arrival 35
minutes ago. Discuss Management of this patient

Learning objectives

A. Classify a polytrauma patient to one of the four groups (stable, borderline,

unstable, extremis) based on the physiology

B. Learn which injury pattern and physiologic parameters can lead to ARDS and
MODS in the polytrauma patient

C. Outline the latest advances in resuscitation (ATLS)

D. Define the role of orthopedic surgery in saving life and limb after major trauma

E. Identify patients that can safely have early total care

F. Consider the suitability of damage control surgery

G. Set priorities for management of injuries - Long bone vs Pelvic Ring

113
SDL EXAMPLE 2: Case Scenario:- Compartment Syndrome
20 year old male patient was treated conservatively with a cast for fracture of right radius and ulna. He comes to ER 24hours later with severe pain ion his
forearm.
What is the most likely diagnosis?

Learning objectives

A. What is compartment syndrome?

B. What are clinical signs of compartment syndrome?

C. What is the pathophysiology behind compartment syndrome?

D. How do you measure compartment pressure?

E. What would have prevented this complication?

F. How do you manage this patient?- Investigations, medication, surgery

G. What are the complications of compartment syndrome?

114
 F. Topics for Electives

1. Trauma and fractures

2. Paediatric Orthopaedics

3. Orthopaedic adult reconstruction/ Joint Replacement

4. Orthopaedic spine

5.Orthopaedic sports

medicine

6. Geriatric orthopaedics

7. Musculoskeletal Oncology

115
 G. Clinical Postings
Learner - Doctor programme (Clinical) – As per
GMER 2019
Year of Curriculum Focus of Learner - Doctor programme

Phase I Introduction to hospital environment, early clinical exposure, understanding perspectives of

illness
Phase II History taking, physical examination, assessment of change in clinical status, communication and
patient education

Phase III Part 1 All of the above and choice of investigations, basic procedures and continuity of care

Phase III Part 2 All of the above and decision making, management and outcomes

MBBS Phase II MBBS Phase III Part I MBBS Phase III Part 2 Total weeks

Orthopedics - 2 weeks 4 weeks 2 weeks 8 weeks

including
Traumaand
PMR

116
 List of Competencies to be considered in clinical Postings

Bed Side Clinics Case discussion Demonstrations

OR1.5: Dislocation of joints OR 3.4: Osteomyelitis/Septic Arthritis AN8.4: Demonstrate important muscle
attachment on the given bone
OR 2.1 to OR 2.16: Fractures OR4.1: Tuberculosis of joints/spine AN 10.12: Describe and demonstrate
Shoulder joint for– type, articular
surfaces, capsule, synovial membrane,
ligaments, relations,
movements, muscles involved, blood supply,
nerve supply and
applied anatomy
OR5,1: Inflammatory disorders of joints OR6.1: Degenerative conditions of spine OR13.1: Casts and Plasters

IM7.13: Perform a systematic examination of all joints, muscle OR7.1,7.2: Metabolic Bone Disorders- OR13.2: Splints and tractions
andskin that will establish the diagnosis and severity of disease osteoporosis, osteomalacia, rickets, Paget's
disease

IM7.18: Enumerate the indications and interpret plain OR8.1: PPRP PM5.3: Demonstrate the correct use
radiographsof joints of crutches in ambulation and
OR 11.1- Peripheral Nerve injuries
postures to correct contractures and
deformities
PM 4.5: Demonstrate correct assessment of muscle strength OR 12.1: Congenital - CTEV
and
range of movements
PM7.3: Perform and demonstrate a correct neurological OR 10.1, 10.2: Tumors, swellings
examination in a patient with spinal injury and determine
theneurologic level of injury
116
 Model Time table for MBBS Phase II Clinical
Postings
Da Week Week
y 1 2
Monday Clinical case Discussion History Taking and Basic History and Examination of
OrthopaedicExamination (IM 7.5) ShoulderJoint (IM 7.13.3)
Tuesday Clinical case Discussion History and Examination of bone and History and Examination of Elbow Joint
joint infection (PA33.1) (IM 7.13.4)
Wednesday Clinical case Discussion History and Examination of Knee History and Examination of Wrist
Joint(IM 7.13.2) Jointand Hand (IM 7.13.5)
Thursday Clinical case Discussion History and Examination of Ankle History and Examination of Hip Joint
andFoot (IM 7.13.6) (IM7.13.1)
Friday Clinical case Discussion History taking and examination of History and Examination of Bone
deformed limb (OR 7.2) swelling/tumor ( OR 10.2)

Saturday X X X

117
 Model Time table for MBBS Phase III, Part 1 Clinical
Postings
Da Week Week Week Week
y 1 2 3 4
Monday Clinical Infections –1 Osteoarthritis KNEE Malunion – Examination of
case Osteomyelitis of (IM7.13.2, OR 2.3 ) Upperlimb(OR BoneTumor (OR
Discussion longbones 2.15) 10.2)
(PA33.1))
Tuesday Clinical Rickets/deformities Nerve injuries – Frozen Shoulder/ Malunion –
case (OR7.1,7.2) Footdrop (OR11.1) Shoulder lowerlimb(OR
Discussion Impingement(IM 2.15)
7.13.3)
Wednesday Clinical Rheumatoid TB Hip/Knee (OR4.1) Nerve injuries – Septic
case Arthritis/ Ankylosing Wristdrop/Claw Arthritis
Discussion spondylitis(OR 5.1) Hand (OR11.1) (OR3.4)
Thursday Clinical Non- union (OR 2.15) Ligamentous Injuries Hip Deformity- Examination of
case ofKnee (OR1.3, Abnormal Gait Patient with
Discussion AN18.6) (IM7.13.1) claudication pain (OR
6.1)
Friday Skill lab Below and above elbow Below and above Knee Reduction and cast ATLS – Basics (OR 1.1)
slab/cast (OR13.1) slab/cast(OR 13.1) application for
Colle’sFracture. (OR
13.1) Strapping of
Clavicle Fracture
(OR 2.1)
Saturday Operating Hand wash, Donning Suturing Methods Debridement Tendon Repair
procedures surgical gown and of
118
/Skill Lab gloves, preparation Osteomyelitis/
ofparts Saucerization
 Model Time table for MBBS Phase III, Part 2 Clinical
Postings
Da Week Week
y 1 2
Monday Clinical case Discussion Infections –2 CTEV ( AN19,6. OR 12.1)
Infected Non Union/ Ilizarov/external
fixator (PA33.1))
Tuesday Clinical case Discussion Quadriplegia/Paraplegia (PM 7.3) Examination of Bone Tumor (OR 10.2)
Wednesday Clinical case Discussion Recurrent Shoulder Dislocation (IM Elbow- Deformity (OR7.2)
7.13.3)
Thursday Instruments/Specimens/X-rays X-rays and Specimens Instruments, Implants, orthosis and
prosthesis,
Friday Skill lab Skin traction and Thomas Shoulder dislocation reduction
splintapplication (OR13.1) Techniques(OR1.6)
Saturday Operating procedures/ Intramedullary nailing Plate Osteosynthesis
VideoAssisted Teaching

119
120
 H. Model Question Papers
Example 1
Time: 1 hour 30 minutes Total Marks: 50

Long Essays- 10 Marks Each (2X10=20 Marks)

1. A 6 year old kid was brought to emergency department with pain swelling and in left elbow with difficulty on moving the elbow. Parents give a
history of fallfrom height directly on elbow while playing.
1. What is the most common pediatric elbow/distal humerus fracture?
2. Mechanism of injury and classification
3. Management
4. Complications- acute and chronic (1+3+3+3= 10Marks)
2. A 65 year old obese individual has come to the hospital with complaints f pain in both knees. Discuss clinical examination
Investigations and various treatment modalities of Osteoarthritis of knee (3+3+4=10)

1. Osteoclastoma - definition, Histology, management

2. Colle’s fracture- definition, classification, management
3. Tuberculosis of Spine – Pathogenesis, Classification and Management

Short Answers- 3 marks each (5X3=15

Marks)
6. Thomas Splint
7. Saturday Night Palsy
8. Deformities in CTEV
9. Bennett’s Fracture 121
10. Stages of Fracture Healing
 Example 2
Total Marks: 50
Time: 1 hour 30 minutes

Long Essay- 10Marks Each (2X10=20Marks)

1. A new born was brought to the hospital with CTEV of both feet. Discuss
1. Etiology
2. Deformities
3. Management
4. (3+3+4= 10Marks)
2. A 11 year old boy was referred from a primary care center with osteosarcoma of femur. Discuss
1. Clinical features
2. Radiological and histological findings
3. Management (3+3+4= 10

marks)Short Essay- 5 marks each (3X5=15

Marks)

1. Monteggia Fracture Dislocation

2. Claw hand
3. Nutritional Rickets

Short Answers- 3 marks each (5X3=15 Marks)

6. Dennis Brown splint 9. Ant

7. Skeletal Traction eri
8. List DMARD’s or
Dra
 wer’s Test
10. Mallet Finger
 J.
Recom
mended
Text
Books
1. Natarajan's Textbook of Orthopaedics and
Traumatology. 8th Edition
2. Maheshwari, Essential Orthopaedics. 6th
Edition
3. Crawford Adams, Outline of Orthopaedics –
Fractures and dislocation. 14th Edition
4. Apley & Solomon's System Of Orthopaedics And
Trauma. 10th edition
5. Das S, A Manual On Clinical Surgery. 14th Edition
6. McRae, Clinical Orthopaedic Examination. 6th
Edition

1
Rajiv Gandhi University of
Health Sciences
Bangalore, Karnataka

ORTHOPAEDICS
LOGBOOK
FOR
PHASE III MBBS
AS PER

2
 Competency-Based Medical Education
Curriculum

Insert Student
institution photo
logo

Name and Address of the College

ORTHOPAEDICS
Logbook

Name of the Student:

Contact Number:
Email Id:
Date of Admission to MBBS Course:
Date of Beginning of the Current Phase:
Reg. No. (College ID):
Reg. No. (University ID):

INDEX
3
Sl PAGE
CONTENT
NO. NUMBER
1 BONAFIDE CERTIFICATE 1
2 PREFACE 2
3 GENERAL INSTRUCTIONS 3
4 SUMMARY OF ATTENDANCE 4
5 SUMMARY OF INTERNAL ASSESSMENT (IA) 5
SECTION - 1
CBME CURRICULUM IN ORTHOPAEDICS
6
1A. COMPETENCIES IN KNOWLEDGE DOMAIN 6
1B. COMPETENCIES IN SKILL DOMAIN 7
SECTION - 2
7 8
AETCOM MODULES
SECTION - 3
FORMATIVE ASSESSMENTS 12
8
3A. SUMMARY OF FORMATIVE ASSESSMENT 13
3B. Rubric for Assessing Professionalism 14
3C. Evaluation and feedback on Self-Directed Learning (SDL)
SECTION – 4
CLINICAL POSTINGS – LEARNER DOCTOR METHOD
9 Clinical Posting 1 15
Clinical Posting 2 19
Clinical Posting 3 23
SECTION - 5
ADDITIONAL ACTIVITIES
10 5.1 CO-CURRICULAR ACTIVITIES 27
5.2 EXTRACURRICULAR ACTIVITIES
5.3 ACHIEVEMENTS AND AWARDS
11 SUMMARY PAGE 28

4
 BONAFIDE CERTIFICATE

KEMPEOWDA INSTITUTE OF MEDICAL SCIENCES

This is to certify that the candidate ……………………………………………

Reg No. ……………...... has satisfactorily completed all requirements

mentioned in this Logbook for Phase III MBBS in ORTHOPAEDICS

including related AETCOM modules as per the Competency-Based

Undergraduate Medical Education Curriculum, Graduate Medical

Regulation 2019 during the period from …….... ……….to ……………...

He/ She is eligible to appear for the Summative (University) Assessment.

Faculty Mentor: Head of Department:

Name: Name:

Signature: Signature:

Place:
Date:

5
 PREFACE

This logbook is designed to follow and record your academic journey through the
Orthopaedics course. The knowledge, skills and desirable attitudes you acquire in order to
function as a primary care physician of first contact will be documented and certified in this
logbook.

Section1 contains the CBME competencies in Orthopaedics. It includes the competencies

that would be covered during the course.
Section 2 records your participation in Attitude, Ethics and Communication (AETCOM)
modules related to Orthopaedics.
Section 3 consists of the Scheme and Summary of Formative Assessments in Orthopaedics,
including the Internal Assessments.

Section 4 documents the Clinical Postings – Learner Doctor Method.

Section 5 documents Additional-Curricular Activities (Seminars, Conference, Workshops
Attended, Scientific Project Presentations, Outreach Activities, etc.) and Extracurricular
Activities.
We hope that this logbook serves as a guide and facilitates your progress through the year.

6
 GENERAL INSTRUCTIONS
1. This logbook is a record of the Academic/Co-curricular activities in Orthopaedics
of the designated student.
2. The student is responsible for getting the entries in the Logbook verified by the
Faculty in-charge regularly.
3. Entries in the Logbook will reflect the activities performed by you in the
Department of Orthopaedics during your course.
4. The student has to get this logbook verified by the Mentor and the Head of the
Department before submitting the Application of the University Examination.
5. All signatures must be done with a date stamp.

SUMMARY OF ATTENDANCE

7
 Percentage of Eligible for
University Signature of Signature of
Classes Attended
Block/Phase Examination Student with Teacher with
Theory Practical (Yes / No) Date Date

First Block NA

Second Block

Third Block

Attendance at
the end of
MBBS Phase III

SUMMARY OF INTERNAL ASSESSMENT (IA)

8
 Total Marks Marks Scored Signature Signature
Sl. Internal Date of of of
No. Assessment Assessment Theory Practical Theory Practical Student Teacher
with Date with Date

1 First NA NA
Phase II

Second
2
Phase III
Part 1

Third
3
Phase III
Part 2

Remedial
4
Phase III
Part 2

Note: A candidate who has not secured requisite aggregate in the Internal
Assessment may be subjected to remedial assessment by the institution. If he/she
successfully completes the same, he/she is eligible to appear for University
Examinations. The Remedial Assessment shall be completed before submitting
the Internal Assessment marks online to the University.

SECTION: 1

9
 Competencies in Orthopaedics

Competency-Based Medical Education (CBME) Curriculum in

Orthopaedics

Competencies in Orthopaedics:
There are 39 competencies in Orthopaedics that have been listed in the CBME curriculum by
the MCI (Refer Annexure 1). They can be categorized into knowledge, skills and affect
domains as given below.
There are 29 competencies in the Knowledge Domain.

1.A Competencies in the Knowledge Domain

Sl.
Topic Competency
No.
1 Skeletal Trauma, Poly Trauma OR 1.1, 1.2, 1.3,1.4, 1.5
2 Fractures OR 2.1, 2.2, 2.4 to OR 2.14,
2.16
3 Musculoskeletal Infection OR 3.1
4 Skeletal Tuberculosis OR 4.1
5 Rheumatoid Arthritis and Associated OR 5.1
Inflammatory Disorders
6 Degenerative Disorders OR 6.1
7 Metabolic Bone Disorders OR 7.1
8 Polio Myelitis OR 8.1
9 Cerebral Palsy OR 9.1
10 Bone Tumors OR 10.1
11 Peripheral Nerve Injuries OR 11.1
12 Congenital Lesions OR 12.1

10
Competencies in Skills: There are 10 competencies in this domain. These are as given below.

1.B Competencies in Skills

Topics Competency Description
Skeletal OR 1.6 Participate as a member in the team for Closed Reduction of
Trauma, Poly Shoulder Dislocation / Hip Dislocation / Knee Dislocation
Trauma
Fractures OR 2.3 Select, Prescribe and Communicate appropriate medication for
relief of Joint Pain
OR 2.15 Plan and Interpret the Investigations to Diagnose Complications
of Fractures like Malunion, Non-union, Infection, Compartment
Syndrome
Musculo OR 3.2 Participate as a member in the team for Aspiration of Joints under
Skeletal supervision
Infection OR 3.3 Participate as a member in the team for procedures like Drainage
of Abscess, Sequestrectomy / Saucerisation and Arthrotomy
Procedural OR 13.1 Participate in a team for procedures in patients and demonstrating
Skills the ability to perform on mannequins / simulated patients in the
following –
i. Above Elbow Plaster
ii. Below Knee Plaster
iii. Above Knee Plaster
iv. Thomas Splint
v. Splinting for Long Bone Fractures
vi. Strapping for Shoulder and Clavicle Trauma
OR 13.2 Participate as a member in a team for Resuscitation of Poly
Trauma Victim by doing all of the following –
a. I.V. access Central - Peripheral
b. Bladder Catheterisation
c. Endotracheal Intubation
d. Splintage
Counselling OR 14.1 Demonstrate the ability to Counsel the patient regarding
Skills prognosis in patients with various Orthopaedic illnesses like –
a. Fracture with Disabilities
b. Fracture that requires prolong bed stay
c. Bone Tumors
d. Congenital Disabilities
OR 14.2 Demonstrate the ability to counsel patients to obtain consent for
various Orthopaedic procedures like Limb Amputation, Permanent
Fixations etc.
OR 14.3 Demonstrate the ability to convince the patient for referral to a
higher centre in various Orthopaedic illnesses, based on the
detection of warning signals and need for sophisticated
management

11
 SECTION 2:
FORMAT OF AETCOM Modules Report
AETCOM Module Number:
Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
1. What did you learn from this AETCOM session based on the objectives?
2. What change did this session make in your learning?
3. How will you apply this knowledge in future?

12
Remarks by Facilitator:

Signature of Facilitator with Date:

13
AETCOM Module Number:
Date:
Topic:

Competencies:
1.
2
3.
Reflections (100 words):
1. What did you learn from this AETCOM session based on the objectives?
2. What change did this session make in your learning?
3. How will you apply this knowledge in future?

14
Remarks by Facilitator:

Signature of Facilitator with Date:

15
 SECTION: 3
Formative Assessment 1
Maximum Marks
Feedback and Signature
Marks Obtained
Formative Assessment
Practical
10

Formative Assessment 2
Maximum Marks
Feedback and Signature
Marks Obtained
Formative Assessment
Theory
25

Formative Assessment
Practical
20

Formative Assessment 3
Maximum Marks
Feedback and Signature
Marks Obtained
Formative Assessment
Theory
25

Formative Assessment
Practical
20

Rubric for Assessing Professionalism

16
 Areas assessed Signature Signature
Phase
of Student of Teacher
Regular in Behaviour Dress Code Total
Regular
Completing in Class and and (20
for Classes
Assignments Discipline Presentation
(5marks) marks)
(5marks) (5marks) (5marks)
At the
end of
1st IA

At the
end of
2nd IA

At the
end of
3rd IA

Average
score at
the end
of the
year

Note: Parameters will be assessed at the Departmental level to consider eligibility (Minimum
of 50% at the end of the year) of the candidate to appear for the university examination. Not
considered for internal assessment marks.

Evaluation and Feedback

on Self-Directed Learning (SDL)- 10 hours

Sl. Signature of
Date Topic of SDL Feedback
No. Faculty/Mentor
17
 Posting 1:
Duration 2 weeks

Date of Posting: From:

To:

Unit:

10

18
Section 4: Clinical Postings – Learner Doctor Method

List of Clinical Cases Presented/Attended in Posting 1.

Diagnosis Presented/Attended Signature

19
7

10

20
Learner Doctor Method:
Posting 1:

One patient will be allotted to the student at the beginning of the posting. The patient is
assessed at admission and followed up. The student will interact with the patient and the
treating team to make daily notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status,

communication and patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

21
Learner Doctor Method:

22
Reflection on the Learner Doctor Method of Learning:

What did you learn from this Learning Method?

What change did this Learning Method make?

How will you apply this knowledge in future?

Signature of the Faculty: Date:

23
 Posting 2:
Duration 4 weeks

Date of Posting: From:

To:

Unit:

List of Clinical Cases Presented/Attended in Posting 2:

Diagnosis Presented/Attended Signature

24
9

10

25
Learner Doctor Method:

Posting 2:

One patient will be allotted to the student at the beginning of the posting. The patient is
assessed at admission and followed up. The student will interact with the patient and the
treating team to make daily notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status,

communication and patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

26
Learner Doctor Method:

27
Reflection on the Learner Doctor Method of Learning:

What did you learn from this Learning Method?

What change did this Learning Method make?

How will you apply this knowledge in future?

Signature of the Faculty: Date:

28
 Posting 3:
Duration 2 weeks

Date of Posting: From:

To:

Unit:

List of Clinical Cases Presented/Attended in Posting 3:

Diagnosis Presented/Attended Signature

29
9

10

30
Learner Doctor Method:

Posting 3:

One patient will be allotted to the student at the beginning of the posting. The patient is
assessed at admission and followed up. The student will interact with the patient and the
treating team to make daily notes of the following aspects of patient’s progress in hospital.

History taking, physical examination, assessment of change in clinical status,

communication and patient education.

A brief summary is to be written at the end of the patient’s stay in hospital.

31
Learner Doctor Method:

32
Reflection on the Learner Doctor Method of Learning:

What did you learn from this Learning Method?

What change did this Learning Method make?

How will you apply this knowledge in future?

Signature of the Faculty: Date:

33
 Section 5: Additional Curricular and Extracurricular
Activities

5.1 Additional Curricular Activities

(Seminar, Conferences, Outreach Activities, Workshops etc.)

Sl. No. Date Particulars Signature of the Faculty

5.2 Extracurricular Activities

Sl. No. Date Particulars Signature of the Faculty

5.3 Achievements/Awards

Sl. No. Date Particulars Signature of the Faculty

34
 FINAL SUMMARY

Dates
Attendance Signature of
Status*
Sl. No. Description in the Teacher
Percentage with Date

From To

AETCOM
1
Modules

Internal
2 Assessment
Marks

Signature of Head of Department Date:

* Status: Complete/Incomplete: For Skills and AETCOM modules

Eligible/Ineligible: For Internal Marks

35
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Obstetrics and Gynecology Curriculum as per

Competency Based Curriculum

Acknowledgements: This Obstetrics and Gynaecology Curriculum as per the new

Competency based Medical education curriculum has been prepared by the
following faculty
Dr Jayshree. V. Kanavi, Associate Professor, St John’s Medical College, Bangalore
Dr Girija Prasanna, Professor, Hassan Institute of Medical Sciences, Hassan
Dr Rekha Gurumurthy, Professor, Shridevi Institute of Medical Sciences & Research

Hospital, Tumkuru

36
Dr Madhava Prasad Sarvothaman, Associate professor, Vydehi Institute of Medical

Sciences and Research Centre, Whitefield Bangalore

Dr Narayani, Professor, Koppal Institute of Medical Sciences, Koppal

Dr Suneetha Nithyanandam, Professor, Medical Education, St John’s Medical College,

Bangalore

RGUHS Obstetrics and Gynaecology Curriculum as per the new Competency

Based Medical Education

PREAMBLE
The NMC envisages that the Indian Medical Graduate, should function as the Physician
of first contact in the community, to provide holistic health care to the evolving needs
of the nation and the world. To fulfil this the IMG should be able to perform the
following roles: a clinician, a communicator, a lifelong learner, a professional and a
team leader.

37
Competency-based medical education (CBME), which most of us are now aware about,
is an outcomes-based training model that has become the international standard of
medical education. This newly implemented curriculum is being rolled out as detailed
by incorporating key principles of CBME and developing competencies for each
speciality.
One of the key healthcare indicators of a country is maternal health. Reproductive
health is also gaining prominence in the modern health context. The advances in
obstetrics include a steady governmental push towards institutionalization of maternal
care and a growing body of knowledge regarding prediction and prevention of
problems, over and above the existing knowledge.
In line with this, the obstetrics and gynaecology undergraduate curriculum provides
the IMG the appropriate knowledge, mandatory skills and optimal attitudes to be able
to care for pregnant women and for women with reproductive tract issues and be able
to identify high risk conditions and refer to specialists as appropriate.

The GMER 2019 states the following to be the competencies to be achieved by the IMG
Obstetrics and Gynaecology
(a) Competencies in Obstetrics: The student must demonstrate ability to:
1. Provide peri-conceptional counselling and antenatal care,
2. Identify high-risk pregnancies and refer appropriately,
3. Conduct normal deliveries, using safe delivery practices in the primary and
secondary care settings,
4. Prescribe drugs safely and appropriately in pregnancy and lactation,
5. Diagnose complications of labour, institute primary care and refer in a timely
manner,
6. Perform early neonatal resuscitation,
38
7. Provide postnatal care, including education in breast-feeding,
8. Counsel and support couples in the correct choice of contraception
9. Interpret test results of laboratory and radiological investigations as they apply to
the care of the obstetric patient,
10. 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.

Competencies in Gynaecology: The student must demonstrate ability to:

1. Elicit a gynaecologic history, perform appropriate physical and pelvic examinations
and PAP smear in the primary care setting,
2. Recognize, diagnose and manage common reproductive tract infections in the
primary care
setting,
3. Recognize and diagnose common genital cancers and refer them appropriately.
(b) 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
their clinical, social, emotional, psychological correlates in the context of national
health priorities.

To achieve these, NMC has given a detailed list of OBGYN competencies in the 3rd
Volume (Competency based Undergraduate Curriculum in Surgery and Allied
subjects) with competencies Numbered OG1.1 and so forth) required to be gained by
the IMG.

Based on the competencies mentioned in the above said document, following items
have been developed and spelt out in a tabular format
• Specific learning objectives (SLO’s) to achieve each competency
• Suggested Teaching-Learning methods
• Preferred assessment methods (both formative and summative)
39
 This is only a guideline and teachers are encouraged to improvise and develop more
detailed SLOs. The T-L methods can be modified based on local resources.
Also, a detailed blueprint showing the weightage and the assessment for particular
topics. (Few topics have been grouped together to give the weightage). This blueprint
is an attempt at ensuring concordance between the SLOs’, TL methods and the
assessment.
A question paper layout (theory) has also been added to ensure that there is
consistency among different paper setters.
Also, a suggested assessment format (practical) has also been given.

List of all Obstetrics and Gynaecology Competencies with their specific learning
objectives, with suggested teaching-learning and assessment methods
Competencies Specific learning objectives TeachingWhe Form
learningn T-L asse
methods will nt
with hours
be
done
Topic: Demographic and Vital Statistics Number of competencies: (03) Number of procedures that req

Define and Definition of birth rate Lecture 5th MCQ

OG1.1 discuss birth Definition of maternal mortality 1hr term 's at
rate, maternal What is maternal mortality ratio and rate, Integration end o
mortality and Incidence, with lectu
morbidity Causes of maternal mortality community
Factors affecting maternal mortality – 3 delays health
Interventions to prevent maternal death
Definition of maternal morbidity
Explain - acute, chronic, direct, indirect, non-obstetric
maternal morbidity

40
OG1.2 "Define and Definition of perinatal mortality Lectures 5th MCQ
discuss Incidence 1hr term 's at
perinatal Factors affecting perinatal mortality Integration end o
mortality and Causes of perinatal mortality with lectu
morbidity Strategies to reduce perinatal mortality community
including Definition of perinatal morbidity health
perinatal and How to audit neonatal morbidity
neonatal
mortality and
mortality audit

OG1.3 Define and Definition of stillborn Lectures 5th MCQ

discuss still Incidence, aetiology, pathology, symptoms, signs, 2hr Term 's at
birth and investigations- still born infant Tutorials end o
abortion Examination of stillborn infant /SGD lectu
Complications of IUD
Management
Definition of abortion
Types of abortion
Aetiology,
Pathophysiology, clinical features, investigations,
management, differential diagnosis
Topic: Anatomy of the female reproductive tract (Basic anatomy and embryology) Number of compete
Number of procedures that require certification : (NIL)
Y

OG2.1 Describe and Development of external genital organs Lecture 5th MCQ
discuss the Development of internal genital organs 2hr term / Viv
development Development of ovary, differentiation, descent Integration
and anatomy of Anatomy of external genitalia with
the female Anatomy of Internal genital organs- vagina, uterus, Anatomy
reproductive cervix, fallopian tubes, ovary
tract, Relationship to other pelvic organs
relationship to Applied anatomy
other pelvic
organs, applied
anatomy as
related to

41
 Obstetrics and
Gynaecology.
OG2.2 Define, classify classification of Mullerian anomaly, Investigation & Lecture 5th MCQ
and discuss the management 1hr term / Viv
investigations
and
management of
mullerian
anomaly

Topic: Physiology of conception Number of competencies: (01) Number of procedures that require cer

OG3.1 Describe the Gametogenesis – spermatogenesis, oogenesis Lecture 5th MCQ

physiology of Formation and maturation of ovarian follicles, 2hrs term
ovulation, structure of ovum
menstruation, Ovulation- mechanism, causes, timing, effects
fertilization, Fertilization- process, post fertilization events,
implantation implantation
and
gametogenesis.
Topic: Development of the fetus and the placenta Number of competencies: (01) Number of procedure
OG4.1 Describe and Embryology – formation of 3 germ layers, amnion Lecture 6th MCQ
discuss the and chorion, placenta 1hr term
basic Phases of conceptus development
embryology of Timing of appearance of different organ systems
fetus, factors Placenta- development, gross anatomy, structure,
influencing fetal placental circulation, functions of placenta
growth and Teratogenesis, teratogens
development,
anatomy and
physiology of
placenta, and
teratogenesis
Topic: Preconception counselling Number of competencies:(02) Number of procedures that require ce

OG5.1 Describe, Pre-existing medical disorders- anaemia, cardiac Lectures 6th MCQ
discuss and disease, DM, chronic hypertension, bronchial asthma, 1hr term
identify pre- seizure disorders, thyroid disorders, chronic kidney Tutorials
existing medical disease, Antenatal care and preconception 1hr
disorders and counselling Bedside
discuss their Objectives, history and examination, assessment of clinics,
management; period of gestation, investigations and nutrition. Small
discuss group
evidence-based discussion
intrapartum
care
OG5.2 Determine screening for high risk factors, Lectures 6th MCQ
maternal high 1hr term

42
 risk factors and elderly primigravida: complications during Bedside
verify pregnancy and labour, maternal and foetal mortality, clinic, small
immunization management group
status bad obstetric history discussion
obesity: physiological changes, management
grand multipara: complications, mortality,
management
maternal immunization status for
- Tetanus
- hepatitis B
- whooping cough
- influenza
vaccines contraindicated in pregnancy
immunization in special circumstances: rabies,
yellow fever, hepatitis A,
Topic: Diagnosis of pregnancy Number of competencies:(01) Number of procedures that require certif
OG6.1 Describe, Discuss the clinical features of early pregnancy Lectures 6th MCQ
discuss and Tests to confirm pregnancy - immunological test, 1hr term s
demonstrate Urine Pregnancy test. Bedside
the clinical Discuss the role of ultrasound in diagnosing clinic, small
features of Pregnancy group
pregnancy, discussion
derive and OPDs
discuss its
differential
diagnosis,
elaborate the
principles
underlying and
interpret
pregnancy
tests.
Topic: Maternal Changes in pregnancy Number of competencies: (01) Number of procedures that requ
OG7.1 Describe and Haematology-blood volume, plasma volume, RBC & Lectures 6th MCQ
discuss the haemoglobin, blood coagulation factors 1hr term s
changes in the CVS-anatomical changes, cardiac output, BP, venous Bedside
genital tract, pressure clinic, small
cardiovascular RS-respiratory rate, tidal volume, total lung capacity group
system, Renal changes in kidney, ureter, bladder discussion
respiratory, Gastrointestinal changes
haematology, Genital tract-changes in body of uterus, isthmus,
renal and cervix
gastrointestinal
system in
pregnancy
Topic: Antenatal Care Number of competencies: (08) Number of procedures that require certification :
OG8.1 Enumerate, Procedure at 1st visit Bedside 6th MCQ
describe and Procedure at subsequent visits clinic, small term s
43
 discuss the Routine Antenatal screening group
objectives of Antenatal hygiene discussion
antenatal care, Immunization OPDs
assessment of Pre conceptional counselling & care
period of Period of gestation based on pts statement, previous
gestation; records, objective signs & investigations
screening for
high-risk
factors.
OG8.2 Elicit document Menstrual history in detail Bedside 6th MCQ
and present an Negele’s rule clinic, small term s
obstetric Importance of Past history group
history Importance of Surgical history discussion
including OPDs
menstrual
history, last
menstrual
period,
previous
obstetric
history,
comorbid
conditions, past
medical history
and surgical
history
OG8.3 Describe, Antepartum fetal surveillance Lectures 3rd MCQ
demonstrate, 1hr 4th & s
- clinical
document and Bedside 6th
perform an - biochemical clinic, small term
obstetrical - biophysical group
examination Evaluation of foetal wellbeing discussion
including a Maternal weight gain OPDs
general and Assessment of height of fundus
abdominal General physical examination
examination Per abdomen -inspection, palpation, auscultation
(and clinical Symphysio fundal height, abdominal girth
monitoring of
maternal and
fetal well-
being;)
OG8.4 Describe and Non stress test Lectures 6th MCQ
demonstrate Biophysical profile 1hr term s
clinical DFMC Tutorials
monitoring of CTG 1hr
maternal and Maternal condition assessment Bedside
fetal well-being -vital parameters clinic, small
-investigations group
- Antenatal foetal surveillance discussion
44
OG8.5 Describe and Bones of pelvis, anatomical measurements of Bedside 3rd S
demonstrate diameters clinic, small 4th Asse
pelvic assessment at brim group 6th
assessment in a At midcavity discussion, 8th &
model At outlet DOAP, 9th
Plane of least pelvic diameter Labour term
room s
posting
OG8.6 Assess and BMI Lectures 3rd MCQ
counsel a calorie requirement in pregnancy & lactation 1hr term s
patient in a Protein requirement Bedside
simulated Folic acid requirement clinic, small
environment Vit b12 requirement group
regarding Iron requirement discussion,
appropriate Supplementary nutritional therapy Role play
nutrition in Develop checklist for role play for nutrition in OPD
pregnancy pregnancy
OG8.7 Enumerate the Contraindicated vaccines in pregnancy Lectures 3rd MCQ
indications for Safe vaccines in pregnancy 1hr term s
and types of Tetanus toxoid-dose, route Bedside
vaccination in Current guideline for antenatal vaccination including clinic, small
pregnancy T-dap group
Timing of vaccination discussion
OPD
OG8.8 Enumerate the Indication of 1st trimester USG Lectures 3rd MCQ
indications and Indication of 2nd trimester USG 1hr term s
describe the Indication of 3rd trimester USG Bedside
investigations USG markers of fetal anomalies clinic, small
including the Gestational age assessment on USG group
use of Doppler studies discussion
ultrasound in Routine antenatal blood and urine investigation
the initial Screening test for aneuploidy, preeclampsia and GDM
assessment and Describe trimester wise blood test and ultrasound
monitoring in assessment
pregnancy
Topic: Complications in early pregnancy Number of competencies: (05) Number of procedures that req
OG9.1 Classify, define Definition Lectures 6th & MCQ
and discuses Etiology 1hr 7th s
the aetiology Classification Tutorials term
and Definition, clinical features, investigations and 1hr
management of management of threatened, inevitable, missed, Bedside
abortions complete and incomplete abortion clinic, small
including Septic abortion definition group
threatened, Clinical Features discussion
incomplete, Management OPD
inevitable, Prevention
missed and
septic

45
OG9.2 Describe the Enumerate the steps of suction evacuation Tutorials 6th & MCQ
steps and Enumerate steps of dilatation and evacuation 1hr 7th s
observe/ assist Enumerate steps of menstrual regulation Bedside term
in the clinic, small
performance of group
an discussion
MTP evacuation opd /
ward/
minor OT
OG9.3 Discuss the Differential diagnosis of acute abdomen in early Lectures 6th & MCQ
aetiology, pregnancy- obstetric, gynaecological, medical and 1hr 7th s
clinical surgical causes Tutorials term
features, Etiology of ectopic pregnancy 1hr
differential Classification of ectopic pregnancy Bedside
diagnosis of Clinical features of acute and chronic ectopic clinic, small
acute abdomen Diagnosis group
in early Management options discussion
pregnancy Medical management OPD
(with a focus on Surgical management
ectopic
pregnancy) and
enumerate the
principles of
medical and
surgical
management
OG9.4 Discuss the Definition of Molar pregnancy Lectures 6th & MCQ
clinical Classification 1hr 7th s
features, Etiopathology Tutorials term
laboratory Clinical features 1hr
investigations, Investigations- blood and ultrasonography Bedside
ultrasonograph Differential diagnosis clinic, small
y, differential Complications- immediate and late group
diagnosis, Management- medical and surgical discussion
principles of Follow up- history, examination, investigations, and OPD
management contraceptive advice.
and follow up of
gestational
trophoblastic
neoplasms
OG9.5 Describe the Definition of hyperemesis gravidarum Lectures 6th & MCQ
etiopathology, Etiopathology 1hr 7th s
impact on Clinical features- symptoms and signs Bedside term
maternal and Investigations clinic, small
fetal health and Complications to mother and foetus group
principles of Management- hospitalization, fluids, drugs, diet, discussion
management of nutritional supplementation OPD
hyperemesis
gravidarum
46
Topic: Antepartum haemorrhage Number of competencies: (02) Number of competencies that require
OG10. Define, classify Classification and differential diagnosis Lectures 6th & MCQ
1 and describe Placenta previa definition 2hr 7th s
the aetiology, Etiology and types Tutorials term
pathogenesis, Clinical features 2hr
clinical Complications Bedside
features, Management- investigations, expectant vs definitive clinic, small
ultrasonograph management group
y, differential Definition of abruption placenta discussion
diagnosis and Etiology and types OPD
management of Clinical features and grades
antepartum Management
haemorrhage in
pregnancy
OG10. Enumerate the Enumerate different types of blood components Lectures 8th MCQ
2 indications and Characteristic features and storage 1hr term s
describe the Indications for transfusion Bedside
appropriate use Massive transfusion protocol clinic, small
of Complications and their management group
blood and blood Discuss importance of consent form discussion
products, their
complications
and
management.
Topic: Multiple pregnancies Number of competencies: (01) Number of procedures that require certific
OG11. Describe the Etiopathology and types Lectures 6th & MCQ
1 etiopathology, Diagnosis- History, symptoms, general and 1hr 7th s
clinical abdominal examination Tutorials term
features; Investigations 1hr
diagnosis and Maternal changes Bedside
investigations, Complications to mother and fetus clinic, small
complications, Management- antenatal, 1st and 2nd stage of labour, group
principles of including delivery of 2nd twin, third stage, discussion
management of puerperium OPD
multiple
pregnancies
Topic: Medical Disorders in pregnancy Number of competencies: ( 08) Number of procedures that requ
OG12. Define, classify Classification of hypertensive disorders, definition of Lectures 8th MCQ
1 and describe pre-eclampsia and eclampsia 3hr term s
the etiology and Diagnostic criteria Tutorials
pathophysiolog Etiopathogenesis 2hr
y, early Clinical features of pre-eclampsia and eclampsia- Bedside
detection, symptoms and signs clinic, small
investigations; Specific investigations group
principles of Maternal and foetal complications discussion
management of antenatal management- supportive, fluid OPD
hypertensive management, antibiotics, anti-hypertensives, anti-
disorders of convulsant

47
 pregnancy and Monitoring and surveillance
eclampsia, Management during labour
complications
of eclampsia.
OG12. Define, classify Definition Lectures 6th & MCQ
2 and describe Classification 1hr 7th s
the etiology, Aetiology of nutritional anaemia Tutorials term
pathophysiolog Clinical features of nutritional anaemia 1hr
y,diagnosis, Physiological changes and effects of anaemia on Bedside
investigations, pregnancy and foetus clinic, small
adverse effects Investigations of nutritional anaemia group
on the mother Complications during pregnancy, labour and discussion
and foetus and puerperium OPD
the Prevention of nutritional anaemia
management Management of nutritional anaemia- diet, oral and
during parenteral iron, blood transfusion
pregnancy and Discuss classification, aetiology, clinical features,
labor, and investigations, complications and management of
complications non-nutritional anaemia
of anemia in
pregnancy
OG12. Define, classify definition of gestational diabetes mellitus Lectures 6th & MCQ
3 and describe classification of diabetes mellitus in pregnancy 1hr 7th s
the etiology, Enumerate etiological factors Tutorials term
pathophysiolog Discuss pathophysiology of diabetes mellitus in 1hr
y,diagnosis, pregnancy Bedside
investigations, investigations for diabetes mellitus in pregnancy clinic, small
criteria, adverse Screening test for gestational diabetes mellitus group
effects on the Describe the effects of diabetes on pregnancy discussion
mother and complications of diabetes mellitus in pregnancy
foetus and the Discuss the management of diabetes in antenatal
management period, in labour, postnatal
during
pregnancy and
labor, and
complications
of diabetes in
pregnancy
OG12. Define, classify classification of heart disease in pregnancy Lectures 6th & MCQ
4 and describe Discuss etiology 1hr 7th s
the etiology, Describe pathophysiology of heart disease in Tutorials term
pathophysiolog pregnancy 1hr
y,diagnosis, Discuss clinical features of heart disease in pregnancy Bedside
investigations, Describe antenatal investigations clinic, small
criteria, adverse diagnosis group
effects on the Discuss the effects of heart disease on pregnancy discussion
mother and Discuss the effects of pregnancy on heart disease OPD
foetus and the management during pregnancy, during labour, in
management postnatal
48
 during Complications, preconceptional counselling
pregnancy and
labor, and
complications
of heart
diseases in
pregnancy
OG12. Describe the aetiology of UTI in pregnancy Lectures 7th MCQ
5 clinical pathophysiology in pregnancy 1hr term s
features, symptoms Bedside
detection, effect signs clinic, small
of pregnancy on investigations group
the disease and complications discussion
impact of the management OPD
disease on Asymptomatic bacteriuria
pregnancy
complications
and
management of
urinary tract
infections in
pregnancy
OG12. Describe the Discuss classification of liver disease in pregnancy Lectures 7th MCQ
6 clinical aetiology 1hr term s
features, pathophysiology Bedside
detection, effect Describe clinical features of liver disease in clinic, small
of pregnancy on pregnancy group
the disease and List the investigations of liver disease in pregnancy discussion
impact of the Discuss the differential diagnosis of liver disease in OPD
disease on pregnancy
pregnancy List the maternal complications
complications management of liver disease in pregnancy
and
management of
liver disease in
pregnancy
OG12. Describe and introduction of HIV and incidence Lectures 7th MCQ
7 discuss routes of transmission 1hr term s
screening, risk immunopathogenesis Bedside
factors, clinical presentation clinic, small
management of diagnosis group
mother and management prenatal care, antenatal care, discussion
newborn with intrapartum care, postnatal care
HIV Pre-test and post-test counselling
PPTCT program
TORCH infection in pregnancy
OG12. Describe the Definition of Rh- isoimmunisation Lectures 6th & MCQ
8 mechanism, Mechanism of antibody formation in the mother 1hr 7th s
prophylaxis, Prevention of Rh-isoimmunisation term
49
 fetal Haemolytic disease of the fetus and newborn Bedside
complications, Antenatal investigations protocol of Rh-negative clinic, small
diagnosis and mother group
management of Plan of delivery in unimmunised and immunised discussion
isoimmunizatio mother OPD
n in pregnancy Prognosis of Rh-isoimmunisation
Topic: Labour- Number of competencies: (05) Number of procedures that require certification : (01)
OG13. Enumerate and physiology of normal labour Lectures 3rd & MCQ
1 discuss the mechanism of normal labour 3hr 4th s
physiology of monitoring of labour by partogram Tutorials term
normal labor, steps of delivery 1hr
mechanism of labour analgesia Bedside
labor in induction of labour by natural, medical, surgical, clinic, small
occipito- combined group
anterior acceleration of labour discussion,
presentation; management of 3rd stage of labour evening
monitoring of labour
labor including room
partogram; posting
conduct of
labor, pain
relief;
principles of
induction and
acceleration of
labor;
management of
third stage of
labor.
OG13. Define, describe definition for preterm labour, PROM & post-dated Lectures 6th & MCQ
2 the causes, pregnancy 2hr 7th s
pathophysiolog etiology Tutorials term
y, diagnosis, pathophysiology 1hr
investigations symptoms Bedside
and signs clinic, small
management of investigations group
preterm labor, diagnosis discussion
PROM and complications
postdated management
pregnancy
OG13. Observe/ assist indications for ARM Bedside 8th &
3 in the Enumerate the technique of procedure clinic, small 9th
performance of limitations group term
an artificial contraindications discussion,
rupture of complications evening
membranes labour
room
posting

50
OG13. Demonstrate physiology and mechanism and events of stage 1,2 Bedside 8th
4 the stages of and 3 of normal labour clinic, small term
normal labor in definition of abortion group
a simulated types of abortion discussion,
environment / indications of induced abortion skill lab
mannequin medical and surgical methods DOAP
(and counsel on MTP act
methods of safe complications of abortion
abortion).
OG13. Observe and Monitoring of mother and foetus in second stage of Bedside 8th &
5 assist the labour clinic, 9th
conduct of a General management- sterile precautions Evening term
normal vaginal Position for delivery labour
delivery procedures room
Oxytocics and analgesia in labour posting
Management of third stage of labour DOAP
Examination of placenta
Fourth stage of labour
Topic: Abnormal Lie and Presentation; Maternal Pelvis Number of competencies: (04) Number of proc
(NIL)
OG14. Enumerate and Bones of female pelvis Bedside 6th MCQ
1 discuss the Diameters and planes of obstetric pelvis clinic, 8th & s
diameters of Clinical significance of each type of pelvis DOAP 9th
maternal pelvis False and true pelvis term
and types Caldwell and Moloy classification of pelvis.
OG14. Discuss the normal labour- definition Lectures 8th MCQ
2 mechanism of Describe cardinal movements involved in labour 1hr term s
normal labor, Explain synclitism/asynclitism Bedside
Define and Definition of obstructed labour clinic, small
describe causes group
obstructed Clinical features discussion,
labor, its diagnosis Evening
clinical Prevention labour
features; Management room
prevention; and Complications of obstructed labour posting
management
OG14. Describe and incidence of Rupture Uterus Lectures 8th MCQ
3 discuss rupture causes 1hr term s
uterus, causes, pathology Bedside
diagnosis and Clinical features clinic, small
management. diagnosis group
complications discussion,
Management- general and definitive Evening
labour
room
posting
OG14. Describe and Definition Lectures 8th MCQ
4 discuss the Classification of abnormal uterine action 1hr term s

51
 classification; Describe pathological retraction ring and Bedside
diagnosis; management clinic, small
management of Management of abnormal labour group
abnormal labor Dystocia dystrophia syndrome discussion
OG14. Describe and Breech – Lectures 8th MCQ
5 discuss causes, Etiological features 1hr term s
dagnosis and Clinical Examination Tutorials
management of Management of Antenatal intrapartum 1hr
breech Complications - Maternal Foetal Bedside
presentation, OP- clinic, small
occipito Aetiology Features group
posterior, Clinical Examination discussion ,
transverse lie, Mechanism of labour in OP, Course of labour evening
face Definition of deep transverse arrest and its labour
presentation management room
Define & discuss the management of transverse posting
Topic: Operative obstetrics Number of competencies: (02) Number of procedures that require certifica
OG15. Enumerate and Episiotomy- definition, types, timing of episiotomy, Tutorials 8th & MCQ
1 describe the structures incised, repair, complications 2hrs 9th s
indications and vacuum extraction- design, indications, Bedside term Skill
steps of contraindications, procedure, complications clinic, Asse
common low forceps- description of forceps, indications, Small t
obstetric contraindications, procedure, complications group
procedures, caesarean section- types, indications, procedure, discussion,
technique and complications. What is caesarean hysterectomy observatio
complications: assisted breech delivery- principles, steps, n in OT,
Episiotomy, indications, delivery of after coming head, evening
vacuum complications labour
extraction; low external cephalic version- prerequisites, indications, room
forceps; contraindications, procedure, complications posting
Caesarean cervical cerclage – types, indications, procedure,
section, assisted complications
breech delivery;
external
cephalic
version;
cervical
cerclage
OG15. Observe and episiotomy- suturing technique Bedside MCQ
2 assist in the breech delivery clinic, s
performance of Small
an episiotomy group
and discussion ,
demonstrate observatio
the correct n in OT,
suturing DOAP
technique of an Skill lab
episiotomy in a

52
 simulated
environment.
Observe/Assist
in operative
obstetrics cases
– including - CS,
Forceps,
vacuum
extraction, and
breech delivery
Topic: Complications of the third stage of labor- Number of competencies: (03) Number of procedures
OG16. Enumerate and Definition – primary and secondary PPH Lectures 8th MCQ
1 discuss causes, Aetiology 1hr term s
prevention, incidence Tutorials
diagnosis, diagnosis 1hr
management, of Degree of shock in PPH Bedside
blood and blood Prevention clinic,
products in Management- medical, appropriate use of blood and Small
appropriate use blood products group
postpartum Uterine compression sutures discussion,
haemorrhage Step wise devascularisation evening
labour
room
posting
OG16. Describe and uterine inversion- INCIDENCE Lectures 8th MCQ
2 discuss uterine TYPES 1hr term s
inversion – degree Tutorials
causes, aetiology 1hr
prevention, Clinical features Bedside
diagnosis and diagnosis clinic,
management. Complications Small
D/D ,prevention, prognosis group
management discussion
OG16. Describe and intrauterine growth restriction – definition Lectures 8th MCQ
3 discuss causes, Pathophysiology of FGR 1hr term s
clinical TYPES OF FGR Tutorials
features, aetiology 1hr
diagnosis, diagnosis Bedside
investigations; Management- antepartum, intrapartum and neonatal clinic
monitoring of
fetal well-being,
including
ultrasound and
fetal Doppler;
principles of
management;
prevention and
counselling in

53
 intrauterine
growth
retardation
OG16. Describe and Definition of Macrosomia Lectures MCQ
4 discuss Causes 1hr s
macrosomia, clinical & sonological findings to diagnose & Bedside
causes, management clinic,eveni
diagnosis, intra shoulder dystocia - ng labour
partum Causes room
complications, Intrapartum Management posting
management maternal & neonatal complicaitons Skill lab
Topic: Lactation Number of competencies: (03) Number of procedures that require certification : (NIL)
OG17. Describe and Anatomy of breast MCQ
1 discuss the Phases of lactation s
physiology of Prolactin reflex
lactation Milk let down reflex
Lactation inhibition and suppression
OG17. Counsel in a Care of breast
2 simulated Initiation of breast feeding
environment, Exclusive breast feeding
care of the Technique of breastfeeding-different position and
breast, attachment
importance and Frequency of breastfeeding
the technique of Adequacy of breastfeeding
breast feeding Expression of breast milk
OG17. Describe and Clinical presentation in mastitis MCQ
3 discuss the Diagnosis of mastitis s
clinical Complication of mastitis
features, Treatment and prevention of mastitis
diagnosis and Breast abscess – definition, clinical presentation,
management of diagnosis, investigation, treatment
mastitis and
breast abscess
Topic: Care of the new born Number of competencies: (04) Number of procedures that require certific
OG18. Describe and Examination of newborn Lectures 3rd & MCQ
1 discuss the Assessment of gestation age – by sole creases , breast 1hr 4th s
assessment of nodule, scalp hair, ear lobe, testes and scrotum Bedside term
maturity of the Birth asphyxia – definition, etiology, diagnosis, clinic,
newborn, clinical features, management Small
diagnosis of Equipments for resuscitation group
birth asphyxia, principles of resuscitation discussion
principles of Common problem in resuscitation DOAP,
resuscitation, Evening
common labour
problems. room
posting
Skill Lab

54
OG18. Demonstrate New born resuscitation algorithm Bedside 6th
2 the steps of Initial steps clinic, term
neonatal Positive pressure ventilation DOAP,
resuscitation in Endotracheal intubation, Evening
a simulated chest compression labour
environment medication room
posting
Skill Lab
OG18. Describe and definition birth asphyxia Lectures 8th MCQ
3 discuss the etiopathogenesis 1hr term s
diagnosis of Clinical features and diagnosis Bedside
birth asphyxia management clinic, small
group
discussion
OG18. Describe the Principles of resuscitation Bedside 8th MCQ
4 principles of Steps of resuscitation clinic, term s
resuscitation of Resuscitation principle in baby who is apnoeic Small
the newborn despite tactile stimulation group
and Resuscitation when baby is apnoeic and HR less than
discussion
enumerate the 100
common
problems
encountered
Topic: Normal and abnormal puerperium. Number of competencies: (04) Number of procedures that r
OG19. Describe and definition of Purperium Lectures 6th & MCQ
1 discuss the Physiological changes includes 2hrs 8th s
physiology of uterine changes Tutorials term
puerperium, its Define lochia & types 1hr
complications, general physiological changes Bedside
diagnosis and Puerperal sepsis – definition , causes, pathogenesis , clinic,
management; clinical features, diagnosis, management Small
counselling for Subinvolution , urinary problems group
contraception, Thromboembolic disorders – DVT, thrombophlebitis, discussion
puerperal pulmonary embolism
sterilization Obstetric palsies , puerperal psychiatric disorders
OG19. Counsel in a Methods of contraception Tutorials 8th &
2 simulated Puerperal sterilization - 1hr 9th
environment, a. informed consent and pre- Bedside term
contraception requisites clinic,
and puerperal b. timing DOAP, Role
sterilisation c. methods play
d. technique
e. steps
f. complication
Develop a checklist for role paly including above
mention SLO

55
OG19. Observe/ assist Pre –operative preparation DOAP & 8th &
3 in the Type of anaesthesia Intra 9th
performance of Types of incision operative, term
tubal ligation Procedure skill lab
Advantages
Drawbacks
OG19. Enumerate the Indications for cu-t insertions –WHO eligibility Skill lab & 8th & MCQ
4 indications for, criteria OPD 9th s
describe the Timing of insertion term
steps in and Technique of insertion – no touch insertion
insert and
remove an
intrauterine
device in a
simulated
environment
Topic: Medical termination of pregnancy Number of competencies: (03) Number of procedures that re
OG20. Enumerate the Induction of Abortion- Definition Lectures 3rd MCQ
1 indications and MEDICAL TERMINATION OF PREGNANCY Act 2hr term s
describe and Indications for termination Bedside
discuss the Recommendations (new changes) clinic,
legal First trimester (Upto 12 weeks) -Medical & Surgical Small
aspects, Second Trimester (13-24 weeks) Medical & Surgical group
indications, Complications of MTP- Immediate & Remote discussion
methods for Management of Complications
first and second
trimester MTP;
complications
and
management of
complications
of Medical
Termination of
Pregnancy
OG20. In a simulated Introduces oneself and verifies the patients identity Tutorials 8th &
2 environment and age. Explains that if minor or lunatic then parents 1hr 9th
administer or legal guardian consent is required DOAP, Role term
informed Calculates the gestational age play
consent to a Provides information regarding the options available
person wishing or the need for opinion of two medical practitioners
to undergo Provides information regarding the failure rates,
Medical immediate and remote complications of the chosen
Termination of procedures
Pregnancy Explains that only the patients written consent is
required and not the husbands
Explains that it is a confidential procedure and has to
be reported to the DHS in the prescribed form

56
 Develop a checklist for role play inluding above
mentioned SLO
OG20. Discuss Pre- Definition of the PC & PNDT act Lectures 9th MCQ
3 conception and Prenatal diagnostic procedures under the act 1hr term s
Pre Natal Prenatal diagnostic Tests covered by the act Bedside
Diagnostic Qualified Personnel and Registration (of The place clinic,
Techniques where USG is performed) Small
(PC& PNDT) Act Offences and penalties group
1994 & its discussion
amendments
Topic: Contraception Number of competencies: (02) Number of procedures that require certification :
OG21. Describe and Methods of contraception Lectures 8th & MCQ
1 discuss the MEC criteria 5hrs 9th s
temporary and pearl Index Tutorials term
permanent Permanent – Male and Female contraceptive method 4hrs
methods of Temporary Natural- Calendar, temperature, Bedside
contraception, withdrawal, lactational (FAM) clinic,
indications, Barrier- Physical-male and female condoms, Small
technique and diaphragms ; Chemical - creams jelly and foam group
complications; IUCD- types, mode of action, contraindications, discussion
selection of complications, other uses Skill lab 1
patients, side Steroidal Contraception-oral, parenteral, devices
effects and COC- types, Mechanism of action, contraindications
failure rate and non-contraceptive uses, follow up, Missed pill
including Ocs, management
male Implants injectables and Emergency contraception
contraception, Male contraception
emergency What is PPIUCD
contraception
and IUCD
OG21. Describe & Mode of insertion of PPIUCD Lectures 8th & MCQ
2 discuss PPIUCD Benefits 1hr 9th s
programme Drawbacks Bedside term
Government Family Planning programs clinic,
Small
group
discussion
Topic: Vaginal discharge Number of competencies: (02) Number of procedures that require certificatio
OG22. Describe the Characteristics of normal vaginal discharge Lectures 6th MCQ
1 clinical Leucorrhea 1hr term s
characteristics Physiological excess Bedside
of physiological Cervical causes clinic
vaginal Vaginal causes ,Small
discharge Enumerate the causes of physiological vaginal group
discharge discussion,
OPD
OG22. Describe and Defence of the genital tract Lectures 6th MCQ
2 discuss the 1hr term s

57
 etiology (with Candida- Clinical features, complications, diagnosis, Bedside
special treatment clinic
emphasis on T. vaginalis- Clinical features, complications, ,Small
Candida, T. diagnosis, treatment group
vaginalis, Bacterial Vaginosis- Clinical features, complications, discussion,
bacterial diagnosis, treatment OPD
vaginosis), Gonorrhoea - Clinical features, complications,
characteristics, diagnosis, treatment
clinical Syphilis- Clinical features, complications, diagnosis,
diagnosis, treatment
investigations, Chlamydial infections- Clinical features,
genital hygiene, complications, diagnosis, treatment
management of Chancroid, LGV, Granuloma Inguinale- cause, Clinical
common causes features, complications, diagnosis, treatment
and the Herpes Genitalis- Clinical features, complications,
syndromic diagnosis, treatment
management Syndromic Approach & kits available
Topic: Normal and abnormal puberty Number of competencies: (03) Number of procedures that requi
OG23. Describe and Puberty Definition and Morphological Changes Lectures 6th & MCQ
1 discuss the Endocrinology of Puberty 1hr 7th s
physiology of Precocious Puberty Definition, types, Bedside term
puberty, etiopathogenesis, diagnosis, treatment, prognosis, clinic
features of Delayed Puberty- Definition, types, etiopathogenesis, ,Small
abnormal diagnosis, treatment, prognosis group
puberty, Puberty Menorrhagia - etiopathogenesis, diagnosis discussion,
common treatment OPD
problems and
their
management
OG23. Enumerate the Hypergonadotrophic Hypogonadism- Ovarian Lectures 6th & MCQ
2 causes of Failure, gonadal dysgenesis 1hr 7th s
delayed Hypogonadotrophic hypogonadism-primary, term
puberty. kallmann syndrome, tumors
Describe the Eugonadism- Anatomical ; AIS
investigation
and
management of
common causes
OG23. Enumerate the GnRH dependent- constitutional, intracranial lesions, Lectures 6th MCQ
3 causes of juvenile primary hypothyroidism; incomplete 1hr term s
precocious GnRH independent – Ovarian; adrenal; Liver;
puberty iatrogenic
Topic: Abnormal uterine bleeding Number of competencies: (01) Number of procedures that require c
OG24. Discuss Definition of dysmenorrhea Lectures 6th
0 common clinical Features 1hr term
disorders Types of dismenorrhea & management of Bedside
associated with dismenorrhea clinic
menstruation Pre menstrual syndrome ,Small

58
 like irregular Etiology group
cycle, HMB, Clinical Features discussion,
intermenstrual management OPD
bleeding,
dismenorrhea,
PMS, ovulatory
pain
OG24. Define, classify Old terminology- Menorrhagia; Polymenorrhea; Lectures 6th MCQ
1 and discuss Metrorrhagia; Oligomenorrhea; Hypomenorrhea; 1hr term s
abnormal DUB Tutorials
uterine Oligomenorrhea; Hypomenorrhea; DUB 1hr
bleeding, its FIGO PALM-COEIN classification Bedside
management Causes and its clinical features clinic
Investigations
Management
Topic: Amenorrhea Number of competencies: (01) Number of procedures that require certification : (N
OG25. Describe and definition of primary and secondary amenorrhea Lectures 6th MCQ
1 discuss the clinical types of amenorrhea 1hr term s
causes of physiological amenorrhea Tutorials
primary and pathological amenorrhea 1hr
secondary causes of primary and secondary amenorrhea Bedside
amenorrhea, its history, clinical examination, when to start clinic,
investigation investigating Small
and the investigations panel group
principles of differential diagnosis of primary and secondary discussion,
management. amenorrhea OPD
OG25. Describe and Sexual Development Lectures 6th MCQ
2 discuss sexual Classification of intersex Disorder 1hr term s
development Turners Syndrome OPD
and disorders Klinefelter’s syndrome
of sexual
development
Topic: Genital injuries and fistulae Number of competencies: (02) Number of procedures that require c
OG26. Describe and ENDOMETRIOSIS Lectures 8th MCQ
1 discuss the - definition 2hr term s
etiopathogenesi - prevalence and sites Tutorials
s, clinical - pathogenesis (theories) 1hr
features; - pathology - naked eye and Bedside
investigation microscopic appearance clinic,
and Small
- ovarian endometrioma
implications on group
- Symptoms and signs
health and discussion,
fertility and - investigations OPD
management of - differential diagnosis
endometriosis - complications
and - management - expectant
adenomyosis /medical /
surgical /combined

59
 ADENOMYOSIS
- definition
- causes
- pathogenesis
- symptoms and signs
- investigations
- differential diagnosis
- management
- complications
Topic: Genital infections Number of competencies: (04) Number of procedures that require certificatio
OG27. Describe and Disscuss etiopathogenesis of each STD Lectures 6th MCQ
1 discuss the Describe the clinical features 1hr term s
etiology, Discuss differential diagnosis of STD Bedside
pathology, Discuss investigations and management of STD clinic,
clinical Syndromic Approach Small
features, Discuss long term implications of STD group
differential discussion,
diagnosis, OPD
investigations,
management
and long term
implications of
sexually
transmitted
infections
OG27. Describe and Describe aetiopathogenesis of genital TB Lectures 6th MCQ
2 discuss the Describe the clinical features 1hr term s
etiology, Discuss differential diagnosis of genital TB Bedside
pathology, Discuss investigations and management of genital TB clinic,
clinical Discuss long term implications of genital TB Small
features, group
differential discussion,
diagnosis, OPD
investigations,
management
and long term
implications of
genital
tuberculosis
OG27. Describe and Describe etiopathogenesis of HIV Lectures 6th MCQ
3 discuss the Describe the clinical features of HIV in Gynaecology 1hr term s
etiology, Discuss differential diagnosis of HIV Bedside
pathology, Discuss investigations and management of HIV clinic,
clinical Discuss long term implications of HIV Small
features, group
differential discussion,
diagnosis, OPD
investigations,
60
 management
and long term
implications of
HIV
OG27. Describe and Define PID Lectures 6th MCQ
4 discuss the Describe etiopathogenesis of PID 1hr term s
etiology, Describe the clinical features of PID Tutorials
pathology, Discuss differential diagnosis of acute PID 1hr
clinical Discuss investigations and management of PID Small
features, Discuss long term implications of PID group
differential discussion,
diagnosis, OPD
investigations,
management
and long term
implications of
Pelvic
Inflammatory
Disease
OG27. Describe and Describe aetiology, clinical features, management of Lectures 6th MCQ
5 discuss the chronic PID 1hr term s
etiology, Definition of chronic pelvic pain Small
pathology, Difference between cyclic and acyclic pelvic pain group
clinical Non gynaecological causes of pelvic pain discussion,
features, Enumerate Different causes of pelvic pain OPD
differential (gynaecological)
diagnosis, What is pelvic congestion syndrome and its
investigations, management
management of What is Cornett sign
low back ache What is pessary test
and chronic What is role of laparoscopy in diagnosis of chronic
pelvic pain pelvic pain
What is LUNA
What is residual (trapped) ovarian syndrome

OG27. Discuss clinical Causative organisms Lectures 6th MCQ

6 features, Pathology 1hr term s
differential Fate of infection of bartholin gland Small
disgnosis, clinical features group
pathogens and local examination findings discussion,
management of treatment OPD
Bertholin's recurrent bartholinitis
abscess
Topic: Infertility Number of competencies:(04) Number of procedures that require certification : (NIL)

61
OG28. Describe and Definition of infertility Lectures 8th MCQ
1 discuss the Enumerate the causes and pathogenesis 1hr term s
common Clinical features Tutorials
causes, Evaluation of infertile couple, Discuss the principles 1hr
pathogenesis, of management of infertility Small
clinical group
features, discussion,
differential OPD
diagnosis;
investigations;
principles of
management of
infertility –
methods of
tubal patency,
ovulation
induction,
assisted
reproductive
techniques
OG28. Enumerate the Causes for tubal factor in infertility Lectures 8th MCQ
2 assessment and Discuss the investigations to asses tubal patency 1hr term s
restoration of Enumerate the methods to restore tubal patency Tutorials
tubal patency 1hr
Small
group
discussion,
OPD
OG28. Describe the Discuss ovarian factor leading to infertility Lectures 8th MCQ
3 principles of Enumerate the investigations for ovarian factor in 1hr term s
ovulation infertility Tutorials
induction Discuss the principles and different methods 1hr
available for ovulation induction Small
group
discussion,
OPD
OG28. Enumerate the Define ART Lectures 8th MCQ
4 various Counselling for ART 1hr term s
Assisted Tutorials
Reproduction 1hr
Techniques Small
group
discussion,
OPD
OG28. Describe and MCQ
5 discuss the Male Infertility : s
common Discuss Aetiology -
causes, Genetic Disorders of Spermatogenesis
pathogenesis,
62
 clinical Disorders of Sperm
features, Anatomical defect
differential Sexual dysfunction & explain
diagnosis;
investigations;
principles of History to be elicitated
management of - To find the probable causes
male infertility Investigation
- WHO guidelines for semen analysis
- Testicular biopsy
- Immunological test
-Chromosomal assay
Enumerate ART methods
Topic: Uterine fibroids Number of competencies: (01) Number of procedures that require certification
OG29. Describe and Incidence and pathogenesis Lectures 8th MCQ
1 discuss the Risk factors 1hr term s
etiology; Figo classification of types of fibroid Tutorials
pathology; Histological features of fibroid 1hr
clinical Clinical features Small
features; Examination group
differential Investigations discussion,
diagnosis; Differential diagnosis OPD, Intra
investigations; Management operative
principles of Asymptotic fibroids:
management, Medical management :
complications Indications
of fibroid Side effects
uterus Surgical management :
Principles of myomectomy
prerequisites
Indications
Contraindications
Endoscopic procedures:
Hysteroscopy
Laproscopy
Uterine artery embolization
New methods: MRgFUS
Abdominal hysterectomy
Topic: PCOS and hirsutism Number of competencies: (02) Number of procedures that require certifica
OG30. Describe and discuss the etiopathogenesis of PCOS Lectures 8th MCQ
1 discuss the Discuss clinical features of PCOS 1hr term s
etiopathogenesi investigations , Diagnostic criteria , Tutorials
s; clinical Differential diagnosis 1hr
features; Treatment Small
differential Long term complications group
diagnosis; discussion
investigations;
management,
63
 complications
of PCOS
OG30. Enumerate the Definition of hirsutism Lectures 8th MCQ
2 causes and Ovarian causes: 1hr term s
describe the Adrenal causes: Small
investigations Others: group
and Clinical features discussion,
management of investigations OPD
hyperandrogeni management
sm
Topic: Uterine prolapse Number of competencies: (01) Number of procedures that require certificatio
OG31. Describe and Definition of pelvic organ prolapse Lectures 8th MCQ
1 discuss the Supports of uterus 1hr term s
etiology, Pathophysiology and causes of prolapse Tutorials
classification, Classification of pelvic organ prolapse 1hr
clinical Symptoms of prolapse Small
features, Clinical evaluation including history and examination group
diagnosis, Differential diagnosis of mass per vaginum discussion ,
investigations, investigations OPD, OT,
principles of Factors determining the choice of treatment in pelvic Bed side
management organ prolapse clinics
and preventive Management of prolapse:
aspects of pessary treatment in pelvic organ prolapse
prolapse of preventive aspects of prolapse of uterus
uterus
Topic: Menopause Number of competencies: (02) Number of procedures that require certification : (N
OG32. Describe and Definition of menopause Lectures 6th MCQ
1 discuss the Physiology of menopause 1hr term s
physiology of Symptoms and investigations Small
menopause, Management and HRT group
symptoms, discussion ,
prevention, OPD
management
and the role of
hormone
replacement
therapy.
OG32. Enumerate the Definition of post-menopausal BLEEDING Lectures 9th MCQ
2 causes of causes 1hr term s
postmenopausa investigations Tutorials
l bleeding and management 1hr
describe its Small
management group
discussion,
OPD, minor
OT, Bed
side clinics

64
Topic: Benign, Pre-malignant (CIN) and Malignant Lesions of the Cervix Number of competencies: (04)
require certification : (NIL)
OG33. Classify, Risk factors Lectures 9th MCQ
1 describe and Clinical features 2hr term s
discuss the Signs and symptoms Tutorials
etiology, Modes of spread 1hr
pathology, investigations Small
clinical Histological types of c a Cervix group
features, Staging of Ca cervix-FIGO discussion ,
differential OPD
diagnosis,
investigations
and staging of
cervical cancer
OG33. Describe the Benign lesions: Lectures 9th MCQ
2 principles of Etiopathogenesis 1hr term s
management Clinical features Small
including Symptoms and treatment: preventive and group
surgery and definitive discussion ,
radiotherapy of Premalignant lesions of cervix (CIN): OPD
Benign, Pre- Pathogenesis
malignant (CIN)
Etiology
and Malignant
Symptoms
Lesions of the
Investigations
Cervix
Treatment of CIN: preventive and definitive
Ca cervix:
Management of Cervical Cancer according to
staging
Types of hysterectomy
Indications for radiotherapy & Chemotharapy
OG33. Describe and Complications and followup Small 9th MCQ
3 demonstrate counsel the patient about need for Pap smear group term s
the screening Examination discussion,
for cervical take informed consent about the procedure OPD, Skill
cancer in a ensure the adequate privacy at examination area Lab, DOAP
simulated keep ready equipment needed for the procedure
environment Perform examination under aseptic precaution
Document the findings
Proper disposal of gloves
OG33. Enumerate the Need for screening: Lectures 9th MCQ
4 methods to Methods: VIA 1hr term s
prevent cancer VILI Small
of cervix PAP group
including visual Colposcopy discussion,
inspection with Indications OPD
acetic acid Methods
(VIA), visual inference
inspection of
65
 cervix with
Lugol's iodine
(VILI), pap
smear and
colposcopy
Topic: Benign and malignant diseases of the uterus and the ovaries Number of competencies: (04) Num
certification : (NIL)
OG34. Describe and Types of endometrial hyperplasia Lectures 9th MCQ
1 discuss Incidence, aetiology of endometrial cancer 1hr term s
aetiology, Pathology – gross, microscopic features. Small
pathology, Types of endometrial cancer group
staging clinical Modes of spread discussion,
features, Diagnosis OPD, intra
differential Figo staging operative
diagnosis, Differential diagnosis, investigations
investigations, Steps of staging laparotomy
staging Chemotherapy and radiotherapy
laparotomy and Follow-up
principles of
management of
endometrial
cancer
OG34. Describe and Incidence, aetiology for ovarian cancer Lectures 9th MCQ
2 discuss the Genetics and ovarian malignancy 2hr term s
etiology, Pathology Tutorials
pathology, Classification of ovarian cancer 1hr
classification, Modes of spread Small
staging of Clinical features group
ovarian cancer, Investigations discussion,
clinical Diagnosis OPD, intra
features, Figo staging operative,
differential Differential diagnosis Bed side
diagnosis, Screening clinics
investigations, Surgical management
principal of Chemotherapy
management Follow-up
including Germ cell tumours of ovary
staging Discuss the role of Tumour markers
laparotomy
OG34. Describe and Gestational trophoblastic disease- spectrum Lectures 9th MCQ
3 discuss the WHO based prognostic scoring 1hr term s
etiology, Incidence Tutorials
pathology, Aetiology 1hr
classification, pathology Small
staging, clinical staging group
features, Spread, clinical features discussion,
differential Investigations, management OPD, Bed
diagnosis, Surveillance during and after therapy side clinics
investigations
66
 and
management of
gestational
trophoblastic
disease
OG34. Operative operative gynaecology: technique and complications Lectures 9th MCQ
4 Gynaecology : Dilatation and curettage: indications, steps, 2hr term s
Understand and complications Small
describe the Endometrial aspiration – endocervical curettage group
technique and Cervical biopsy: types, indications, steps, procedures, discussion,
complications: complications OPD, OT,
Dilatation & TAH: types, indications, steps, complications Minor OT
Curettage Myomectomy: measures to control blood loss during
(D&C); EA-ECC; myomectomy, steps, complications
cervical biopsy; Surgery for ovarian tumours
abdominal Staging laparotomy
hysterectomy; VH+PFR: steps, complications
myomectomy; Fothergill’s operation: indications, steps,
surgery for complications
ovarian Laparoscopy: advantages, disadvantages,
tumours; instruments, indications, contraindications,
staging techniques, complications
laparotomy; Hysteroscopy: instruments, distending media,
vaginal anaesthesia, procedures, indications,
hysterectomy contraindications, complications
including pelvic
floor repair;
Fothergill’s
operation,
Laparoscopy;
hysteroscopy;
management of
postoperative
complications
OG34. Benign lesions Lectures 8th MCQ
Benign disorders of cervix - cervical erosion
5 of cervix, ovary 2hr term s
- cervical ectropion Small
- cervical polyp group
Benign disorders of ovary - discussion,
OPD, Bed
-Enumerate the conditions of non-
side clinics
neoplastic ovarian enlargement
- classification of Benign ovarian tumors
-complications of Benign ovarian
tumors
Topic: Obstetrics & Gynecological skills - I Number of competencies: (17) Number of procedures that r
OG35. Obtain a logical Obtain a demographic data Small 3rd
1 sequence of Chief complaints group 4th
history, and History of presenting complaints 6th &
67
 perform a Obstetric and menstrual history discussion, 8th
humane and Past and family history OPD, DOAP term
thorough Treatment history
clinical Personal history
examination, General physical examination including breast and
excluding thyroid, BMI
internal SYSTEMIC EXAMINATION- RS/CVS/CNS
examinations ABDOMEN EXAMINATION
(perrectal and
per-vaginal)
OG35. Arrive at a With elicited history and detailed examination arrive Small 6th
2 logical at a logical provisional diagnosis group 8th &
provisional discussion, 9th
diagnosis after OPD, DOAP term
examination.
OG35. Recognize Analysis of clinical situation Small 8th &
3 situations, Identify the risk factors and need for urgent group 9th
which call for treatment discussion, term
urgent or early Administer emergency medications OPD, DOAP
treatment at Transfer to tertiary care centre
secondary and
tertiary centres
and make a
prompt referral
of such patients
after giving first
aid or
emergency
treatment.
OG35. Demonstrate Counsel the patient and family members Small 8th &
4 interpersonal Arrive at a provisional diagnosis group 9th
and Explain the medical condition to family members in a discussion, term
communication language understood by them OPD, DOAP
skills befitting a Discuss the medical and surgical
physician in management, complications, requirement of blood
order to discuss and blood products if needed
illness and its Explain the prognosis of medical condition
outcome with
patient and
family
OG35. Determine Address their concerns Small 8th &
5 gestational age, GA; Menstrual History. group 9th
EDD and Clinical methods discussion, term
obstetric Ultrasound examination OPD, DOAP
formula EDD; Menstrual History Negele’s Formula
Clinical methods
Dating scan
No dating scan Then interval Scan

68
OG35. Demonstrate Definition Gravida, Para, Living, Dead and Abortion Small 3rd
6 ethical behavior Autonomy group 4th
in all aspects of Justice discussion, 6th
medical Beneficence OPD, 8th &
practice. DOAP, role 9th
play term
OG35. Obtain Non malfeasance Small 3rd
7 informed For Examination: Informed oral consent group 4th
consent for any For Procedure; informed written consent discussion, 6th
examination / Signature is must OPD, DOAP 8th &
procedure diagnosis of condition 9th
name and purpose of procedure term
benefits, risks, and alternative procedures
benefits and risks of each alternative procedures
OG35. Write a Demography Small 3rd
8 complete case Obstetric score with amenorrhea group 4th
record with all LMP EDD Menstrual history discussion, 6th
necessary Chief complaint DOAP 8th &
details HOPI 9th
Present obstetric history, Past obstetric history term
Past medical and surgical history and personal
history
General Physical examination with Vitals. Breast and
Spine examination
Specific Systemic Examination
Diagnosis
OG35. Write a proper Contents of discharge summary Small 8th &
9 discharge -name, age, sex, hospital number, address, date of group 9th
summary with admission &discharge discussion, term
all relevant Final diagnosis DOAP
information Name of the operative interventions and
intraoperative findings& complications
Brief history
Relevant investigations and Reports
Course in the hospital in brief
Advice on discharge
Warning signs and symptoms relevant to the case to
be mentioned
Timing of follow up visits
OG35. Write a proper Definition of referral letter Small 8th &
10 referral note to Patient demographics group 9th
secondary or Registered general Practitioner details discussion, term
tertiary centres Referral Details OPD, DOAP
or to other - Institute
physicians with - Specialty dept
all necessary
Referring Practitioner details
details.
Presenting complaints
Past /Family History
69
 Assessment and examination
Legal information
Management to date
Reason and urgency for referral
OG35. Demonstrate Universal Infection Control Precautions Small 3rd
11 the correct use Protective Clothing group 4th
of appropriate Isolation Facilities discussion, 6th
universal Spillage Of Blood and Body Fluids OPD, DOAP 8th &
precautions for Sterilization And Disinfection 9th
self-protection Intravenous Procedures term
against HIV and Waste Disposal
hepatitis and Staff Protection and Immunization
counsel
patients
OG35. Obtain a PAP counsel the patient about need for Pap smear DOAP 8th &
12 smear in a Examination Skill lab 9th
stimulated ensure the adequate privacy at examination area term
environment keep ready equipment needed for the procedure
perform examination under aseptic precaution
document the findings
Proper disposal of gloves
OG35. Demonstrate Indications DOAP, 8th &
13 the correct Complications Evening 9th
technique to Pelvic examination findings labour term
perform Colour of liquor room
artificial Foetal Heart Assessment posting
rupture of Verbal consent Skill lab
membranes in a
simulated /
supervised
environment
OG35. Demonstrate Define DOAP, 8th &
14 the correct Types Evening 9th
technique to Advantages labour term
perform and Disadvantages room
suture Correct technique posting
episiotomies in Complications – immediate & late Skill lab
a simulated/
supervised
environment
OG35. Demonstrate Define Skill lab 8th &
15 the correct Types 9th
technique to Mechanism of action term
insert and Advantages
remove an IUD Disadvantages
in a simulated/ Indications and contra indications
supervised Criteria for selection of a client
environment Techniques
Uses
70
 Complications
OG35. Diagnose and Symptoms and signs Small 8th & Skill
16 provide Examination group 9th asses
emergency Resuscitation discussion, term t
management of - Airway, breathing, circulation drills,
antepartum and Vitals monitoring Skill lab
postpartum Conservative management, medical, balloon
hemorrhage in tamponade, brace suturing, stepwise
a simulated / devascularization,
guided Emergency hysterectomy.
environment
OG35. Demonstrate Verbal consent after explaining to the patient Skill lab 8th & Skill
17 the correct Able to recognize and identify external urethral 9th asses
technique of meatus with knowledge of anatomy of urethra term t
urinary Knows importance of aseptic precautions, proper
catheterization painting and draping of the patient for the procedure
in a simulated/ Identifies foley’s catheter and its parts, urosac
supervised Can demonstrate the procedure of catheterization on
environment a mannequin
Topic: Obstetrics & Gynecological skills - II Number of competencies: (03) Number of procedures that r
OG36. Plan and History taking to help to arrive at the differential Small 8th &
1 institute a line diagnosis group 9th
of treatment, Appropriate examination of the patient to elicit signs discussion, term
which is need and narrow the list of differential diagnosis Bed side
based, cost Appropriate investigation to arrive at most probable clinics
effective and diagnosis
appropriate for Understanding the specificity and sensitivity of an
common investigation and its value in arriving at a diagnosis
conditions Have idea about cost of investigations so that balance
taking into decisions can be taken.
consideration Have institutional protocols for common diseases on
(a) Patient conditions
(b) Disease Understand and cost involved in various treatment
(c) Socio- options and choses the appropriate treatment based
economic status on social economic status
(d) Institution/
Governmental
guidelines.
OG36. Organize Understands the role of conservative treatment / Small 8th &
2 antenatal, medical treatment / surgical treatment for various group 9th
postnatal, well- disease conditions discussion, term
baby and family Will understand antenatal care and its importance Bed side
welfare clinics Know the requirements for providing ANC care clinics
Will understand the various warning symptoms
during antenatal period
Knowledge of puerperium
Knowledge of assessing the neonatal wellbeing
Importance of breast feeding

71
 Understand attachment, latching and suckling in
breast feeding evaluation
Value of organizing postnatal clinics along with
paediatrician /neonatologist for comfort and benefit
of mother and baby
Able to counsel regarding family planning in the
postnatal visit
OG36. Demonstrate Consent for the procedure Small 8th &
3 the correct Identify the punch biopsy forceps group 9th
technique of Aseptic precautions, painting and draping for the discussion term
punch biopsy of procedure OPD
Cervix in a Visualize the cervix using appropriate instrument
simulated/ Demonstrate the procedure on a mannequin
supervised Collect the specimen for histopathological
environment examination
Topic: Obstetrics & Gynecological skills - III Number of competencies: (07) Number of procedures that
OG37. Observe and Define caesarean section [ CS ] Small 8th &
1 assist in the Mention the indication for CS group 9th
performance of Describe preoperative care, investigations, informed discussion, term
a Caesarean consent OT
section Appreciate the need to cross match and confirm
blood
Inform anaesthetist, OT staff and neonatologist
Observe hand washing, safety check list, instrument
counts, type of anaesthesia given
Enumerate the steps of LSCS
List the complications of CS and its management
Describe the post-operative care
OG37. Observe and Appreciate the importance Documentation of all Small 8th &
2 assist in the steps, events including new born details group 9th
performance of Indication for laparotomy discussion, term
Laparotomy Describe the preoperative care and investigations OT
Informed consent, arrange blood and ICU bed
Lists the steps of laparotomy, need for frozen section.
Patient positioning and anaesthesia
Complications of the procedure
Post Operative care
OG37. Observe and Documentation of all events Small 8th &
3 assist in the Indications group 9th
performance of Assessment for route of surgery discussion, term
Hysterectomy – Preoperative preparation OT
abdominal/vagi Informed consent
nal Anaesthesia and patient positioning
Steps of Hysterectomy- abdominal/vaginal
Complications of the procedure
Post Operative care

72
OG37. Observe and Documentation of all events Small 8th &
4 assist in the Indications and contraindications group 9th
performance of Patient evaluation and pre op preparation discussion, term
Dilatation & Informed consent and anaesthesia Minor OT
Curettage Steps of procedure OPD
(D&C) Post procedure monitoring
Complications of the procedure
Documentation of all events
OG37. Observe and Discharge advice Small 8th &
5 assist in the Know how to take informed consent group 9th
performance of How to perform per speculum and per vaginal discussion, term
Endometrial examination Minor OT
aspiration - Know about instruments used (Pipelle) and aseptic OPD
endocervical precautions
curettage (EA- How to take utero cervical length/ cervical length
ECC) Procedure of EA-ECC
Know how to fill the relevant clinical details in HPE
/Biopsy form
Postop instructions and follow up
OG37. Observe and Know how to take informed consent Small 8th &
6 assist in the Identify whether there is an appropriate indication group 9th
performance of for application of outlet forceps/ vacuum/ breech discussion, term
outlet forceps delivery Evening
application Assess whether all criteria for application of outlet labour
of vacuum and forceps/ vacuum/ breech delivery are met room
breech delivery Pre requisites – availability of OT, blood products, posting
Neonatologist, Senior Obstetrician
Labour analgesia/ anaesthesia
Know how to perform phantom application of outlet
forceps/ check equipment of vacuum and choose an
appropriate cup/ manoeuvres for delivery of legs,
arms, shoulders and head in assisted breech delivery
Perform application of outlet forceps/ vacuum/
breech delivery
Know how to give and suture episiotomy and aseptic
precautions
Identify maternal and neonatal complications
Documentation of the procedure
OG37. Observe and Counselling the patient regarding the various Small 8th &
7 assist in the methods available and complications of each and group 9th
performance of taking informed consent discussion, term
MTP in the first Look for any contraindications for the method chosen Minor OT
trimester and Prescription of first trimester MTP pills
evacuation in Identifying the complications of MTP
incomplete pills/Incomplete abortion/ Evacuation of retained
abortion products
Know regarding equipment, instruments and drugs
used (Karmans cannula, Suction apparatus)

73
 Procedure for Evacuation of retained products in
incomplete abortion, under aseptic precautions
Check the need for USG and Anti D
Know how to fill the relevant clinical details in HPE
/Biopsy form
Post operative/ post pill instructions and follow up
Documentation of the procedure and know which
register needs to be filled for intimation to Health
Department of Government
Topic: Should observe Number of competencies: (04) Number of procedures that require certification
OG38. Laparoscopy Indications for laparoscopy Small 8th &
1 Contraindications for laparoscopy group 9th
Informed consent discussion, term
Anaesthesia under which it is performed and its OT
complications
Complications of laparoscopy
Postoperative instructions
OG38. Hysteroscopy Definition of Hysteroscopy Small 8th &
2 Steps of Hysteroscopy group 9th
Indications of Hysteroscopy discussion, term
Diagnostic Hysteroscopy OT
Operative Hysteroscopy
Fluid distension Media
Post Op care and advice
Risks and Complications of Hysteroscopy
OG38. Lap Sterilization procedure in women Small 8th &
3 sterilization Steps of tubal sterilization done laparoscopically group 9th
Effectiveness of Lap sterilization in prevention of discussion term
pregnancy
Risks associated with Lap tubal sterilization
Benefits of Lap tubal sterilization
Ideal timing for Lap tubal sterilization
Reversal of Lap tubal sterilization procedure
OG38. Assess the need Definition of Medical certificate Small 8th &
4 for and issue Medical Certificate certifying illness group 9th
proper medical Medical Certificate certifying fitness discussion term
certificates to Assessing the patient illness and nature of work
patients for Responsibility of the issuing doctor
various Responsibility of the patient
purposes Responsibility of the the third party
Certificate Requirements
Date of Certificate

Summary of course content, teaching and learning methods and student

assessment for the undergraduate (MBBS) Curriculum in Obstetrics and
gynaecology

74
Course content
The course content been given in detail in the above Table, which includes
competencies, specific learning objectives for each competency and the suggested
Teaching-Learning methods and assessment methods both formative and summative.
The competencies have been developed by an expert group nominated by NMC, while
the SLOs, T-L methods and assessments methods have written by the expert committee
constituted by Rajiv Gandhi University of Health Sciences.
Teaching-Learning methods and Time allotted
Lectures Small group Self- Total Clinical postings
(hours) discussion directed hours (weeks)
(hours) learning
(hours)
2 MBBS 25
nd 25 4weeks
First posting in 3-
4th terms
(15hours/week)
3 MBBS 25
rd 35 5 65 4weeks
Part 1 Second posting in
6-7th terms
(18hours/week)
3 MBBS 70
rd 125 15 210 8+4weeks
Part 2 3rd&4th posting
(18hours/week)
Total 120 160 20 300 20weeks
(This includes
maternity and
family welfare and
family planning)
Two postings of 4
weeks each. and

Time allotted excludes time reserved for internal / University examinations, and
vacation.
25% of allotted time (non-clinical time) of third Professional shall be utilized for
integrated learning with pre- and para- clinical subjects. This will be included in the
assessment of clinical subjects.
Teaching-learning methods shall be learner centric and shall predominantly include
small group learning, interactive teaching methods and case-based learning. Didactic
lectures not to exceed one-third of the total teaching time. The teaching learning
activity focus should be on application of knowledge rather than acquisition of
knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to
the maximum extent possible to enhance learner’s interest and eliminate redundancy
and overlap. The integration allows the student to understand the structural basis of
Obstetrics and Gynaecology problems, their management and correlation with
function, rehabilitation, and quality of life
Acquisition and certification of skills shall be through experiences in patient care,
diagnostic and skill laboratories. Use of skill lab to train undergraduates in listed skills
should be done mandatorily.
75
The clinical postings in the second professional shall be 15 hours per week (3 hrs per
day from Monday to Friday)
The clinical postings in the third professional part II shall be 18 hours per week (3 hrs
per day from Monday to Saturday)
Newer T-L method like Learner-doctor method (Clinical clerkship) should be
mandatorily implemented, from 1st clinical postings in Obstetrics and Gynaecology
itself.
The goal of this type of T-L activity is to provide learners with experience in
longitudinal patient care, being part of the health care team, and participate in hands-
on care of patients in outpatient and inpatient setting. During the 1st clinical postings,
the students are oriented to the working of the department. During the subsequent
clinical posting the students are allotted patients, whom they follow-up through their
stay in the hospital, participating in that patient’s care including case work-up,
following-up on investigations, presenting patient findings on rounds, observing
surgeries if any till patient is discharged.

Curriculum Focus of Learner - Doctor programme

Posting 1 Introduction to hospital environment, early clinical exposure,

understanding perspectives of illness

Posting 2 History taking, physical examination, assessment of change in

clinical status, communication and patient education

Posting 3 All of the above and choice of investigations, basic procedures and
continuity of care

Posting 4 All of the above and decision making, management and outcome

Attitude, Ethics &Communication Module (AETCOM module)

The development of ethical values and overall professional growth as integral part of
curriculum shall be emphasized through a structured longitudinal and dedicated
programme on professional development including attitude, ethics, and
communication which is called the AETCOM module. The purpose is to help the
students apply principles of bioethics, systems-based care, apply empathy and other
human values in patient care, communicate effectively with patients and relatives and
to become a professional who exhibits all these values. This will be a longitudinal
programme spread across the continuum of the MBBS programme including
internship. MBBS Phase 3 Part 2, has to complete 8 modules of 5hours each. The OBG
faculty will have the responsibility of conducting 2-3 modules as per the decision and
logistics of each institution.
Assessment
Eligibility to appear for university examinations is dependent on fulfilling criteria in
two main areas – attendance and internal assessment marks
Attendance
76
Attendance requirements are 75% in theory and 80% in clinical postings for eligibility
to appear for the examinations in Obstetrics and Gynaecology.
75% attendance in AETCOM Module is required for eligibility to appear for final
examination in 3rd professional year 3 part 2.
Internal Assessment
Progress of the medical learner shall be documented through structured periodic
assessment that includes formative and summative assessments. Logs of skill-based
training shall be also maintained.
There shall be no less than four theory internal assessment (One each in 2nd MBBS and
3rd MBBS Part1 and Two in 3rd MBBS Part2) excluding the prelims in Obstetrics and
Gynaecology. An end of posting clinical assessment shall be conducted for each of the
clinical postings in Obstetrics and Gynaecology. There will be one Theory and Clinical
preliminary exams before the student is eligible for university exams.
Day to day records and logbook (including required skill certifications) should be given
importance in internal assessment. Internal assessment should be based on
competencies and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and
clinical; not less than 40 % marks in theory and practical separately) assigned for
internal assessment in Obstetrics and Gynaecology to be eligible for appearing at the
final University examination.
Internal assessment marks will reflect as separate head of passing at the summative
examination.
The results of internal assessment should be displayed on the notice board within 1-2
weeks of the test.
Remedial measures should be offered to students who are either not able to score
qualifying marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of
training and Obstetrics and Gynaecology logbook entry completed to be eligible for
appearing at the final university examination.
AETCOM assessment will include: (a) Written tests comprising of short notes and
creative writing experiences, (b) OSCE based clinical scenarios / viva voce.
University examinations
University examinations in Third Professional Part II shall be held at end of 12months
of training in the subjects of Medicine, Surgery including Orthopedics, Obstetrics and
Gynecology and Pediatrics.
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/her to function effectively and appropriately as a physician of first contact.
Assessment shall be carried out on an objective basis to the extent possible.
Marks allotted
Obstetrics and Theory Clinical examination
Gynecology
Total marks 2 papers of 100 marks each for 200 marks
Obstetrics and Gynecology. The
pattern of each question paper
is given below
Long essay 2X10= 20 One obstetric case for 80
marks
77
 Short essay 8x5=40 marks One gynaec case for 80
marks
Short answer question Viva-voce for 40 marks.
10x3=30marks Station-1: Dummy, pelvis
and fetal skull.
Station-2: Instruments
Station-3: Specimens
Station-4: Drugs and
contraception
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short
essays, Short Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks
for each part should be indicated separately.
All the question papers to follow the suggested blueprint (APPENDIX 1). It is desirable
that the marks allotted to a particular topic are adhered to.
A minimum of 80% of the marks should be from the must know component of the
curriculum. A maximum of 20% can be from the desirable to know component. All
main essay questions to be from the must know component of the curriculum.
One main essay question to be of the modified variety containing a clinical case
scenario. At least 30% of questions should be clinical case scenario based. Questions to
be constructed to test higher cognitive levels.
Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the
examination must be of common conditions that the learner may encounter as 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, analyse the
case and develop a management plan.
Viva/oral examination should assess approach to patient management, emergencies,
attitudinal, ethical, and professional values. Candidate’s skill in interpretation of
common investigative data, X-rays, identification of specimens, ECG, etc. is to be also
assessed.
At least one question in each paper of the clinical specialties in the University
examination should test knowledge competencies acquired during the professional
development programme. Skill competencies acquired during the Professional
Development Programme must be tested during the clinical, practical and viva voce.
There shall be one main examination in an academic year and a supplementary to be
held not later than 90 days after the declaration of the results of the main examination.
Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in
each) for eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals
(clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of
the University to a learner for clearing the examination as a whole but not for clearing
a subject resulting in exemption.
Appointment of Examiners

78
Person appointed as an examiner in the 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/approved/permitted medical college.
For the Practical/ Clinical examinations, there shall be at least four examiners for 100
learners, out of whom not less than 50% must be external examiners. Of the four
examiners, the senior-most internal examiner will act as the Chairman and coordinator
of the whole examination programme so that uniformity in the matter of assessment of
candidates is maintained.
Where candidates appearing are more than 100, two additional examiners (one
external & one internal) for every additional 50 or part there of candidates appearing,
be appointed.
All eligible examiners with requisite qualifications and experience can be appointed as
internal examiners by rotation
External examiners may not be from the same University.
There shall be a Chairman of the Board of paper-setters who shall be an internal
examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of
concerned university.

BLUEPRINT FOR ASSESSMENT

This section contains the following items
a. Rationale behind the blueprinting with excerpts from NMC document on
assessment.

79
 b. Suggested Blueprinting for Obstetrics (including contraception
c. Sample for a 100-mark theory question paper in Obstetrics
d. Suggested blueprinting for Gynecology theory 100 marks paper
e. Sample for a 100-mark theory question paper in Obstetrics
f. Comments on the theory blueprint and samples
g. Principles to be followed in practical assessment
h. Schema for practical examination (200 marks)
i. Sample examination format

RATIONALE BEHIND THE BLUEPRINTING WITH EXCERPTS FROM NMC

DOCUMENT ON ASSESSMENT
As per NMC guidelines, a balance should be drawn between the action verbs which are
specified in the Bloom’s taxonomy along with a balance of the topics of the curriculum
Levels of Bloom’s Taxonomy with Suggested Verbs in the questions are specified
below.
Knowledge Define, Describe, Draw, Find, Enumerate, Cite, Name, Identify, List, label, Match,
Sequence, Write, State
Comprehension Discuss, Conclude, Articulate, Associate, Estimate, Rearrange, Demonstrate
understanding, Explain, Generalise, Identify, Illustrate,
Interpret, Review, Summarise
Application Apply, Choose, Compute, Modify, Solve, Prepare, Produce, Select, Show,
Transfer, Use
Analysis Analyse, Characterise, Classify, Compare, Contrast, Debate, Diagram,
Differentiate, Distinguish, Relate, Categorise
Synthesis Compose, Construct, Create, Verify, Determine, Design, Develop, Integrate,
Organise, Plan, Produce, Propose, rewrite
Evaluation Appraise, Assess, Conclude, Critic, Decide, Evaluate, judge, Justify, Predict,
Prioritise, Prove, Rank

The focus should be on providing clinical oriented questions rather than purely
theoretical questions. All faculty and students are directed to the NMC document on
Competency Based Assessment for further details.

80
 The blueprinting provided is an estimate only. While exact adherence to the number of
questions may not be perfectly possible, the spirit of the blueprint must be honoured
while setting the paper. This document will guide teachers/ students and evaluators on
what to focus on.

SUGGESTED BLUEPRINTING FOR OBSTETRICS (INCLUDING CONTRACEPTION)

Level of Demograph Antenatal Labour/Abnorm Lactation/Car MTP/ Number

Bloom’s y/ care/ al lie/ e of newborn/ Contra of
taxonomy Anatomy/ Complication presentation/ Puerperium ceptio question
tested Physiology/ s in early Operative n s
Fetus/ pregnancy/ obstetrics /
Placenta/ APH/ Complications in
Diagnosis of Multiple 3rd stage of
pregnancy pregnancy/ labour
Medical
disorders in
pregnancy
Knowledge 1 1 1 1 2 6
Comprehen 1 2 2 1 1 7
sion
Application 0 1 2 0 0 3
Analysis 1 1 1 1 0 4
Synthesis 0 0 0 0 1 1
Evaluation 0 1 0 0 0 1
Questions 3 6 6 3 4 Grand
in each total 22
topic
*Operative procedures may be incorporated into questions in the respective
topics.

81
 Incorporating both these above concepts, a sample 100-mark theory is mentioned
below.

SAMPLE FOR A 100-MARK THEORY QUESTION PAPER IN OBSTETRICS

LONG ESSAYS (10 marks x 2 = 20 marks)
1. 32-year-old G2P1L1 at 33 weeks of gestation presents with first episode of painless
spotting per vaginum.
• What is the clinical condition (1)
• Enumerate the differential diagnoses. (1)
• Discuss the clinical features of this condition. (2)
• List the investigations and their interpretation (2)
• Discuss the temporizing management options of this patient (2)
• Discuss the definitive management options of this patient (2)

2. Discuss the steps of lower segment cesarean section in terms of preoperative

preparation, intraoperative steps and immediate postoperative care (3+4+3)

SHORT ESSAYS (5 marks x 8 =40 marks)

3. Illustrate the physiological fetal circulation in utero. Illustrate the changes that take
place in fetal circulation immediately after birth. (2+3)
4. Differentiate between threatened abortion and incomplete abortion on the basis of
definition, history, clinical features and management. (1+1+2+1)
5. A 21 year old primigravida comes with 7 weeks amenorrhea and excessive vomiting.
Discuss the differential diagnosis, clinical examination and management of such a
patient (1+2+2).
6. Illustrate the components of WHO Labour care guide. (5)
7. Primigravida who is in 2nd stage of labour for the past 2.5 hours has the following
pervaginal findings. Fully dilated, fully effaced, vertex at +2 station and occiput at 2 o
clock position. Choose the optimal method of delivery with justification and details.
8. Compare and contrast non-severe preeclampsia with severe preeclampsia in terms of
history/ clinical examination/investigations/ management (1+1+1+2).
9. A 26-year-old P1L1 with instrumental delivery 2 days back presents with fever, chills
and foul-smelling vaginal discharge.

82
a. Discuss the other clinical features of this conditions (2).
b. Discuss the investigations and management of the condition (1.5 + 1.5)
10. Differentiate monochorionic twins and dichorionic twins in terms of embryology/ USG
features and complications (1+2+2)

SHORT ANSWERS (3 marks x 10 = 30 marks)

11. Define maternal mortality. Enumerate four causes for maternal mortality. (1+2)
12. Enumerate six vaccines that are safe in pregnancy (1/2 each).
13. Justify the use of routine screening for GDM in all pregnant women. (3)
14. Enumerate the components of Active Management of Third Stage of Labour (3)
15. Describe the components of the milk ejection reflex (3)
16. Compare term and preterm newborns – three characteristics (1+1+1).
17. Enumerate 3 non-contraceptive benefits of oral contraceptive pills (1+1+1).
18. P3L3 has come seeking contraception but is not willing for permanent method of
sterilization. List six options available for her contraception (1/2 each)
19. You are the district officer for Beti Bachao program. Develop 6 points to be put in a
poster which is to be organized for popularizing awareness about PCPNDT act (3)
20. G2P1L1 with 34 weeks of gestation with mother’s blood group O negative and
husbands blood group A positive comes with ICT positive status. MCA PSV doppler and
amniocentesis for bilirubin are available as options. Choose the modality with brief
justification. (2+1)

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS

GIVEN BELOW. 10X1=10 marks
21.(i) Increase in menstrual bleeding in amount of bleeding or duration with regular
cycles is called;

a) Metrorrhagia
b) Metropathia hemorrhagica
c) Menorhagia
d) Polymennorhoea

21 (ii)A 21 year old P1L1 has delivered 45 days back. She is not breastfeeding her infant.
She has tested HIV positive during her antenatal checkup. She wants a temporary
method of contraception.

What are her options?

a) Combined oral contraceptive pills
b) Copper Intra uterine device
83
 c) LNG implant
d) LNG Intrauterine device

21.(iii)The Lenght of fallopian tube is:

a) 8-12cm
b) 12-15cm
c) 15-18cm
d) 18-20cm

21(iv)The Corpus luteum secretes:

a) Estrogens
b) Progesterone
c) Both
d) None

21.(v)Test for Tubul patency is

a) Basal body temperature measurement
b) Hysterolaparascopy
c) Fern test
d) Spimbarkeit test

22(i)Contraceptive method with the highest failure rate is

a) Combined hormonal pills
b) Tubectomy
c) Barrier method
d) Intra uterine devices

22(ii)Which is the first sign of puberty in a girl?

a) Thelarche
b) Menarche
c) Adrenarche
d) Pubarche

22.(iii)Screening test for carcinoma cervix is:

a) Visual inspection of cervix with acetic acid
b) Conization of cervix
c) Thermal ablation of cervix
d) Trachelectomy

22(iv).Birth truma is a risk factor for:

a) Endometriosis
b) Prolapse
c) Abortion
84
 d) PID

22.(v).Which of the following are effects of increased levels of oestrogen in the

follicular phase of the menstrual cycle?
a) Hair thinning
b) Thickening of cervical mucous
c) Thinning of cervical mucous
d) Thickening of the endometrium

Rajiv Gandhi University of Health Sciences

MBBS / PHASE III / PART II DEGREE EXAMINATION

TIME:THREE HOURS
MAX.MARKS: 100 MARKS
OBSTETRICS & GYNAECOLOGY – PAPER -1
LONG ESSAY

2X10=20 marks

1. A 30 year old Gravida 4, Para 3, living 3 has delivered a live baby of weight 4 kgs
10mins back. Patient complains of extreme fatigue. Her pulse is 110/mm, BP is
80/50mmHg. Uterus is flabby with excessive bleeding per vagina.
• What is your diagnosis?
(2 marks)
• Give reasons.
(2 marks)
• Outline the investigations & treatment of the case.
(3+3marks)

2. A Gravida 3, Para 2, living 2 with 32 weeks of pregnancy comes to Emergency

ward with 2 episodes of bleeding per vagina , there is no history of pain abdomen
and she had a similar episode which resolved spontaneously two days prior.
• What is your differential diagnosis?
(3 marks)
• Outline the investigations and treatment.
(3+4 marks)

SHORT ESSAY
8X5=40 marks

85
 3. A 30 yr old G3P1L1A1 lady has come in with 9 wks of unplanned pregnancy. She
wants to terminate the pregnancy, what are the legal issues to consider?
4. Describe the mechanism of labour in breech presentation. Enumerate the foetal
complications of vaginal breech delivery.
(3+2 marks)
5. Enumerate the investigations and treatment of a Primigravida with26 weeks of
gestation with Hb of 6.5gms% on routine ANC.
(2+3 marks)
6. Describe the investigations and management of a Primigravida with 37 weeks of
gestation who presents to the obstetric OPD with a blood pressure of 150/100mm
of Hg. (2+3 marks)
7. A 23 yr old lady comes with 2months amenorrhoea. What signs and symptoms
will diagnose pregnancy? What investigations will confirm the pregnancy?
(2+2+1 marks)
8. State the objectives of antenatal care. Enumerate the investigations & vaccinations
in pregnancy. (2+2+1 marks)
9. Describe the indications and methods of medical management of ectopic
pregnancy. (2+3 marks)
10. Define maternal mortality. Enumerate the causes of maternal deaths. Outline the
preventive measures for the top 3 cases of maternal mortality in India.
(1+2+2 marks)

SHORT ANSWERS

10X3=30 marks

11. Describe the screening tests to diagnose Diabetes in pregnancy.

12. What are the steps of active management of third stage of labour?
13. Mention 6 causes of Shock in obstetrics.
14. Enumerate the radiological signs of fetal death.
15. What are the types & risk factors for morbidity adherent placenta
16. Describe the causes and management of Bandl’s ring.
17. Discuss the investigations to diagnose HELLP syndrome
18. Write the components of modified WHO Partogram(2020)
19. Pre- requisites for ventouse delivery.
20. Enumerate the indications & contraindications of Inj.Methyl ergometrine in
obstetrics.

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS GIVEN
BELOW. 10X1=10 marks

86
21. (i) A 22 year old woman Gravida4 para3 living3 with 33weeks of gestation
presents to the hospital with heavy painless vaginal bleeding. Her pulse rate is
110/min. Blood pressure is 90/50 mmHg. Per abdomen uterus is relaxed, non-
tender. FHR is 160/min.
What is the most likely diagnosis?
a) Concealed abruption
b) Placenta previa
c) Premature labour
d) Revealed abruption
e) Vasa previa

21.(ii)Which of the following is a parameter used in fetal biophysical profiling?

a) Abdominal circumference
b) Amniotic fluid index
c) Biparietal diameter
d) Head circumference
e) Femur length

21(iii)A 32 year old Primigravida with 28 weeks of gestation presents to the

emergency ward with headache, reports seeing flashing lights, her Pulse are
80beats/min, and blood pressure is 172/112mmHg. Urine dipstick shows protein
3+, nitrites negative, leucocytes trace and blood trace.
Which is the appropriate immediate management of the patient?
a) Request for an obstetric ultrasound
b) Administer I V Labetolol to lower her blood pressure
c) Administer Ramipril
d) Immediate cesarean delivery.
e) Avoid antenatal steroids as it would worsen her blood pressure

21.(iv)Which of the following methods is the correct way to calculate the estimated
date of delivery (EDD)?

a) First day of LMP + 9 months and 1 week

b) First day of LMP + 9 months
c) First day of last menstrual period (LMP) + 8 months and 1 week
d) Last day of LMP + 9 months and 1 week

21.(v)Which one of the following is the primary source of progesterone in the later
stages of pregnancy?
a) Fetus
b) Decidua
c) Corpus luteum
d) Placenta

87
 22.(i)Which of the following statements are NOT true regarding HELLP Syndrome;
a) Diagnosis is by biochemical evaluation.
b) Blood pressure is elevated in all cases of HELLP.
c) Termination of pregnancy is recommended irrespective of the period of
gestation.
d) It is associated with high maternal & perinatal morbidity & mortality.

22.(ii)Which of the following statements describe the first stage of labour correctly?

a) Starts when regular painful contractions begin and ends when the cervix
is fully effaced and dilated to 5 cm.
b) Starts when the effaced cervix is 3cm dilated and end when the cervix is
fully dilated at 10cm.
c) Onset of painful contractions to full effacement of the cervix. The
membranes are still intact.
d) Onset is at rupture of membranes and ends with expulsion of the fetus.

22.(iii)A 25 year old G3P2L2 comes to the antenatal clinic with history of 6 months
amenorrhea. She complains of easy fatiguability and her Hb% is 7.5 gms%
a) Blood transfusion
b) Parenteral iron injections
c) 60 mgs of elemental iron per oral thrice daily
d) 200mgs of ferrous sulphate orally once daily
22.(iv)23 year old Primigravida comes with history of 3 months amenorrhea and
pain abdomen. She has had two episodes of spotting per vagina. On vaginal
examination, her vitals are stable, uterus corresponds to 12 weeks size and
cervical os is closed.
The most probable diagnosis is
a) Missed abortion
b) Threatened abortion
c) Incomplete abortion
d) Complete abortion

22.(v)Tertiary chorionic villi consists of;

a) Trophoblast and mesoderm
b) Trophoblast, ectoderm and blood vessels
c) Mesoderm ectoderm and blood vessels
d) Trophoblast mesoderm and blood vessels
SUGGESTED BLUEPRINTING FOR GYNECOLOGY THEORY 100 MARKS PAPER

88
 A suggested distribution of topics in obstetrics incorporated with the Levels of Bloom’s
taxonomy is tabulated below.
Level of Vaginal AUB/ Puberty/ Infertility/ CIN/ Number
Bloom’s discharge/Genital Fibroid/ Amenorrhea/ PCOS/ Malignancy of
taxonomy infections Genital Menopause/ Hirsuitism questions
tested Injuries/ Prolapse
Fistula
Knowledge 1 1 2 2 0 6

Comprehension 1 2 2 0 2 7

Application 0 1 0 1 1 3

Analysis 0 0 0 1 1 2

Synthesis 1 0 0 0 1 2

Evaluation 0 1 0 1 0 2

Questions in 3 4 4 5 5 Grand
each topic total 22
*Operative procedures may be incorporated into questions in the respective
topics.

SAMPLE FOR A 100-MARK THEORY QUESTION PAPER IN GYNECOLOGY

LONG ESSAY (2 x 10 marks = 20 marks)
1. 34-year-old comes with excessive menstrual bleeding with passage of clots. She is not
pregnant.
a. Discuss the PALM COEIN approach to classifying this condition. (3)
b. Describe in detail the conditions – L and M (2+2)
89
 She is investigated and found to have a 8x8 cm leiomyoma.
c. Discuss the principles and steps in the operative management of such a condition. (3)

2. 15-year-old girl is brought by parents with complaints that she has not attained
menstruation.
a. What is the condition (1). Define this condition (1).
b. Enumerate the various causes for the condition (3).
c. Describe the clinical (2) and management (3) of imperforate hymen.

SHORT ESSAY (10 x 5 marks = 50 marks)

3. Genital tuberculosis. Discuss the clinical features (2 marks). Enumerate the
investigations (1 mark). Discuss the management (2 marks).
4. A 24-year-old P1L1 comes with complaints of curdy white discharge per vaginum.
Apply the concept of syndromic management of Sexually Transmitted Disease and
prepare a treatment plan for such a patient.
5. Discuss the etiological factors (2 marks), clinical features (1 mark) and classification (2
marks) and of uterovaginal prolapse.
6. Define menopause (1). Discuss the clinical features (2) and management options (2)
for menopausal transition.
7. A couple married for 4 years comes with complaints of not being able to bear children.
Classify the various causes of this condition.
8. 45-year-old woman has undergone pap smear and the report shows H-SIL. Discuss the
options for management (3) and follow up (2) for the condition
9. Classify Ovarian tumours (WHO classification).
10. A 30-year-old came with raised Beta HCG and passage of grape like vesicles per
vaginum. Uterus was evacuated.
a. What is the condition likely to be (1 mark).
b. Prepare a management plan(2 marks)
c. Follow-up plan (2 marks) for this patient.

SHORT ANSWER QUESTIONS (10 x 3 marks = 30 marks)

11. Enumerate the criteria for Bacterial vaginosis. (1+1+1)
12. Illustrate any one theory of endometriosis.

90
13. Enumerate three etiological factors for genital fistula (1+1+1)
14. 38-year-old comes with abnormal uterine bleeding not responding to tranexamic acid.
Uterine curettage shows endometrial hyperplasia without atypia. She is willing for
regular follow-up and is not willing for major operative procedure. Choose the best
treatment modality (1) and describe the modality. (2)
15. List three options for conservative management of prolapse (1 each)
16. An obese hirsute 33-year-old woman presents with irregular menstrual cycles and
ultrasonography suggestive of peripherally arranged follicles. Choose three
pharmacological management options for her. (1 each)
17. Enumerate the parameters of semen analysis with their normal range (1 each)
18. A 56-year-old woman with endometrial curettage showing Carcinoma Endometrium
has an MRI showing spread to serosa of corpus uteri but no invasion of other pelvic
organs or vagina. Paraaortic and pelvic lymph nodes appear negative. What is the
presumptive stage of this patient (1.5). What is the next step (1.5)?
19. Justify the usage of tranexamic acid as the first line of management of AUB. (3)
20. You are the district officer in-charge for popularizing routine early cancer screening for
genital malignancy. Develop 6 points which can be put in a poster for encouraging
patients to undergo early cancer screening.

SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS

GIVEN BELOW. 10X1=10 marks

21.(i)Increase in menstrual bleeding in amount of bleeding or duration with regular

cycles is called;

e) Metrorrhagia
f) Metropathia hemorrhagica
g) Menorhagia
h) Polymennorhoea

21.(ii)A 21 year old P1L1 has delivered 45 days back. She is not
breastfeeding her infant. She has tested HIV positive during her antenatal
checkup. She wants a temporary method of contraception.

What are her options?

e) Combined oral contraceptive pills
f) Copper Intra uterine device
g) LNG implant
h) LNG Intrauterine device
91
21.(iii)The Lenght of fallopian tube is:
e) 8-12cm
f) 12-15cm
g) 15-18cm
h) 18-20cm

21.(iv)The Corpus luteum secretes:

e) Estrogens
f) Progesterone
g) Both
h) None

21.(v)Test for Tubul patency is

e) Basal body temperature measurement
f) Hysterolaparascopy
g) Fern test
h) Spimbarkeit test

22.(i)Contraceptive method with the highest failure rate is

e) Combined hormonal pills
f) Tubectomy
g) Barrier method
h) Intra uterine devices

22.(ii)Which is the first sign of puberty in a girl?

e) Thelarche
f) Menarche
g) Adrenarche
h) Pubarche

22.(iii)Screening test for carcinoma cervix is:

e) Visual inspection of cervix with acetic acid
f) Conization of cervix
g) Thermal ablation of cervix
h) Trachelectomy

22.(iv)Birth trauma is a risk factor for:

e) Endometriosis
f) Prolapse
g) Abortion
h) PID

92
 22.(v)Which of the following are effects of increased levels of oestrogen in the follicular
phase of the menstrual cycle?
e) Hair thinning
f) Thickening of cervical mucous
g) Thinning of cervical mucous
h) Thickening of the endometrium

Rajiv Gandhi University of Health Sciences – Sample question paper

MBBS / PHASE III / PART II DEGREE EXAMINATION
TIME:THREE HOURS
MAX.MARKS: 100 MARKS
OBSTETRICS & GYNAECOLOGY – PAPER -2
LONG ESSAY

2X10=20 marks

1. A 54 year old woman presents with bleeding per vagina after 2 years of cessation of
regular menstruation. She is diabetic and hypertensive on treatment since 4 years with
a BMI of 30.
• What is the most likely diagnosis?
(2 marks)
• What is the differential diagnosis of postmenopausal bleeding?
(2 marks)
• Outline the investigations & treatment of the case
(3+3marks)
2. A couple married for 2 yrs, unable to conceive despite staying together.
• What are the probable causes?
(3 marks)
• How will you investigate the couple?
(3 marks)
• Wife has irregular cycles with BMI of 32 and coarse facial hair. Outline the
treatment plan for her. (4 marks)

93
SHORT ESSAYS

8X5=40 MARKS

3. A parous woman of age 42 yrs is having regular cycles is experiencing an increase

in the amount and duration of bleeding. She also complains of easy fatigability
and weakness. Enumerate the differential diagnosis and how do you work up this
case? (2+3
marks)
4. 48yr old multiparous lady is having irregular menstrual periods since one year.
She complains of several bouts of hot flushes and night sweats since 6 months.
What is your diagnosis and treatment? (1+4 marks)
5. 65 yr old woman, P6L6, complains of something coming out through the vagina
since 4 yrs. Since past 3 months she is complaining of occasional bloody discharge
and development of a wound over the exposed part. What is the diagnosis. How
do you manage the case? (
2+3 marks)
6. Discuss the Clinical features and management of genital tuberculosis.
(2+3 marks)
7. Indications & contra indications of combined oral contraceptive pills.
(3+2 marks)
8. Describe causes, clinical features and enumerate the surgeries for Vesico-vaginal
fistula. (2+3 marks)
9. Indications for Endoscopy in gynecology. Enumerate the complications of
Hysteroscopy. (2+3 marks)
10. Discuss the diagnosis and treatment of Vaginal Trichomoniasis.
(3+2 marks)

SHORT ANSWERS
10X3=30MARKS
11. Describe the course and branches of internal iliac artery.
(1+2 marks)
12. Indications and dosage of Methotrexate in gynecology
( 2+1 marks)
13. Describe the American fertility society classification of uterine anomalies.
14. Indications & complications of cervical biopsy.
(1+2 marks)
15. Bethesda classification of Pap smear.
16. Discuss the complications of Radiotherapy in gynecology.
17. What are the causes of precocious puberty?
18. What are the hormonal methods of treatment of endometriosis
19. PALM – COEIN classification.
20. What is Pearl index?
94
SELECT THE SINGLE BEST RESPONSE TO THE MULTIPLE CHOICE QUESTIONS
GIVEN BELOW. 10X1=10 marks

21. Increase in menstrual bleeding in amount of bleeding or duration with regular

cycles is called;
i) Metrorrhagia
j) Metropathia hemorrhagica
k) Menorhagia
l) Polymennorhoea

22. A 21 year old P1L1 has delivered 45 days back. She is not breastfeeding her
infant. She has tested HIV positive during her antenatal checkup. She wants a
temporary method of contraception.
What are her options?
i) Combined oral contraceptive pills
j) Copper Intra uterine device
k) LNG implant
l) LNG Intrauterine device

23. The Lenght of fallopian tube is:

i) 8-12cm
j) 12-15cm
k) 15-18cm
l) 18-20cm

24. The Corpus luteum secretes:

i) Estrogens
j) Progesterone
k) Both
l) None

25. Test for Tubul patency is

i) Basal body temperature measurement
j) Hysterolaparascopy
k) Fern test
l) Spimbarkeit test

26. Contraceptive method with the highest failure rate is

i) Combined hormonal pills
j) Tubectomy
k) Barrier method
l) Intra uterine devices
95
 27. Which is the first sign of puberty in a girl?
i) Thelarche
j) Menarche
k) Adrenarche
l) Pubarche

28. Screening test for carcinoma cervix is:

i) Visual inspection of cervix with acetic acid
j) Conization of cervix
k) Thermal ablation of cervix
l) Trachelectomy

29. Birth trauma is a risk factor for:

i) Endometriosis
j) Prolapse
k) Abortion
l) PID

30. Which of the following are effects of increased levels of oestrogen in the
follicular phase of the menstrual cycle?
i) Hair thinning
j) Thickening of cervical mucous
k) Thinning of cervical mucous
l) Thickening of the endometrium

PRACTICAL/CLINICAL EXAMINATION
Principles to be adhered to in practical/clinical examination
• The practical/ clinical examination should include assessment in psychomotor
and affective domain.
• Assessment of clinical and procedural skills should be based on direct
observations by the examiners.
• AETCOM competencies should also be assessed.
• Practical tests should not become simply tests of knowledge. Avoid
making assessment mainly targeted to knowledge domain only.
96
Examples
1. Asking a learner in a room away from actual patient, “how history was
taken” is to be avoided. Instead, learner should be observed while he/she
is taking history.
2. Asking a learner in a room away from the actual patient “Tell us how the
obstetric abdominal examination is done” is to be avoided. Instead,
learner should be observed when the examination is being performed,
and evaluated objectively using checklists/ other suitable scales”

Tools to be used in practical examination

It is suggested that practical examination should include a combination of the following
tools
• Clinical examination using long case – one each in Obstetrics and Gynecology,
80marks each
• Objective Structured Clinical Examination (OSCE) – Observed 4 stations
10marks each

SCHEMA FOR PRACTICAL EXAMINATION (200 MARKS)

Topic header Obstetrics Gynaecology

I Eliciting history (1 Obs / 1 Gyn) 25 25

II Performing examination (1 Obs/ 1 Gyn) 25 25

97
 III Discussion (1 Obs / 1 Gyn) of 30 30
management
IV 4 Viva voce stations with examiner Station-1: Dummy, pelvis
and fetal skull.
presence
Station-2: Instruments
(10 marks eachx4=40) Station-3: SpecimensStation-
4: Drugs and
contraception

SAMPLE PRACTICAL EXAMINATION FORMAT

I. ELICITING HISTORY

A. ELICITING HISTORY IN AN OBSTETRIC PATIENT [15 MARKS]

Role of examiner: To create a simulated patient (For example, an intern or a PG or an
SR may be trained to become a simulated patient – as much details as possible to be
provided).
Role of student: To elicit detailed obstetric history from a provided simulated patient
with all elements
Role of examiner: To observe and assess the student while student is eliciting
history from the simulated patient and observe regarding arrival at a suitable clinical

98
interpretation/ conclusion based on the history elicited. Checklist for clear schema of
marking may be developed locally.
Time duration is around 5-7 minutes.

B. ELICITING HISTORY IN A GYNECOLOGICAL PATIENT [ 15 MARKS]

Role of examiner: To create a simulated patient (For example, an intern or a PG or an
SR may be trained to become a simulated patient – as much details as possible to be
provided).
Role of student: To elicit detailed gynaecological history from a provided simulated
patient with all elements
Role of examiner: To observe and assess the student while student is eliciting
history from the simulated patient and observe regarding arrival at a suitable clinical
interpretation/ conclusion based on the history elicited. Checklist for clear schema of
marking may be developed locally.
Time duration is around 5-7 minutes.

II. EXAMINATION

A. OBSTETRIC EXAMINATION ASSSESSMENT (25 marks)

Role of the examiner: A gravid / puerperal woman (with any suitable diagnosis,
preferable late 2nd or 3rd trimester) should be provided for examination by the student.
The brief history of the obstetric patient should be provided to the student.
Student should be allowed to introduce himself/herself and gain confidence of the
patient.
Role of the student:
Demonstration of general physical examination should be observed by the
examiner using a locally developed checklist. (Annexure) [5 marks]
Demonstration of abdominal obstetric examination should be observed by the
examiner using a locally developed checklist. (Annexure) [10 marks]
Further discussion based on the examination findings should be done with focus on
the techniques and nuances of performance on examination rather than theoretical
perspectives on management. [10 marks]
99
Time duration is around 5-7 minutes.

B. GYNECOLOGY EXAMINATION ASSESSMENT (25 MARKS)

Role of the examiner: A woman with gynaecological pathology should be provided for
examination by the student.
The brief history of the gynaecological patient should be provided to the student.
Student should be allowed to introduce himself/herself and gain confidence of the
patient.
Role of the student:
Demonstration of general physical examination should be observed by the
examiner using a locally developed checklist. [5 marks]
Demonstration of abdominal examination should be observed by the examiner
using a locally developed checklist. [10 marks]
Local examination (such as perineal / speculum and vaginal examination) findings
should be provided by the examiner to the student.
Further discussion based on the examination findings should be done with focus on
the techniques and nuances of performance on examination rather than theoretical
perspectives on management. [10 marks]
Time duration is around 5-7 minutes.
Discussion on the management of the cases presented

Rajiv Gandhi University of

Health Sciences

100
 UNDERGRADUATE LOGBOOK

DEPARTMENT OF OBSTETRICS &

GYNAECOLOGY

Purpose of this logbook

The log book is a verified record of the progression of the learner documenting the

101
Acquisition of there quisite knowledge, skills, attitude and competencies. It is a
record of the academic/co-curricular activities of the designated student, who would
be responsible for maintaining his/her logbook.

Entries in the logbook will reflect the activities undertaken in the department and
has to be scrutinized by the head of the concerned department.

The logbook is a record of various activities by the student like:

✓ Overall participation & performance
✓ attendance
✓ participation in sessions
✓ record of completion of pre-determined activities
✓ acquisition of selected competencies

The logbook is the record of work done by the candidate in the department and shall be
verified by the college before submitting the application of the students for the university
examination.

The purposes of this logbook are:

f. To orient the students to holistic patient management by completing the case

record, observing and recording procedures and discussing patient treatment
in the therapeutics section.
g. To facilitate the student’s learning process, document the learning process
and assist in student assessment
h. To keep a record of the student’s progressing development of the desired skills
and attitudes
i. To ensure that the time spent in the department is well utilized
j. To form a basis for continual assessment of the student
This log book is a documentation of cases seen, clerked and witnessed by you during
your posting in OBG .It is also a record of various seminars, case-based learning,
simulation exercises and other academic activities that the learner has been a part
of during course. Though efforts are made to cover as much as possible, in no way
should this be considered the syllabus.

Please carry this book whenever you attend the non-lecture academic activities of
the department and get it duly signed by the concerned staff at the end of the academic
activity.
We expect discipline, honesty, sincerity and punctuality.
The responsibility of completing the logbook and getting it verified/assessed by
the faculty lies with the student. The logbook must be carried by the student as
per the given instructions.

102
 General Instructions
11. It is expected that the students will adhere to the highest ethical standards and Professionalism.

12. Shall maintain punctuality in respect to arrival and completion of the assigned work

13. Maintain a cordial relationship with peers, unit staff and hospital staff

14. Not indulge in any act which would bring disrepute to the institution.

15. You should wear a clean apron and follow the dress regulations as laid down by the college and maintain proper hygiene with wearing respective
identification badge while in college and hospital.

16. You should carry the following with you for the clinics
a. Clinical textbook
b. Stethoscope
c. Clinical kit for examination

17. Respect the patient as an individual and recognize that she also has rights.

18. Cases that are discussed only have to be documented and not the dummy cases.

19. Loss of this logbook at any time may affect the formative assessment results and
Impair the student appearing in the summative assessment.

20. Student is solely responsible for maintaining the Logbook and the records. If the student loses the logbook, he/she would be withheld from
appearing for the University examination unless Suitable back up proof is provided.
Objectives of learning in OBG Department:

A. KNOWLEDGE

At the end of course, the student should be able to:

1. Outline the anatomy, Physiology and pathophysiology of the reproductive system and the common conditions affecting it.
2. Detect normal pregnancy, labour, puerperium and manage the problems likely to be encounter therein.
3. List the leading causes of maternal and perinatal morbidity and mortality.
4. Understand the principles of contraception and various techniques employed, methods of medical termination of pregnancy, sterilization and their
complications.
5. Identify the use, abuse and side effects of drugs in pregnancy, Pre-menopausal and post menopausal periods.
6. Describe the national programme of maternal and child health and family welfare and their implementation at various levels.
7. Identify the common gynecological diseases and describe principles of their management.
8. State the indications, techniques and complications of surgeries like Caesarian section, laprotomy, abdominal and vaginal hysterectomy , Fothergill’s
operation and vacuum aspiration for MTP
B. SKILLS:

At the end of course, the student should be able to:

1. Examine a pregnant woman: recognize high risk factors.

2. Conduct a normal delivery, recognize complications and early referral. Provide post-natal care.
3. Resuscitate the newborn and recognize congenital anomalies.
4. Advise a couple on the use of various available contraceptive devices and assist in insertion and removal of intra uterine contraceptive devices
5. Perform pelvic examination, diagnose and manage common gynaecological problems including early detection of genital malignancies
6. Make a vaginal cytological smear.
7. Interpretation of data of investigations like biochemical, histopathological, radiological, ultrasound etc.
Name of the student

Roll No

University Registration Number

Batch

Contact No

E mail Id
 Guardian/Parent
Name
Contact Number

Signature of the student

Signature of the HOD

LOGBOOK CERTIFICATE

This is to certify that the candidate ……………………………………………

Reg No……………...... has satisfactorily completed all requirements mentioned in this Logbook for OBG including related AETCOM modules as per

the Competency-Based Undergraduate Medical Education Curriculum, Graduate Medical Regulation 2019 during the period from …….... ……….to

……………...

He/ She is eligible to appear for the summative (University) assessment.

Head of Department: Faculty Name:
Name: Signature:
Signature:

Date:

INDEX
 Topic Page No.

1. Attendance extract 8

2. Overall Assessment 9-11

3. Clinical posting 1 12-26

4. Clinical posting 2 27-34

5. Clinical posting 3 35-46

6. Clinical posting 4 47-56

7. Labour Room Procedures 57-59

8. Certifiable skill 60

9. Check lists for skills assessments 61-67

10. AETCOM modules 68-69

11. Integrated sessions 70

12. Self- Directed Learning sessions 71

13. Seminars presented 72

14. Research projects/publications 72

15. Co - Curricular Activities 73
(Quiz, Poster, Debate, Essay, Skits)
16. CME/ Conference / Workshop 74

17. Awards / recognition 74

ATTENDANCE EXTRACT

Theory classes

Professional Year Number Number Percentage Signature of HOD

attended conducted
of
Attendance
Second
Profession
al
Third
Professional Part
I
Third
Professional Part
II
Bedside clinics:
Professional Unit Number Number Percentag Signature Signatur
Year From attende conducte e of of Unit e of HOD
(date) d d Attendanc Head
To e
(date)
Second
Professional
year Posting
1
Third
Professional
year Part I
Posting 2

Third
Professional
Part II
Posting 3

Third
Professional
year Part II
Posting 4
 Note:

Every candidate should have attendance not less than 75% of the total classes conducted in theory which includes didactic lectures and self-
directed learning and not less than 80% of the total classes conducted in practical which includes small group teaching, tutorials, integrated
learning and practical sessions in each calendar year calculated from the date of commencement of the term to the last working day in each of the
subjects prescribed to be eligible to appear for the university examination.

SUMMARY OF INTERNAL ASSESSMENT (IA)

Total marks Marks scored Signatu Signatu

Sl. Internal Date of re of re of
No Assessmen Assessme student teacher
Theory Practical Theory Practical
. t nt with with
date date

1 First

2 Second
 3 Third

4 Remedial

Total marks obtained on a total of 200 is -----

A student will be permitted to appear for final university exams only if he/she
obtains more than 100 marks in the assessments.
Final remarks if any -

Note: A candidate who has not secured requisite aggregate in the internal assessment may be subjected to remedial assessment by the institution. If he/she
successfully completes the same, he/she is eligible to appear for University Examinations. The remedial assessment shall be completed before submitting the
internal assessment marks online to the University.

Formative Assessment at the end of each posting:

 Second Third Third Professional
Professional Professional year Part II
MCQ marks obtained year year Part I

1 2 Posting 3 4 Posting
Posting Posting

Date Date Date Date

Academic Performance
(Case Presentation & Viva
Voce)
(25+10)

Marks Obtained
Feedback Positive
Provided Could be
improved
Professionalism

Timely submission of
record Book (5)
Behaves respectfully with
peers and teachers (5)
Grooming and adherence to
Dress code (5)

Total (out of 35+15)

Signature of Student
 Signature of Teacher

Guidelines for scoring ( to be shown to the student and discussed with them)

Attendance – 95 -100% - 5 ; 90-94%-4;85-89%-3 80-84%-2;> 80%-1

Timely submission of record – Always submits the record on time – 5; Often submits the record on time -4; Sometimes submits the record on time
-3 ; Rarely submits the record on time – 2 ; Never submits the record on time -1

Behaves respectfully with peers and teachers - Always speaks politely and demonstrates the appropriate body language with peers and teachers
-5; Often speaks politely and demonstrates the appropriate body language with peers and teachers -4; Sometimes speaks politely and demonstrates
the appropriate body language with peers and teachers – 3 ; Rarely speaks politely and demonstrates the appropriate body language with peers and
teachers – 2; Never speaks politely and demonstrates the appropriate body language with peers and teachers -1

Clinical posting 1

Duration 4 weeks

Date of posting From

To
Unit
Competency to be achieved

1) Obstetric History taking & examination

2) Gynaecological History taking & examination
3) Assessment of postnatal mother
4) Monitoring of labour
5) Active management of 3rd stage of labour
 Clinical Posting 1

SLNO ACTIVITY

1. Obstetric history taking(OG.8.2)

Determine gestational age, EDD and obstetric formula(OG35.5)

2. Obstetric examination(OG 8.3)

3. Gynec history taking(OG 24.1)

4. Gynec examination (OG 24.1)

5. Monitoring of labour(OG 13.1)

6. Active Management of third stage of labour(OG 16.1)

7. History taking and examination of postnatal mother(OG 19.1)

Competen Name of Date Attempt Rating Decision of Initial of Feedba
cy # Activity completed at faculty faculty ck
addressed dd-mm- activity Below (B) and date Receive
yyyy expectations Completed (C) d
First or Meets(M) Repeat(R)
Only (F) expectations Remedial(Re)
Repeat Exceeds(E)
(R) expectations
Remedial
(Re)

OG 8.2 Obstetric
history
OG35.5 taking
Determine
gestational
age, EDD and Initial
obstetric of
formula learner

OG 8.3 Obstetrics
examination

Initial
of
learner
 OG 24.1 Gynae history

Initial
of
learner
Learner doctor method 1
OG 13.1 Monitoring of
Posting 1 Labou
r
A. Competency to be achieved-
1. History taking
OG 16.1 Active 2. Examination -
General management physical
3rd stage of examination
labour - Systemic
examination
OG 19.1 History
- Obstetrics
taking and
examination examination
of postnatal
mother
3. Communication skills-

One antenatal patient will be allotted to the student. The student is expected to take the history of the patient and examine her. Case record has
to be written and daily follow-up till discharge has to be entered. The students will communicate with the patient and doctor about the patient
care.

A brief summary is to be written at the time of patient discharge and discuss the case with the teacher.
Learner doctor method
Learner doctor method
Learner doctor method
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?
What next?

Signature of faculty :Date :

Learner doctor method 2

B. Competency to be achieved

1. History taking
Examination - General physical examination

- Systemic examination
- Gynaecological examination

One patient will be allotted to the student. The student is expected to take the history of the patient and examine her. Case record has to be
written and daily follow-up till discharge has to be entered. The students will communicate with the patient and doctor about the patient care.
A brief summary is to be written at the time of patient discharge and discuss the case with the teacher.

Learner doctor method

Learner doctor method
Learner doctor method
Learner doctor method
Reflection on the learner doctor method of learning;

What happened?

So what ?
What next?
Posting 2

Duration 8 weeks

Date of posting From

To

Unit :

Signature of faculty: Date :

Competency to be achieved

1) Diagnosis of early pregnancy

2) Antenatal care and advice
3) Identify the high risk factors in pregnancy
4) Methods of Induction of labour
5) Develop a partogram
6) Postnatal care & Advice
7) Pre & Post operative care

Clinical posting 2

SLNO ACTIVITY
( Case Presentation)

1. Diagnosis of early pregnancy (OG 6.1)

2. Antenatal care and advice (OG 8.1,8.6)

 3. Diagnosis of high risk (OG 8.1)

4. Partogram ( OG 13.1)

5. Postnatal care and advice (OG 19.1)

6. Pre and postoperative care including consent for surgery (OG 34.4,
35.7)

petency Name of Date Attempt Rating Decision of Initial Feedback

dressed Activty completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
1 Diagnosis of
early
pregnancy

Initial of
students

1, Antenatal
6 care and
advice

Initial of
students
.1 Diagnosis of
high risk

Initial of
students
3.1 Partogram

Initial of
students

9.1 Postnatal
care and
advice
Initial of
students
4.4, Pre and
5.7 postoperative
care
including
consent for Initial of
surgery students

Learner doctor method.

Posting 2

Competency to be achieved
1. History taking
2. Examination - General physical examination
- Systemic examination
- Obstetrics examination
3. Indentifying High Risk factors
4. Communication & patients education
5. Selection of appropriate investigation
6. Approach towards the diagnosis

One patient will be allotted to the student. The student is expected to take the history of the patient and examine her. Case record has to be
written and daily follow-up till discharge has to be entered. The students will communicate with the patient and doctor about the patient health.

A brief summary is to be written at the time of patient discharge and discuss the case with the teacher.
Learner doctor method.
Learner doctor method.
Learner doctor method.
Learner doctor method
Reflection on the learner doctor method of learning :

What happened?

So what ?
What next?

Signature of the faculty: Date:

 Posting 3

Duration 8 weeks

Date of posting From

To
Competency to be achieved
1) Obstetric History taking and complete examination Unit :
2) Gynaecological History taking and complete examination
3) Management of medical and obstetric disorders in pregnancy
4) Management of Gynaecological disorder
 Clinical Posting 3

SLNO ACTIVITY (Case Presentation )

1. Describe clinical features; diagnosis and
investigations, complications, principles of management of
multiple pregnancies (OG11.1)

2. Define, classify and describe the aetiology, clinical features,

ultrasonography, differential diagnosis and management of
antepartum haemorrhage in pregnancy (OG10.1)
3. Define, classify and describe the early detection, investigations;
principles of management of hypertensive disorders of
pregnancy and eclampsia, complications of eclampsia.( OG12.1)

4. Define, classify and describe the diagnosis, investigations, adverse

effects on the mother and foetus and the management during
pregnancy and labor, and complications of anemia in pregnancy .
( OG12.2)

5. Define, classify and describe diagnosis, investigations, criteria,

adverse effects on the mother and foetus and the management
during pregnancy and labor, and complications of diabetes in
pregnancy (OG12.3)
6. Define, classify and describe the etiology, diagnosis, investigations,
criteria, adverse effects on the mother and foetus and the
management during pregnancy and labor, and complications of
heart diseases in pregnancy (OG12.4)
7. Describe the mechanism, prophylaxis, fetal complications,
diagnosis and management of isoimmunization in pregnancy
(OG12.8)

8. Describe and discuss causes, clinical features, diagnosis,

investigations; monitoring of fetal well-being, including ultrasound
and fetal Doppler; principles of management; prevention and
counselling in intrauterine growth retardation (OG16.3)

9. Define, classify and discuss abnormal uterine bleeding, its

aetiology, clinical features, investigations, diagnosis and
management (OG24.1)

10. Describe and discuss the clinical features; differential diagnosis;

investigations; principles of management, complications of fibroid
uterus (OG29.1)
11. Describe and discuss the etiology, classification, clinical features,
diagnosis, investigations, principles of management and
preventive aspects of prolapse of uterus (OG31.1)
petency Name of Activity Date Attempt Rating Decision of Initial Feedback
dressed completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
.1 Describe the
clinical features;
diagnosis and
investigations,
complications,
principles of
management of
multiple
pregnancies Initial of
students
.1 Define, classify
and describe the
aetiology, clinical
features,
ultrasonography,
differential
diagnosis and
management of
antepartum
haemorrhage in
pregnancy
 Initial of
students

2.1 Define, classify

and describe the
early detection,
investigations;
principles of
management of
hypertensive
disorders of
pregnancy and
eclampsia,
complications of
eclampsia Initial of
students
petency Name of Date Attempt Rating Decision of Initial Feedback
dressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
2.2 Define, classify
and describe
the
diagnosis,
investigations,
adverse effects
on the mother
and foetus and
the
management
during
pregnancy and Initial of
labor, and students
complications
of anemia in
pregnancy
.3 Define, classify
and describe
the diagnosis,
investigations,
criteria,
adverse effects
on the mother
and foetus and
the
management
during
pregnancy and Initial of
labor, and students
complications
of diabetes in
pregnancy
.4 Define, classify
and describe
the etiology,
diagnosis,
investigations,
criteria,
adverse effects
on the mother
and foetus and
the
management
during
pregnancy and Initial of
labor, and students
complications
of heart
diseases in
pregnancy

petency Name of Activity Date Attempt Rating Decision of Initial Feedback

dressed completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
.8 Describe the
mechanism,
prophylaxis, fetal
complications,
diagnosis and
management of Initial of
isoimmunization students
in pregnancy
.3 Describe and
discuss causes,
clinical features,
diagnosis,
investigations;
monitoring of
fetal well-being,
including
ultrasound and
fetal Doppler;
principles of
management; Initial of
prevention and students
counselling in
intrauterine
growth
retardation
.1 Define, classify
and discuss
abnormal
uterine
bleeding, its
aetiology, clinical
features, Initial of
investigations, students
 diagnosis and
management

petency Name of Date Attempt Rating Decision of Initial Feedback

dressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
.1 Describe and
discuss the
clinical
features;
differential
diagnosis;
investigations;
principles of
management,
complications
of fibroid Initial of
uterus students
.1 Describe and
discuss the
etiology,
classification,
clinical
features,
diagnosis,
investigations,
principles of
management
and
preventive
aspects of
prolapse of
uterus
Initial of
students
Learner doctor method.

Posting 3

Competency to be achieved
1. History taking
2. Examination - General physical examination
- Systemic examination
- Obstetrics examination
3. Identifying High Risk factors
4. Communication & patients education
5. Selection of appropriate investigation
6. Approach towards the diagnosis
7. Plan of Management.

One patient will be allotted to the student. The student is expected to take the history of the patient and examine her. Case record has to be
written and daily follow-up till discharge has to be entered. The students will communicate with the patient and doctor, about the patient care &
plan of management
A brief summary is to be written at the time of patient discharge and discuss the case with the teacher.

Learner doctor method.

Learner doctor method.
Learner doctor method.
Learner doctor method
Reflection on the learner doctor method of learning :

What happened?

So what ?
What next?

Signature of the faculty: Date:

Posting 4

Duration 4 weeks

Date of posting From

To

Unit :
Competency to be achieved

1) Gynaecological history taking and complete examination

2) Early detection of genital malignancies
3) Document and maintain a case record
4) Write a discharge summary for the given case
5) Write a Referral note for the given case
6) Take an informed consent for the given procedure
 Clinical posting 4

SLNO ACTIVITY
( Case Presentation )

1. Classify, describe and discuss the etiology, clinical features, differential

diagnosis, investigations and staging of cervical cancer( OG33.1)

2. Describe and discuss aetiology, staging clinical features, differential diagnosis,

investigations, staging laparotomy and principles of management of
endometrial cancer (OG34.1)
3. Describe and discuss the etiology, classification, staging of ovarian cancer,
clinical features, differential diagnosis,
investigations, principal of management including staging
laparotomy (OG34.2)
4. Obtain a logical sequence of history, and perform a humane and thorough
clinical examination, excluding internal examinations (perrectal and per-
vaginal) (OG35.1)
5. Arrive at a logical provisional diagnosis after examination. (OG35.2)

6. Write a complete case record with all necessary details (OG35.8)

7. Write a proper discharge summary with all relevant information (OG35.9)

8. Write a proper referral note to secondary or tertiary centres or to other
physicians with all necessary details (OG35.10)

9. Take an informed consent from the patient and family for Staging laprotomy
(OG34.4, OG35.7)

petency Name of Date Attempt Rating Decision of Initial Feedback

dressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)
3.1 Classify, describe
and discuss the
etiology, , clinical
features,
differential
diagnosis,
investigations
and staging of
cervical cancer Initial of
students
.1 Describe and
discuss
aetiology,staging
clinical features,
differential
diagnosis,
investigations,
staging
laparotomy and
principles of
management of
endometrial Initial of
cancer students
.2 Describe and
discuss the
etiology,
classification,
staging of
ovarian cancer,
clinical features,
differential
diagnosis,
 investigations,
principal of Initial of
management students
including staging
laparotomy
petency Name of Date Attempt Rating Decision of Initial Feedback
dressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

5.1 Obtain a logical

sequence of
history, and
perform a
humane and
thorough
clinical
examination,
excluding Initial of
internal students
examinations
(perrectal and
per-vaginal
.2 Arrive at a
logical
provisional
diagnosis after
examination.

Initial of
students
.8 Write a
complete case
record with all
necessary
details

Initial of
students
petency Name of Date Attempt Rating Decision of Initial Feedback
dressed Activity completed at faculty of Received
dd-mm- activity Below (B) faculty
yyyy expectations Completed and
First or Meets(M) (C) date
Only (F) expectations Repeat(R)
Repeat Exceeds(E) Remedial(Re)
(R) expectations
Remedial
(Re)

.9 Write a
proper
discharge
summary
with all
relevant
information
Initial of
students
.10 Write a
proper
referral note
to secondary
or tertiary
centres or to
other
physicians Initial of
with all students
necessary
details
 .4, Take an
5.7 informed
consent
from the
patient and
family for Initial of
Staging students
laprotomy

Learner doctor method.

Posting 4

Competency to be achieved
1. Arriving at diagnosis
2. Planning management
3. Taking consent from the patient for the procedure
4. Assessing post procedure complication
5. Writing discharge summary
6. Advise on discharge
One patient will be allotted to the student. The student is expected to take the history of the patient and examine her. Case record has to be
written and daily follow-up till discharge has to be entered. The students will communicate with the patient and doctor about patient care and
plan of management.

A brief summary is to be written at the time of patient discharge and discuss the case with the teacher.
Learner doctor method.
Learner doctor method.
Learner doctor method
Reflection on the learner doctor method of learning :

What happened?

So what ?
 What next?

Signature of the faculty: Date:

LABOUR ROOM PROCEDURES

SLNO ACTIVITY

1. Obtain a logical sequence of history, and perform a humane and

thorough clinical examination, excluding internal examinations
(perrectal and per-vaginal) (OG35.1)

2. Arrive at a logical provisional diagnosis after examination. (OG35.2)

3. mechanism of labor in occipito-anterior presentation (OG13.1)

4. monitoring of labor including partogram (OG13.1)

5. Induction of Labour

6. acceleration of labor(OG13.1)

7. Amniotomy (OG 13.3)

8. Enumerate and describe the indications, steps and complications of

Caesarean Section (OG15.1)
9. Observe/Assist in operative obstetrics case – Forceps/ vacuum
extraction (OG15.2)

10 Describe and discuss the classification; diagnosis; management of

abnormal labor (OG 14.4)
Competenc Name of Date Observe Assisted Initial of Feedback
y# Activity completed d faculty and Received
addressed dd-mm- date
yyyy

OG35.1 Obtain a
logical
sequence of
history, and
perform a
humane and
thorough
clinical
examination,
excluding
internal
examinations Initial of
(perrectal and students
per-vaginal
OG35.2 Arrive at a
logical
provisional
diagnosis
after Initial of
examination. students

OG13.1 mechanism of
labor in
occipito-
anterior
presentation

Initial of
students

Name of Date Observed Assisted Initial of Feedback

Competenc Activity completed faculty Received
y# dd-mm- and date
addressed yyyy

OG13.1 monitoring
of labor
including
partogram Initial of
students
 OG13.1 Induction of
labour
Initial of
students
OG13.1 acceleration
of labor

Initial of
Certifiable Skills
students
Name of Activity: OG 13.3 Amniotomy Observe and assist the conduct
of a normal vaginal delivery
Initial of
students
OG15.1 Caesarean
section,

Initial of
students
OG15.2 Instrumenta
l delivery
Initial of
students

OG14.4 diagnosis;
managemen
t of
abnormal Initial of
labor students
Competency # Date Performed Initial of Feedback
addressed completed under faculty Received
dd-mm- supervision and date
yyyy

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5

OG13.5
 OG13.5

OG13.5

Checklist for assessment of skills in Skill lab

Sl. no Skills

1 Speculum Examination /Pap Smear

2 Prevaginal examination

3 Normal Delivery

4 Episotomy

5 Female Urinary Catheterization

1. Speculum Examination / Pap Smear

Sl No Step/Task Yes No
1 0
1 Introduce yourself
2 Verbal consent
3 Explain procedure to woman
4 Ask to empty bladder
5 Provide adequate privacy
6 Place in dorsal position
7 Scrub hands
8 Wear sterile gloves
9 Encourage the woman to take deep breath and relax during
examination
10 Separate the labia with left hand, introduce cuscos speculum
into vagina with right hand.
11 Points to observe:
a) Direction of cervix
B )Cervical lips
c) External os
d) abnormal discharge or bleeding from any side
e) abnormal growth from any side
12 Take Pap Smear using Ayre’s spatula from the cervix \,
rotate in a 3600 movement. The longer projection of the
spatula is inserted into the endocervix and shorter end to
the ecto cervix
13 Another sample is collected from the posterior fornix with the
flat end of the spatula
14 The material collected is immediately spread over 2 slides and
at once put into the fixative ethyl alcohol 95% before drying or
fixed with confixative spray.
 15 The slides are labelled and send to the lab with brief patient
history and examination findings and proper patient
identification number.
16 Proper disposal of the gloves
17 Documentation of findings

Level of expertise expected - advanced / beginner

Level of expected expertise attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session: level of expected expertise attained- Yes/ No.

2.Prevaginal examination

Sl No Step/Task Yes No
1 0
1 Introduce yourself
2 Verbal consent
3 Ask to empty bladder
4 Provide adequate privacy
5 Explain procedure to woman
6 Place in dorsal position
7 Scrub hands
8 Wear sterile gloves
9 Lubricate fingers with jelly
10 Separate the labia with left hand, introduce index and middle
finger of right hand into vagina,
11 Encourage the woman to take deep breath and relax during
examination
12 Bimanual examination – to note down
a) Direction of the cervix
 b) consistency of the cervix (firm / hard)

c)cervical motion tenderness (tenderness present / absent)

d)Whethercervix bleeds on touch

e)Uterus - anteverted/ retroverted
f)Size of uterus
g)Consistency of uterus

h)Mobility of uterus
i)Surface of Uterus –regular/ irregular
j) Palpation of Adnexa – appendages / fornices / describe the
mass if palpable

13 Proper disposal of gloves

14 Document findings

Level of expertise expected– advanced/ beginner

Level of expected expertise attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session: level of expected expertise attained- Yes/ No.

3. Normal delivery

Sl. No. Procedure Yes No Comments if any

1. Put on personal protective barriers. (Wear
Goggles, Mask, Cap, Shoe cover, Plastic
Apron).
2. Perform hand hygiene and put on sterile glove

3. Empty the bladder

4. Paint & drape the parts

5. Talk to the woman and encourage woman for

breathing & small pushes with contractions
6. Once crowning give liberal episiotomy after
infiltrating lignocaine
7. Control the birth of the head with the fingers
of one hand to maintain flexion, allow natural
stretching of the perineal tissue, ask the
assistant to support perineum
8. Feel around the baby’s neck for the cord and
respond appropriately if the cord is present.
9. Allow the baby’s head to turn spontaneously
and with the hands on either side of the baby’s
head, delivers the anterior shoulder
10. Pull the head upward as the posterior
shoulder is born over the perineum
11. Support the rest of the baby’s body as it slides
out and place the baby on the mother’s
abdomen over the clean towels
12. Note the time of birth and sex of the baby

13 Active management of third stage of labor

(AMTSL)
a) Administer uterotonic Drug –
Inj.oxytocin10 IU IM or tab.
Misoprostol (600ug) orally
 b) Perform controlled cord Traction
during a
contraction by placing one hand on
the lower abdomen to support the
uterus and gently pulling the
clamped cord by the other hand
close to perineum
14. Examine the vagina and perineum

15. Examine the placenta, membranes, and

umbilical cord
● Maternal surface of placenta
● Foetal surface
● Membranes
Umbilical cord

Level of expertise expected – advanced / beginner

Level of expected expertise attained – Yes / No
Needs to repeat the session – Yes / No
Repeat session: level of expected expertise attained- Yes/ No
4. Episotomy

Sl No Step/Task Yes No
1 0
1 Informs patient about need for episiotomy and local infiltration
2 Gives local Inj. Xylocaine in fan shaped manner after checking
for inadvertent needle in vessel
3 Performs the incision with fingers guarding the fetus from
injury
4 Confirms integrity of rectum
 5 Changes gloves
6 Identifies the apex of the mucosal layer
7 Ask for appropriate suture material
8 Sutures vaginal mucosa first by continuous suturing
9 Sutures muscle layer intermittently after vaginal mucosa
10 Sutures skin after muscular layer
11 Confirms haemostasis, looks for any forgotten gauze
12 Do a per rectal examination to feel for any suture passing
through rectal mucosa

Level of expertise expected– advanced/ beginner

Level of expected expertise-attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session : level of expected expertise attained- Yes/ No.

5. Female Urinary Catheterization

 Sl No Step/Task Yes No
1 0
1 Self-Introduce, Explainprocedure & take consent
2 Arrange Catheter set
3 Paint external gentialiaupto mid-thigh
4 Painting- separate labia minora & clean urethral &
vaginal region
5 Draping
6 Keep kidney tray over drape
7 Lubricate the tip of the foley ‘s Catheter with xylocaine
gel
8 Separate labia minora with left hand
9 Introduce the catheter into the urethra
10 Drain the urine into the kidney tray
11 Foley bulb to be inflated with 5 ml distilled water
12 Connecting the urosac bag
13 Dispose appropriately (yellow linen – gauze, paper) ( red
linen – glove)

Level of expertise expected– advanced/ beginner

Level of expected expertise attained- Yes/no
Needs to repeat the session – Yes/ No
Repeat session : level of expected expertise attained- Yes/ No.
AETCOM MODULES

Module number: Date:

Name of the activity:
Department of Internal Medicine

Competencies
The student should be able to :

Reflection

Feedback

Signature of the student:

Assessment: Signature of the faculty

AETCOM MODULES

Module number: Date:

Name of the activity:
Department of Internal Medicine

Competencies
The student should be able to :

Reflection

Feedback
Signature of the student:

Assessment: Signature of the faculty

Integrated sessions :

Date of Topics covered Competency Departments Signature Signature

session numbers involved in of the of the
addressed the conduct of student faculty
the session
1
2

5
Self-directed learning sessions:

Sl. No. Date Topic Competency number Signature of

The Faculty

1.

2.

3.

4.

5.
6

7
8
9

10

Seminars presented
Date Topic Content( Clarity of Interacti Knowle Use Tota
5) presentat on dge of l
ion (5) Audi
(5) (5)
o
Vide
o aid
(5)
Research projects and publications

Sl.no Name of the topic Date Signature of the

faculty

Co curricular activities –(quiz, poster, debates, essays, skit)

Sl.no Name of the topic Date Signature of the
faculty

2
3

9
10

Participation in CME, conference, workshops

Sl..no Name of the topic Date Signature of the
faculty
1

4
Awards and recognition
5
Sl. no Name of the topic Date Signature of the
faculty
1

5
 Rajiv Gandhi University of Health Sciences
Bangalore, Karnataka

Paediatrics Curriculum
as per
Competency-Based Medical Education Curriculum
 Abbreviations

NMC - National Medical Council

IMG - Indian Medical Graduate
CBME - Competency Based Medical Education
SLO - Specific Learning Objectives
TL - Teaching Learning
P - performed
Y/N - yes / no
SGD - Small group discussion
OSCE - Objective structured clinical examination
AETCOM - Attitude, Ethics and communication
SAQ - short answer question
MCQ - multiple choice question
 RGUHS Paediatrics Curriculum as per the new Competency Based Medical Education

Preamble

The NMC envisages that the Indian Medical Graduate, should function as the Physician of first contact in the community, to provide holistic health care to
the evolving needs of the nation and the world. To fulfil this the IMG should be able to perform the following roles: a clinician, a communicator, a lifelong
learner, a professional and a team leader.

Competency-based medical education (CBME) is an outcomes-based training model that has become the new standard of medical education internationally.
This new curriculum is being implemented across the country and the first batch has been enrolled since the academic year 2019. The regulatory and
accrediting body NMC had started the process by training faculty across the country in the key principles of CBME and developing key competencies for
each speciality with the input from expert groups under each speciality.

Paediatrics is an interesting branch of medicine dealing with health and medical care of children. It encompasses a broad spectrum of services ranging from
preventive health care to the diagnosis and treatment of acute and chronic childhood illnesses. It is an ever-evolving branch requiring compassion,
dedication and precision of care. The Paediatrics undergraduate curriculum provides the IMG the requisite knowledge, essential skills and appropriate
attitudes to be able to diagnose and treat common paediatric disorders and also to be able to recognise serious conditions and refer appropriately.

The NMC, in the Graduate medical regulations 2019, has provided the list of paediatric competencies required for an IMG and these have been included in
this curriculum document. The Specific learning objectives (SLO’s) to achieve each competency has been listed along with the suggested Teaching-Learning
methods and preferred assessment methods.

Following this is a detailed blueprint showing the weightage and the assessment tool for a particular chapter. This blueprint will ensure that there is an
alignment between the SLOs’, TL methods and the assessment. A question paper layout has also been added to ensure that there is consistency among
different paper setters. Finally, the list of practical skills along with the most appropriate TL and assessment methods has been laid out.
 Goals and Objectives of the RGUHS Paediatrics Curriculum

Goals:

The course includes systematic instructions in management of common diseases of infancy and childhood, evaluation of growth and development, nutritional
needs, and immunization schedule in children, social pediatrics and counseling is also dealt in the course. The aim of teaching undergraduate medical students is
to impart appropriate knowledge and skills to optimally deal with major health problems and also to ensure optimal growth and development of children.

Objectives:

(A) Knowledge

At the end of the course, the student shall be able to:

1. Describe normal growth and development during fetal, neonatal, child and adolescence period.
2. Describe the common pediatric disorders and emergencies in terms of epidemiology, etiopathogenesis, clinical manifestations, diagnosis, rational therapy and
rehabilitation.
3. State age related requirements of calories, nutrients, fluids, drugs etc. in health and disease.
4. Describe preventive strategies for common infectious disorders, poisonings, accidents and child abuse.
5. Outline national programmes relating to child health including immunization programmes.

(B) Skills

At the end of the course, the student shall be able to:

1. Take a detailed pediatric history, conduct an appropriate physical examination of children including neonates, make clinical diagnosis, conduct common
bedside investigative procedures, interpret common laboratory investigation results and plan and institute therapy.
2. 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.
3. Take anthropometric measurements, resuscitate newborn infants at birth, prepare oral rehydration solution, perform tuberculin test, administer vaccines
available under current national programmes, perform venesection, start an intravenous line and provide nasogastric feeding.
4. Would have observed procedures such as lumbar puncture, liver and kidney biopsy, bone marrow aspiration, pleural tap and ascitic tap.
5. Provide appropriate guidance and counseling in breast feeding.
6. Provide ambulatory care to all sick children, identify indications for specialized/inpatient care and ensure timely referral of those who require hospitalization.
7. Be aware and analyse ethical problems that arise during practice and deal with them in an acceptable manner following the code of ethics.
(C) Attitude and communication skills

At the end of the course, the student shall be able to:

1.Communicate effectively with patients, their families and the public at large.

2. Communicate effectively with peers and teachers and demonstrate the ability to work effectively with peers in a team.

3. Demonstrate professional attributes of punctuality, accountability and respect for teachers and peers.

4. Appreciate the issues of equity and social accountability while undergoing early clinical exposure

(D) Integration

The training in pediatrics should prepare the student to deliver preventive, promotive, curative and rehabilitative services for care of children both in the
community and at hospital as part of a team in an integrated form with other disciplines.

List of all Paediatrics competencies with their specific learning objectives, with suggested teaching-learning and assessment methods:

Numb Vertic
Number Competency&LearningObjective(s) Core Suggested Suggeste erforC alInte Horizon
TeachingLearni dAssessm ertific gra talInteg
ngMethod entMetho ation tion ration
d
Topic:NormalGrowthandDevelopment Numberofcompetencies:(7) Numberofproceduresthatrequirecertification:(02
)
 DefinetheterminologiesGrowthandDevelopm Written/vi
PE1.1 ent Y Lecture/SGD
vavoce
and Discuss the factors affecting normal
growth anddevelopment
1.1.1 DefineGrowthandDevelopment Y Lecture/SGD Written/viva
voce
1.1.2 Enumerate the factors affecting normal Y Lecture/SGD Written/v
growth anddevelopment ivavoce
PE1.2 DiscussandDescribethepatternsofgrowthin Y Lecture/SGD Written/viv Psych
infants,childrenandadolescents a
voce
1.2.1 Describethepatternsofgrowth Y Lecture/SGD Written/v
ininfants,childrenandadolescents ivavoce
Discuss and Describe the methods of
assessment ofgrowth including use of
PE1.3 WHO and Indian nationalstandards. Y Lecture/SGD Written/vi ComMed
Enumerate the parameters used for vavoce
assessment ofphysical growth in infants
children
and adolescents
Describe themethodsofassessmentofgrowth Written/v
1.3.1 Y Lecture/SGD ivavoce
includinguseofWHOandIndiannational
standards.
1.3.2 DescribeWHOandIndiannationalstandardsforgr Y Lecture/SGD Written/
owthofinfants,children andadolescents. vivavoce
1.3.3 Enumeratetheparametersusedforassessmentofp Y Lecture/SGD Written/v
hysicalgrowthininfants,children and ivavoce
adolescents.
PE1.4 PerformAnthropometricmeasurements,docu Y SGD Documentin 3
ment Logbook
ingrowthchartsandinterpret
1.4.1 Performanthropometricmeasurements Y Clinicalteaching/ Document 3
inchildrenofdifferentagegroups. skilllab inLogboo
k
1.4.2 Documentthemeasuredparametersingrowthc Y Clinicalteaching/ Document 3
hartsandinterpretthefindingson skilllab inLogboo
growthcharts. k
Define development and Discuss the
PE1.5 normaldevelopmentalmilestoneswithrespect Y Lecture/SGD Written/vi Psych
tomotor, vavoce
behavior,social,adaptiveandlanguage
1.5.1 Definedevelopment. Y Lecture/SGD Written/viva
voce
Describe the normal developmental Written/v
1.5.2 milestones withrespect to motor, behavior, Y Lecture/SGD Psych
ivavoce
social, adaptive and languagedomains.
PE1.6 Discussthemethodsofassessmentofdevelopm Y Lecture/SGD Written/viv
ent. a
voce
1.6.1 Discussthemethodsofassessmentofdevelopment Y Lecture/SGD Written/viva
voce
PE1.7 PerformDevelopmentalassessmentandinterp N Bedside/skillsla Documentin 3
ret b Logbook
PerformDevelopmentalassessmentininfantsan Document
1.7.1 N Bedside/skillslab inLogboo 3
dchildrenandinterpret thefindings.
k/skilllab
Topic:CommonproblemsrelatedtoGrowth Numberofcompetencies:(6) Numberofproceduresthatrequirecertification:(NI
L)
PE2.1 Discusstheetiopathogenesis,clinicalfeaturesa Y Lecture/SGD Written/viv
nd a
managementofachildwhofailstothrive voce
2.1.1 Discussthe Y Lecture/SGD Written/v
etiopathogenesisofachildwhofailstothrive. ivavoce
2.1.2 Describetheclinicalfeaturesofachildwhofailstoth Y Lecture/SGD Written/viva
rive. voce
2.1.3 Discussthemanagementofachildwhofailstothrive Y Lecture/SGD Written/v
. ivavoce
PE2.2 Assessmentofachildwithfailuretothriveinclu Y Bedsideclinics Skillsstation
ding
elicitinganappropriatehistoryandexaminatio
n
2.2.1 Elicitanappropriatehistoryinachildwithfailureto Y Bedsideclinics OSCE/Clinica
thrive. l
case
2.2.2 Performacompletephysical Y Bedsideclinics OSCE/Clini
examinationinachildwithfailureto thrive. calcase
PE2.3 Counselingaparentwithfailingtothrivechild Y OSCE Documentin AETCO
Logbook M
OSCE/
2.3.1 Counselaparentofachildwith failuretothrive. Y Skilllab/roleplay Documentin
Logbook

PE2.4 Discuss the etiopathogenesis, clinical Y Lecture/SGD Written/vi

features vavoce
andmanagementofachildwithshortstatur
e
2.4.1 Enumeratecausesof shortstatureinchildren. Y Lecture/SGD Written/viva
voce
2.4.2 Describetheclinicalfeaturesofachildwithshortsta Y Lecture/SGD Written/v
ture. ivavoce
2.4.3 Discussthemanagementofa Y Lecture/SGD Written/v
childwithshortstature. ivavoce
Assessment of a child with short
PE2.5 stature: Y Bedside/skilllab Skillasses
sment
Elicithistory;performexamination,doc
umentand
present.
2.5.1 Elicithistoryinachildwithshortstature. Y Bedside/skilllab Bedside/OSC
E
2.5.2 Performacompletephysical Y Bedside/skilllab Bedside/OSC
examinationinachildwithshortstature. E
 Skillasses
2.5.1 Documentandpresentassessmentofachildwithsh Y Bedside/skilllab sment/
ortstature. bedsidecase
PE2.6 Enumeratethereferralcriteriaforgrowthrelat Y Lecture/SGD Written/viv
ed a
problems voce
2.6.1 Enumeratethereferralcriteriaforgrowthrelatedp Y Lecture/SGD Written/v
roblems ivavoce
Topic:CommonproblemsrelatedtoDevelopment-1 Numberofcompetencies:(8) Numberofproceduresthatrequirecertification:(NIL)
(Developmentaldelay,Cerebralpalsy)
Define, Enumerate and Discuss the
PE.3.1 causes Y Lecture,SGD Written/vi
ofdevelopmentaldelayanddisabilityi va-voce
ncluding
intellectualdisabilityinchildren
3.1.1 Definedevelopmentaldelay. Y Lecture/SGD Written/vi
va-voce
3.1.2 Enumeratecausesofdevelopmentaldelay. Y Lecture/SGD Written/viva
-
voce
3.1.3 DefinedisabilityasperWHO. Y Lecture/SGD Written/vi
va-voce
3.1.4 DefineIntellectualdisabilityinchildren. Y Lecture/SGD Written/viva
-
voce
3.1.5 Gradeintellectualdisabilityintermsofintelligenc Y Lecture/SGD Written/vi
e quotient(IQ). va-voce
PE3.2 Discusstheapproachtoachildwithdevelopme Y Lecture,SGD Written/viv
ntal a-
delay voce
3.2.1 Discussclinicalpresentationofcommoncausesof Y Lecture,SGD Written/Viva
developmentaldelay. voce
3.2.2 Enumerateinvestigationsfordevelopmentaldelay Y Lecture,SGD Written/
. Vivavoce
3.2.3 Based on clinical presentation, make an Y Lecture,SGD Written/
 investigation planfora childwith Vivavoce
developmentaldelay.
3.2.4 Discussdifferentialdiagnosisofdevelopmentaldel Y Lecture,SGD Written/Viva
ay. voce
PE3.3 Assessmentofachildwithdevelopmentaldelay Y Bedside,Skillslab Skill
- assessment
elicitdocumentandpresenthistory
3.3.1 Elicitdevelopmentalhistoryfromaparent/caretak Y Bedside,Skillslab Case/OSCE
er.
3.3.2 Elicitthecurrentdevelopmentalmilestonesofthec Y Bedside,Skillslab OSCE
hild.
3.3.3 Interpret developmental status of a child Y Bedside,Skillslab OSCE
based on thehistoryand examination.
3.3.4 Documentandpresentthedevelopmentalassessm Y Bedside,Skillslab LOGBOOK
ent.
PE3.4 Counselaparentofachildwithdevelopmentald Y DOAPSession Documentin
elay Logbook
3.4.1 Communicatethedevelopmentalstatusofthechild Y DOAPSession Documentin
tothe Logbook
parent.
3.4.2 Counseltheparentsofachildwithdevelopmentald Y DOAPSession Document
elay. inLogboo
k
PE3.5 Discusstheroleofthechilddevelopmentaluniti N Lecture,SGD Written/Viv Com
n a Med
managementofdevelopmentaldelay voce
3.5.1 Enumeratethestructureand N Lecture/SGD Written/Viva Com
compositionofstaffatachild voce Med
developmentunit.
3.5.2 Describerolesofachilddevelopmentunit. N Lecture/SGD Written/ Co
Vivavoce m
Me
d
PE3.6 Discussthereferralcriteriaforchildrenwith Y Lecture,SGD Written/viv
developmentaldelay a
 voce

3.6.1 Enumerateclinicalcriteriafor Y Lecture/SGD Written/v

referralofachildwithdevelopmentaldelay. ivavoce
PE3.7 VisitaChildDevelopmentalUnitandObserveits Y Lecture,SGD Logbook Com
functioning entry Med
3.7.1 Observeandlisttheactivitiesinthechilddevelopme Y Lecture,SGD Logbookentr Com
ntal y Med
unit.
Discuss the etiopathogenesis, clinical
PE3.8 presentationandmultidisciplinaryapproac Y Lecture/SGD Written/vi PMR
hinthemanagement vavoce
ofcerebralpalsy
3.8.1 Definecerebralpalsy. Y Lecture/SGD Written/v
ivavoce
3.8.2 Enumeratecommoncausesofcerebralpalsy. Y Lecture/SGD Written/viva
voce
3.8.3 Describetheetiopathogenesisofcerebralpalsy. Y Lecture/SGD Written/v
ivavoce
3.8.4 Classifycerebralpalsywithrespecttofunctionand Y Lecture/SGD Written/viva
topography. voce
3.8.5 Describe common clinical presentations of Y Lecture/SGD Written/v
different typesofcerebral palsy. ivavoce
3.8.6 Listsomecommonco-morbiditiesinachildwith Y Lecture/SGD Written/v
cerebralpalsy. ivavoce
3.8.7 Describecommoninterventionsformanagemento Y Lecture/SGD Written/viva
fachild voce
withcerebralpalsy.
Topic: Common problems related to Development- Numberofcompetencies:(6) Numberofproceduresthatrequirecertification:(NIL)
2(Scholasticbackwardness,LearningDisabilities,Autis
m,
ADHD)
PE4.1 Discussthecausesandapproachtoachildwith N Lecture,SGD Written/
scholasticbackwardness vivavoce
4.1.1 Definescholasticbackwardness. N Lecture,SGD Written/viva
voce
4.1.2 Listcommoncausesofscholasticbackwardness. N Lecture,SGD Written/v
ivavoce
4.1.3 Discussclinicalassessmentofachildwithscholastic N Lecture,SGD Written/v
backwardness. ivavoce
PE4.2 Discusstheetiology,clinicalfeatures,diagnosis N Lecture,SGD Written/
and vivavoce
managementofachildwithlearningdisabilities
4.2.1 Definelearningdisabilities. N Lecture,SGD Written/viva
voce
4.2.2 Enumeratecausesoflearning disabilities. N Lecture,SGD Written/v
ivavoce
4.2.3 Describeclinicalpresentationofachildwithlearnin N Lecture,SGD Written/viva
g voce
disabilities.
4.2.4 Discussassessmentofachildwithlearningdisabiliti N Lecture,SGD Written/v
es. ivavoce
4.2.5 Discussmanagementoptionsforachildwithl N Lecture,SGD Written/v
earningdisabilities. ivavoce
Discusstheetiology,clinicalfeatures,diagnosis
PE4.3 andmanagementofachildwithAttentionDefici N Lecture,SGD Written/
t vivavoce
HyperactivityDisorder(ADHD)
4.3.1 DefineADHD. N Lecture,SGD Written/viva
voce
4.3.2 DescribeclinicalfeaturesofADHD. N Lecture,SGD Written/v
ivavoce
4.3.3 Discussdiagnosticassessmentofachildwithsuspec N Lecture,SGD Written/viva
ted voce
ADHD.
4.3.4 EnumeratedrugsfortreatmentofADHD. N Lecture,SGD Written/v
ivavoce
PE4.4 Discussetiology,clinicalfeatures,dia N Lecture,SGD Written/
gnosisandmanagementofa vivavoce
childwithautism
4.4.1 DefineAutismSpectrumDisorders(ASD). N Lecture,SGD Written/viva
voce
4.4.2 DiscusscausesofASD. N Lecture,SGD Written/v
ivavoce
4.4.3 DescribeclinicalfeaturesofASD. N Lecture,SGD Written/viva
voce
4.4.4 DiscussclinicalassessmentofASD. N Lecture,SGD Written/v
ivavoce
4.4.5 DiscussmanagementoptionsforachildwithASD. N Lecture,SGD Written/v
ivavoce
PE4.5 DiscusstheroleofChildGuidanceClinicinchildr N Lecture,SGD Written/Viv Psych
en a
withDevelopmentalproblems voce
4.5.1 DescribethestructureofaChildGuidanceClinicwit N Lecture,SGD Written/Viva Psych
h voce
respecttostaffandfacilities.
4.5.2 Enumeratethefunctionsofachild guidanceclinic. N Lecture,SGD Written/V Psych
ivavoce
PE4.6 VisittotheChildGuidanceClinic N Lecture,SGD Documentin Psych
Logbook
4.6.1 Describethefunctioningofchildguidanceclinicinth N Lecture,SGD Document Psych
eirinstitutions. inLogboo
k
Topic:Commonproblemsrelatedtobehaviour Numberofcompetencies:(3) Numberofproceduresthatrequirecertification:(NI
L)
PE 5.1 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written
managementofthumbsucking
5.1.1 Describeclinicalfeaturesofthumbsucking. N Lecture,SGD Written/v
ivavoce
5.1.2 Describediagnosisofthumbsucking. N Lecture,SGD Written/viva
voce
5.1.3 Discuss management strategies for a child N Lecture,SGD Written/v
with thumbsucking. ivavoce
PE 5.2 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written/
managementoffeedingproblems vivavoce
5.2.1 Enumeratecommonfeedingproblems. N Lecture,SGD Written/v
ivavoce
5.2.2 Discussclinicalpresentationsoffeedingproblems. N Lecture,SGD Written/viva
voce
5.2.3 Discussmanagementstrategiesforachildwithfeed N Lecture,SGD Written/v
ingproblems. ivavoce
PE 5.3 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written/Viv
managementofnail-biting a
Voce
5.3.1 Describefeaturesofnailbiting. N Lecture,SGD Written/Viva
Voce
5.3.2 Discussmanagementofnailbiting. N Lecture,SGD Written/V
ivaVoce
PE 5.4 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written/Viv
managementofbreathholdingspells. a
Voce
5.4.1 Describeabreathholdingspell. N Lecture,SGD Written/Viva
Voce
5.4.2 Describethetypesofbreathholdingspells. N Lecture,SGD Written/V
ivaVoce
5.4.3 Discusscausesofbreathholdingspells. N Lecture,SGD Written/Viva
Voce
5.4.4 Discussmanagementofbreathholdingspells. N Lecture,SGD Written/V
ivaVoce
PE 5.5 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written/Viv Psych
managementoftempertantrums a
Voce
5.5.1 Describepresentationofatempertantrum. N Lecture,SGD Written/V
ivaVoce
5.5.2 Discusscausesoftempertantrum. N Lecture,SGD Written/Viva
Voce
5.5.3 Discussmanagementoftempertantrums. N Lecture,SGD Written/Viva
Voce
PE 5.6 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written/Viv
managementofpica a
Voce
5.6.1 Definepica. N Lecture,SGD Written/Viva
Voce
5.6.2 Discusscausesofpica. N Lecture,SGD Written/V
ivaVoce
5.6.3 Discusstreatmentofpica. N Lecture,SGD Written/V
ivaVoce
PE 5.7 Describetheclinicalfeatures,diagnosisand N Lecture,SGD Written/Viv Psych
managementoffussyinfant a
Voce
5.7.1 Describeafussyinfant. N Lecture,SGD Written/Viva
Voce
5.7.2 Enumeratecausesof fussinessinchildren. N Lecture,SGD Written/V
ivaVoce
5.7.3 Discussmanagementoffussinessinachild. N Lecture,SGD Written/V
ivaVoce
PE 5.8 Discusstheetiology,clinicalfeaturesand N Lecture,SGD Written/Viv
managementofenuresis. a
Voce
5.8.1 Defineprimaryandsecondary N Lecture,SGD Written/Viva
enuresisforboysandgirls. Voce
5.8.2 Discussetiologyofprimaryandsecondaryenuresis N Lecture,SGD Written/V
. ivaVoce
5.8.3 Discusspharmacologicalandnon- N Lecture,SGD Written/Viva
pharmacological Voce
managementstrategiesforenuresis.
PE 5.9 Discusstheetiology,clinicalfeaturesand N Lecture,SGD Written/Viv
managementofEncopresis. a
Voce
5.9.1 DescribeEncopresis. N Lecture,SGD Written/V
ivaVoce
5.9.2 DiscusscausesofEncopresis. N Lecture,SGD Written/V
ivaVoce
5.9.3 DescribemanagementofEncopresis. N Lecture,SGD Written/Viva
Voce
PE 5.10 Discusstheroleofchildguidanceclinicinchildr N Lecture,SGD Written/Viv Psych
en a
withbehaviouralproblemsandthereferralcrit Voce
eria
5.10.1 Describetheroleofachildguidanceclinicinchild N Lecture,SGD Written/V
renwithbehaviouralproblems. ivaVoce
5.10.2 Enumeratereferralcriteriaforbehaviouralproble N Lecture,SGD Written/Viva
msin Voce
children.
PE 5.11 VisittoChildGuidanceClinicandobservefuncti N Lecture,SGD Documentin
oning Logbooks
5.11.1 DescribefunctioningofaChildGuidanceClinic. N Lecture,SGD Documentin
Logbooks
Topic:AdolescentHealth&commonproblemsrelatedto Numberofcompetencies:(13) Numberofproceduresthatrequirecertification:(NIL)
Adolescent Health
PE6.1 DefineAdolescenceandstagesofadolescence Y Lecture,SGD Written/viv
a
voce
6.1.1 Defineadolescence. Y Lecture,SGD Written/viva
voce
6.1.2 Enumeratethestagesofadolescence. Y Lecture,SGD Written/v
ivavoce
PE 6.2. Describethephysical,physiologicalandpsycho Y Lecture,SGD Written/viv Psych
logical a
changesduringadolescence(Puberty) voce
6.2.1 Describethephysicalchangesduringadolescence. Y Lecture,SGD Written/viva Psych
voce
6.2.2 Describethephysiologicalchangesduringadolesce Y Lecture,SGD Written/v Psych
nce. ivavoce
6.2.3 Describethepsychologicalchangesduringadolesc Y Lecture,SGD Written/viva Psych
voce
 ence.

PE6.3 Discussthegeneralhealthproblemsduring Y Lecture,SGD Written/viv

adolescence a
voce
6.3.1 Enumeratethegeneralhealthproblemsofadolesce Y Lecture,SGD Written/v
nce ivavoce
6.3.2 Describethegeneralhealthproblemsofadolescenc Y Lecture,SGD Written/v
e ivavoce
PE6.4 Describeadolescentsexualityandcommonpro N Lecture,SGD Written/viv Psych
blems a
relatedtoit voce
6.4.1 Describeadolescentsexuality. N Lecture,SGD Written/viva Psych
voce
6.4.2 Enumeratecommonproblemsrelatedtoad N Lecture,SGD Written/v Psych
olescentsexuality. ivavoce
PE6.5 ExplaintheAdolescentNutritionandcommon Y Lecture,SGD Written/viv Psych
nutritionalproblem a
voce
6.5.1 Describethenutritionalrequirementsofadolescen Y Lecture,SGD Written/viva
ts. voce
6.5.2 Discussthenutritionalproblemsin adolescents. Y Lecture,SGD Written/v Psych
ivavoce
PE6.6 DiscussthecommonAdolescenteatingdisorde N Lecture,SGD Written/viv Psych
rs a
(Anorexianervosa,Bulimia) voce
6.6.1 Describethecommonadolescenteatingprob N Lecture,SGD Written/v Psych
lemslikeAnorexianervosaand ivavoce
Bulimianervosa.
PE6.7 Describethecommonmentalhealthproblemsd Y Lecture,SGD Written/viv Psych
uring a
adolescence voce
6.7.1 Describethecommonmentalhealthproble Y Lecture,SGD Written/v Psych
msduringadolescence. ivavoce
PE6.8 Respectingpatientprivacyandmaintaining Y Bedside Skillstation
confidentialitywhiledealingwithadolescence
6.8.1 Interactwithanadolescentin Y Bedside Skillstation AETCOM
privacyandmaintaining
confidentiality.
PerformroutineAdolescentHealthcheckupinc
ludingeliciting history, performing
PE6.9 examination includingSMR (Sexual Maturity Y Bedsideclinic Skillstation
Rating), growth
assessments(usingGrowthcharts)andsystemi
c examincluding
thyroidandBreastexamandtheHEADSSscreen
ing
6.9.1 Elicitthehistoryfromanadolescent. Y Bedside Skillstation
6.9.2 Assesssexualmaturityrating(SMR)inanadolescen Y Bedside Skillstation
t.
6.9.3 Evaluatethegrowthofanadolescentusinggrowthc Y Bedside Skillstation
harts.
6.9.4 Examinethethyroidglandofanadolescent. Y Bedside Skillstation
6.9.5 Performabreastexamination ofanadolescent. Y Bedside Skillstation
6.9.6 ApplyHEADSSscreeninginadolescentworkup. Y Bedside Skillstation
Discuss the objectives and functions of
PE6.10 AFHS(AdolescentFriendlyHealthServices)an N Lecture,SGD Written/vi
dthereferral vavoce
criteria
6.10.1 Discusstheobjectivesofadolescentfriendlyhealth N Lecture,SGD Written/v
services(AFHS). ivavoce
6.10.2 Enumeratethefunctionsofadolescentfriendlyheal N Lecture,SGD Written/viva
th voce
services(AFHS).
PE6.11 VisittotheAdolescentClinic Y DOAPsession Documentin
Logbook
6.11.1 Visitanadolescentclinicatleastonce. Y DOAPsession Document
inLogboo
k
PE6.12 Enumeratetheimportanceofobesityandother Y Lecture,SGD Written/viv
NCD a
 inadolescents voce

6.12.1 DefineobesityinadolescenceandEnumeratethe Y Lecture,SGD Written/viva

complications. voce
6.12.2 Analyzetheimportanceofnon- Y Lecture,SGD Written/v
communicablediseasesinadolescence. ivavoce
Enumerate the prevalence and the
PE6.13 importance N Lecture,SGD Written/vi
ofrecognitionofsexualdrugabuseinadolescen vavoce
tsand
children
6.13.1 Statetheprevalenceofsexualanddrugabuseamong N Lecture,SGD Written/viva
adolescentsandchildren. voce
6.13.2 Discuss the importance of recognition of N Lecture,SGD Written/v Psych
sexual and drugabuseinadolescentsand ivavoce
children.
Topic:TopromoteandsupportoptimalBreastfeedingfo Numberofcompetencies:(11) Numberofproceduresthatrequirecertification:(01
r )
Infants
PE7.1 Awarenessontheculturalbeliefsandpractices N Lecture,SGD Written/Viv OBG
of a
breastfeeding
7.1.1 Explaintheharmlessandharmfulculturalbe N Lecture,SGD Written/Viva
liefsandpracticesof breastfeeding.
PE7.2 ExplainthePhysiologyoflactation Y Lecture,SGD Written/Viv Physio
a
7.2.1 DescribetheAnatomy ofbreast. Y Lecture,SGD Written/viva
7.2.2 ExplainthePhysiologyoflactation. Y Lecture,SGD Written/viva Physio
Describethecompositionandtypesofbreastmi Written/vi
PE7.3 lk Y Lecture,SGD Physio
vavoce
andDiscussthedifferencesbetweencow’smilk
and
Humanmilk
Written/viva
7.3.1 Describethecompositionofbreastmilk. Y Lecture,SGD, voce
 Written/viva
7.3.2 Describethecompositionofcow'smilk. Y Lecture,SGD voce
Enumeratethedifferencesbetweenbreastmilkand Written/viva
7.3.3 Y Lecture,SGD, voce
cow'smilk.
Describethe Written/viva
7.3.4 Y Lecture,SGD, voce
varioustypesofbreastmilkandtheirchara
cteristiccomposition.
PE7.4 Discusstheadvantagesofbreastmilk Y Lecture,SGD Written/viv
a
voce
7.4.1 Enumeratetheadvantagesofbreastmilk. Y Lecture,SGD Written/viva
voce
PE7.5 Observethecorrecttechniqueof Y Bedside,Skillslab Skill 3
breastfeedingand assessment
distinguishrightfromwrongtechnique
Observecorrecttechniqueof
7.5.1 breastfeedingnotingsignsofgoodattachmentandc Y Bedside Logbook 3
orrectpositioningofmotherand teaching/vide
baby. o/Skilllab
7.5.2 Distinguishcorrectfeedingtechniquefromwron Y Bedside,skillslab OSCE 3
goneonthemother baby dyad. (videoba
sed)
PE7.6 Enumeratethebabyfriendlyhospitalinitiative Y Lecture,SGD Written/
s vivavoce
PE7.6.1 Enumeratecomponentsofthebabyfriendlyhospit Y Lecture,SGD Writtenshort
al notes/vivavo
initiative. ce
Perform breast examination and Identify
PE7.7 commonproblems during lactation such as Y Bedside,Skillslab skillassess OBG
ment
retracted
nipples,crackednipples,breastengorgemen
t,breastabscess
7.7.1 Enumeratecommonproblemsinthemotherduring Y Lecture,Bedside, Written/viva
lactation. skillslab voce
 Skillasses
Examinebreastofalactating sment,OS
7.7.2 motherinanappropriatemanner. Y Bedside,skillslab CE(video
based)
Skillasses
Identifythecommonproblemsafterexaminingt sment,OS
7.7.3 hebreastin lactating mother viz retracted Y Bedside,skillslab CE(video
nipples, cracked nipples,breastengorgement, based)
breastabscess.
PE7.8 Educatemothersonantenatalbreastcareandp Y DOAPsession Documen AETCO
reparemothersforlactation t M
inLogboo
k
7.8.1 Educateandcounselpregnantwomanduringa Y DOAPsession/Cli OSCE
ntenatalperiod in nicalsession
preparationforbreastfeeding.
7.8.2 Educatethepregnantwomanforantenatalbreastca Y DOAPsession/Clin OSCE OBG
re. ical
Session
PE7.9 Educateandcounselmothersforbestpracticesi Y DOAPsession Logbook,OS
nBreastfeeding CE
7.9.1 Enumeratethebestbreastfeedingpractices. Y Lecture,SGD Written/viva
voce
7.9.2 Educatemothersforthebestbreastfeedingpractice Y DOAPsession Logbook,
s. OSCEwithS
P
PE7.10 Respectspatientprivacy Y DOAPsession Documen AETCO
t M
inLogboo
k
7.10.1 Demonstraterespect foramother'sprivacy. Y DOAPsession OSCE
PE7.11 ParticipateinBreastfeedingWeekCelebration Y DOAPsession Documen
t
inLogboo
k
7.11.1 Participateactivelyin Y ActiveParticipatio Documentin
breastfeedingweekcelebrations. nin Logbook
theactivities
Topic:ComplementaryFeeding Numberofcompetencies:(5) Numberofproceduresthatrequirecertification:(NI
L)
PE8.1 DefinethetermComplementaryFeeding Y Lecture,SGD Written/Viv ComMe
a d
voce
PE 8.1.1 Definecomplementaryfeeding. Y Lecture,SGD Written/v
ivavoce
Discusstheprinciples,theinitiation,attributes, Written/
PE8.2 frequency,techniqueandhygienerelatedtoco Y Lecture,SGD Vivavoce ComMed
mplementaryfeeding
includingIYCF
8.2.1 Describetheprinciplesofcomplementaryfeeding. Y Lecture,SGD Written/v
ivavoce
8.2.2 Narratethetypesandattributesofgoodcomplemen Y Lecture,SGD Written/v
taryfoods. ivavoce
8.2.3 Describetheinitiationofcomplementaryfeedingin Y Lecture,SGD Written/viva
differentsituations. voce
8.2.4 Describethefrequencyofcomplementaryfeedin Y Lecture,SGD Written/v
gindifferentsituations. ivavoce
8.2.5 Describethecorrecttechniqueofcomplementaryfe Y Lecture,SGD Written/viva
eding. voce
8.2.6 Enumeratethehygienicpracticestobefolloweddur Y Lecture,SGD Written/v
ingcomplementaryfeeding. ivavoce
PE8.3 Enumeratethecommoncomplimentaryfoods Y Lecture,SGD Written/Viv ComMe
a d
voce
PE 8.3.1 Enumeratecommonlocallyavailablecomplement Y Lecture,SGD SAQ,vivavoce
aryfoods.
PE8.4 ElicithistoryontheComplementaryFeedingha Y BEDSIDE,SKILLL skill ComMe
bits AB assessment d
PE 8.4.1 Elicitafocusedanddetailedhistoryforcomplement Y Bedside OSCE
ary
 feeding.

PE8.5 Counselandeducatemothersonthebestpractic Y DOAPsession DOCUMENT ComMe

esin INLOGBOOK d
complementaryfeeding
8.5.1 Counselthemotherforthebestpracti Y DOAPsession OSCE
cesincomplementaryfeeding.
Topic:Normalnutrition,assessmentandmonitoring Numberofcompetencies:(7) Numberofproceduresthatrequirecertification:(NI
L)
ComMe
PE9.1 Describe the age-related nutritional needs Y Lecture,SGD Written/ d,Bioch
of infants,children and adolescents Vivavoce emi
including micronutrientsandvitamins stry
Listthemacronutrientsandmicronutrientsre Written/Viva
9.1.1 quiredforgrowth. Y Lecture,SGD
voce
Describe the nutritional needs (calorie, Written/Viva
9.1.2 protein,micronutrientsmineralsandvita Y Lecture,SGD
voce
mins)ofaninfant.
Describe the nutritional needs (calorie,
9.1.3 protein,micronutrientsmineralsandvitami Y Lecture,SGD Written/
ns)forchildrenof Vivavoce
differentages.
Describe the nutritional needs (calorie, Written/
9.1.4 protein,micronutrientsmineralsandvitamin Y Lecture,SGD
Vivavoce
s)ofadolescentsofboth genders.
Describe the tools and methods for
PE9.2 assessment Y Lecture,SGD Written/ ComMed
andclassificationofnutritionalstatusofinfants Vivavoce
,children
andadolescents
Listthetoolsrequiredforanthropometricmeasure Written/
9.2.1 ments Y Lecture,SGD
viz.weight,length/height,headcircumferenc Vivavoce
e,midarmcircumference.
Describethemethodofassessmentindetailfordiffe Written/Viv
9.2.2 rentanthropometricmeasurementsforallagegrou Y Lecture,SGD
a
 ps. voce

ClassifythenutritionalstatusasperWHOclassificat Written/
9.2.3 ion Y Lecture,SGD
basedonanthropometricmeasurementdataf Vivavoce
orallagegroups.
PE9.3 ExplainsthecalorificvalueofcommonIndianfo Y Lecture,SGD Written/Viv Biochem
ods a i
voce stry
Explainthecalorieandproteincontentofcommonl Written/Viv
9.3.1 yuseduncookedand cooked cereals. Y Lecture,SGD
a
voce
Explain the calorie and protein content of
9.3.2 commonuncookedfooditemslikedairypro Y Lecture,SGD Written/
ducts,eggs,fruits, Vivavoce
vegetablesetc.
ExplainthecalorieandproteincontentofcommonI Written/
9.3.3 ndiancooked food items e.g. dalia, roti, chapati, Y Lecture,SGD
Vivavoce
khichdi, dal,rice,idli.
PE9.4 Elicit,documentandpresentanappropriate Y Bedside,skilllab Skill ComMed
nutritionalhistoryandperformadietaryrecall Assessment
9.4.1 Takefocusseddietaryhistorybasedonrecallmetho Y Bedside,skilllab OSCE
dfrom
thecaregiver.
9.4.2 Documentthedietaryhistory Y Bedside,skilllab OSCE,
andcalculatecalorieandproteincontent. VIVAVO
CE
9.4.3 Presentthedietaryhistory. Y Bedside,skilllab LONGCASE,
VIVAVOCE
OSCE,C
PE9.5 Calculate the age appropriate calorie Y Bedsideclinic, ComMed
SGD LINICA
requirement
L
inhealthanddiseaseandIdentifygaps CASE
 LONGCASE,
9.5.1 Calculatetherecommendedcalorieandproteinr Y Bedsideclinic,SGD VIVA
equirementforchildrenofallagegroups.
VOCE,OS
CE
9.5.2 Calculatethecalorieandproteincontentof24hourd Y Bedsideclinic,SGD LONGCASE,
ietary VIVAVOCE
intakeby achild.
9.5.3 Calculatethegap(deficit)betweenrecommendedi Y Bedsideclinic,SGD LONG
ntakeofcalorieand protein and actual intake. CASE,VIV
AVOCE
PE9.6 Assessandclassifythenutritionstatusofinfants Y Bedsideclinic, Skill ComMed
, SGD Assessment
childrenandadolescentsandrecognizedeviati
ons
9.6.1 Assessnutritionalstatusfromanthropometricp Y Bedsideclinic,SGD OSCE,Bedsid
arametersforchildren ofall agegroups. e
Interprettheanthropometricmeasurementdatab
9.6.2 y Y Bedsideclinic,SGD OSCE
plottinginappropriateWHOgrowthchartsforc
hildrenofallage groupsand gender.
9.6.3 Classifythetypeanddegreeofundernutritionusing Y Bedsideclinic,SGD OSCE
the
WHOcharts.
9.6.4 Identifyovernutrition(overweightandobesit Y Bedsideclinic,SGD OSCE
y)byusingWHOcharts.
PE9.7 Plananappropriatedietinhealthanddisease N Bedsideclinic, Documentin ComMed
SGD Logbook
9.7.1 Planadietforahealthychildofallagegroups. N Bedsideclinic,SGD Document
inLogboo
k
9.7.2 Plananageappropriatedietforchild ofdifferentage N Bedsideclinic,SGD Documentin
groupswithundernutrition/overnutrition. Logbook
Plan an age appropriate diet for child of
9.7.3 different N SGD Document
agegroupswithfewcommondiseasesviz.Lactose inLogboo
k
 intolerance,
Celiacdisease,ChronicKidney disease

Topic:Providenutritionalsupport,assessmentand Numberofcompetencies:(6) Numberofproceduresthatrequirecertification:(NI

monitoringforcommonnutritionalproblems L)
Define and Describe the
etiopathogenesis, classifyincluding WHO Written/ Physio,B
P E10.1 classification, clinical Y Lecture,SGD Vivavoce iochemi
features,complication and management stry,
of severe
acutemalnourishment(SAM)andmoderat
eacute
Malnutrition(MAM)
10.1.1 Definemalnutrition asperWHO. Y Lecture,SGD Written/Viva
voce
10.1.2 Describetheaetiologyofmalnutrition. Y Lecture,SGD Written/Viva
voce
10.1.3 Discussthepathophysiologyofmalnutrition. Y Lecture,SGD Written/Viva
voce
10.1.4 ClassifythemalnutritionasperWHO. Y Lecture,SGD Written/Viva
voce
Describethecriteriaforsevereacutemalnutriti Written/Viva
10.1.5 on(SAM)andmoderateacutemalnutrition(MA Y Lecture,SGD
voce
M)asperWHO.
DescribetheclinicalfeaturesofMAMandSAMin Written/Viva
10.1.6 cludingmarasmusand kwashiorkor. Y Lecture,SGD
voce
10.1.7 DescribethecomplicationsofSAM. Y Lecture,SGD Written/Viva
voce
DescribethestepsofmanagementofSAMinvolving Written/Viva
10.1.8 stabilizationand rehabilitationphase. Y Lecture,SGD
voce
Describethedomiciliarymanagementofmoder Written/Viva
10.1.9 ateacutemalnutrition (MAM). Y Lecture,SGD
voce
Outline the clinical approach to a child with Written/ Physio,
P E10.2 Y Lecture,SGD Biochem
SAM andMAM Vivavoce
istry
 Describe the clinical approach (algorithmic
10.2.1 approachincludingclinicalhistory,examinationa Y Lecture,SGD Written/
ndinvestigations)to Vivavoce
achild withSAMandMAM.
Assessment of a patient with SAM and
MAM,diagnosis, classification and Bedside, Skillasse Physio,B
P E10.3 planning Y SkillsLab ssment iochemi
managementincludinghospitalandcommu stry
nity-based
intervention,rehabilitationandprevention
10.3.1 Takeclinicalhistoryincludingfocusseddietary Y Bedside OSCE,
historyfromthecaregiver. Longcas
e
10.3.2 Examinethechildincludinganthropometryandsig Y Bedside OSCE,Long
nsof case
vitamindeficiency.
10.3.3 Diagnose and classify the patient as having Y Bedside OSCE,
SAM or Longcas
MAMbasedonclinicalhistory,examinationanda e
nthropometry.
10.3.4 Plantheindividualised home- Y Bedside OSCE,Long
basedmanagementinachild case
withMAMoruncomplicatedSAM.
10.3.5 Planthehospital- Y Bedside OSCE,
basedmanagementofcomplicatedSAMina child. Longcas
e
10.3.6 Planthehospital- Y Bedside OSCE,
basedrehabilitationphasemanagementofcom Longcas
plicated SAM in a child. e
10.3.7 Planpreventionofmalnutritionatalllevels. Y Bedside OSCE,Long
case
P E10.4 Identifychildrenwithundernutritionasper Y DOAPsession Documentin ComMed
IMNCI Logbook
criteriaandplanreferral
10.4.1 IdentifyundernutritionasperIMNCIcriteria. Y DOAPsession Document
inLogboo
 k

10.4.2 Describepre-referraltreatmentasperIMNCI. Y DOAPsession Documentin

Logbook
10.4.3 Planreferralforchildrenwith Y DOAPsession Document
undernutritionasperIMNCIguidelines. inLogboo
k
P E10.5 CounselparentsofchildrenwithSAM andMAM Y Bedsideclinic, Documentin AETCOM
SkillsStation Logbook
10.5.1 Counseltheparentsonrehabilitationofchildrenwit Y Bedsideclinic, OSCE
hSAMandMAM. skillstation
10.5.2 Addressthequeriesraisedbytheparents. Y Bedsideclinic,skil OSCE
l
Station
P E10.6 Enumeratetheroleoflocallypreparedtherape N Lecture,SGD Written/Viv
utic a
dietsandreadytousetherapeutic diets voce
10.6.1 EnumeratethecompositionofReadytousethera N Lecture,SGD Written/vi
peuticfoods(RUTF). vavoce
10.6.2 Enumeratethelocallyavailablehomefoodprepare N Lecture,SGD Written/viva
d with voce
cereals,pulses,sugar,oil,milk and/oreggetc.
10.6.3 DiscusstheroleofRUTF/locallypreparedfoodt N Lecture,SGD Written/vi
oachievecatch- vavoce
upgrowthinmalnourishedchild.
Topic:Obesityinchildren Numberofcompetencies:(6) Numberofproceduresthatrequirecertification:(01
)
Physio/
P E11.1 Describe the common etiology, clinical Y Lecture/SGD Written/Vi NIL Bioche
features andmanagement of vavoce mistry/
obesityinchildren Path

11.1.1 DefineObesityandoverweightasperWHOguideline Y Lecture,SGD Written/vi

s. vavoce
11.1.2 EnumeratecommoncausesofObesityamongchildre Y Lecture,SGD Written/viva
voce
 n.

11.1.3 Describeclinicalfeaturesofobesityincludingco- Y Lecture,SGD Written/vi

morbidities. vavoce
11.1.3 OutlineprinciplesofmanagementofObesityinchildr Y Lecture,SGD Written/viva
en. voce
P E11.2 DiscusstheriskapproachforobesityandDiscuss Y Lecture,SGD Written/Viv Physio,
the a Path
preventionstrategies voce
11.2.1 EnumerateriskfactorsforObesityamongchildren. Y Lecture,SGD Written/vi
vavoce
11.2.2 DescribestrategiesforpreventionofObesity. Y Lecture,SGD Written/vi
vavoce
Assessment of a child with obesity with Bedside,St
P E11.3 regard Y andardize Document
toelicitinghistoryincludingphysicalactivity,ch d inLogbook
arting patients
anddietaryrecall
11.3.1 Elicitadetailedhistoryinachildwithobesityincludin Y Bedsideskilllab Logbook
g
activitycharting.
11.3.2 Obtaindetailed dietaryhistorybyrecallmethod. Y Bedsideclinics, Logbook
skilllab
Examination including calculation of
BMI,measurementofwaisthipratio,Identifyin Bedside,Stan
P E11.4 gexternal Y dardizedpati SkillsStation
ents,Videos
markers like acanthosis, striae, pseudo-
gynecomastiaetc
Bedside
11.4.1 Performanthropometryinanobesechildi Y /Multimediab OSCE
ncludingcalculation ofBMI andWaist ased
HipRatio. tutorial
11.4.2 Identifyphysicalmarkersofobesitylikeacanthosis,s Y Videos/patients OSCE
triae,pseudogynecomastia.
P E11.5 CalculateBMI, Y Bedside,SGD Documentin 3
documentinBMIchartandinterpret Logbook
11.5.1 CalculateandChartBMIaccurately. Y Clinicalpostings Record 3
Logbook
11.5.2 InterpretBMIforagivenpatient. Y Bedsideclinic OSCE 3
P E11.6 Discusscriteriaforreferral Y Lecture,SGD Written/Viv
a
voce
11.6.2 Enumeratecriteriafor referralinanobesechild. Y Lectur Written/vi
e/SGD vavoce
Topic:MicronutrientsinHealthanddisease- Numberofcompetencies:(21) Numberofproceduresthatrequirecertification:(NI
1(Vitamins L)
ADEK,BComplexandC)
PE 12.1 Discuss the RDA, dietary sources of Y Lecture,SGD Written/ Biochemi
Vitamin A andtheirrole Vivavoce stry
inhealthanddisease
RecalltheRDAanddietarysourcesofvitaminAforc Lecture,SGD Written/vi
12.1.1 Y
hildrenofdifferent ages. vavoce
DescribethephysiologyandroleofvitaminAinhealt Lecture,SGD Written/vi
12.1.2 Y
handdisease. vavoce
PE 12.2 Describethecauses,clinicalfeatures,diagnosis Y Lecture,SGD Written/Viv Biochemist
and a r
managementofDeficiency/excessofVitaminA voce y
EnumeratethecausesofVitaminAdeficiency/exces Lecture,SGD Written/vi
12.2.1 Y
sinchildren. vavoce
12.2.2 DescribetheclinicalfeaturesofVitaminADeficiency Y Lecture,SGD Written/viva
/excess voce
inchildren.
DescribethediagnosisandmanagementofVi Lecture,SGD Written/vi
12.2.3 Y
taminADeficiency/excessinchildren. vavoce
PE 12.3 Identifytheclinicalfeaturesofdietarydeficienc Y Bedside,SGD Documentin Biochemist
y Logbook r
/excessofVitaminA y
SGD/clinicalph
12.3.1 IdentifytheclinicalfeaturesofVitaminADeficienc Y otographs/beds OSCE/cas Ophthal
y/excessinchildren. id epresenta
eteaching tion
PE 12.4 DiagnosepatientswithVitaminAdeficiency(VA N Bedside,Skill Documentin Biochemist
D), Station Logbook r
classifyandplanmanagement y
12.4.1 DiagnosepatientswithVAD. N Bedside Document Ophthal
inLogboo mo-logy
k
12.4.2 ClassifythepatientwithVADasperWHO. N SkillStation,Bedsi Skill
station,Do Ophthal
de cumentin mo-logy
Logbook
Skill
12.4.3 PlanmanagementofachildwithVAD. N SkillStation,Bedsi station,Do
de cumentin
Logbook
PE 12.5 DiscusstheVitaminAprophylaxisprogramandt Y Lecture,SGD Written/Viv Biochemist
heir a r
Recommendations voce y
12.5.1 EnumeratethecomponentsoftheNationalvitamin Y Lecture,SGD Written/vi ComMed
Aprophylaxisprogram. vavoce
PE 12.6 DiscusstheRDA,dietarysourcesofVitaminDan Y Lecture,SGD Written/Viv Biochemist
d its a r
roleinhealthanddisease voce y
DescribetheRDAanddietarysourcesofvitaminDfor Lecture,SGD Written/vi
12.6.1 Y
thepediatricagegroups. vavoce
12.6.2 DescribetheroleofvitaminDinhealthanddisease. Lecture,SGD Written/viva
voce
Written / Biochemi
PE 12.7 Describe the causes, clinical features, Y Lecture,SGD vivavoce stry,
Rickets diagnosis andmanagement of vitamin D
deficiency (VDD)/ Physi
excess(Rickets&Hypervitaminosis D) o,Pat
h
12.7.1 ListthecausesofRickets/HypervitaminosisD Y Lecture,SGD Written/viva
inchildren. voce
DescribetheclinicalfeaturesandDescribetheunder Lecture,SGD Written/vi
12.7.2 Y
lyingpathophysiologyofRickets/Hypervitaminosi vavoce
 sD.

Describe the diagnosis and management Lecture,SGD Written/vi

12.7.3 Y
of Rickets /HypervitaminosisD. vavoce
Biochemi
PE 12.8 Identify the clinical features of dietary Y Bedside,Skillsla Document stry,
deficiency ofVitaminD b inLogbook Physio,Pat
h
Clinical case OSCE/
12.8.1 IdentifytheclinicalfeaturesofRickets(VDD). Y orphotograp clinicalcas
hs/bedsidete e
aching
AssesspatientswithVitaminDdeficiency,diagn Biochemist
PE 12.9 Y Bedside,skilllab Document r
ose,classifyandplanmanagement inLogbook
y,Radiol
ogy
12.9.1 Diagnosepatientswith Rickets. Y Bedside Documentin
Logbook/OS
CE
12.9.2 ClassifythepatientwithRickets. Y SkillStation,Bedsi Skill
de station,Do
cument
inLogboo
k
12.9.3 Planmanagementand follow-upofpatient Y Skillstation Logbook
withRickets.
12.9.4 Identifynon- Y Skillstation Logbook
responsetoVDDmanagementandIdentify
needforreferral.
PE 12.10 DiscusstheroleofscreeningforVitaminDdeficie Y Lecture,SGD Written/viv
ncy a
voce
Listthesociodemographicfactorsassociatedwithvi Lecture,SGD Written/viva
12.10.1 taminDdeficiency. Y
voce
 DescribetheprevalenceandpatternsofVD Lecture,SGD Written/viva
12.10.2 Dintheregion/country. Y
voce
DiscusstheroleofscreeningforVDDindifferen Written/viva
12.10.3 tgroups(high-risk/population). Y Lecture/SGD
voce
PE 12.11 DiscusstheRDA,dietarysourcesofVitaminEand N Lecture,SGD Written/Viv Biochemist
its a r
roleinhealthanddisease voce y
DescribetheRDAanddietarysourcesofvitaminEfor Lecture,SGD Written/viva
12.11.1 thepediatricage. N Biochemistr -
voce y
12.11.2 DescribetheroleofvitaminE inhealthanddisease. N Lecture,SGD Written/viva Biochemistr
voce y
PE12.12 Describethecauses,clinicalfeatures,dia N Lecture,SGD Written/V Biochemist
gnosisandmanagementofdeficiencyofV ivavoce ry
itaminE
12.12.1 ListthecausesofdeficiencyofVitaminEinchildren. N Lecture,SGD Written/viva Biochemistr
voce y
12.12.2 DescribetheclinicalfeaturesofdeficiencyofVitamin N Lecture,SGD Written/viva Biochemistr
E. voce y
Describethediagnosisandmanagementofdeficienc Lecture,SGD Written/viva
12.12.3 yofVitaminE. N -
voce
Lecture,SGD Biochemi
PE 12.13 Discuss the RDA, dietary sources of N Written/ stry,
Vitamin K Vivavoce Physio,
andtheirroleinhealthanddisease Path
DescribetheRDAand Lecture,SGD Written/viva
12.13.1 dietarysourcesofvitaminKforthepediatricage. N Biochemistr -
voce y
12.13.2 DescribetheroleofvitaminKinhealthanddisease. N Lecture,SGD Written/viva Biochemistr
voce y
Biochemi
PE 12.14 Describe the causes, clinical features, N Lecture Written/ stry,
diagnosismanagement&preventionofdeficien group,SmallD Vivavoce Physio,
cyofVitaminK iscussion Path
ListthecausesofdeficiencyofVitaminKinchildrenof Written/viva
12.14.1 differentages. N Lecture/SGD Biochemistr
voce y
12.14.2 ListtheclinicalfeaturesofdeficiencyofVitaminK. N Lecture/SGD Written/viva Biochemistr
voce y
Describethediagnosisandmanagementofdeficienc Lecture/SGD Written/viva
12.14.3 yofVitaminK. N - -
voce
PE 12.15 DiscusstheRDA,dietarysourcesofVitaminBand Lecture,SGD Written/Viv - Biochemist
its a r
roleinhealthanddisease voce y
Describe the RDA and dietary sources of Written/viva
12.15.1 various vitamins Bforthepediatricagegroup. Y Lecture/SGD - Biochemistr -
voce y
12.15.2 DescribetheroleofvitaminBinhealthanddisease. Y Lecture/SGD Written/viva - Biochemistr
voce y
Biochemis
Describe the causes, clinical features, Lecture,SGD Viva/SA try, Com
PE 12.16 diagnosis Y Q/MCQ - Med,Derm
andmanagementofdeficiencyofBcomplexvi ,
tamins Hematolog
y
ListthecausesofdeficiencyofBcomplexvita Written/viva - Biochemistr
12.16.1 minsinchildren Y Lecture/SGD y,ComMed
voce
Written/vi Biochemistr
12.16.2 DescribetheclinicalfeaturesofdeficiencyofBcompl Y Lecture/SGD - y,Derm,
exvitamins vavoce
Hematology
Describethediagnosisand Written/viva -
12.16.3 managementofdeficiencyofBcomplexvitamins Y Lecture/SGD Hematology
voce
PE 12.17 IdentifytheclinicalfeaturesofVitaminBcomple Y Bedside,Skillsla Documentin - Derm,
x b Logbook Hematolog
Deficiency y
IdentifytheclinicalfeaturesofdeficiencyofBc Clinicalcase Derm,He
12.17.1 omplexvitamins Y /slides/bedside OSCE - matology
teaching
PE 12.18 DiagnosepatientswithvitaminBcomplexdefici Y Bedside, Documentin - Derm
ency Skillslab Logbook Hematolog
andplanmanagement y
12.18.1 DiagnosepatientswithvitaminBcomplexdeficienc Y Bedside, Document - Derm,He
y Clinicalphot inLogboo matology
 ographs k
Skill
12.18.2 PlanmanagementforachildwithvitaminBc Y SkillStation,Beds station,Do -
omplexdeficiency ide,Case- cumentin
basedlearning Logbook
PE 12.19 DiscusstheRDA,dietarysourcesofvitaminCand N Lecture,SGD Written/Viv Biochemist
theirroleinhealthanddisease a r
voce y
ListtheRDAanddietarysourcesofvitaminC Lecture,SGD Written/viva
12.19.1 forthepediatricage N - Biochemistr -
voce y
12.19.2 DescribetheroleofvitaminCinhealthanddisease N Lecture,SGD Written/viva - Biochemistr
voce y
PE 12.20 Describethecauses,clinicalfeatures,diagnosis N Lecture,SGD Written/Viv Biochemist
and a r
managementofdeficiencyofvitaminC(scurvy) voce y
12.20.1 ListthecausesofdeficiencyofVitaminCinchildren N Lecture,SGD Written/viva - Biochemistr
voce y
12.20.2 Describetheclinicalfeaturesofdeficiencyofvitamin N Lecture,SGD Written/viva - Biochemistr
C voce y
Describethediagnosisandmanagementofdeficienc Lecture,SGD Written/viva
12.20.3 yofvitaminC N - -
voce
PE 12.21 IdentifytheclinicalfeaturesofvitaminCdeficien N Bedside,Skill Documentin -
cy lab Logbook
Clinicalcase
12.21.1 Identifytheclinicalfeaturesofdeficiencyofvitamin N /slides/bedsideDocument - -
C. teaching inLogbookO
SCE
Clinical case Documentin
12.21.2 Differentiatetheclinicalfeaturesofdeficiencyofvita N orphotograph/ - -
minC(scurvy)fromthosedueto VDD(rickets). Logboo
bedsideteaching
k,OSCE/
case
Topic:MicronutrientsinHealthanddisease-2:Iron,Iodine, Numberofcompetencies:(14) Numberofproceduresthatrequirecertification:(NI
Calcium,Magnesium L)
 Lecture,SGD Path,Bioc
PE 13.1 Discuss the RDA, dietary sources of Iron and Y Written/ hemistr
their roleinhealthanddisease Vivavoce y
13.1.1 RecalltheRDAofIronin childrenofallagegroups. Y Lecture,SGD Written/v
ivavoce
13.1.2 EnumeratethedietarysourcesofIronandDiscussth Y Lecture,SGD Written/viva
eirrole voce
inhealthanddisease.
Describe the causes, diagnosis and Lecture,SGD Written/vi Path,
PE 13.2 Y Biochemi
management ofIrondeficiency vavoce
stry
13.2.1 Enumeratethecausesofirondeficiency. Y Lecture,SGD Written/viva
voce
13.2.2 Describethediagnosisofirondeficiency. Y Lecture,SGD Written/v
ivavoce
13.2.3 Describemanagementofirondeficiency. Y Lecture,SGD Written/viva
voce
Path,Bioc
PE 13.3 Identifytheclinicalfeaturesof Y Bedside/skilllab Document hemistr
dietarydeficiencyofIronandmakeadiagnosis inLogbook y
Document
inLogbook
13.3.1 Identifytheclinicalfeaturesofdietaryirondeficienc Y Bedside/skilllab /OSCE/Cli
y. nical
case
Document
Make a clinical diagnosis of dietary deficiency inLogbook
13.3.2 of Iron afterappropriatehistory and Y Bedside/skilllab /OSCE/Cli
examination. nical
case
Bedside Path,Bioc
PE 13.4 InterprethemogramandIronPanel Y clinic/Small SkillAsses hemistr
groupdiscussion sment y
SkillAsses
13.4.1 Identifythefeaturesofirondeficiencyanemiaina Y Bedsideclinic/S sment/
bloodfilm. mallgroupdiscu OSCE
ssion
 Bedsideclinic/S SkillAsses
13.4.2 Identifyabnormalhematologicalindicesonahemog Y mallgroupdiscu sment/OS
ram. ssion
CE
Bedsideclinic/S SkillAsses
13.4.3 Interprethemogram. Y mallgroupdiscu sment/
ssion OSCE
Bedsideclinic/S SkillAsses
13.4.4 Interpretabnormalvaluesoftheironpanel. Y mallgroupdiscu sment/
ssion OSCE
PE 13.5 ProposeamanagementplanforIRONdeficiency Y Bedside/skilllab Skill Path,
Anemia assessment Pharm
MakeamanagementplanforIrondeficiencyan Skillassess
13.5.1 Y Bedside/skilllab ment/OSCE
emiainchildrenofdifferent ages.

PE 13.6 DiscusstheNationalanemiacontrolprograman Y Lecture,SGD Written/viv Pharm,

dits a ComMed
recommendations voce
13.6.1 Describe the components of National Y Lecture,SGD Written/v
anemia controlprogramand ivavoce
itsrecommendations.
PE 13.7 DiscusstheRDA,dietarysourcesofIodineandits Y Lecture,SGD Written/viv Biochemist
role a r
inHealthanddisease voce y
13.7.1 RecalltheRDAofIodinein children. Y Lecture,SGD Written/viva
voce
13.7.2 EnumeratethedietarysourcesofIodineandtheirrol Y Lecture,SGD Written/v
einHealthand disease. ivavoce
PE 13.8 Describethecauses,diagnosisandmanagement Y Lecture,SGD Written/viv Biochemist
of a r
deficiencyofIodine voce y
13.8.1 EnumeratethecausesofIodinedeficiency. Y Lecture,SGD Written/viva
voce
13.8.2 DiscussthediagnosisofIodinedeficiency. Y Lecture,SGD Written/v
ivavoce
13.8.3 DescribethemanagementofIodinedeficiency. Y Lecture,SGD Written/v
ivavoce
PE 13.9 IdentifytheclinicalfeaturesofIodinedeficiency N Bedside Clinical Biochemist
disorders clinic assessment r
y
13.9.1 IdentifytheclinicalfeaturesofIodinedeficiencydiso N Bedside Clinical
rders. clinic assessment
Lecture/ Biochemi
PE 13.10 Discuss the National Goiter Control Y Smallgroup Written/vi stry,
program and itsrecommendations discussion vavoce ComMed
13.10.1 Discuss the National Goiter Control Y Lecture/Smallgr Written/v
program and theRecommendations. oupdiscussion ivavoce
Lecture/
PE 13.11 Discuss the RDA, dietary sources of Y Smallgroup Written/vi Biochemi
Calcium and itsroleinhealthanddisease discussion vavoce stry

13.11.1 RecalltheRDAofCalciuminchildren. Y Lecture/Smallgro Written/viva

up voce
discussion
13.11.2 Enumeratethedietarysourcesofcalcium. Y Lecture/Smallgr Written/v
oupdiscussion ivavoce
13.11.3 Explaintheroleofcalciuminhealthanddisease. Y Lecture/Smallgr Written/v
oupdiscussion ivavoce
Lecture/
PE 13.12 Describe the causes, clinical features, Y Smallgroup Written/vi Biochemi
diagnosis discussion vavoce stry
andmanagementofCalciumDeficiency
13.12.1 EnumeratethecausesofCalciumDeficiency. Y Lecture/Smallgr Written/v
oupdiscussion ivavoce
13.12.2 DescribetheclinicalfeaturesofCalciumDeficiency. Y Lecture/Smallgr Written/v
oupdiscussion ivavoce
13.12.3 DiscussthediagnosisofCalciumDeficiency. Y Lecture/Smallgro Written/viva
up voce
discussion
13.12.4 DiscussthemanagementofCalciumDeficiency. Y Lecture/Smallgr Written/v
oupdiscussion ivavoce
 Lecture/
PE 13.13 Discuss the RDA, dietary sources of N Smallgroup Written/vi Biochemi
Magnesium discussion vavoce stry
andtheirroleinhealthanddisease
13.13.1 RecalltheRDAofMagnesiumin children. N Lecture/Smallgro Written/viva
up voce
discussion
13.13.2 ListthedietarysourcesofMagnesiumandtheirr N Lecture/Smallgr Written/v
oleinhealthand disease. oupdiscussion ivavoce
Describe the causes, clinical features, Lecture/Small Written/vi Biochemi
PE 13.14 N groupdi
diagnosis andmanagementofMagnesium vavoce stry
Deficiency scussion
13.14.1 EnumeratethecausesofMagnesiumDeficiency. N Lecture/Smallgro Written/viva
up voce
discussion
13.14.2 DescribetheclinicalfeaturesofMagnesiumDeficien N Lecture/Smallgro Written/viva
cy. up voce
discussion
13.14.3 DiscussthediagnosisofMagnesiumDeficiency. N Lecture/Smallgr Written/v
oupdiscussion ivavoce
13.14.4 DiscussthemanagementofMagnesiumDeficiency. N Lecture/Smallgro Written/viva
up voce
discussion
Topic:Toxicelementsandfreeradicalsandoxygentoxicity Numberof Numberofproceduresthatrequirecertification:(NI
competencies:(5) L)
PE 14.1 Discusstheriskfactors,clinicalfeatures,diagno Lecture/Small Written/viv Pharm
sis Group a
andmanagementofLeadPoisoning discussion voce
14.1.1 Enumeratetheriskfactorsforleadpoisoninginchild N Lecture/Smallgr Written/v
ren. oupdiscussion ivavoce
14.1.2 Describetheclinicalfeaturesofleadpoisoning. N Lecture/Smallgro Written/viva
up voce
discussion
14.1.3 Discussthediagnosisofleadpoisoning. N Lecture/Smallgr Written/v
oupdiscussion ivavoce
14.1.4 Describethemanagementofachildwithleadpo N Lecture/Smallgr Written/v
isoningincludingprevention. oupdiscussion ivavoce
PE 14.2 Discusstheriskfactors,clinicalfeatures,diagno N Lecture/Smallgr Written/v ENT
sis oupdiscussion ivavoce
andmanagementofKeroseneaspiration
14.2.1 Enumeratetheriskfactorsfor keroseneaspiration. N Lecture/Smallgr Written/v
oupdiscussion ivavoce
14.2.2 Describetheclinicalfeatures N Lecture/Smallgr Written/v
ofkeroseneaspiration. oupdiscussion ivavoce
14.2.3 Discussthediagnosisofkeroseneaspiration. N Lecture/Smallgro Written/viva
up voce
discussion
14.2.4 Describe the management of a child N Lecture/Smallgr Written/v
with keroseneaspiration. oupdiscussion ivavoce
Lecture/
PE 14.3 Discuss the risk factors, clinical features, N Smallgroup Written/vi Pharm
diagnosisandmanagementofOrganophos discussion vavoce
phoruspoisoning
14.3.1 Enumeratetheriskfactorsfororganophosphorusp N Lecture/Smallgro Written/viva
oisoning. up voce
discussion
14.3.2 Describe the clinical features of N Lecture/Smallgr Written/v
organophosphoruspoisoning. oupdiscussion ivavoce
14.3.4 Discussthediagnosisoforganophosphoruspoisoni N Lecture/Smallgr Written/v
ng. oupdiscussion ivavoce
14.3.5 Describethemanagementofachildwithorganopho N Lecture/Smallgro Written/viva
sphorus up voce
poisoning. discussion
Lecture/
PE 14.4 Discusstheriskfactors,clinicalfeatures,dia N Smallgroup Written/vi Pharm
gnosisandmanagementofparacetamolpoi discussion vavoce
soning
14.4.1 Enumeratetheriskfactorsforparacetamolpoisonin N Lecture/Smallgr Written/v
g. oupdiscussion ivavoce
14.4.2 Describetheclinicalfeaturesofparacetamolpoisoni N Lecture/Smallgr Written/v
ng. oupdiscussion ivavoce
14.4.3 Discussthediagnosisofparacetamolpoisoning. N Lecture/Smallgro Written/viva
up voce
discussion
14.4.4 Discussthemanagementofa N Lecture/Smallgr Written/v
childwithparacetamolpoisoning oupdiscussion ivavoce
includingprevention.
Lecture/
PE 14.5 Discusstheriskfactors,clinicalfeatures,diagn N Smallgroup Written/vi
osisandmanagement ofOxygentoxicity discussion vavoce

14.5.1 Enumeratetheriskfactorsforoxygentoxicity. N Lecture/Smallgro Written/viva

up voce
discussion
14.5.2 Describetheclinicalfeaturesofoxygentoxicity. N Lecture/Smallgr Written/v
oupdiscussion ivavoce
14.5.3 Discussthediagnosisofoxygentoxicity. N Lecture/Smallgr Written/v
oupdiscussion ivavoce
14.5.4 Discussthemanagementofa N Lecture/Smallgro Written/viva
childwithoxygentoxicity. up voce
discussion
Topic:Fluidandelectrolytebalance Numberofcompetencies:(7) Numberofproceduresthatrequirecertification:(NI
L)
Lecture/
PE 15.1 Discussthefluidandelectrolyterequirementinh Y Smallgroup Written/vi
ealthanddisease discussion vavoce
15.1.1 Statethefluidrequirementofahealthyneonate. Y Lecture/Smallgr Written/v
oupdiscussion ivavoce
15.1.2 Describethefluidandelectrolyterequirementsofhe Y Lecture/Smallgr Written/v
althychildrenofdifferent ages. oupdiscussion ivavoce
15.1.3 Describethefluidrequirementsincommondiseases Y Lecture/Smallgro
of up
children. discussion
Discusstheclinicalfeaturesandcomplicationsof Lecture/Small
PE 15.2 fluid groupdi
and electrolyte imbalance and scussion
outline themanagement
15.2.1 Definehyponatremiaandhypernatremia. Y Lecture/Smallgro Written/viva
up voce
discussion
15.2.2 Definehypokalemiaandhyperkalemia. Y Lecture/Smallgro Written/viva
up voce
discussion
15.2.3 Describetheclinicalfeaturesofachildwhohasdeh Y Lecture/Smallgr Written/v
ydrationorfluid overload. oupdiscussion ivavoce
Outlinethemanagementofachildwhohasdehydr Y Lecture/Smallgr Written/v
15.2.4 ationorfluidoverload. oupdiscussion ivavoce
Enumeratethesymptomsandsignsofhyponatre Y Lecture/Smallgr Written/v
15.2.5 miaandHypernatremia. oupdiscussion ivavoce
15.2.6 Enumeratethesymptomsandsignsofhypokalemi Y Lecture/Smallgr Written/v
aandhyperkalemia. oupdiscussion ivavoce
Outline the management of a child with Y Lecture/Smallgr Written/viva
15.2.7 hyponatremia /hypernatremia. oupdiscussion
15.2.8 Outlinethemanagementofachildwithhypokalemia Y Lecture/Smallgro Written/viva
or up voce
Hyperkalemia. discussion
PE 15.3 Calculatethefluidandelectrolyterequirementin Y Bedside,SGD Skillassessm
health ent
15.3.1 Calculatefluidrequirementinhealthychildrenofd Y Bedside,SGD Skillassessme
ifferentages. nt
15.3.2 Calculateelectrolyterequirementinhealthychildre Y Bedside,SGD Skillassessme
nof nt
differentages.
PE 15.4 Interpretelectrolytereport Y Bedside/SGD Skill
assessment
Interpretreportsofdyselectrolytemia.
15.4.1 Y Bedside/SGD Skillassessme
nt
PE 15.5 Calculatefluidandelectrolyteimbalance Y Bedside/SGD Skill
assessment
15.5.1 Calculatefluidrequirementofthechildtocorrectfl Y Bedside/SGD Skillassessme
uidimbalance. nt
15.5.2 Calculateelectrolytecorrectionforagivenscenario. Y Bedside/SGD Skillassessme
 nt
PE 15.6 Demonstratethesteps ofinserting Y Skilllab Skill
anIVcannulaina assessment
model
15.6.1 Demonstrateinsertingan Y Skilllab Mannequin
intravenouscannulaonamodelinaskilllaboratory
.
PE 15.7 Demonstratethestepsofinsertinganinterosseo Y Skilllab Skill
us assessment
lineinamannequin
Demonstrateinsertinganintraosseousca
15.7.1 nnulainamannequin. Y Skilllab Mannequin

Topic:IntegratedManagementof NeonatalandChildhood Numberofcompetencies:(3) Numberofproceduresthatrequirecertification:(NI

Illnesses(IMNCI)Guideline L)
Explain the components of Integrated Lecture,SGD Written/vi
PE16.1 Management ofNeonatal and Childhood Y
vavoce
Illnesses (IMNCI)
guidelinesandmethodofRiskstratification
Lectur Written/v
16.1.1 StatethecomponentsofIMNCIapproach. Y e/SGD ivavoce
,
IMNCIvideos
16.1.2 Explaintheriskstratification asperIMNCI. Y Lectur Written/v
e/SGD ivavoce
PE16.2 Assesschildren<2monthsusingIMNCIguideline Y DOAP Documentin
s Logbook
Document
16.2.1 Demonstrateassessmentoftheyounginfant<2mo Y DOAP, inLogboo
nthsageasper IMNCIguidelines. Video k/
bedsidesessio
n
Document
16.2.2 Classifytheyounginfants<2 Y DOAP, inLogboo
monthsageaspertheIMNCIclassification. Video k/
 bedside

16.2.3 Identifythetreatmentinyounginfants<2mont Y DOA Document

hsasperIMNCI. P,SG inLogboo
D k
DOAP,
16.2.4 CounselparentsasperIMNCIguidelines. Y SGD,roleplay, Document
inLogboo
Video k/
Assesschildren>2monthsto5yearsusingI
PE16.3 MNCIguidelinesandstratify risk Y DOAP Document
inLogbook

Demonstrateassessmentofthechild>2monthsto5y DOAP, Document

16.3.1 Y Video
earsasperIMNCIformat. inLogbook,
OSCE
Classifythechildren>2monthsto5yearsaspertheI DOAP, Document
16.3.2 Y Video
MNCIclassification. inLogbook,
OSCE
16.3.3 Identifythetreatmentinchildren>2monthsto5year Y DOA Document
sasperIMNCIguidelines. P,SG inLogboo
D k
16.3.4 CounselparentsasperIMNCIguidelines. Y DOAP, Documentin
SGD,roleplay,Vide Logbook,OSC
o E
Topic:TheNational Health programs, NHM Numberofcompetencies:(02) Numberofproceduresthatrequirecertification:(NI
L)
PE17.1 State the vision and outline the goals, Y Lectur Written/vi ComMed
strategies andplan of action of NHM and e/SGD vavoce
other important nationalprograms
pertaining to maternal and child
healthincludingRMNCHA+,RBSK,RKSK,
JSSK, mission
IndradhanushandICDS
17.1.1 Listthenationalhealthprogramspertainingtomat Y Lecture/SGD Written/v
ernalandchild health. ivavoce
17.1.2 Outlinevision,goals,strategiesandplan Y Lecture/SGD Written/v
ofactionofNHM. ivavoce
Outlinethevision,goals,strategiesandplanofa
17.1.3 ctionofotherimportant nationalprogramsfor Y Lecture/SGD Written/v
maternalandchildhealth – ivavoce
RMNCHA+,RBSK,RKSK,JSSK,
missionIndradhanushandICDS.
Analyze the outcomes and appraise the
PE17.2 monitoringandevaluation ofNHM Y Debate Written/vi ComMed
vavoce

17.2.1 Critically Y Debate, Written/viva

analyzetheimpactofNHMandothernational SGD voce
healthprogramsonmaternal andchildhealth.
17.2.2 AppraisethemonitoringandevaluationofNHMa Y Debat Written/v
ndotherhealthprograms. e,SGD ivavoce
Topic:TheNationalHealthPrograms:RCH Numberofcompetencies:(8) Numberofproceduresthatrequirecertification:(NI
L)
PE18.1 List and explain the components, plan, Y Lectur Written/vi ComMed OBG
outcome ofReproductive Child Health (RCH) e/SGD vavoce
program and appraiseitsmonitoring and
evaluation
18.1.1 Statethecomponents, Y Lecture/SGD Written/v
strategyandtargetedoutcomeofRCHprogram. ivavoce
18.1.2 Listtheprerequisitesandroleofaccredited Y Lecture/SGD Written/v
socialhealthactivist(ASHA). ivavoce
 Lecture/SGD Written/v
18.1.3 AnalyzethemonitoringandevaluationofRCHprogra Y
m. ivavoce
PE 18.2 Explainpreventiveinterventionsforchildsurviv Y Lecture/ SGD Written/viva ComMed OBG
aland voce
safemotherhood
18.2.1 Listthepreventiveinterventionsforchildsurvivalan Y Lecture/SGD Written/viva
dsafe voce
motherhood.
Explainthepreventiveinterventionsforchildsurv Lecture/SGD Written/v
18.2.2 Y
ivalandsafe motherhood. ivavoce
Conduct antenatal examination of
PE 18.3 womenindependentlyandapplyat- Y Bedside Skillstation ComMed OBG
riskapproachinantenatal
care
18.3.1 Conductantenatalexaminationofwomenindepend Y Bedside, Skillstation
ently. Video
18.3.2 Applyat-riskapproachinantenatalcare. Y Bedsid Skillstation
e,Vide
o
PE 18.4 Provideintra- Y DOAPsession, Documentin ComMed OBG
natalcareandconductanormaldelivery Skillslab Logbook
inasimulatedenvironment
18.4.1 Demonstratethestepsofintra-natalmonitoringina Y DOAPsession,Skill Documentin
simulatedenvironment. s Logbook
Lab,Video
DOAPsession,S
18.4.2 Demonstratetheuseofaportogram. Y killsLab, Document
Video inLogboo
k
DOAPsession,S
18.4.3 Conductanormaldeliver Y killslab, Document
yinasimulatedenvironm Video inLogboo
ent. k
PE 18.5 Provideintra- Y DOAPsession Documentin OBG
natalcareandobservetheconductofa Logbook
normaldelivery
 Demonstratethepreparationofvariouscomp DOAPsession Document
18.5.1 Y
onentsofintranatalcare. inLogboo
k
DOAPsession Documentin
18.5.2 Observeandassistinconductofanormaldelivery. Y
Logbook
PerformPostnatalassessmentofnewbornand Bedside, SkillAsse
PE 18.6 mother, provide advice on breastfeeding, Y ComMed OBG
SkillLab ssment
weaning andonfamily planning
18.6.1 Performpostnatalassessmentofnewborn. Y Bedside, SkillAssessm
SkillLab ent
18.6.2 Performpostnatalassessmentofmother. Y Bedside,Skill SkillAssessm
Lab ent
Giveadvicetothemotheroninitiationandmainte Bedside,
18.6.3 nanceofexclusive breastfeeding, common Y SkillLab SkillAssessm
ent
problems seen
duringbreastfeeding,weaningand
familyplanning.
PE 18.7 Educateandcounselcaregiversofchildren Y roleplay OSCE/Skill AETCOM
Assessment
Educateandcounselcaregiversofchildrenonnewbo Role
18.7.1 Y playVi SkillAssessm
rncare entOSCE
includingprovidingwarmth,feeding,andprev deo
ention ofinfection,immunizationand
dangersigns.
PE18.8 Observetheimplementationoftheprogramby Y Bedside,Skill Documentin ComMed OBG
visitingtheRuralHealthCenter Lab Logbook
18.8.1 Makeobservationsontheimplementationoftheprog Y Ruralhealth Documentin
ramby center Logbook
visitingtheRuralHealth Center. visit
Topic:NationalPrograms,RCH-UniversalImmunization Numberofcompetencies:(16) Numberofproceduresthatrequirecertification:(0
program 1)
PE19.1 Explain the components of the Y Lecture Written/vi Com
UniversalImmunizationProgram(UIP)an /SGD vavoce
dtheNationalImmunization Med,Micro
Program(NIP) ,Biochemis
try
19.1.1 ExplainthecomponentsofUIPandNIP. Y Lecture/ Written/viva
SGD voce
19.1.2 ListthevaccinescoveredunderUIPandNIP. Y Lectur Written/v
e/SGD ivavoce
 Com
PE 19.2 Explain the epidemiology of vaccine Y Lectur Written/vi Med,Mic
preventablediseases(VPDs) e/SGD vavoce ro,
Biochemist
ry
19.2.1 DescribetheepidemiologyofindividualVPDs. Y Lecture/ Written/viva
SGD voce
PE 19.3 Vaccinedescriptionwithregardtoclassification Y Lecture/ Written/viva ComMed,
of SGD voce Micro,
vaccines,strainused,dose,route,schedule,risks,
 benefitsandsideeffects, indicationsand Biochemist
contraindications ry
Classifyvaccinesaccordingtotypeofvaccine. Lectur Written/v
19.3.1 Y e/SGD ivavoce
19.3.2 DescribethecompositionoftheNIPvaccinesinclu Y Lectur Written/v
dingthestrainused. e/SGD ivavoce
19.3.3 Statethedose,routeandscheduleofallvaccinesunde Y Lectur Written/v
rNIP. e/SGD ivavoce
19.3.4 Recalltherisks,benefits,sideeffects,indicationsand Y Lecture/ Written/viva
contraindicationsofvaccinesunderNIP. SGD voce
Com
PE 19.4 Define cold chain and discuss the Y Lectur Written/vi Med,Mic
methods of safestorageand e/SGD vavoce ro,
handlingofvaccines Biochemist
ry
Lecture/SGD Written/v
19.4.1 Definecoldchainanddiscussitsimportanceforvacci Y
nes. ivavoce
19.4.2 Listthevariouscoldchainequipment. Y Lecture/SGD Written/viva
voce
Describe the appropriate storage of vaccines in Lecture/SGD Written/v
19.4.3 domesticrefrigerator,icelinedrefrigerator(ILR) Y ivavoce
andvaccinecarriers.
Enumerate the precautions for maintaining Lecture/SGD
19.4.4 vaccines Y Written/v
atappropriatetemperatureincludingtheuseofva ivavoce
ccinevial
monitor(VVM).
Explainthemethodofcoldchainmaintenanceduring Lecture/SGD Written/viva
19.4.5 Y
a voce
vaccinesession.
Discuss immunization in special situations –
HIVpositive children, immunodeficiency, Written/vi Com
PE 19.5 pre-term, organtransplants, those who Y Lecture/ SGD vavoce Med,Micro
received blood and ,Biochemis
bloodproducts,splenectomisedchildren,adol try
escents, and travelers
 Explain immunization in special situations –
HIV positivechildren,immunodeficiency,pre- Written/v
19.5.1 term,organtransplants,thosewhoreceivedblo Y Lecture/SGD ivavoce
odandblood products,
splenectomisedchildren,adolescents,travelers.
 Assess patient forfitness for immunization
PE 19.6 and prescribe an age appropriate Y Out Patient SkillAsse 5
immunization schedule clinics,Skillslab ssment

19.6.1 Assesspatientfitnessforimmunization. Y OutPatientclin SkillAssessm 5

ics,Skillslab entOSCE
19.6.2 Makeanageappropriateplanforimmunizationi Y OutPatientclin SkillAssessm 5
ncludingcatchup doses. ics,Skillslab entOSCE
19.6.3 Prescribethecorrectvaccine,dose,routeofadminist Y OutPatientclinics, SkillAssessme 5
ration Skillslab nt
forthechild.
PE 19.7 Educateandcounselapatientforimmunization Y DOAPsession Documentin
Logbook
19.7.1 Educatetheparentsabouttheimportanceofvaccines Y DOAP Document
. session,Role inLogboo
play k
19.7.2 Counselparentsforageappropriatevaccines,thesch Y DOAPsession, Documentin
edule Roleplay Logbook,OSC
andtimingandtheexpectedsideeffects. E
Lecture/s
PE 19.8 Demonstrate willingness to participate in Y mallgrou Document ComMed
the nationalandsubnational p inLogbook
immunizationdays discussion
19.8.1 Participateinthenational(NIDs)andsub Y Small Document
nationalimmunization days(SNIDs). group,NIDs inLogboo
andSNIDs k
Lecture/s
Describe the components of safe vaccine mall Written/vi
PE 19.9 practice –Patient education/ counselling; Y groupdisc vavoce AETCOM
adverse eventsfollowing immunization, ussion/
safe injection
practices,documentationandmedico- Immunizati
legalimplications onclinic
19.9.1 Describethecomponentsofsafevaccinepractices- Y Lecture/SGD Written/viva AETCOM
patient voce
education/counseling.
 Describeadverseeventsfollowingimmuniz Lecture/SGD Written/v
19.9.2 ationandstandardprecautionstoprevent Y ivavoce
them.
Listsafeinjectionpracticesanddocumentati Lecture/SGD Written/v
19.9.3 Y
onduringimmunization. ivavoce
Demonstratenecessarydocumentationandm Lecture/SGD Written/v
19.9.4 Y
edicolegalimplicationsofimmunization. ivavoce
PE 19.10 Observethehandlingandstoringofvaccines Y DOAPsession Written/viva
voce
19.10.1 Observe and note the correct handling Y DOAP Vivavoce/OS
and storing ofvaccines. session,Vide CE
os
PE 19.11 DocumentImmunizationinanimmunizationrec Y OutPatientclinic Skill
ord s, assessment
Skillslab
19.11.1 DocumentImmunizationinanimmunizationrecord. Y OutPatien tclinics, Skillassessme
Skillslab nt
OSCE
PE 19.12 ObservetheadministrationofUIPvaccines Y DOAPsession Documentin ComMed
Logbook
19.12.1 Observeanddocumenttheadministrationofvaccine Y DOAPsession Document
s. inLogboo
k
PE 19.13 Demonstratethecorrectadministrationofdiffer Y DOAPsession Documentin ComMed
ent Logbook
vaccinesinamannequin
Preparevaccinesbymaintaininghandhygien DOAP Document
19.13.1 eandskinsterilization. Y session,Skill inLogbook,
station OSCE
19.13.2 Administeravaccineinthemannequinbycorrectr Y DOAP Document
oute(IM,SC,ID)for thecorrectvaccine. session,Ski inLogbook,
ll station OSCE
PE 19.14 PracticeInfectioncontrolmeasuresandappropr Y DOAPsession Documentin ComMed
iate Logbook
handlingofthesharps
19.14.1 PracticeInfectioncontrolmeasures. Y DOAPsession Documentin
Logbook
19.14.2 Practiceappropriatehandlingofthesharps. Y DOAPsession Document
inLogboo
k
PE 19.15 ExplainthetermimpliedconsentinImmunizatio Y Smallgroup Written/viva
n discussion voce
services
19.15.1 ExplainthetermimpliedconsentinImmunizationse Y Smallgroup Written/viva
rvices. discussion voce
Enumerate available newer vaccines and Lecture/s
PE 19.16 theirindicationsincludingpentavalentpneu N mallgrou Written/vi
mococcal, p vavoce
rotavirus,JE,typhoidIPV& HPV discussion
Enumeratenewervaccines(pneumococcal,ro Lecture/SGD Written/v
19.16.1 tavirus,JEtyphoid,IPV, N ivavoce
influenza&HPVvaccines).
 Listtheindicationsfornewervaccinessuchaspneum Lecture/SGD Written/v
19.16.2 N
ococcal,JE,typhoid, influenza&HPV vaccines ivavoce
Topic:CareoftheNormalNewbornandHighriskNewborn Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(NIL)
Definethecommonneonatalnomenclaturesincl Lecture/ SGD
PE 20.1 Y Written/vi
udingthe classification and describe the vavoce
characteristics of
aNormalTermNeonateandHighRiskNeonates
Lecture/SGD Written
20.1.1 DefinetheNeonatalandPerinatalperiod. Y
/Vivavoce
Lecture/SGD Written/Viva
20.1.2 Definelivebirthandstillbirth. Y
voce
Classifytheneonateaccordingtobirthweightinto Lecture/SGD Written
20.1.3 Y
differentcategories. /Vivavoce
Lecture/SGD Written
20.1.4 Classifytheneonateaccordingtoperiodofgestation. Y
/Vivavoce
20.1.5 Classifytheneonateasperintrauterinegrowthperce Y Lecture/SGD Written/Viva
ntiles. voce
20.1.6 DefineNeonatalMortalityRate(NMR)andP Y Lecture,SGD. Written
erinatalMortalityRate. /Vivavoce
20.1.7 Describethecharacteristicsofanormaltermneonate Y Lecture,SGD. Written/Viva
. voce
20.1.8 Describethecharacteristicsofthehigh-riskneonate. Y Lecture,SGD. Written
/Vivavoce
PE 20.2 Explainthecareofanormalneonate Y Lecture,SGD Written/Viv
a
voce
20.2.1 EnumeratethecomponentsofEssentialNewbornCa Y Lecture,SGD Written
re /Vivavoce
20.2.2 Enumeratethestepsofcareofthenormalneonateatb Y Lecture,SGD. Written/Viva
irth. voce
20.2.3 Explainthecareofthenormal Y Lecture,SGD. Written
neonateduringthepostnatalperiod. /Vivavoce
20.2.4 Listthecriteriafordischargeofanormalneonatefro Y Lecture,SGD. Written/Viva
mthe voce
Hospital
PE 20.3 PerformNeonatalresuscitationinamanikin Y DOAP/SKILLLAB Logbook
20.3.1 Performallthestepsofroutinecareona manikin. Y DOAP/skilllab Logbook/OSC
E
20.3.2 Demonstratetheinitialstepsofneonatalresuscit Y DOAP Logbook
ationinamanikininthecorrectsequence. entry/OS
CE
20.3.3 Demonstratethemethodofcountingtheheartrateof Y DOAP Skilllab/OSCE
the
neonateduringresuscitation.
20.3.4 Demonstratethemethodofadministeringfreeflo Y DOAP Skillstatio
woxygenduringresuscitation. n/OSCE
20.3.5 Checkthefunctionsofallpartsofthe self- Y DOAP Logbook
inflatingbag. entry/OSCE
20.3.6 Demonstrate the method of positive pressure Y DOAP Logbook
ventilation(PPV)inamanikinusingappropriatesi entry/OS
zeofbagandmask. CE
20.3.7 Checksthesignsofeffectivepositivepressureventila Y DOAP Logbook/OSC
tion. E
20.3.8 Initiatecorrectivestepsincorrectsequenceforin Y DOAP Logbook
effectiveventilationinsimulatedsettings. entry/OS
CE
20.3.9 Demonstratethemethodofplacementoforogastri Y DOAP Logbookentry
ctubeduringprolonged PPV in a manikin.
Demonstratethe‘thumbtechnique’and‘twofinger Logboo
20.3.10 Y DOAP kentry/
technique’ofprovidingchestcompressionina skill
manikin. station/OSCE
20.3.11 Preparecorrectdilutionofadrenalineinjection. Y DOAP Logbook
20.3.12 IdentifythecorrectsizeofLaryngoscopeandend Y DOAP Logbook
otrachealtubebasedongivenbirth entry/OS
weight/gestationcorrectly. CE
20.3.13 Demonstratethetechniqueofendotrachealintubati Y DOAP Logbookentry
onina
manikincorrectly.
PE 20.4 Assessmentofanormalneonate Y Bedside/Skilllab Skill
assessment
20.4.1 Elicittherelevantgeneral,antenatal,natalandp Y Bedside/Skilllab Skillassessme
ostnatalhistoryofthemother. nt
20.4.2 Demonstratethetouchmethodofassess Y Bedside/Skilllab Skillassessme
mentoftemperatureina newborn. nt
20.4.3 Demonstratethemethodofrecordingaxillaryandre Y Bedside/Skilllab Skillassessme
ctal nt
temperatureinaneonatalmanikin.
20.4.4 Demonstratethecountingofrespiratoryrateinaneo Y Bedside/Skilllab Skillassessme
nate. nt
20.4.5 DemonstratetheelicitingofcapillaryrefilltimeCR Y Bedside/Skilllab Skillassessme
Tinanewborn. nt
20.4.6 Demonstratecountingtheheartrateinaneonate. Y Bedside/Skilllab Skillassessm
ent
20.4.7 Measureweight,length,headcircumferencea Y Bedside/Skilllab Skillassessm
ndchestcircumferencein aneonate/manikin ent
accurately.
20.4.8 Performagestationalassessmentbyphysicaland Y Bedside/Skilllab Skillassessm
neurologicalcriteriainaneonate. ent
20.4.9 Performaheadtotoeexaminationoftheneonate. Y Bedside/Skilllab Skillassessm
ent
20.4.10 Elicitcommonneonatalreflexeslikerooting,sucking Y Bedside/Skilllab Skillassessm
,grasp, ent
andMoro’sreflexcorrectly.
20.4.11 Performarelevantsystemicexaminationofaneonat Y Bedside/Skilllab Skillassessm
e ent
PE 20.5 Counsel/educatemothersonthecareofneonate Y DOAP Logbookent
s ry
CounselmothersusingtheGALPACtechnique(Gre Logbookdoc
20.5.1 et,Ask,Listen,Praise,Advise,Checkforunderstand Y DOAP umentation/
ing) OSCE
appropriately.
20.5.2 Educatemothersregardingcareoftheeyes,skinan Y DOAP Logbookdoc
dcordstumpofthe neonate. umentation
Logbookdoc
20.5.3 Educatethemotherforpreventionofinfections. Y DOAP umentation/
OSCE
Logbookdoc
20.5.4 Educatemothersregardingbathingroutineandclea Y DOAP umentation/
nliness. OSCE
20.5.5 Counselthemotherregardingherownnutritionand Y DOAP Logbookdoc
health. umentation
Explain the follow-up care for neonates
PE 20.6 includingBreastfeeding,Temperaturemainte Y DOAP Logbookdo
nance, cumentatio
n
immunization,importanceofgrowthmonitori
ngandredflags.
20.6.1 Counselthemothersabouttheimportanceofexclusi Y DOAP Logbook
ve documentatio
 breastfeedingappropriately. n

20.6.2 Educate the mother regarding harmful effects of Y DOAP Logbookdoc

pre-lactealsandnon-humanmilk. umentation
20.6.3 Explaintothemothertheimportanceoffrequentb Y DOAP Logbookdoc
reastfeedingincludingnightfeeds. umentation
20.6.4 Educatethemotherregardingcommonlactationpro Y DOAP Logbookdoc
blems umentation
Logbookdoc
20.6.5 Explaintothemotherthemethodsofkeepingthebab Y DOAP umentation/
ywarmathome. OSCE
Logbookdoc
20.6.6 DemonstratethetechniqueofKangarooMotherCa Y DOAP umentation/
reinamanikinand simulated mother. OSCE
Explainthescheduleofimmunizationasperthenat Logbookdoc
20.6.7 Y DOAP umentation/
ionalimmunizationschedulecorrectly.
OSCE
Logbookdoc
20.6.8 Counseltheparentsonimportanceofregularvisittot Y DOAP umentation/
hewellbabyclinic for growth monitoring. OSCE
Logbookdoc
20.6.9 Explaintotheparentstheredflagsignsforurgentvi Y DOAP umentation/
sittohospital. OSCE
PE 20.7 Discusstheetiology,clinicalfeaturesand Y Lecture/ SGD Written/Viv
managementofBirthasphyxia a
voce
DefinebirthasphyxiaasperNNF(NationalNeonat Lecture/SGD Written
20.7.1 Y
ologyForum)and WHO,AAP guidelines. /Vivavoce
20.7.2 Enumeratetheetiologyofbirthasphyxiabasedonant Y Lecture,SGD Written
enatal,nataland postnatal factors. /Vivavoce
20.7.3 Describetheclinicalfeaturesofbirthasphyxia. Y Lecture,SGD Written/Viva
voce
20.7.4 Listthecomplicationsofhypoxicischemicencephalo Y Lecture,SGD Written
pathy. /Vivavoce
20.7.5 Describethepostresuscitationmanagementofthe Y Lecture,SGD Written/Viva
asphyxiatedneonate. voce
Discuss the etiology, clinical features and
PE 20.8 managementofrespiratorydistressinNewbor Y Lecture,SGD Written
nincludingmeconium /Vivavoce
aspirationandtransienttachypneaofnewborn.
20.8.1 DefineRespiratoryDistressinaneonate(asperNN Y Lecture,SGD Written
Fguidelines). /Vivavoce
20.8.2 Enumeratethecommonetiologiesofrespiratoryd Y Lecture,SGD Written
istressbasedon timeofonset andgestation. /Vivavoce
20.8.3 EnumeratetheparametersoftheDownesscorefor Y Lecture,SGD Written/Viva
assessmentofseverityofrespiratorydistress. voce
20.8.4 DescribetheclinicalfeaturesandcomplicationsofMe Y Lecture,SGD Written
coniumAspiration Syndrome (MAS). /Vivavoce
20.8.5 DiscussthemanagementofMAS. Y Lecture,SGD Written/Viva
voce
20.8.6 DiscusstheclinicalfeaturesandmanagementofTr Y Lecture,SGD Written
ansientTachypneaofNewborn. /Vivavoce
20.8.7 Describetheetiologyandclinicalfeaturesof Y Lecture,SGD Written
HyalineMembraneDisease. /Vivavoce
20.8.8 DiscussthemanagementincludingpreventionofHM Y Lecture,SGD Written/Viva
D. voce
PE 20.9 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv
ement a
ofbirthinjuries. voce
20.9.1 Definebirthinjury(asperNationalVitalStatisticsRep Y Lecture,SGD Written
ort). /Vivavoce
20.9.2 Enumeratethecommonbirthinjuriesinneonates Y Lecture,SGD Written
/Vivavoce
20.9.3 Discusstheetiologyandriskfactorsofbirthinjuries Y Lecture,SGD Written/Viva
voce
Discuss the clinical features of common birth
injuries Written
20.9.4 like,cephalhematoma,subgalealhemorrhage,brac Y Lecture,SGD /Vivavoce
hialplexusandfacialnerveinjury, boneandsoft
tissueinjuriesand intra-
abdominalinjuries,fractures.
20.9.5 Discussthemanagementincludingpreventionofc Y Lecture,SGD Written
ommonbirth injuries /Vivavoce
PE 20.10 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv
ement a
ofhemorrhagicdiseaseofnewborn voce
20.10.1 Enumeratethecausesofhemorrhagicdiseaseofnew Y Lecture,SGD Written/Viva
born voce
accordingtotimeofonset.
20.10.2 DiscusstheroleofvitaminKdeficiencyinhem Y Lecture,SGD Written
orrhagicdiseaseofnewborn. /Vivavoce
20.10.3 Describetheclinicalfeaturesofearly,classicalandlat Y Lecture,SGD Written
eonsethemorrhagicdiseaseofnewborn. /Vivavoce
20.10.4 Outlinethestepsofmanagementandpreventionof Y Lecture,SGD Written/Viva
hemorrhagicdiseaseofnewborn. voce
Discusstheclinicalcharacteristics,complicati
PE 20.11 onsandmanagementoflowbirthweight(prete Y Lecture,SGD Written
rmandsmall /Vivavoce
forgestation).
20.11.1 Describetheclinicalcharacteristicsofpreterm, Y Lecture,SGD Written
smallforgestationand /Vivavoce
lowbirthweightnewborns.
20.11.2 Enumeratethecomplicationsinthepreterm,smallfo Y Lecture,SGD Written/Viva
r voce
gestationandlowbirthweightnewborns
20.11.3 Describethemanagementofthepreterm,small Y Lecture,SGD Written
fordateandlowbirthweight newborns. /Vivavoce
20.11.4 Enumeratethecriteriafordischargeoflowbirt Y Lecture,SGD Written
hweightbabiesfrom hospital-basedcare. /Vivavoce
20.11.5 Listthefollowupadvicefor Y Lecture,SGD Written/Viva
lowbirthweightnewborns. voce
Discussthetemperatureregulationinneonates, Written
PE 20.12 clinicalfeaturesandmanagementofNeonatal Y Lecture,SGD
/Vivavoce
Hypothermia.
Written/Viva
20.12.1 Enumeratethemodesofheatlossinanewborn. Y Lecture,SGD voce
20.12.2 Describethemechanismofthermoregulationinthe Y Lecture,SGD Written/Viva
newborn. voce
20.12.3 ClassifyhypothermiainnewbornsasperNNFcriteria Y Lecture,SGD Written
. /Vivavoce
20.12.4 Describetheclinicalfeaturesofanewbornwithcol Y Lecture,SGD Written
dstress,moderatehypothermiaandseverehypot /Vivavoce
hermia.
20.12.5 Discussthemanagementofcoldstress,moderate Y Lecture,SGD Written/Viva
hypothermiaandseverehypothermia. voce
20.12.6 Outlinethepreventionofhypothermiainnewbor Y Lecture,SGD Written
nby‘tenstepsofthewarmchain’. /Vivavoce
20.12.7 ExplaintheKangarooMotherCareforpreventionof Y Lecture,SGD Written/Viva
hypothermiainnewborns. voce
PE 20.13 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viva
ement voce
ofNeonatalhypoglycemia.
20.13.1 Definehypoglycemiainnewborn. Y Lecture,SGD Written
/Vivavoce
20.13.2 Enumeratetheetiologyofhypoglycemiainthenewb Y Lecture,SGD Written/Viva
orn. voce
Enumeratethe“atrisknewborns”needingroutinebl Written
20.13.3 ood Y Lecture,SGD
sugarmonitoringforhypoglycemia. /Vivavoce
20.13.4 Describetheclinicalfeaturesofhypoglycemiainthe Y Lecture,SGD Written/Viva
newborn. voce
20.13.5 Discussthemanagementofa Y Lecture,SGD Written
newbornwithasymptomaticandsymptomatic /Vivavoce
hypoglycemia.
20.13.6 Enumeratethemeasuresfor Y Lecture,SGD Written
preventionofhypoglycemiainnewborn. /Vivavoce
PE 20.14 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv
ement a
ofNeonatalhypocalcemia. voce
20.14.1 Defineneonatalhypocalcemia. Y Lecture,SGD Written/Viva
voce
20.14.2 Enumeratetheriskfactorsfor earlyandlateonset Y Lecture,SGD Written/Viva
hypocalcemia. voce
20.14.3 Describetheclinicalfeaturesofneonatalhypocalcem Y Lecture,SGD Written/Viva
ia. voce
20.14.4 Outlinethemanagementofneonatalhypocalcemia. Y Lecture,SGD Written
/Vivavoce
PE 20.15 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv
ement a
ofneonatalseizures. voce
20.15.1 Enumeratetheclinicaltypesofseizuresinthenewbor Y Lecture,SGD Written
n. /Vivavoce
20.15.2 Enumeratethekeydifferentiatingfeaturesbetween Y Lecture,SGD Written/Viva
seizures voce
 andjitteriness.

20.15.3 Describethecommoncausesofneonatalseizuresa Y Lecture,SGD Written

ccordingtotimeofonset ofseizure. /Vivavoce
20.15.4 Discusstheclinicalfeaturesofthecommoncauses Y Lecture,SGD Written
ofneonatalseizures. /Vivavoce
20.15.5 Listtheprimarydiagnostictestsindicatedin Y Lecture,SGD Written
neonatalseizures. /Vivavoce
20.15.6 Elaboratethestepwisealgorithmicapproachforthe Y Lecture,SGD Written/Viva
managementofneonatalseizures. voce
PE 20.16 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv
ement a
ofneonatalsepsis. voce
20.16.1 Defineneonatalsepsis,probablesepsis,severesepsi Y Lecture,SGD Written
s,septicshock /Vivavoce
20.16.2 ClassifyEarlyandlateneonatalsepsis. Y Lecture,SGD Written/Viva
voce
20.16.3 Enumeratetheorganismsresponsibleforcausing Y
earlyandlateonset sepsis.
20.16.4 Enumeratetheriskfactorsofearlyandlateonsetne Y Lecture,SGD Written
onatalsepsiscorrectly. /Vivavoce
20.16.5 Describetheclinicalfeaturesofearlyonsetandlateon Y Lecture,SGD Written/Viva
set voce
neonatalsepsis
20.16.6 Enumeratethecommonlyusedlaboratorytestsfor Y Lecture,SGD Written
diagnosisofneonatal sepsis. /Vivavoce
20.16.7 Recalltheinterpretationofapositive sepsisscreen. Y Lecture/SGD Written
/Vivavoce
20.16.8 Describetheapproachtoanewbornwithsuspectede Y Lecture,SGD Written/Viva
arly voce
onsetsepsis.
20.16.9 Describetheapproachtoanewbornwithsuspe Y Lecture,SGD Written
ctedlateonset sepsis. /Vivavoce
20.16.8 Listthecommonlyusedantibiotics(withdosageand Y Lecture,SGD Written/Viva
duration voce
oftherapy)inthemanagementofneonatalsepsis.
20.16.9 Describethesupportiveand N Lecture/SGD Written/v
adjunctivetherapyinmanagementofneo ivavoce
natalsepsis.
20.16.9 Discussthemeasuresforpreventionofearlyonset Y Lecture,SGD Written
 andlateonsetsepsis. /Vivavoce

PE 20.17 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv

ement a
ofPerinatalinfections. voce
20.17.1 DefinePerinatalinfection. Y Lecture,SGD Written/Viva
voce
 Discuss the etiology and risk factors for
20.17.2 acquisition ofcommon Perinatal infections like Y Lecture,SGD Written
Herpes, /Vivavoce
Cytomegalovirus,Toxoplasmosis,Rubella,HIV,Va
ricella,HepatitisBvirusand
syphilis.
20.17.3 DescribetheclinicalfeaturesofthecommonP Y Lecture,SGD Written
erinatalinfections. /Vivavoce
20.17.4 OutlinethemanagementofthecommonPerinatalinf Y Lecture,SGD Written/Viva
ections. voce
20.17.5 Enumeratethemeasuresfor Y Lecture,SGD Written
preventionofcommonPerinatalinfections. /Vivavoce
PE 20.18 IdentifyandstratifyriskinasickneonateusingIM Y DOAP Documentin
NCI Logbook
guidelines
20.18.1 Identifypossibleseriousbacterialinfection/jaundic Y DOAP Documentin
eand Logbook
stratifythesickneonateasperIMNCI.
20.18.2 Identifyandstratifydehydrationinasickneon Y DOAP Document
atewithdiarrheaasper IMNCI. inLogboo
k
20.18.3 Classifydiarrheaintoseverepersistentdiarrheaa Y DOAP Document
ndseveredysenteryasper IMNCIguidelines. inLogboo
k
20.18.4 Checkforfeedingproblemandmalnutritionandstrat Y DOAP Documentin
ify. Logbook
20.18.5 Assessbreastfeedingandcheckforsignsofgoodatt Y DOAP Document
achmenttothebreastina neonate. inLogboo
k
20.18.6 Interpretandclassifytheneonateonthebasisofwe Y DOAP Document
ightforagez scoresweightcategoriesaccurately. inLogboo
k
PE 20.19 Discusstheetiology,clinicalfeaturesandmanag Y Lecture/SGD Written/Viv
ement a
ofNeonatalhyperbilirubinemia. voce
20.19.1 Describetheetiologyofneonatalhyperbilirubinemi Y Lecture/SGD Written/Viva
a voce
20.19.2 Differentiatethecausesofneonataljaundicebasedo Y LectureSGD Written
nageofonsetand duration ofjaundice. /Vivavoce
20.19.3 Enumeratethecommoncausesofunconjugatedand Y Lecture/SGD Written/Viva
conjugatedhyperbilirubinemiainthenewborn. voce
20.19.4 Differentiatebetweenphysiologicalandpathologica Y Lecture/SGD Written
ljaundiceinthenewborn. /Vivavoce
20.19.5 Discusstheclinicalfeaturesofcommoncausesofn Y Lecture/SGD Written
eonataljaundice /Vivavoce
20.19.6 Describetheimportantclinicalfeaturesofacutebilir Y LectureSGD Written/Viva
ubin voce
encephalopathy.
20.19.7 Listtheinvestigationstobeperformedintheeval Y Lecture/SGD Written
uationofneonatalhyperbilirubinemia. /Vivavoce
20.19.8 Categorizetheriskinneonatalhyperbilirubinemiab Y Lecture/SGD Written/Viva
asedon voce
theAmericanAcademyofPediatricsBilirubinNomo
gram.
20.19.9 Identify a neonate requiring phototherapy Y Lecture/SGD Written
as per /Vivavoce
theAmericanAcademyofPediatricsBilirubi
nNomogram.
Identifyaneonaterequiringexchangetransfusionas
20.19.10 pertheAmerican Y Lecture/SGD Written
AcademyofPediatricsBilirubinNomogram /Vivavoce
correctly.
20.19.11 Describethecareofthebabyreceivingphototherapy. Y Lecture/SGD Written
/Vivavoce
Explainthemechanismofphototherapy. Written
20.19.12 Y Lecture/SGD
/Vivavoce
20.19.13 Detailthemethodofadministeringphototherapy. Y Lecture/SGD Written/Viva
voce
Identify clinical presentations of common
PE 20.20 surgicalconditions in the newborn Y Lecture/ SGD Written/
including TEF, vivavoce
esophagealatresia,analatresia,cleftlipandp
alate,congenital
diaphragmaticherniaandcausesofacuteabdom
en.
Describeclinicalpresentationsofcommonsurgical
conditionsin the newborn like Tracheo- Written
20.20.1 esophageal fistula Y Lecture/SGD /Vivavoce
(TEF),esophagealatresia,analatresia,cleftlip
andpalateand
 congenitaldiaphragmaticherniacorrectly.

20.20.2 Enumeratethecausesofacuteabdomeninthenewbo Y Lecture/SGD Written

rn /Vivavoce
20.20.3 Recallthecausesofacuteabdomeninthenewbornba Y Lecture/SGD Written/Viva
sedon voce
thepresentingclinicalfeatures.
Topic:Genito-Urinarysystem Numberofcompetencies:(17) Numberofproceduresthatrequirecertification:(NI
L)
Enumeratetheetiopathogenesis,clinicalfeatu Small Written
PE21.1 Y groupdisc /Vivavo Micro
res,complicationsandmanagementofUrinary
ussion ce
Tract
infection(UTI)inchildren
21.1.1 DefineUTIasperstandardcriteria. Y Lecture/SGD Written/Viva
voce
EnumeratetheorganismscausingUTIinchildrenofd Lecture/SGD Written
21.1.2 Y
ifferentages. /Vivavoce
Lecture/SGD Written/Viva
21.1.3 Describetheclinicalfeaturesofsimple&complicated Y
UTI. voce
OutlinediagnosticworkupforchildrenwithUTIat Lecture/SGD Written
21.1.4 Y
differentages. /Vivavoce
Describe the treatment including the choice of Written
21.1.5 Y Lecture/SGD /Vivavoce
antibiotics anddurationofantibiotic therapyfor
treatingsimple&
complicatedUTI.
Lecture/SGD Written
21.1.6 EnumeratethecomplicationsofUTIchildren. Y
/Vivavoce
Enumeratetheetiopathogenesis,clinicalfeature Written
PE21.2 s, Y Lecture/ SGD /Vivavoce Path
complications and management of
acute post-
streptococcalGlomerularNephritisinc
hildren
21.2.1 Defineacuteglomerulonephritis. Y Lecture/SGD Written/Viva
voce
21.2.2 Elaboratepathogenesisofimmunemediated Y Lecture/SGD Written
nephriticsyndrome /Vivavoce
21.2.3 DescribetheclinicalfeaturesofPost- Y Lecture/SGD Written
StreptococcalGlomerulonephritis(PSGN /Vivavoce
)
21.2.4 EnumeratethecomplicationsofPSGN. Y Lecture/SGD Written/Viva
voce
21.2.5 EnumeratetheinvestigationsforPSGN. Y Lecture/SGD Written
/Vivavoce
21.2.6 EnumerateindicationsofkidneybiopsyinPSGN. Y Lecture/SGD Written/Viva
voce
21.2.7 OutlinemanagementofPSGN. Y Lecture/SGD Written
/Vivavoce
PE21.3 Discusstheapproachandreferralcriteriatoachil Y Lecture/ SGD Written/Viv Path
d a
withProteinuria voce
21.3.1 Listcausesofglomerular&nonglomerularProteinur Y Lecture/SGD Written
ia. /Vivavoce
21.3.2 Definenephroticsyndrome. Y Lecture/SGD Written/Viva
voce
21.3.3 Enumeratecausesofnephroticsyndrome. Y Lecture/SGD Written
/Vivavoce
21.3.4 Outlinetheapproachtoachildwithfirstepisodeofne Y Lecture/SGD Written/Viva
phrotic voce
syndrome.
21.3.5 Listthecomplicationsofnephroticsyndrome. Y Lecture/SGD Written
/Vivavoce
21.3.6 Listindicationsofkidneybiopsyinnephroticsyndro Y Lecture/SGD Written
me. /Vivavoce
21.3.7 Outlinethemanagementofinitialepisode nephrotic Y Lecture/SGD Written/Viva
syndromeandsubsequentrelapse. voce
21.3.8 ListtheCriteriaforreferralofachildwithproteinuria. Y Lecture/SGD Written
/Vivavoce
PE21.4 Discusstheapproachandreferralcriteriatoachil Y Lecture/ SGD Written/Viv Anat
d a
withhematuria voce
21.4.1 Enumeratecausesofhematuriainchildrenofdiffere Y Lecture/SGD Written/Viva
ntages voce
21.4.2 Outlinedifferencesbetweenglomerular&nongl Y Lecture/SGD Written
omerularhematuria /Vivavoce
21.4.3 Listinvestigationsforachildwithhematuria Y Lecture/SGD Written
/Vivavoce
21.4.4 Listindicationsofkidneybiopsyin hematuria Y Lecture/SGD Written/Viva
voce
21.4.5 Listcriteria forreferralforachildwithhematuria Y Lecture/SGD Written
/Vivavoce
 Enumerate the etiopathogenesis, clinical Written
PE21.5 features,complicationsandmanagementofAcut Y Lecture/ SGD /Vivavoce Path
eRenalFailure
inchildren
21.5.1 Defineacutekidneyinjury(AKI)asperKDIGO. Y Lecture/SGD Written/Viva
voce
21.5.2 OutlineclassificationofAKI. Y Lecture/SGD Written
/Vivavoce
21.5.3 EnumeratecausesofAKI. Y Lecture/SGD Written/Viva
voce
21.5.4 ListinvestigationsforAKIinchildren. Y Lecture/SGD Written
/Vivavoce
21.5.5 DescribethemanagementofAKI. Y Lecture/SGD Written/Viva
voce
21.5.6 ListindicationsofrenalreplacementtherapyinAKI. Y Lecture/SGD Written
/Vivavoce
21.5.7 EnumeratecomplicationsofAKI. Y Lecture/SGD Written
/Vivavoce
Enumerate the etiopathogenesis, clinical Written
PE21.6 features,complicationsandmanagementof Y Lecture/ SGD /Vivavoce Path
chronickidney disease in children.

21.6.1 Definechronickidneydisease(CKD)&itsstaginginch Y Lecture/SGD Written/Viva

ildren. voce
21.6.2 OutlinetheclinicalfeaturesofCKDinchildren. Y Lecture/SGD Written
/Vivavoce
21.6.3 ListcausesofCKDinchildren. Y Lecture/SGD Written/Viva
voce
21.6.4 EnumeratecomplicationsofCKDinchildren. Y Lecture/SGD Written
/Vivavoce
21.6.5 OutlinemanagementofCKD &itscomplications. Y Lecture/SGD Written
/Vivavoce
PE21.7 Enumeratetheetiopathogenesis,clinicalfeature Y Lecture/ SGD Written/Viva Path
s, voce
complicationsandmanagementofWilmsTumor
.
21.7.1 DescribeEtiopathogenesisofWilmstumor. Y Lecture/SGD Written/Viva
voce
21.7.2 DescribeclinicalfeaturesofWilmstumor. Y Lecture/SGD Written
/Vivavoce
21.7.3 ListinvestigationsforapatientwithWilmstumor. Y Lecture/SGD Written/Viva
voce
21.7.4 OutlinethemanagementofWilmstumor. Y Lecture/SGD Written
/Vivavoce
PE21.8 Elicit, Y Bedside,Skillsla Skill
documentandpresentahistorypertainingto b Assessment
diseasesoftheGenitourinarytract
21.8.1 Elicitclinicalhistorypertainingtogenitourinary Y Bedside,Skillslab SkillAssessme
diseasesinchildren. nt
21.8.2 Performacompletephysicalexaminationforachild Y Bedside,Skillslab SkillAssessme
with nt
genitourinarydiseases.
21.8.4 Documentthecompletehistoryinthe Logbook. Y Bedside,Skillslab SkillAssessme
nt
IdentifyexternalmarkersforKidneydisease,lik Document
PE21.9 e Y Bedside,Skillsla
b inLogbook
Failingtothrive,hypertension,pallor,Icthyosi
s,anasarca
IdentifyexternalmarkersforKidneydisease,likeFail Documentin
21.9.1 ingto Y Bedside,Skillslab Logbook
thrive,hypertension,pallor,Icthyosis,anasarca.
Analyzesymptomandinterpretthephysicalfi
PE21.10 ndingsandarriveatanappropriateprovisiona Y Bedside,Skillsla Logbook
ldifferential b
diagnosis
21.10.1 Analyzesymptomsandinterpretthephysicalfinding Y Bedside,Skillslab Logbook
sand
arriveatanappropriateprovisionaldifferentialdiag
nosis.
PE21.11 PerformandinterpretthecommonanalytesinaU Y Bedside,Skillsla Skill Biochemist
rine b assessment r,
examination Path
21.11.1 PerformatleastonetesttoelicitProteinuria. Y Bedside,Skillslab Skillassessme
nt
21.11.2 Interpretthetestsforproteinuriaandtheirsignifican Y Bedside,Skillslab Skillassessme
ce. nt
21.11.3 Performtest forevaluatingUrinePH. Y Bedside,Skillslab Skillassessme
nt
21.11.4 Performurinemicroscopy. Y Bedside,Skillslab Skillassessme
nt
21.11.5 IdentifytheabnormaldepositsandInterprett Y Bedside,Skillslab Skillassessme
heurinemicroscopyfindings. nt
21.11.6 Testtheurineforglucosuria. Y Bedside,Skillslab Skillassessme
nt
21.11,7 Interprettheurinesugarresults. Y Bedside,Skillslab Skillassessme
nt
PE21.12 InterpretreportofPlainXRayofKUB Y Bedside,Skillsla Logbook Radio
b D
21.12.1 Identifyany abnormalitiesonX-Ray KUB. Y Bedside,Skillslab Logbook
PE21.13 Enumeratetheindicationsfor andInterpretthe Y Bedside,Skillsla Logbook Radio
writtenreportofUltrasonogramofKUB b D
21.13.1 EnumerateindicationsforUltrasoundKUB. Y Bedside,Skillslab Logbook
21.13.2 InterpretthewrittenreportofultrasonogramofKUB. Y Bedside,Skillslab Logbook
Recognize common surgical conditions of
theabdomen and genitourinary system
and enumeratethe indications for referral Bedside,
PE21.14 including acute andsubacute intestinal Y Bedside,Skillsla Skillslab Surg
obstruction, appendicitis,pancreatitis, b
perforation intussusception, Phimosis,
undescendedtestis,Chordee,hypospadias,T
orsion
testis,herniaHydrocele,VulvalSynechiae
Recognize common surgical conditions of the
abdomen andgenitourinary system and
enumerate the indications forreferral including Bedside,
21.14.1 acute and subacute intestinal Y Bedside,Skillslab Skillslab
obstruction,appendicitis, pancreatitis, perforation
intussusception,Phimosis,undescendedtestis,Chor
dee,hypospadias,Torsion
testis,herniaHydrocele,VulvalSynechiae.
PE21.15 Discussandenumeratethereferralcriteriaforch Y Lecture/ SGD Written/viva
ildren voce
withgenitourinarydisorder
21.15.1 EnumeratereferralcriteriainachildwithGenit Y Lecture/SGD Written/vi
ourinarydisorder. vavoce
PE21.16 Counsel/educateapatientforreferralappropria Y DOAP Logbook AETCOM
tely
21.16.1 Counsel/educateapatientforreferralappropriately Y DOAP Logbook
.
PE21.17 Describetheetiopathogenesis,grading,clinical Y Lecture/ Written/viva
featuresandmanagementofhypertensioninchil SGD voce
dren
DefineHypertension(HTN)&itsstagingasperAAP
21.17.1 2017guidelines. Y Lecture/SGD Written/
vivavoce

21.17.2 Enumeratecausesofhypertensioninchildren. Y Lecture/SGD Written/viva

voce
21.17.3 DescribetheclinicalpresentationofachildwithHT. Y Lecture/SGD Written/
vivavoce
21.17.4 ListcomplicationsofHTin children. Y Lecture/SGD Written/
vivavoce
21.17.5 Enumerateinvestigationsforhypertensioninchildr Y Lecture/SGD Written/viva
en. voce
21.17.6 Outlinetreatmentofhypertension(asperguidelin Y Lecture/SGD Written/
es)inchildren. vivavoce
Topic:Approachtoandrecognitionofachildwithpossible Numberofcompetencies:(3) Numberofproceduresthatrequirecertification:(NI
Rheumatologicproblem L)
EnumeratethecommonRheumatologicalprob Lecture/SGD
PE 22.1 Y Written /
lemsinchildren.Discuss the clinical approach vivavoce
to
recognitionandreferralofachildwithRheumat
ologicalproblem
EnumeratethecommonRheumatologicalpr Lecture/SGD
22.1.1 oblemsinchildren. Y Written/vi
vavoce
Describetheclinicalapproachtoachil Lecture/SGD Written/vi
22.1.2 Y
d withRheumatologicalproblem. vavoce
Enumeratetheindicationsfor Lecture/SGD Written/vi
22.1.3 Y
referralofachildwithRheumatologicalpro vavoce
blem.
PE 22.2 CounselapatientwithChronicillness N Bedsideclinic/sk Logbook
ill
lab
22.2.1 Counselachild N Bedsideclinic/skil Logbook
/parentsofachildwithachronicillness. l
lab
Describethediagnosisandmanagementofcom Written /
PE 22.3 mon N Lecture/SGD
vivavoce
vasculitic disorders including Henoch
SchonleinPurpura, KawasakiDisease,
SLE, JIA
22.3.1 Listthecommoncausesofvasculitisinchildren. Y Lecture/SGD Written/Viva
voce
22.3.2 EnumerateClinical N Lecture/SGD Written/viva
featuressuggestiveofvasculitisinachild voce
22.3.3. ListtheclinicalfeaturesofHenochSchonleinPurpura N Lecture/SGD Written/vi
(HSP). vavoce
 ListthediagnosticcriteriaofHSP. Written/vi
22.3.4 N Lecture/SGD
vavoce
22.3.5 OutlinethemanagementofachildwithHSP. N Lecture/SGD Written/viva
voce
22.3.6 Enumeratetheclinical N Lecture/SGD Written/vi
featuresofKawasakidisease(KD). vavoce
22.3.7 DefinediagnosticcriteriaofKawasakidisease. N Lecture/SGD Written/vi
vavoce
22.3.8 Outlinethemanagementofa childwithKawasaki N Lecture/SGD Written/viva
Disease. voce
22.3.9 DefinediagnosticcriteriaofSLE. N Lecture/SGD Written/vi
vavoce
22.3.10 Outlinethemanagementofachild withSLE. N Lecture/SGD Written/viva
voce
22.3.11 DefinediagnosticcriteriaofJIA. N Lecture/SGD Written/vi
vavoce
22.3.12 OutlinethemanagementofachildwithJIA. N Lecture/SGD Written/vi
vavoce
Topic:Cardiovascularsystem-HeartDiseases Numberofcompetencies:(18) Numberofproceduresthatrequirecertification:(NI
L)
Discuss the Hemodynamic changes, Written/
PE 23.1 clinicalpresentation, complications and Y Lecture/SGD Physio,Path
Vivavoce
management ofacyanoticHeartDiseases-
VSD,ASDandPDA
Explain and illustrate diagrammatically the
23.1.1 hemodynamicchangesseeninacyanoticcongenit Y Lecture/SGD Written/V Physio,Path
alheart diseases viz VSD,ASD,PDA. ivaVoce

23.1.2 Describethesignsandsymptoms,timingofpresen Y Lecture/SGD Written/V

tationofaboveacyanotic congenitalheart ivaVoce
diseases.
23.1.3 Enumeratethecomplicationsofacyanoticconge Y Lecture/SGD Written/V
nitalheartdiseases. ivaVoce
23.1.4 Outlinethemedicalmanagementofcongenitalacyan Y Lecture/SGD Written/Viva
otic Voce
heartdiseaseasabove.
23.1.5 Enumeratethesurgicaltreatments Y Lecture/SGD Written/V
forVSA,ASD,PDA. ivaVoce
Discuss the Hemodynamic changes,
PE 23.2 clinicalpresentation,complicationsandmana Y Lecture/SGD Written/Vi Physio,Path
gementof vaVoce
 CyanoticHeartDiseases–FallotPhysiology

23.2.1 Enumeratetheessentialcomponentsof Y Lecture/SGD Written/Viva

FallotPhysiologyand Voce
ListthecardiacconditionswiththeFallotPhysiology.
Describe and illustrate diagrammatically the Written/V
23.2.2 hemodynamicchangesseeninFallotPhysiologyc Y Lecture/SGD
ivaVoce
yanoticcongenitalheartdiseases.
23.2.3 Explaintheclinicalpresentationandcomplication Y Lecture/SGD Written/V
sofFallotPhysiologycyanoticcongenitalheart ivaVoce
diseases.
23.2.5 Describeacyanoticspellandthepharmacologicalan Y Lecture/SGD Written/Viva
dnon- Voce
pharmacologicalmanagementofcyanoticspells.
23.2.6 DescribethetreatmentoptionsforlesionswithFal Y Lecture/SGD Written/V
lotPhysiology. ivaVoce
PE 23.3 Discusstheetiopathogenesis,clinicalpresentati Y Lecture/SGD Written/Viv Physio,Pat
onand a h
managementofcardiacfailureininfantandchild Voce
ren
23.3.1 Enumeratecausesofcongestiveheartfailurein Y Lecture/SGD Written/Viva
childrenas Voce
pertheageofpresentation.
23.3.2 Describethehemodynamicchangesincongest Y Lecture/SGD Written/V
iveheartfailure. ivaVoce
23.3.3 Describethesignsandsymptomsofleft Y Lecture/SGD Written/V
side,rightsideandcombinedcongestiveheart ivaVoce
failure.
23.3.4 Enumeratethevariousmanagementoptionsavailab Y Lecture/SGD Written/Viva
lefor Voce
congestiveheartfailure.
23.3.5 Explaintheroleofdiuretics,inotropes,inodilators, Y Lecture/SGD Written/V
andafterload reducingagentsintreatmentof CCF. ivaVoce
PE 23.4 Discusstheetiopathogenesis,clinicalpresentati Y Lecture/SGD Written/Viv Physio,Pat
onand a h
managementofAcuteRheumaticFeverinchildre Voce
n
23.4.1 ExplaintheetiopathogenesisofAcuterheumaticfeve Y Lecture/SGD Written/Viva
r. Voce
23.4.2 Describethemodified Y Lecture/SGD Written/V
JonescriteriatodiagnosetheAcuterheumaticfev ivaVoce
er.
23.4.3 DescribelaboratorychangesinAcuterheumaticfeve Y Lecture/SGD Written/V
r. ivaVoce
Discusstheclinicalfeatures,complications, Written/Vi Physi
PE 23.5 Y Lecture/SGD
diagnosis,managementand vaVoce o,Path
preventionofAcuteRheumaticFever
23.5.1 Describetheclinicalfeaturesofacuterheumatic Y Lecture/SGD Written/V
fever. ivaVoce
23.5.2 Listthelong- Y Lecture/SGD Written/Viva
termcomplicationsofAcuteRheumaticfever. Voce
23.5.3 Outlinethemedical managementofacuterheumatic Y Lecture/SGD Written/V
fever. ivaVoce
23.5.4 Discussstrategiesfortheprimaryand Y Lecture/SGD Written/Viva
secondaryprevention Voce
oftheacuterheumatic fever.
PE 23.6 Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture/SGD Written/Viv Physio,Path
d a ,
managementofInfectiveendocarditisinchildre Voce Micro
n
23.6.1 Enumerate the common predisposing Y Lecture/SGD Written/V
conditions ivaVoce
andetiopathogenesisofInfectiveendocarditisi
nchildren
23.6.2 ListcriteriausedtodiagnoseInfectiveendocarditis. Y Lecture/SGD Written/Viva
Voce
23.6.3 Describetheclinicalfeaturesofinfectiveendoc Y Lecture/SGD Written/V
arditisinchildren. ivaVoce
23.6.4 Outlinethemanagementofinfectiveendocarditisinc Y Lecture/SGD Written
hildren. /Vivavoce
23.6.5 Statethelong- Y Lecture/SGD Written/Viva
termcomplicationsofInfectiveendocarditis. Voce
23.6.6 Enumeratetheconditionsrequiringprophylaxisfori Y Lecture/SGD Written/V
nfectiveendocarditis. ivaVoce
Elicitappropriatehistoryforacardiacdisease,a
nalyzethe symptoms e.g. breathlessness, Bed
PE 23.7 chest pain,tachycardia, feeding difficulty, Y Bedside,Skillsla side/skilla
failing to b ssessment
thrive,reducedurinaryoutput,swelling,
syncope,cyanotic
spells,Suckrestcycle,frontalswellingininfants.
Elicitappropriatehistoryrelevanttothecardiacdi
seaseandanalyze the importance of symptoms Bed
23.7.1 e.g. breathlessness,chest pain, tachycardia, Y Bedside,skillslab side/skillas
feeding difficulty, failing to sessment
thrive,reducedurinaryoutput,swelling,syncope,
cyanoticspells,
Suckrestcycle,frontalswellingininfants.
 Documentandpresentthehistorytakeninapp Bedside/skill
23.7.2 ropriatemanner. Y Bedside,skillslab
assessment
Identify external markers of a cardiac
PE 23.8 disease Y Bedside,SkillsLa Bed
e.g.Cyanosis,Clubbing,dependentedema,den b side/skilla
talcaries ssessment
arthritis, erythema rash, chorea,
subcutaneousnodules,Oslernode,Janewayle
sionsanddocument
 Identify and document the external markers of
heartdisease in general physical examination Bed
23.8.1 e.g. Cyanosis,Clubbing, dependent edema, Y Bedside, skills lab side/skillas
dental caries, sessment
arthritis,erythemarash,chorea,subcutaneousn
odules,Osler node, Janewaylesions.
PE 23.9 Recordpulse,bloodpressure,temperatureand Y Bedside,Skillsla Bedside/skil
respiratoryrateandinterpretaspertheage b l
assessment
23.9.1 Recordanddemonstratevariousparametersofthep Y Bedside,Skillslab OSCE/bedsid
ulse. e
assessment
23.9.2 Recordcorrectlythesystolicanddiastolicblood Y Bedside/skilllab OSCE
pressureusingappropriateequipment. /bedsideas
sessment
23.9.3 UsetheagespecificnomogramstointerprettheBPre Y Bedside,Skillslab OSCE/bedsid
adings. e
assessment
23.9.4 Measurebodytemperatureusingathermometer. Y Bedside,Skillslab OSCE
/bedsideas
sessment
23.9.5 Counttherespiratoryrateandinterpretaspertheage Y Bedside,Skillslab OSCE
. /bedsideas
sessment
Perform independently examination of
thecardiovascular system – look for
precordial bulge,pulsations in the Bed
PE 23.10 precordium, JVP and its significancein Y Bedside,Skillsla
children and infants, relevance of b side/skilla
percussion ssessment
inPediatricexamination,Auscultationandoth
ersystem
examinationanddocument
23.10.1 PerformindependentCVSexaminationlookingforpr Y Bedside,Skillslab Bedside,OSCE
ecordialbulgeandpulsations,auscultationofareasof
precordium.
23.10.2 LookforandmeasureJVP. Y Bedside,Skillslab bedside
assessment
23.10.3 Describerelevanceofpercussioninthecardio Y SGD Viva
vascularexamination.
23.10.4 Documentthefindingsofthecardiovascularandot Y Bedside,Skillslab Logbook
hersystemexam.
Develop a treatment plan and prescribe
PE 23.11 appropriatedrugsincludingfluidsincardiacdi Y Bedside,Skillsla written/Vi
seases,anti -failure b vavoce
drugs,andinotropicagents
23.11.1 Makeanappropriatetreatmentplanforachildwit Y Bedside OSCE/Logboo
hcardiacdiseaseincludingantifailure class/papercas k
drugs,inotropsandfluids. es
PE 23.12 InterpretachestXrayandrecognizeCardiomega Y Bedside,Skillsla Logbookentr RadioD
ly b y
23.12.1 Calculatecardiothoracicratioandinterpretaccordin Y Bedside,Skillslab vivavoce,OSC RadioD
gtoage. E
23.12.2 StatefeaturesofcardiomegalyonthechestX-ray. Y Bedside,Skillslab OSCE,vivavoc RadioD
e
23.12.3 Identifythepathognomonicradiologicalfeatures Y Bedside,Skillslab OSCE,vivavoc
ofvariouscongenitalheart diseaseson chest e
xray.
23.12.4 Identifypleuraleffusionandthepulmonaryedemao Y Bedside,Skillslab OSCE,vivavoc
nachestX-ray. e
PE 23.13 ChooseandInterpretbloodreportsinCardiacilln Y Bedside,SGD Logbookentr
ess y
23.13.1 Listbloodtestsrelevantforthecardiacdiseases. Y Bedside,Skillslab vivavoce
23.13.2 Interpretthebloodtestsreportsforthecardiacdiseas Y Bedside,Skillslab vivavoce,OSC
e. E
PE 23.14 InterpretPediatricECG Y Bedside,Skillsla Logbookentr
b y
23.14.2 InterpretfewcommonECGabnormalitiesinchildren Y SGD,skilllab OSCE,vivavoc
. e
PE 23.15 UsetheECHOreportsinmanagementofcases Y Bedside Logbookentr Cardio
y
23.15.1 UsetheECHOreportsinmanagementofcases. Y Bedside,Skillslab Logbookentry
PE 23.16 DiscusstheindicationsandlimitationsofCardiac Y Lecture/ SGD Written/Viv
catheterization a
Voce
23.16.1 EnumeratetheindicationsofCardiaccatheterizatio Y Lecture/SGD Written/
n. VivaVoce
23.16.2 ListthelimitationsofCardiaccatheterization. Y Lecture/SGD Written/Viva
Voce
PE 23.17 Enumeratesomecommoncardiacsurgerieslike Y Lecture/ SGD Written/Viv
BT a
shunt,PottsandWaterston’sandcorrectivesurg Voce
eries
23.17.1 Enumeratecommoncardiacsurgeriesandtheirind Y Lecture/SGD Written/
icationsinchildren. VivaVoce
Document
Demonstrateempathywhiledealingwithchil SGD, inLogbook
PE23.18 drenwithcardiac Y Bedside,Ski ,Directobs AETCOM
diseasesineverypatientencounter llslab ervation,
OSCE
Directobs
23.18.1 Demonstrateempathywhiledealingwithchil Y Bedside,Skillslab ervation, AETCOM
drenwithcardiacdiseasesineverypatient OSCE
encounter.
Demonstrateempathywhiledealingwithparentso Directobs
23.18.2 Y Bedside,Skillslab ervation, AETCOM
fchildrenwithcardiac diseasesin everycontact.
OSCE
Topic:DiarrhoealdiseasesandDehydration Numberofcompetencies:(17) Numberofproceduresthatrequirecertification:(0
3)
Discusstheetiopathogenesis,classification,clini
PE 24.1 cal Y Lecture/ SGD Written / Path
vivavoce Micr
presentation and management of diarrheal o
diseases inchildren.
24.1.1 ExplainetiopathogenesisofDiarrhealdiseasesinchil Y Lecture/SGD Written/ Path
dren. VivaVoce Micr
o
 ClassifyDiarrhealdiseasebasedondurationandetiol Written/Viva Path
24.1.2 ogy. Y Lecture/SGD
Voce Micro
24.1.3 DescribesymptomsandsignsofDiarrhealdiseaseinc Y Lecture/SGD Written/
hildren. VivaVoce
24.1.4 EnumerateinvestigationsrequiredforDiarrheald Y Lecture/SGD Written/ Path
iseaseinchildren. VivaVoce Micr
o
24.1.5 OutlinethetreatmentplanofDiarrhealdiseaseinchil Y Lecture/SGD Written/Viva
dren. Voce
PE 24.2 Discusstheclassificationandclinicalpresentati Y Lecture/SGD Written/viva Path, Micro
onof voce
varioustypesofdiarrhealdehydration
24.2.1 Enumerateallthesignsandsymptomsofdehydrat Y Lecture/Smallgr Written/
ioninchildren. oupactivity VivaVoce
ClassifydehydrationasperWHOguidelines. Written/Viva
24.2.2 Y Lecture/SGD
Voce
Enumeratetheclinicalfeaturesofdehydrationofd
24.2.3 ifferentseverity. Y Lecture/SGD Written/V
ivaVoce
DiscussthephysiologicalbasisofORT,typesof
PE 24.3 ORSand the composition of various types of Y Lecture/ SGD Written/
ORS inchildren vivavoce

Explainpathophysiologyoffluidandelectrolytelo
24.3.1 ssinDiarrhealdiseases. Y Lecture/SGD Written/V
ivavoce

24.3.2 Statethebasisoffluidandelectrolytereplacementi Y Lecture/SGD Written/V

nDiarrhealdiseases. ivavoce
24.3.3 RecallcompositionofWHOstandardORS. Y Lecture/SGD Written/V
ivavoce
24.3.4 RecallcompositionofothertypeofORS Y Lecture/SGD Written/Viva
vizResoMal,Low voce
osmolarityORS.
PE 24.4 Discussthetypesoffluidusedin Y Lecture/SGD Written/viva
Pediatricdiarrheal voce
 diseasesandtheircomposition

24.4.1 Enumeratethetypesoffluidsusedinmanagement Y LectureSGD Written/Vi

ofdehydrationinchildren. vavoce
24.4.2 DescribethecompositionofRingerlactateandNorm Y LectureSGD Written/Viva
alsaline voce
andrationaleoftheirusein
correctionofdehydration.
Discuss the role of antibiotics,
PE 24.5 antispasmodics, anti- Y Lecture/SGD Written / Phar
secretorydrugs,probiotics, anti- vivavoce m,Mic
emeticsinacute ro
diarrhealdiseases
24.5.1 Describeharmfulpracticesintreatmentofdiarrhe Y LectureSGD Written/Vi
aldiseasesin children vavoce
24.5.2 Enumeratetheindicationsofantibiotictherapyindia Y LectureSGD Written/Viva
rrheal voce
diseasesinchildren
24.5.3 Describerole,dosageanddurationofZinctherapyi Y LectureSGD Written/Vi
nDiarrhealdiseasesinchildren vavoce
24.5.4 Interpret selective role of probiotics, anti- Y LectureSGD Written/Vi
secretory vavoce
drugs,antispasmodicsandantiemeticsinacutedi
arrhealdiseases.
PE 24.6 Discussthecauses,clinicalpresentationand Y Lecture/SGD Written/viva Nil Micro
managementofpersistentdiarrheainchildren voce
24.6.1 DefinePersistentdiarrheainchildren. Y LectureSGD Writtenand
vivavoce
24.6.2 Enumeratecausesofpersistentdiarrheainchildren. Y SGD Written
andvivav
oce
24.6.3 Describeclinicalpresentationinchildwithp Y LectureSGD Written
ersistentdiarrhea. andvivav
oce
 Listinvestigationsinpersistentdiarrhea. Written
24.6.4 Y LectureSGD
andvivav
oce
24.6.5 Outlinethetreatmentplaninpersistentdiarrhea. Y LectureSGD Writtenand
vivavoce
PE 24.7 Discussthecauses,clinicalpresentationand Y Lecture/SGD Written/ via
managementofchronicdiarrheainchildren. voce
24.7.1. Definechronicdiarrheainchildren. Y Lecture/SGD Written/viva
Enumeratethecommoncausesofchronicdia
24.7.2 rrheainchildren. Y Lecture/SGD Written
andvivav
oce
24.7.3 Describesymptomsandsignsofchronicdiarrhea. Y Lecture/SGD Writtenand
vivavoce
24.7.4 Enumerateinvestigationsfor chronicdiarrhea. Y Lecture/SGD Written
andvivav
oce
24.7.5 Outlinetreatmentofchronicdiarrhea. Y Lecture/SGD Written
andvivav
oce
24.7.6 Identifyneedofreferralinacaseofchronicdiarrhea. Y Lecture/SGD Writtenand
vivavoce
PE 24.8 Discussthecauses,clinicalpresentationand Y Lecture/SGD Written/viva Nil Pharm,
managementofdysenteryinchildren voce Micro
24.8.1 Definedysenteryinchildren. Y Lecture/SGD Written,
Vivavoce
Enumeratetheetiologicalagentscausingdysenteryi Lecture/SGD
24.8.2 Y Written/viva Micro
n
children.
Lecture/SGD Written,
24.8.3 Describesymptomsandsignsofdysenteryinchildre Y
n. Vivavoce
24.8.4 Outlinetheantibiotictherapyinchildrenwithdysent Y Lecture/SGD Written/viva Pharm
ery.
 Elicit, document and present history Clinicalcase/
PE 24.9 Y Bedside,Skilllab OSCE/ski
pertaining todiarrhealdiseases
llassessm
ent
Clinical
24.9.1 Elicithistoryfordiarrhealdiseasesinchildren. Y Bedside,Skilllab case/OSC
E/skill
assessment
clinicalcase/
24.9.2 Documentgatheredinformationinhistorysheet. Y Bedside,Skilllab skill
assessment
Clinicalcase,
24.9.3 Presentthehistorypertainingtodiarrhealdiseases. Y Bedside,Skilllab skill
assessment,
PE 24.10 Assessforsignsofdehydration,documentandpr Y Bedside,skilllab Skill
esent Assessment
24.10.1 Assessclinicalsignsofdehydration. Y Bedside,skilllab SkillAssessme
nt
24.10.2 Correlateclinicalsignstoseverityofdehydration. Y Bedside,skilllab SkillAssessme
nt
24.10.3 Documentandpresentthesignsofdehydrationperta Y Bedside,skilllab SkillAssessme
iningto nt
diarrhealdiseases.
PE 24.11 ApplytheIMNCIguidelinesinriskstratificationo Y Bedside/skilllab Documentin
f Logbook
childrenwithdiarrhealdehydrationandrefer
24.11.1 Applyriskstratificationofchildrenwithdiarrhealde Y Bedside/skilllab Document
hydrationasper IMNCIguidelines. inLogboo
k
24.11.2 Identifyneedforreferralinacaseofdiarrhealdehy Y Bedside,Skilllab Document
drationbasedon riskstratification as perIMNCI. inLogboo
k
PE24.12.1 Performandinterpretstoolexaminationincludi N Bedside,Skilllab Documentin Micro
ng Logbook
HangingDrop
24.12.1 Prepareslideforstoolexaminationunder N Bedside,Skilllab Documentin
microscope. Logbook
24.12.2 Correctlyidentifypathogenaftermicroscopicexami N Bedside,Skilllab Document
nationofstool. inLogboo
k
24.12.3 Correctlyperformhangingdroppreparationfromst N Bedside,Skilllab Documentin
ool Logbook
samplegiven.
PE 24.13 InterpretRFTandelectrolyte report Y Bedside/skilllab Documentin
/ Logbook
SGD
24.13.1 Interpretthegivenreportsfor Y Bedside/skilll Document
valuesofurea,creatinine,sodiumandpotassiu ab/SGD inLogboo
m. k
PE 24.14 PlanfluidmanagementaspertheWHOcriteria Y Bedside,Small Skilllab
groupactivity
Select appropriate type of fluid and Calculate
24.14.1 amount, Y Bedside,Smallgr Skilllab
routeanddurationoftherapyoffluidtobegivenasp oupactivity
erPlanA,foragiven ageand weight ofa child.
Select appropriate type of fluid and Calculate
24.14.2 amount, Y Bedside,Smallgr Skilllab
routeanddurationoftherapyoffluidtobegivenasper oupactivity
PlanB,for
agivenageandweight ofa child.
SelectappropriatetypeoffluidandCalculateamount,
24.14.3 routeanddurationoftherapyoffluidtobegivenasper Y Bedside,Smallgr Skilllab
Plan Cfor oupactivity
ageand weightofachild.
PE 24.15 PerformNGtubeinsertioninamanikin Y DOAPsession Documentin 2
Logbook
24.15.1 Identifysizeofnasogastrictubeasperageof child. Y DOAPsession Documentin 2
Logbook
24.15.2 Demonstratelandmarksformeasurementoflen Y DOAPsession Document 2
gthofNGtubeto beinserted on a manikin. inLogboo
k
24.15.3 CorrectlymeasurethelengthofNGtubetobeinserted Y DOAPsession Document 2
. inLogboo
k
24.15.4 Insertthetubeandcheckits position. Y DOAPsession Documentin 2
Logbook
24.15.5 Demonstratesallthestepstocheckcorrectpositio Y DOAPsession Document 2
nofNGtubeand fixNGtube. inLogboo
k
PE 24.16 PerformIVcannulationinamodel Y DOAPsession Documentin 2
Logbook
24.16.1 IdentifysizeofIVcannulaasperageofchild. Y DOAPsession Documentin 2
Logbook
Demonstrate all steps of infection control policy
24.16.2 likehandwashing,wearinggloves,properfillingofflu Y DOAPsession Document 2
idinsyringe. inLogboo
k
24,16.3 DemonstratecommonsitesforIVcannulationinchil Y DOAPsession Documentin 2
drenand Logbook
preparationofsite.
24.16.4 CorrectlyinsertIVcannulainamodelandlookforfr Y DOAPsession Document 2
eeflowofblood. inLogboo
k
24.16.5 ProperlyfixIVcannulaandcorrectlydemonstratedis Y DOAPsession Document 2
posalofbiomedicalwaste. inLogboo
k
PE 24.17 PerformInterosseousinsertionmodel Y DOAPsession Documentin 2
Logbook
24.17.1 Identifysiteforintraosseousinsertioninchildren Y DOAPsession Document 2
basedonlandmarks. inLogboo
k
24.17.2 Demonstrateallstepsofinfectioncontrol. Y DOAPsession Documentin 2
Logbook
24.17.3 InserttheIntraosseouscannulaanddemonstrate Y DOAPsession Document 2
howtocheckitsproper insertioninmodel. inLogboo
k
24.17.4 FixIntraosseouscannulaandcorrectlydemonstrate Y DOAPsession Documentin 2
disposal Logbook
ofbiomedical waste.
Topic:Malabsorption Numberofcompetencies:(1) Numberofproceduresthatrequirecertification:(NI
L)
Discuss the etiopathogenesis, clinical Written/
PE25.1 presentation andmanagement of N Lecture/SGD Path
vivavoce
Malabsorption in Children and
itscausesincludingceliacdisease.
Lecture/SGD Written/Viva
25.1.1 Definemalabsorptioninchildren. N
Voce
Lecture/SGD Written/
25.1.2 Enumeratecausesofmalabsorptionin children. N
VivaVoce
Lecture/SGD Written/
25.1.3 Describeetiopathogenesisofmalabsorptioninchild N
ren. VivaVoce
Describecommonsymptomsandsignsofmalabsorp Lecture/SGD Written/Viva
25.1.4 N
tionin Voce
children.
Lecture/SGD Written/
25.1.5 Describepresentationsofceliacdiseaseinchildren. N
VivaVoce
Lecture/SGD Written/
25.1.6 Enumerateinvestigationsincaseofceliacdisease. N
VivaVoce
25.1.7 Enumeratestepsoftreatmentplanin N Lecture/SGD Written/Viva
caseofceliacdisease. Voce
Topic:Acuteandchronicliverdisorders Numberofcompetencies:(13) Numberofproceduresthatrequirecertification:(NI
L)
PE26.1 Discuss the etiopathogenesis, clinical Y Lecture/ SGD Written/ Path
features VivaVoce Micr
andmanagementofacutehepatitis o
inchildren
26.1.1 DefineAcuteHepatitisinchildren. Y Lecture/SGD Written/Viva
Voce
26.1.2 EnumeratecommoncausesofAcuteHepatitisinchil Y Lecture/SGD Written/
dren. VivaVoce
26.1.3 DescribepathogenesisofAcuteHepatitisinchildren. Y Lecture/SGD Written/Viva
Voce
26.1.4 Describetheclinicalfeaturesandcomplication Y Lecture/SGD Written/
sofAcuteHepatitis. VivaVoce
26.1.5 ListtheinvestigationsrequiredfordiagnosisofAcut Y Lecture/SGD Written/Viva
e Voce
Hepatitis.
26.1.6 Describethemanagement andprevention Y Lecture/SGD Written/
ofAcuteHepatitis. VivaVoce
PE 26.2 Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture/ SGD Written/Viv Path
d a Micro
managementofFulminantHepaticFailureinchil Voce
dren
26.2.1 DefineFulminantHepaticFailureinChildren. Y Lecture/SGD Written/V
ivaVoce
26.2.2 Enumeratethefactorswhich Y Lecture/SGD Written/Viva
precipitateFulminantHepatic Voce
Failure.
26.2.3 DescribethepathogenesisofFulminantHepaticFail Y Lecture/SGD Written/V
ure. ivaVoce
26.2.4 DescribetheclinicalfeaturesofFulminantHepaticFa Y Lecture/SGD Written/V
ilure. ivaVoce
26.2.5 EnumeratetheinvestigationsforachildwithFulmin Y Lecture/Smallgro Written/Viva
ant up Voce
HepaticFailure. activity
26.2.6 DescribethemanagementofFulminantHepaticFailu Y Lecture/Smallgr Written/V
re. oupactivity ivaVoce
PE 26.3 Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture/ SGD Written/Viv Path
d a Micro
managementofchronicliverdiseasesinchildren voce
.
26.3.1 DefineChronicLiverDiseaseinchildren. Y Lecture/SGD Written/Viva
voce
26.3.2 Enumeratethecausesofchronicliverdiseasesinchil Y Lecture/SGD Written/V
dren. ivavoce
26.3.3 DiscussthepathogenesisofcommonchronicLiverDi Y Lecture/SGD Written/V
seases. ivavoce
26.3.4 Describetheclinicalfeaturesofchronicliverdisease. Y Lecture/SGD Written/Viva
voce
26.3.5 EnumeratetheinvestigationsfordiagnosisofChro Y Lecture/SGD Written/V
nicLiverDisease. ivavoce
26.3.6 DescribethemanagementofChronicliverdisease. Y Lecture/SGD Written/Viva
voce
PE 26.4 Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture/SGD Written/Viv Path
d a
managementofPortalHypertensioninchildren voce
Lecture/SGD Written/Vi
26.4.1 DefinePortalHypertensioninchildren. Y
vavoce
Lecture/SGD Written/Viva
26.4.2 Classifydifferenttypesofportalhypertension. Y
voce
Lecture/SGD Written/Vi
26.4.3 Enumeratethecausesofportalhypertension. Y
vavoce
Lecture/SGD Written/Vi
26.4.4 Explainthepathogenesisofportalhypertension. Y
vavoce
Lecture/SGD Written/Viva
26.4.5 Describetheclinicalfeaturesofportalhypertension. Y
voce
Lecture/SGD Written/Vi
26.4.6 Outlinethemanagementofportalhypertension. Y
vavoce
Skillsstatio
PE 26.5 Elicit document and present the history Y Bedside,SkillsLa n/bedsid
related b e/OSCE
todiseasesofGastrointestinalsystem
Skillsstation
26.5.1 ElicitthehistoryfordiseasesofGastrointestinalsyste Y Bedside,SkillsLab /bedside
m. /OSCE
26.5.2 Documentthehistory. Y Bedside,SkillsLab Skillsstation
26.5.3 PresentthehistoryrelatedtoGastrointestinalsyste Y Bedside,SkillsLab Skillsstati
m. on/bedsid
e
IdentifyexternalmarkersforGIandLiverdisord SkillAsses
PE 26.6 ers Y Bedside,SkillsLa sment/OS
e.g. Jaundice, Pallor, Gynecomastia, Spider b CE
angioma,Palmar erythema, Icthyosis, Caput
medusa, Clubbing,Failingtothrive,
 VitaminAandDdeficiency

Detect Jaundice, pallor, Gynecomastia, Spider SkillAssess

26.6.1 angioma,clubbing,Caputmedusa,Ichthyosisandfail Y Bedside,SkillsLab ment/OS
uretothrive,signs CE
ofvitamindeficiency.
PE26.7 Performexaminationoftheabdomen,demonstr Y Bedside Skill
ate clinic,Skills Assessment
organomegaly,ascitesetc. Lab
26.7.1 Performanexaminationoftheabdomeninchi Y Bedsideclinic,S SkillAssessme
ldrenofdifferentages. killsLab nt
26.7.2 Detectorganomegalyonabdominalexaminationgivi Y Bedsideclinic,Skill Bedside/skill
ng s lab/OSCE
detailsoftheaffectedorgan/s. Lab
26.7.3 Examineforascitesinchildren. Y Bedsideclinic,S SkillAssessme
killsLab nt
26.7.4 Examineforotherpalpablemassesinabdomen. Y Bedsideclinic,Skill SkillAssessme
s nt
Lab
PE 26.8 Analyzesymptomsandinterpretphysicalsignst Y Bedsideclinic, Skill
o SkillsLab Assessment
makeaprovisional/differentialdiagnosis
26.8.1 Analyzethesymptomsinachildwithgastroi Y Bedside SkillAssessme
ntestinaldisorder. clinic,Skills nt
Lab
26.8.2 Interpretthephysicalsignsinachildwithgastroi Y Bedside SkillAssessme
ntestinaldisorder. clinic,Skills nt
Lab
26.8.3 Formulateaprovisionalanddifferentialdiagnosisrel Y Bedsideclinic,Skill SkillAssessme
atedto s nt
clinicalpresentation. Lab
PE26.9 InterpretLiverFunctionTests,viralmarkers,Ult Y Bedside/skilllab Bedside/ Path
ra OSCE Biochemist
sonogramreport ry
26.9.1 Interpretthegivenreportsofliver functiontests. Y Bedside/skilllab Bedside/OSC
E
Interprettheviralmarkersrelatedtoviralhepatitis.
26.9.2 Y Bedside/skilllab Bedside/OSC
E
26.9.3 Interpretthegivenreportofabdomin Y Bedsideclinic,S
al/liverUltrasonography. killsLab SkillAssessme
nt
PE 26.10 Demonstratethetechniqueofliverbiopsyina Y DOAP Documentin
PerformLiverBiopsyinasimulatedenvironmen Logbook
t
26.10.1 Demonstratethetechniqueofliverbiopsyinasimulat Y DOAP Documentin
ed Logbook
environment.
PE 26.11 EnumeratetheindicationsforUpperGIendoscop Y Lecture/SGD Written,Viva
y voce
Lecture/SGD Written,
26.11.1 Enumeratetheindicationsof upperGIendoscopyin Y
children. Vivavoce
PE26.12 DiscussthepreventionofHepB infection– Y Lecture/SGD Written,Viva Micro
Universal voce
precautionsandImmunization
Enumeratedifferentpreventivemeasuresagainsthe Lecture/SGD Written,
26.12.1 Y
patitisBvirusinfection. Vivavoce
26.12.2 Listuniversalprecautions. Y Lecture/SGD Written,Viva
voce
DescribetheimmunizationscheduleofHepatitisB. Lecture/SGD Written/V
26.12.3 Y
ivavoce
PE 26.13 Counselandeducatepatientsandtheirfamily Y Bedsideclinic, Documentin
appropriatelyonliverdiseases SkillsLab Logbook
26.13.1 Counselthefamily onliverdiseasein thechild. Y Bedsideclinic Documentin
SkillsLab Logbook
26.13.2 Educatethefamilyaboutpreventionofliverdisease. Y Bedsideclinic,S Document
killsLab inLogboo
k
Topic:PediatricEmergencies–CommonPediatric Numberofcompetencies:(35) Numberofproceduresthatrequirecertification:(1
Emergencies 0)
PE 27.1 Listthecommoncausesofmorbidityandmorta Y Lecture/SGD Written/vi
lityintheunder fivechildren va-voce
Enumeratethecommoncausesofmorbidityandmor Lecture/SGD Written/viva
27.1.1 Y
talityin
underfivechildren.
PE 27.2 Describetheetiopathogenesis,clinicalapproach Y Lecture/SGD Written/Viv
and a
managementofcardiorespiratoryarrestinchild voce
ren
Lecture/SGD Written/
27.2.1 Enumeratethecausesofcardiorespiratoryarrestinc Y
hildren. Vivavoce
Discussthepathogenesisofrespiratoryandcardiacf Lecture/SGD Written/Viva
27.2.2 Y
ailure voce
leadingtocardiorespiratoryarrest.
Describetheclinicalapproachtoachildincardiore Lecture/SGD Written/
27.2.3 Y
spiratoryarrest. Vivavoce
 Describethemanagementofachildincardiores Lecture/SGD Written/
27.2.4 Y
piratoryarrest. Vivavoce
PE 27.3 Describetheetiopathogenesisofrespiratorydist Y Lecture/SGD Written/Viv
ress a
inchildren voce
Enumeratethecausesofrespiratorydistressinchildr Lecture/SGD Written/Viva
27.3.1 Y
enof voce
differentagegroups.
 Lecture/SGD Written/
27.3.2 Explainthepathogenesisofrespiratorydistressinch Y
ildren. Vivavoce
PE 27.4 Describetheclinicalapproachandmanagement Y Lecture/SGD Written/Viv
of a
respiratorydistressinchildren voce
Discusstheclinicalapproachbasedonhistory,exa Lecture/SGD Written/
27.4.1 minationandinvestigationalgorithmof Y Vivavoce
childrenofdifferentages
presentingwithrespiratorydistress.
Lecture/SGD Written/
27.4.2 Outlinethetreatmentinchildrenwithrespiratorydis Y
tress. Vivavoce
PE 27.5 Describetheetiopathogenesis,clinicalapproach Y Lecture/SGD Written/Viv
and a
managementofShockinchildren voce
27.5.1 Defineshockincludingdifferenttypesofshock. Y Lecture/SGD Written/Viva
voce
Enumeratethecausesleadingtodifferenttypesofs Lecture/SGD Written/
27.5.2 Y
hockvizhypovolemic,septicand Vivavoce
cardiogenicshock.
Lecture/SGD Written/Viva
27.5.3 Explainpathogenesisofdifferenttypesofshockinchi Y
ldren. voce
Lecture/SGD Written/
27.5.4 Describeclinicalapproachtoidentifydifferenttypes Y
ofshock. Vivavoce
Outlineanalgorithmapproachtothemanage Lecture/SGD Written/
27.5.4 Y
mentofdifferenttypesofshockin children. Vivavoce
PE 27.6 Describetheetiopathogenesis,clinicalapproach Y Lecture/SGD Written/
and Viva
managementofStatusepilepticus voce
27.6.1 DefineStatusepilepticus. Y Lecture/SGD Written/Viva
voce
Lecture/SGD Written/
27.6.2 Discussthepathogenesisofstatusepilepticusin Y
children. Vivavoce
Discuss the underlying diagnosis based on Lecture/SGD Written/
27.6.3 clinical Y Vivavoce
history,examinationandinvestigationalgorithmin
 achildwithstatus
epilepticus.

Outlinethetreatmentalgorithmasperrecentguide Lecture/SGD Written/

27.6.4 Y
linesinachild with statusepilepticus. Vivavoce
PE 27.7 Describetheetiopathogenesis,clinicalapproach Y Lecture,SGD Written/Viv
and a
managementofanunconsciouschild voce
PE27.7.1 Define differentlevelsofconsciousnessinchildren. Y Lecture/SGD Written/Viva
voce
27.7.2 Enumeratethe causesofalteredsensorium/comain Y Lecture/SGD Written/Viva
children. voce
27.7.3 Explainpathogenesisofalteredsensorium/coma. Y Lecture/SGD Written/Viva
voce
27.7.4 Describetheclinicalapproachbasedonclinicalhistor Y Lecture/SGD Written/Viva
y, voce
examinationina childwithaltered
sensorium/coma.
27.7.5 Listtheinvestigationsasguided bytheclinical Y Lecture/SGD Written/Viva
assessmentofthepatient. voce
27.7.4 Outline thetreatmentplanfor acomatose child. Y Lecture/SGD Written/Viva
voce
PE 27.8 Discussthecommontypes,clinicalpresentation Y Lecture,Small Written/Viv
sand groupdiscussion a
managementofpoisoninginchildren voce
Lecture/SGD Written/Viva
27.8.1 Enumeratethecommonpoisoninginchildren. Y
voce
Elaborateontheclinicalsignandsymptomsofcomm Lecture/SGD Written/
27.8.1 on Y Vivavoce
poisoninginchildren(kerosene,organoph
osphorus,paracetamoland corrosive).
Discussthemanagementofcommonpoisoninginchil Lecture/SGD Written/Viva
27.8.1 Y
dren voce
(kerosene,organophosphorus,paracetamolandcor
rosive).
PE 27.9 Discussoxygentherapy,inPediatricemergencie Y Lecture/SGD Written/Viv
sand a
modesofadministration voce
Enumeratetheindicationsofoxygentherapyinpe Lecture/SGD Written/
27.9.1 Y
diatricemergencies. Vivavoce
Lecture/SGD Written/
27.9.2 Describedifferentmodalitiesforoxygendelivery. Y
Vivavoce
PE 27.10 ObservethevariousmethodsofadministeringO Y Demonstration Documentin
xygen Logbook
27.10.1 Observedandnotedvariousmethodsofoxygendeliv Y Demonstrat Document
ery. ionBedside inLogboo
k
27.10.2 Monitoroxygen deliveryinapatient. Y Demonstrat Document
ionBedside inLogboo
k
PE 27.11 Explaintheneedandprocessoftriageofsickchild Y Lecture,SGD Written/Viv
ren a
broughttohealthfacility voce
27.11.1 Discusstheneedoftriageofsickchildespeciallyinr Y Lecture,SGD Written/
esourcelimitedsetting. Vivavoce
27.11.2 Explaintheprocessoftriageofsickchildren. Y Lecture,SGD Written/Viva
voce
PE 27.12 Enumerateemergencysignsandprioritysigns Y Lecture,SGD Written/Viv
a
voce
27.12.1 Enumeratevariousemergencyandprioritysig Y Lecture,SGD, Written/
nsinasickchild. Vivavoce
PE 27.13 Listthesequentialapproachof assessmentof Y Lecture,SGD Written/Viv
emergencyandprioritysigns a
voce
Discuss the systematic approach for assessing
27.13.1 a sick childbasedon Y Lecture,SGD Written/
emergencyandprioritysignsasperWHO–ETAT Vivavoce
guidelines.
PE 27.14 Assessemergencysignsandprioritize Y DOAPsession, Skills
Skills lab Assessment
Assessandrecognize Skillassessme
27.14.1 Y Bedside,skilllab nt
emergencysignsinasickchild
andprioritizetreatment.
Assessairwayandbreathing:recognizesignsofs DOAPsession, SkillsAss
PE 27.15 evere Y Skil essment
respiratorydistress.Checkforcyanosis,sever lsla
echestindrawing,grunting b
27.15.1 Recognizesignsofsevererespiratorydistressbyasse Y Bedside,DOAP skillassessme 3
ssing session nt,
cyanosis,severechestindrawingandgrunting. OSCEwithvid
eo
Assessairwayandbreathing.Demonstratethem DOAP
PE 27.16 Y session,Skil SkillsAss 3
ethod essment
ls
of positioning of an infant & child to open Lab
 airway in asimulatedenvironment

Demonstrate the methods of opening the airway

27.16.1 in infantsandchildrenbyhead tilt– Y BLStrainingses OSCE 3
chinliftandjawthrustmethodson sionusingmann usingma
mannequin. equin nnequin
PE 27.17 Assessairwayandbreathing:administeroxygen Y DOAPsession, Skills 3
using Skills Lab Assessment
correcttechniqueandappropriateflowrate
 Skillasses
27.17.1 Demonstratetheappropriateuseofvariousoxyge Y DOAPsession,S sment,OS 3
ndeliverysystems in different clinical scenarios killsLab CEusing
along withrecommendedflow rateofoxygen mannequin
Skillasses
PE 27.18 Assess airway and breathing: perform y DOAP sment,OS 3
assistedventilation by Bag and mask session,Skil CEusing
in a simulatedenvironment ls mannequin
Lab
Skillasses
Demonstrateassistedventilationusingbagand DOAPsession,S sment,OS
27.18.1 maskinasimulatedenvironment y killsLab CEusing 3
mannequin
Skillasses
PE 27.19 Checkforsignsofshocki.e.pulse,Bloodpressure, y DOAP sment, 3
CRT session,Skil
lsLab
Skillasses
27.19.1 Checkpulseasasignofshock. Y DOAPsession,S sment, 3
killsLab

27.19.2 Measurebloodpressuretocheckforshock. Y DOAPsession,S Skillasses 3

killsLab sment,
27.19.3 AssessCRTforcheckingfor shock. Y DOAPsession,Skill Skillassessm 3
s ent
Lab
Skillasses
PE 27.20 SecureanIVaccessinasimulatedenvironment Y DOAP sment, 3
session,Skil
lsLab
DOAPsession,S Skillassessm
27.20.1 CollectallthenecessaryitemsforIVaccess. Y ent 3
killsLab
DOAPsession,Skill Skillassessm
27.20.2 Identifyanappropriatesiteandvein. Y ent 3
s
Lab
DOAPsession,S Skillassessm
27.20.3 ObtainIVaccessinthemanikin. Y ent 3
killsLab
DOAPsession,S Skillassessm
27.20.4 SecuretheIVlineappropriately. Y ent 3
killsLab
27.20.5 Maintainasepsisthroughouttheprocedure. Y DOAPsession,Skill Skillassessm 3
s ent
Lab
PE 27.21 Choosethetypeoffluidandcalculatethefluid Y DOAPsession, Skill 3
requirementinshock SkillsLab assessment
Chooseappropriatefluidaccordingtodifferenttyp DOAPsession,S Skillassessm
27.21.1 Y ent 3
esofshock. killsLab
27.21.2 Calculatethefluidfor Y DOAPsession,Skill Skillassessm 3
managingdifferenttypesofshockat s ent
differentage/sizeofthechild. Lab
Assess level of consciousness & provide
emergencytreatment to a child with Skillasses
convulsions/ coma - DOAP sment
PE 27.22 Positionanunconsciouschild Y session,Skil 3
- Positionachildwithsuspectedtrauma lsLab
- AdministerIV/perrectalDiazepamforacon
vulsingchildinasimulatedenvironment
DOAPsession,Skill Skillassessm
27.22.1 Assesslevelofconsciousness Y ent 3
s
Lab
Provideemergencytreatmenttoachildwithconvu DOAPsession,S Skillassessm
27.22.2 Y ent 3
lsions/comaincludingABCDE killsLab
AdministerIV/perrectalDiazepamforaconvulsingc DOAPsession,S Skillassessm
27.22.3 Y ent 3
hildinasimulatedenvironment killsLab
27.22.4 Positionanunconsciouschildappropriately. Y DOAPsession,Skill Skillassessm 3
s ent
Lab
Positionachildwithsuspectedtraumakeepingthene DOAPsession,S Skillassessm
27.22.5 Y ent 3
cessaryprecautions. killsLab
PE 27.23 Assesssignsofseveredehydration Y DOAPsession, Skill 3
SkillsLab assessment
27.23.1 Identifysignsofseveredehydration Y DOAPsession,Skill Skillassessm 3
s ent
Lab
Monitoringandmaintainingtemperature:defin Written/
PE 27.24 e Y Lecture/SGD
Vivavoce
hypothermia. Describe the clinical
features,complicationsandmanagementofH
 ypothermia

Written/Viva
27.24.1 DefineHypothermia. Y Lecture/SGD voce
27.24.2 DescribeclinicalfeaturesofHypothermia. Y Lecture/SGD Written/
Vivavoce
27.24.3 Enumeratecomplicationsofhypothermia. Y Lecture/SGD Written/
Vivavoce
27.24.4 DescribemanagementofHypothermia. Y Lecture/SGD Written/Viva
voce
PE 27.25 Describetheadvantagesandcorrectmethodof Y Lecture/SGD Written/Viv
keepinganinfant warmbyskintoskincontact a
voce
27.25.1 Describethecorrectmethodofkeepinginfantwar Y Lecture/SGD Written/
mbyskintoskincontact Vivavoce
27.25.2 Enumeratetheadvantagesofprovidingwarmthbysk Y Lecture/SGD Written/Viva
into voce
skincontact
PE 27.26 Describetheenvironmentalmeasurestomaintai Y Lecture/SGD Written/Viv
n a
temperature voce
27.26.1 Describetheenvironmentalmeasuresto Y Lecture/SGD Written/
maintaintemperatureinsick children. Vivavoce
PE 27.27 Assessforhypothermiaandmaintaintemperatu Y SkillsLab Skill
re assessment
27.27.1 Assessasickchildforhypothermia. Y SkillsLab Skillassessm
ent
27.27.2 Applymeasurestomaintaintemperatureinsickchild Y SkillsLab Skillassessm
ren. ent
PE 27.28 ProvideBLSforchildreninmanikin Y SkillsLab Skill 3
assessment
27.28.1 PerformallthestepsofBLSinchildren. Y SkillsLab Skillassessm 3
ent
PE 27.29 Discussthecommoncauses,clinicalpresentatio Y Lecture/SGD Written/Viv
n, a
medico-legalimplicationsofabuse voce
27.29.1 Enumeratecommoncausesofchildabuse. Y Lecture/SGD Written/Viva
voce
27.29.2 Describeclinicalpresentationsofchildabuse. Y Lecture/SGD Written/
Vivavoce
27.29.3 Discussmedicolegalimplicationsofchildabuse. Y Lecture/SGD Written/Viva
voce
PE 27.30 Demonstrateconfidentialitywithregardtoabus Y Skilllab,simulate Skill
e d assessment
patients
27.30.1 Maintains confidentiality with regard to Y Skilllab,simula Skillassessm
child abuse in asimulatedsetting tedpatients ent
PE 27.31 Assesschildforsignsofabuse Y DOAP,SkillsLab Logbook,

Logbook
27.31.1 Elicitappropriatehistoryforsuspectedchildabuse. Y DOAP,SkillsLab

27.31.2 Examinethechildforevidenceofchildabuse. Y DOAP,SkillsLab Logbook

Basedonhistoryandexaminationmakeapro Logbook
27.31.3 Y DOAP,SkillsLab
visionaldiagnosisofspecifictypeofchildabu
se
PE 27.32 Counselparentsofdangerouslyill/terminallyill Y DOAP,SkillsLab Logbook,
child
tobreak abadnews
Communicate with empathy and counsel
27.32.1 parents ofdangerouslyill/terminallyillchild Y DOAP,SkillsLab Logbook
tobreakabadnewsusing
anappropriatetechnique
Logbook
27.32.2 Answerthequeries/questionsofparentsappropriat Y DOAP,SkillsLab
ely
Logbook
27.32.3 Provideemotionalsupporttoparents Y DOAP,SkillsLab
PE 27.33 ObtainInformedConsent Y DOAP,SkillsLab Logbook,
27.33.1 Provideadequateinformationaspertheneedinalang Y DOAP,SkillsLab Logbook
uage
understoodbytheconsentgiver
Logbook
27.33.2 Answerqueries/questionsappropriately Y DOAP,SkillsLab
Logbook
27.33.3 Obtaintheconsentonanappropriatedocument. Y DOAP,SkillsLab
Logbook,
PE 27.34 Willingtobeapart oftheER team Y DOAP,SkillsLab
TakesanactivepartintheERteamperformingthea Logbook
27.34.1 Y DOAP,SkillsLab
ssignedroleand responsibilities
PE 27.35 Attendstoemergencycalls promptly Y DOAP,SkillsLab Logbook,
27.35.1 Respondspromptlytoemergencycalls Y DOAP,SkillsLab Logbook,
Topic:Respiratorysystem Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(NI
 L)
PE28.1 Discuss the etiopathogenesis, clinical Written/
Y Lecture,SGD ENT
features Vivavoce
andmanagementofNasopharyngitis
28.1.1 EnumeratetheetiologicalfactorsforNasopharyngiti Y lectur Written/
s. e,SGD Vivavoce
28.1.2 DescribetheclinicalfeaturesofNasopharyngitis Y lecture, Written/Viva
SGD voce
28.1.3 OutlinethemanagementofNasopharyngitis Y lectur Written/
e,SGD Vivavoce
PE28.2 DiscusstheetiopathogenesisofPharyngotonsill Y Lecture,SGD Written/Viv ENT
itis a
voce
28.2.1 EnumeratetheetiologicalfactorscausingPharyngo- Y lecture,SGD Written/
tonsillitis. Vivavoce
PE28.3 Discusstheclinicalfeaturesandmanagementof Y Lecture,SGD Written/Viv ENT
Pharyngotonsillitis a
voce
28.3.1 DescribetheclinicalfeaturesofPharyngotonsillitis. Y lectur Written/V
e,SGD ivavoce
28.3.2 OutlinethemanagementofacutePharyngo- Y lectur Writte
tonsillitis. e,SGD n/Viva
voce
Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture,SGD Written/Viv ENT
PE28.4 d a
managementofAcuteOtitisMedia(AOM) voce
28.4.1 ListthecommonetiologicalagentcausingAcuteOtiti Y lecture, Written/Viva
sMedia SGD voce
(AOM)
28.4.2 lecture,SGD Written/
DiscussthepathogenesisofAcuteOtitisMedia(AOM) Y
, Vivavoce
lectur Written/
28.4.3 EnumeratetheclinicalfeaturesofAcuteOtitisMedia( Y e,SGD Vivavoce
AOM),recurrentAOM and OMwitheffusion
lectur Written/
28.4.4 OutlinethemanagementofAcuteOtitisMedia(AO Y e,SGD Vivavoce
M),recurrentAOM andOM witheffusion
Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture,SGD Written/Viv ENT
PE28.5 d a
 managementofEpiglottitis voce

Lecture,SGD Written/
28.5.1 DescribetheetiopathogenesisofEpiglottitis Y
Vivavoce
Lecture,SGD Written/
28.5.2 EnumeratetheclinicalfeaturesofEpiglottitis Y
Vivavoce
 OutlinethemanagementofEpiglottitisincludingacu Lecture,SGD Written/
28.5.3 tecare Y
Vivavoce
Lecture,
PE28.6 Discuss the etiopathogenesis, clinical Y Smallgroup Written/ ENT
features Discussion Vivavoce
andmanagementofAcutelaryngotracheob
ronchitis
DescribetheetiopathogenesisofAcutelaryngo- Lecture,SGD Written/
28.6.1 Y
tracheo-bronchitis(croup) Vivavoce
Describe the clinical features of Acute Lecture,SGD Written/
28.6.2 Y
laryngo-tracheo-bronchitis Vivavoce
OutlinethemanagementofAcutelaryngo-tracheo- Lecture,SGD Written/Viva
28.6.3 Y
bronchitis. voce
PE28.7 Discusstheetiology,clinicalfeaturesandmanag Y Lecture,SGD Written/Viv ENT
ement a
ofStridorinchildren voce
28.7.1 Enumeratetheetiologyofstridorinchildren Y lectur Written/
e,SGD Vivavoce
Lecture,SGD Written/
28.7.2 Describetheclinicalfeaturesofstridorinchildren Y
Vivavoce
28.7.3 Discussthedifferentialdiagnosisofstridor Y Lecture,SGD Written/Viva
voce
Lecture,SGD Written/
28.7.4 Outlinethemanagementofstridor. Y
Vivavoce
Discuss the types, clinical presentation,
PE28.8 andmanagementofforeignbodyaspirationininf Y Lecture,SGD Written/ ENT
antsand Vivavoce
children
Lecture,SGD Written/Viva
28.8.1 Listtheobjectscommonlyaspiratedbychildren Y
voce
Lecture,SGD Written/
28.8.2 EnumeratetheclinicalfeaturesofFBaspiration Y
Vivavoce
Describe‘Heimlich Lecture,SGD Written/Viva
28.8.3 Y
maneuver’forachildand‘5backslaps voce
and5chestthrust’foran infant
 Lecture,SGD Written/
28.8.5 OutlinethemanagementofFBaspiration Y
Vivavoce
 Elicit, document and present age
PE28.9 appropriate Y Bedside, SkillAsse ENT
historyofachildwithupperrespiratoryprobl skilllab ssment
emincluding
Stridor
28.9.1 Elicitdetailedhistoryofachildwithupperrespirator Y Bedside,skilllab OSCE/Skills
y Assessment
problemincludingstridor
28.9.2 Documentthehistoryofachildwithupperrespirat Y Bedside,skilllab Logbook
oryproblemincludingstridor
28.9.3 Presentthehistoryofachildwithupperrespiratoryp Y Bedside,skilllab Logbook
roblemincludingstridor
PE28.10 Performotoscopicexaminationoftheear Y DOAPsession Skills ENT
Assessment
28.10.1 Counseltheparentand childtoprepareforotoscopic Y Bedside,skilllab OSCE/Skills
examination Assessment
28.10.2 Positionthechildandperformotoscopicexaminatio Y Bedside,skilllab OSCE/
n SkillsAss
essment
PE28.11 Performthroatexaminationusingtonguedepre Y DOAPsession Skills ENT
ssor Assessment
28.11.1 Counseltheparentandchildtoprepareforthroat Y Bedside,skilllab OSCE/Skills
examination Assessment
28.11.2 Positionthechildandperformthroatexaminatio Y Bedside,skilllab OSCE/Ski
nusingatonguedepressor llsAssess
ment
PE28.12 Performexaminationofthenose Y DOAPsession Skills ENT
Assessment
28.12.1 Positionthechildandperformnoseexamination Y Bedside,skilllab OSCE/Ski
llsAssess
ment
Analyze the clinical symptoms and interpret
PE 28.13 physicalfindingsandmakeaprovisional/differe Y Bedside SkillsAss
ntialdiagnosis essment
inachildwithENTsymptoms
 Discusstheprovisional/differentialdiagnosisina SkillsAssess
28.13.1 childwithENTsymptomsafteranalysis Y Bedside ment/OS
ofhistoryandphysical CE/ClinicalCa
examination. se
PE 28.14 Developatreatmentplananddocumentappropr Y Bedside Skills
iately Assessment
inachildwithupperrespiratorysymptoms
28.14.1 Plantreatmentinachildwithupperrespiratorysymp Y Bedside OSCE/Sk
toms illsAsses
sment
28.14.2 Prescribesupportiveandsymptomatictreatment Y Bedside
forupperrespiratorysymptoms OSCE/
SkillsAss
essment
Logbookdo
PE 28.15 StratifyriskinchildrenwithstridorusingIMNC Y Bedside cumentatio
Iguidelines n
Logbookdoc
28.15.1 Classifythechildwith stridorasperIMNCIguidelines Y Bedside umentation/
clinicalcase
PE 28.16 Interpretbloodtestsrelevanttoupperrespirato N Bedside,SGD Logbook
ry
problems
28.16.1 Planandinterprettherelevantbloodtestinapatie N Bedside,SGD Logbook
ntwithupperrespiratory problems
Interpret X-ray of the paranasal sinuses and
mastoid;and /or use, written report in case of SkillsAss
PE 28.17 management.Interpret CXR in foreign body Y Bedside,SGD essment ENT,Radio
aspiration and D
lowerrespiratorytractinfection,understandthe
significance
ofthymicshadow inpediatricchestX-rays
28.17.1 InterprettheX- OSCE/
Y Bedside,SGD
rayofparanasalsinusesandmastoidforvariousco SkillsAss
mmon diseases essment
SkillsAssess
28.17.2 InterpretthechestX- Y Bedside,SGD ment/OS
rayforidentifyingsuspectedFBaspirationa CE
ndlowerrespiratorytractinfection
SkillsAssess
28.17.3 IdentifythymicshadowinchestX-ray. Y Bedside,SGD ment/OS
CE
 SkillsAsse
28.17.4 Plan the treatment after interpreting X-ray Y Bedside,SGD ssment/
and/or its writtenreport. OSCE
PE 28.18 Describetheetiopathogenesis,diagnosis,clinica Y SGD, Lecture Written,Viva
l voce
features,managementandpreventionoflower
respiratoryinfectionsincludingbronchiolitis,w
heeze
associatedLRTIPneumoniaandempyema
28.18.1 EnumeratethecommonorganismscausingLRTI Y Lecture,SGD, Written
/Vivavoce
28.18.2 DiscussthepathogenesisofLRTIincludingbronchiol Y Lecture,SGD, Written/Viva
itis, voce
WALRI,pneumoniaandempyema.
28.18.3 DescribetheclinicalfeaturesofLRTIincludingbro Y Lecture,SGD, Written/V
nchiolitis,WALRI,pneumonia and empyema ivavoce
DiscussthediagnosisofLRTIincludingbronchiolit
28.18.4 is,WALRI,pneumoniaandempyemaaftertakingr Y Lecture,SGD, Written/V
elevantclinical ivavoce
historyandexamination.
28.18.5 DescriberelevantinvestigationsinachildwithLRI Y Lecture,SGD, Written,Vi
vavoce
28.18.6 DiscussthetreatmentofLRTI Y Lecture,SGD, Written,Viva
includingbronchiolitis,WALRI, voce
pneumoniaandempyema
28.18.7 DiscussthepreventivestrategiesforLRTI Y Lecture,SGD, Viva
voce,SA
Q/MCQ
Describetheetiopathogenesis,diagnosis,clinica Lecture,SGD Written/
PE 28.19 l Y Resp Med
Vivavoce
features, management and prevention of
asthma inchildren
28.19.1 DefineAsthmainchildrenasperATMguidelines. Y Lecture,SGD, Written,Viva
voce
28.19.2 Discussthepathophysiologyofasthmainchildren. Y Lecture,SGD, Written
 test,Vivav
oce
28.19.3 Describetheclinicalfeaturesofasthma Y Lecture,SGD, Written
test,Vivav
oce
28.19.4 Discussthediagnosisofasthmabasedonrelevantclin Y Lecture,SGD, Vivavoce
ical
history,familyhistoryandphysicalexamination.
28.19.5 EnumeratetheinvestigationsinachildwithAsthma Y Lecture,SGD, Vivavoce
28.19.6 Listthedrugsusedfortreatingasthmainchildren Y Lecture,SGD, Written
test,Vivav
oce
28.19.7 Describethetreatmentofacuteattackofasthma Y Lecture,SGD, Writtentest,
Vivavoce
28.19.8 Describethestepwiseapproachofpreventer Y Lecture,SGD, Written
therapyforasthmaasper ATM/GINA guidelines test,Vivav
oce
28.19.9 Describevariousdrugdelivery devicesforasthma Y Lecture,SGD Written,
Vivavoce
28.19.10 Enumerateasthmatriggers Y Lecture,SGD, Written,Viva
voce
SkillsAsse
PE 28.20 Counsel the child with asthma on the Y Bedside, ssmentWr Resp Med
correct use SGD,Lectur ittenViva
ofinhalersinasimulatedenvironment e voce

28.20.1 Counselthechildandthecaretakerforcorrectuseo Y Skilllab,clini OSCE

fMDIandspaceratinitiationoftherapyandonfollo cs,lecture
wup
Topic:AnemiaandotherHemato-oncologicdisordersin Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(NI
Children L)
Discuss the etiopathogenesis, clinical Lecture,SGD Written, Path,
PE29.1 Y
features,classificationandapproachtoachild viva-voce Physi
with anemia o
29.1.1 DefineanemiaasperWHOGUIDELINES Y Lecture,SGD Written,
viva-voce
29.1.2 Enumeratethecausesofanemia. Y Lecture,SGD Written,viva-
voce
29.1.3 Describethepathogenesisofanemia. Y Lecture,SGD Written,
viva-voce
29.1.4 Enumerateclinicalfeaturesofanemia Y Lecture,SGD Written,
viva-voce
29.1.5 ClassifyAnemiaaccordingtoredcellmorphology Y Lecture,SGD Written,viva-
voce
DescribetheapproachtoachildwithAnemia. Lecture,SGD Written,
29.1.6 Y
viva-voce
Lecture,SGD Written,
29.1.7 Listtheinvestigationsinchildwithanemia. Y
viva-voce
PE 29.2 Discusstheetiopathogenesis,clinicalfeaturesan Y Lecture,SGD Written/Viv Path,
d a- Physio
managementofirondeficiencyanemia. voce
Lecture,SGD Written,
29.2.1 Enumeratethecausesofirondeficiencyanemiainchi Y
ldren viva-voce
Lecture,SGD Written,
29.2.2 Describethepathogenesisofirondeficiencyanemia. Y
viva-voce
Describeclinicalfeaturesofirondeficiencya Lecture,SGD Written,
29.2.3 Y
nemiainchildren. viva-voce
Lecture,SGD Written,viva-
29.2.4 Listtheinvestigationsinachildwithirondeficiency. Y
voce
Lecture,SGD Written,
29.2.5 Describethetreatmentofirondeficiencyanemiainch Y
ildren. viva-voce
Discusstheetiopathogenesis,clinicalfeatures Lecture,SGD
PE 29.3 andmanagementofVitaminB- Y Written/Vi Path,Physi
12,Folatedeficiency va-voce o
anemia.
EnumeratethecausesofvitaminB-12andfolicacid Lecture,SGD Written,viva-
29.3.1 Y
deficiency. voce
Lecture,SGD Written,
29.3.2 DescribethepathogenesisofVitaminB- Y
 12deficiency. viva-voce
Lecture,SGD Written,
29.3.3 Describethepathogenesisoffolatedeficiency. Y
viva-voce
29.3.4 DescribetheclinicalfeaturesofvitaminB- Y Lecture,SGD Written,viva-
12andFolate voce
deficiency.
Enumerate the investigations for a child of Lecture,SGD Written,
29.3.5 Y
Vitamin B-12 andFolatedeficiency. viva-voce
Describethetreatmentforachildsufferingfrom Lecture,SGD Written,viva-
29.3.6 Y
VitaminB- voce
12andFolicaciddeficiency.
Discuss the etiopathogenesis, clinical Lecture,SGD
features andmanagement of Hemolytic Written,
PE29.4 anemia, ThalassemiaMajor, Sickle cell Y viva-voce Path,Physi
anemia, Hereditary spherocytosis,Auto- o
immunehemolyticanemiaandhemolyticurem
ic
syndrome.
Lecture,SGD Written,
29.4.1 DefineHemolyticAnemia. Y
viva-voce
Lecture,SGD Written,viva-
29.4.2 Enumeratethecausesofhemolyticanemiainchildre Y
n. voce
Describethepathogenesisofdifferenttypesofhem Lecture,SGD Written,
29.4.3 Y
olyticanemia. viva-voce
Describetheclinicalfeaturesofhemolytic Lecture,SGD Written,
29.4.4 Y
anemia,ThalassemiaMajor,Sicklecellane viva-voce
mia,Hereditary
spherocytosis,Auto-
immunehemolyticanemiaandhemolyticu
remic syndrome
Lecture,SGD Written,viva-
29.4.5 Listtheinvestigationsfordiagnosisofhemolyticane Y
mia. voce
 Differentiatevarioustypesofhemolyticanemiaba Lecture,SGD
29.4.6 sedonclinicalfeaturesandinvestigations. Y Written,
viva-voce
DescribetreatmentofhemolyticanemiaThalassemi Lecture,SGD Written,
29.4.7 aMajor, Y viva-voce
Sicklecellanemia,Hereditaryspherocytosis,Auto
-immunehemolyticanemiaandhemolyticuremic
syndrome.
Describetheroleofchelationtherapyandrecallth Lecture,SGD Written,
29.4.8 Y
edrugs,dosagesand side-effectsofthedrugs. viva-voce
PE29.5 DiscusstheNationalAnemiaControlProgram. Y Lecture,SGD Written,viva- ComMed
voce
Lecture,SGD Written,
29.5.1 DescribeNationalAnemiaControlProgram. Y
viva-voce
Discussthecauseofthrombocytopeniainchi Lecture,SGD
PE29.6 ldren:describetheclinicalfeaturesandman Y Written, Path
agementof viva-voce
idiopathicThrombocytopenicPurpura.
Lecture,SGD Written,
29.6.1 Definethrombocytopenia Y
viva-voce
29.6.2 Enumeratethecausesofthrombocytopeniainchildr Y Lecture,SGD Written,viva-
en. voce
Lecture,SGD Written,
29.6.3 DescribethepathogenesisofITP. Y
viva-voce
Lecture,SGD Written,viva-
29.6.4 DescribetheclinicalfeaturesofITP. Y
voce
Lecture,SGD Written,
29.6.5 OutlinetheinvestigationsofITP Y
viva-voce
Lecture,SGD Written,
29.6.6 OutlinethemanagementofITP. Y
viva-voce
PE29.7 Discusstheetiology,classification,pathogenesis Y Lecture,SGD Written,viva- Path
and voce
clinicalfeaturesofHemophiliainchildren.
Lecture,SGD Written,viva-
29.7.1 Describetheetiologyofhemophilia. Y
voce
 Lecture,SGD Written,
29.7.2 Classifyhemophilia. Y
viva-voce
Lecture,SGD Written,viva-
29.7.3 Describethepathogenesisofhemophilia. Y
voce
Lecture,SGD Written,
29.7.4 Enumeratetheclinicalfeaturesofhemophilia. Y
viva-voce
Discuss the etiology, clinical presentation Lecture,SGD
PE29.8 andmanagementofAcuteLymphoblasticLeuk N Written, Path
emiain Viva-voce
Children.
Lecture,SGD Written,viva-
29.8.1 StatetheetiologiesofAcuteLymphoblasticLeukemi N
a(ALL). voce
Lecture,SGD Written,
29.8.2 Enumerateriskfactorsforchildhoodleukemia. N
viva-voce
Lecture,SGD Written,
29.8.3 DescribetheclinicalpresentationofALL. N
viva-voce
29.8.4 Outlinetheinvestigationsfor diagnosisofALL. N Lecture,SGD Written,viva-
voce
Lecture,SGD Written,
29.8.5 OutlinethetreatmentforALL. N
viva-voce
PE29.9 Discusstheetiology,clinicalpresentationand N Lecture,SGD Written,Viva Path
managementofLymphomainchildren. -
Voce
Lecture,SGD Written,viva-
29.9.1 Definelymphoma. N
voce
Lecture,SGD Written,
29.9.2 StatetheetiologyofLymphomaanditstypes. N
viva-voce
Lecture,SGD Written,
29.9.3 Describethepathologyoflymphomas. N
viva-voce
Lecture,SGD Written,viva-
29.9.4 RecalltheclinicalfeaturesofLymphomas. N
voce
Outlinetheinvestigations(diagnosticwo Lecture,SGD Written,
29.9.5 N
rkup)forLymphomas. viva-voce
Lecture,SGD Written,viva-
29.9.6 EnumeratethetreatmentmodalitiesforLymphoma N
voce
 s.

PE29.10 Elicit,documentandpresentthehistoryrelatedt Y Bedside,Skillsla SkillStation

o b
Hematology.
29.10.1 Elicitthehistoryrelatedtoahematologicaldisorder. Y Bedside,Skillslab SkillStation
29.10.2 Documentthehistory. Y Bedside,Skillslab SkillStation
29.10.3 Presentthehistory Y Bedside,Skillslab SkillStation
Identifyexternalmarkersforhematologicaldis
PE29.11 orders Y Bedside,SkillsLa Skillasses
e.g.Jaundice,Pallor,Petechiae,Purpura,Ecchy b sment
mosis,Lymphadenopathy,bonetenderness,lo
ssofweight,
Mucosalandlargejointbleed.
Identifyjaundice,pallor,petechialspots,purpura,
29.11.1 ecchymosis, lymphadenopathy, bone Y Bedside,SkillsLab Skillassessme
tenderness, nt
Mucosalandlargejointbleedinapatientofhemato
logicaldisorder.
PE29.12 Performexaminationoftheabdomen,demonstr Y Bedside,SkillsLa Skill
ate b. assessment
Organomegaly.
29.12.1 Performperabdomenexamination. Y Bedside,SkillsLab Skillassessme
nt
29.12.2 Demonstrateorganomegalyinachildafterabdomin Y Bedside,SkillsLab Skillassessme
al nt
examination.
PE29.13 Analyzesymptomsandinterpretphysicalsignst Y Bedside,SkillsLa Skill
o b assessment
makeaprovisional/differentialdiagnosis.
29.13.1 Analyzesymptomsrelatedtohemato- Y Bedside,SkillsLab Skillassessme
oncologicalconditions. nt
29.13.2 interpretphysicalsignstomakeaprovisionaldiagno Y Bedside,SkillsLab Skillassessme
sis nt
Producedifferentialdiagnosiskeepinginmindthesy
29.13.3 mptoms Y Bedside,SkillsLab Skillassessme
andsignsrelatedtohaemato-oncologicalconditions. nt
PE29.14 InterpretCBC, LFT Y Bedside,SkillsLa Skill
b assessment
29.14.1 interpretCompleteBloodCountReport Y Bedside,SkillsLab Skillassessme
nt
29.14.2 InterpretLiverFunctionTestsReport. Y Bedside,SkillsLab Skillassessme
nt
PE29.15 PerformandInterpretperipheralsmear. Y DOAPsession Documentin
Logbook
29.15.1 Prepareaperipheralbloodfilm. Y DOAPsession Documentin
Logbook
29.15.2 Interprettheperipheralbloodfilm. Y DOAPsession Document
inLogboo
k
29.15.3 Makediagnosisofperipheral bloodfilm. Y DOAPsession Documentin
Logbook
PE29.16 DiscusstheindicationsforHemoglobinelectrop N Lecture,SGD Written/Viv Biochemist
horesis a- ry
andinterpret thereport. voce
Lecture,SGD Written/Vi
29.16.1 EnumeratetheindicationsforHemoglobinelectrop N
horesis va-voce
29.16.2 interpretthereportofHemoglobinelectrophoresis N Lecture,SGD Written/Viva
-
voce
PE29.17 Demonstrateperformanceofbonemarrowaspir Y Skillslab Documentin
ation Logbook
inmannequin.
29.17.1 identifythesitesofbonemarrowaspiration Y SkillsLab Document
inLogboo
k
Demonstratethecorrectstepsofbonemarrowaspira Document
29.17.2 tion Y SkillsLab
inLogboo
underasepticconditionsonamannequin. k
PE29.18 EnumeratethereferralcriteriaforHematologic Y Bedside,Small Written/Viv
al groupactivity a-
conditions. voce
29.18.1 Enumeratethecriteria Y Smallgroupactivit Written/
forreferringapatientwithHematological y Viva-voce
conditions
PE29.19 Counselandeducatepatientsaboutpreventiona Y Bedside,SkillsLa Documentin
nd b Logbook
treatmentofanemia.
Counseltheparentsempatheticallyaboutthedietan
29.19.1 d Y Bedside,SkillsLab Document
inLogboo
preventivemeasuresforanemia.
k
Educatethepatients/parentsaboutthecorrectusag
29.192 eof Y Bedside,SkillsLab Document
inLogboo
drugs. k
PE29.20 Enumeratetheindicationsforsplenectomyand N Smallgroup Written/Viv
precautions activity a-
voce
29.20.1 Enumeratetheindicationsforsplenectomy N Smallgroupactivit Written/
y Viva-voce
29.20.2 Explainabouttheimmunizationandantibioticproph N Smallgroupactivit Written/
ylaxis y Viva-voce
Topic:SystemicPediatrics-CentralNervoussystem Numberofcompetencies:(23) Numberofproceduresthatrequirecertification:(NI
L)
Discusstheetiopathogenesis,clinicalfeatures,
PE 30.1 complications, management and Y Lecture,SGD Written/ Micro
prevention ofmeningitisinchildren Vivavoce
30.1.1 Enumerateallcommoncausesofmeningitisinchildr Y Lecture,SGD Written/Viva
en.
voce
30.1.2 Describepathogenesisofmeningitisinchildren. Y Lecture,SGD Written/
Vivavoce
Describealltheclinicalfeaturesofmeningitisinchild Y Lecture,SGD Written/
30.1.3 ren. Vivavoce
Enumerateallthecomplicationsofmeningitisinchil Written/
30.1.4 dren. Y Lecture,SGD
Vivavoce
 Enumeratealltheinvestigationstodiagnoseme
30.1.6 Y Lecture,SGD Written/
ningitisinchildren.
Vivavoce
DescribetheCSFpicturediagnosticofpyogenicmeni Written/
30.1.7 ngitis. Y Lecture,SGD
Vivavoce
Describethestandardtreatmentofmeningitisbas
30.1.8 Y Lecture,SGD Written/
edonageofpatient and organismifidentified.
Vivavoce
Enumeratevariouspreventivemeasuresformening Written/
30.1.9 itis. Y Lecture,SGD
Vivavoce
PE 30.2 Distinguishbacterial,viralandtuberculousmen Y Lecture,SGD Written/ Micro
ingitis Vivavoce
30.2.1 Differentiatetheclinicalfeaturesofbacterial,viral Y Lecture,SGD Written/
andtubercularmeningitisina child Vivavoce
30.2.2 Differentiatethecerebrospinalfluid(CSF)picture Y Lecture,SGD Written/
ofbacterial,viralandtubercularmeningitisin Vivavoce
achild
Discusstheetiopathogenesis,classification,clin
PE 30.3 ical Y Lecture,SGD Written/
Vivavoce
features, complication and
management
ofHydrocephalusinchildren
30.3.1 Definehydrocephalus. Y Lecture,SGD Written/
Vivavoce
30.3.2 Enumerateallcausesofhydrocephalus. Y Lecture,SGD Written/Viva
voce
DescribenormalCSFcirculationandpathogenesisof Written/
30.3.3 Y Lecture,SGD
hydrocephalus Vivavoce
30.3.4 Classifytypesofhydrocephalus Y Lecture,SGD Written/
Vivavoce
Describealltheclinicalfeaturesofhydrocephalus. Written/
30.3.5 Y Lecture,SGD
Vivavoce
Enumerateallthecomplicationsofhydrocephalus. Written/
30.3.6 Y Lecture,SGD
Vivavoce
Describetheradiologicalpicture(USG,CTscanorMR Written/
30.3.7 I) Y Lecture,SGD
Vivavoce
 diagnosticofhydrocephalus

Enumeratetheinvestigationsrequiredtomakeaneti Written/
30.3.8 ological Y Lecture,SGD
Vivavoce
diagnosisofhydrocephalus
Describethestandardtreatmentforhydrocephalusi Written/
30.3.9 ncluding Y Lecture,SGD
Vivavoce
medicalandsurgicalmodalities.
Discuss the etiopathogenesis,
PE 30.4 Y Lecture,SGD Written/
classification, Vivavoce
clinicalfeatures,andmanagementofMicroc
ephalyin
children
30.4.1 Definemicrocephaly. Y Lecture,SGD Written/
Vivavoce
30.4.2 Enumerateallcausesofmicrocephalyinchildren Y Lecture,SGD Written/
Vivavoce
30.4.3 Describepathogenesisofmicrocephalyinchildren Y Lecture,SGD Written/Viva
voce
30.4.4 Classifytypesofmicrocephalyinchildren Y Lecture,SGD Written/
Vivavoce
Describealltheclinicalfeaturesofmicrocephaly Written/
30.4.5 Y Lecture,SGD
Vivavoce
30.4.6 Describetreatmentformicrocephaly. Y Lecture,SGD Written/
Vivavoce
Enumerate the Neural tube defects. Discuss
PE 30.5 Y Lecture,SGD Written/
thecauses,clinicalfeatures,types,andmanage Vivavoce
ment
ofNeuralTubedefect
30.5.1 DefineNeuraltubedefects. Y Lecture,SGD Written/
Vivavoce
30.5.2 EnumerateallcausesofNeuraltubedefects. Y Lecture,SGD Written/Viva
voce
30.5.3 DescribepathogenesisofNeuraltubedefects. Y Lecture,SGD Written/Viva
voce
30.5.4 ClassifytypesofNeuraltubedefects. Y Lecture,SGD Written/
Vivavoce
 Describealltheclinicalfeaturesofthecommontypes Written/
30.5.5 of Y Lecture,SGD
Vivavoce
Neuraltubedefects
Describeradiologicalinvestigations(USGlocalandU
30.5.6 SGHead, Y Lecture,SGD Written/
CTscanandMRI)andtherelevantfindingstodi Vivavoce
agnoseNeuraltubedefectsandassociated
conditions
Outlinemedicalandsurgicalmanagementincluding Written/
30.5.7 Y Lecture,SGD
immediatetreatmentofneuraltubedefects. Vivavoce
Enumerateindicationsandcontraindicationsof
30.5.8 conservativeandsurgicalmodalitiestotreatneur Y Lecture,SGD Written/
altubedefects. Vivavoce
30.5.9 Enumeratestepsforpreventionofneuraltubedefect Y Lecture,SGD Written/Viva
s. voce

PE 30.6 Discusstheetiopathogenesis,clinicalfeatures,a Y Lecture,SGD Written/

nd Vivavoce
managementofInfantilehemiplegia
30.6.1 Defineinfantilehemiplegia. Y Lecture,SGD Written/
Vivavoce
30.6.2 Enumerateallcausesofinfantilehemiplegia. Y Lecture,SGD Written/
Vivavoce
30.6.3 Describepathogenesisofinfantilehemiplegia. Y Lecture,SGD Written/Viva
voce
Describealltheclinicalfeaturesofinfantilehemipleg Written/
30.6.4 ia. Y Lecture,SGD
Vivavoce
30.6.5 Enumerateinvestigationstodiagnoseinfantilehemi Y Lecture,SGD Written/
plegia. Vivavoce
Describeallthetreatmentmodalitiesforinfantileh
emiplegiaincluding medical management, Lecture,SGD Written/
30.6.6 Y
Vivavoce
occupational therapy andphysiotherapy.
Discuss the etiopathogenesis, clinical
PE 30.7 Y Lecture,SGD Written/
features,complicationsandmanagementofFe Vivavoce
brileseizuresin
children
30.7.1 DefineFebrileseizures. Y Lecture,SGD Written/Viva
voce
30.7.2 EnumeratecausesofFebrileseizures. Y Lecture,SGD Written/
Vivavoce
30.7.3 DescribethepathogenesisofFebrileseizures. Y Lecture,SGD Written/
Vivavoce
30.7.4 ClassifytypesofFebrileseizures. Y Lecture,SGD Written/Viva
 voce
DescribetheclinicalfeaturesofdifferenttypesofFeb Written/
30.7.5 rile Y Lecture,SGD
Vivavoce
seizures.
30.7.6 EnumeratecomplicationsofFebrileseizures. Y Lecture,SGD Written/
Vivavoce
EnumeratetheinvestigationsfordiagnosisofFebrile Written/
30.7.7 seizures Y Lecture,SGD
Vivavoce
andthecauseoftheunderlyingfever.
Describe the standard treatment for Febrile KH K
30.7.8 Lecture,SGD Written/
K
seizures Vivavoce
inchildrenincludingintermittentprophylaxisand
treatmentof
causeoffever.
Defineepilepsy.Discussthepathogenesis,clinic
K K
PE 30.8 al Lecture,SGD K
Written/
Vivavoce
types, presentation and management of
Epilepsy inchildren
30.8.1 DefineEpilepsy. Lecture,SGD Written/
KH Vivavoce
30.8.2 DescribethepathogenesisofEpilepsy. Y Lecture,SGD Written/Viva
voce
30.8.3 ClassifyclinicaltypesofEpilepsy. Y Lecture,SGD Written/
Vivavoce
30.8.4 DescribethevariouspresentationsofEpilepsy. Y Lecture,SGD Written/
Vivavoce
EnumerateandDescribetheinvestigationsrequired Written/
30.8.5 to Y Lecture,SGD
Vivavoce
diagnoseEpilepsy.
30.8.6 OutlinethemedicalandsurgicalmanagementofEpil Y Lecture,SGD Written/
epsy Vivavoce
EnumeratecommonAntiepilepticdrugsandthetype Written/
30.8.7 sof Y Lecture,SGD
Vivavoce
Epilepsyinwhichtheyareindicated.
EnumeratethesideeffectsofcommonlyusedAntiepi Written/
30.8.8 leptic Y Lecture,SGD
Vivavoce
drugs.
PE 30.9 DefineStatusEpilepticus.Discusstheclinical Y Lecture,SGD Written/
presentationandmanagement Vivavoce
30.9.1 DefineStatusepilepticus. Y Lecture,SGD Written/
Vivavoce
30.9.2 Describetheclinicalpresentationofstatusepileptic Y Lecture,SGD Written/
us Vivavoce
30.9.4 Enumerateinvestigationsrequiredfordiagnosisofs Y Lecture,SGD Written/Viva
tatus
 epilepticus voce
Describe management of status epilepticus in a
30.9.5 Y Lecture,SGD Written/
step
Vivavoce
wisemannerbasedonthestandardalgorithmofman
agementof
statusepilepticusofthePICU
Discusstheetiopathogenesis,clinicalfeaturesa Written/
PE 30.10 nd Y Lecture,SGD
Vivavoce
managementofMentalretardationinchildren
30.10.1 DefineMentalRetardation(Intellectualdisability) Y Lecture,SGD Written/Viva
voce
EnumeratethecausesofMentalRetardation(Intelle Written/
30.10.2 ctual Y Lecture,SGD
Vivavoce
disability)
DescribethepathogenesisofMentalRetardation Written/
30.10.3 Y Lecture,SGD
(Intellectualdisability) Vivavoce
30.10.4 ClassifyMentalRetardation(Intellectualdisability). Y Lecture,SGD Written/
Vivavoce
EnumerateandDescribeclinicalfeaturesofMental
30.10.5 Retardation(Intellectualdisability)including Y Lecture,SGD Written/
dysmorphicfeatures. Vivavoce
DescribetheinvestigationsfordiagnosisofMental Written/
30.10.6 Y Lecture,SGD
Retardation(Intellectualdisability). Vivavoce
Describetheinvestigations(includinggenetictests)
30.10.7 required Y Lecture,SGD Written/
foridentifyingtheetiologyofMentalReta Vivavoce
rdation(Intellectualdisability).
Describethemultidisciplinary Written/
30.10.8 approachtomanagementof Y Lecture,SGD
Vivavoce
MentalRetardation(Intellectualdisability).
Describethetreatmentofpreventableandtreatable Written/
30.10.9 causes Y Lecture,SGD
Vivavoce
ofMentalRetardation(Intellectualdisability).
PE 30.11 Discusstheetiopathogenesis,clinicalfeaturesa Y Lecture,SGD Written/
nd Vivavoce
managementofchildrenwithcerebralpalsy
30.11.1 DefineCerebralPalsy Y Lecture,SGD Written/
Vivavoce
30.11.2 EnumeratethecausesofCerebralPalsy Y Lecture,SGD Written/Viva
voce
30.11.3 DescribethepathogenesisofCerebralPalsy Y Lecture,SGD Written/Viva
voce
30.11.4 ClassifyCerebralPalsy. Y Lecture,SGD Written/Viva
 voce
EnumerateandDescribeclinicalfeaturesofdifferent Written/
30.11.5 types Y Lecture,SGD
Vivavoce
ofCerebralPalsy
Describetheinvestigationsrequiredforidentifyingt Written/
30.11.6 he Y Lecture,SGD
Vivavoce
etiologyofCerebralPalsy.
Describethemultidisciplinary Written/
30.11.7 approachtomanagementof Y Lecture,SGD
Vivavoce
CerebralPalsy.
Describethetreatmentofpreventableandtreatable Written/
30.11.8 causes Y Lecture,SGD
Vivavoce
ofCerebralPalsy.
Enumerate the causes of floppiness in an
PE30.12 Y Lecture,SGD Written/
infant Vivavoce
anddiscusstheclinicalfeatures,differentialdiag
nosisand
management
30.12.1 Definefloppinessinaninfant. Y Lecture,SGD Written/Viva
voce
30.12.2 Enumeratethecausesoffloppinessinaninfant. Y Lecture,SGD Written/
Vivavoce
30.12.3 Describethepathogenesisoffloppinessinaninfant Y Lecture,SGD Written/
Vivavoce
30.12.4 Describetheclinicalfeaturesoffloppinessinaninfan Y Lecture,SGD Written/Viva
t voce
30.12.5 Describethedifferentialdiagnosisof Y Lecture,SGD Written/
floppinessinaninfant Vivavoce
30.12.6 Enumeratetheinvestigationsforfloppinessinaninfa Y Lecture,SGD Written/
nt Vivavoce
Describetreatmentapproachtoafloppyinfant,inclu Written/
30.12.7 ding Y Lecture,SGD
Vivavoce
occupationaltherapyandphysiotherapy.
Discuss the etiopathogenesis, clinical
PE30.13 Y Lecture,SGD Written/ Micro
features,managementandpreventionofPolio Vivavoce
myelitisin
children
30.13.1 Defineacuteflaccidparalysis(AFP). Y Lecture,SGD Written/
Vivavoce
30.13.2 ListcausesofAcuteFlaccidParalysis. Y Lecture,SGD Written/
Vivavoce
30.13.3 EnumeratethevirusescausingPoliomyelitis. Y Lecture,SGD Written/ Micro
Vivavoce
30.13.4 DescribethepathogenesisofPoliomyelitis Y Lecture,SGD Written/Viva
 voce
30.13.5 DescribealltheclinicalfeaturesofPoliomyelitis. Y Lecture,SGD Written/
Vivavoce
30.13.6 DiscussthedifferentialdiagnosisofAFP. Y Lecture,SGD Written/
Vivavoce
DescribeallthetreatmentmodalitiesforPoliomye
30.13.7 Y Lecture,SGD Written/
litis/AFPincludingmedicalmanagement,occupat
Vivavoce
ionaltherapyand
physiotherapy.
DescribethevariousavailablePoliovaccinesandthei Written/
30.13.8 rrole Y Lecture,SGD
Vivavoce
inpreventionofpoliomyelitis.
PE30.14 Discusstheetiopathogenesis,clinicalfeaturesa Y Lecture,SGD Written/
nd Vivavoce
managementofDuchenemusculardystrophy
30.14.1 DefineDuchenemusculardystrophy. Y Lecture,SGD Written/
Vivavoce
DescribetheetiopathogenesisofDuchenemuscular Written/
30.14.2 Y Lecture,SGD
dystrophy Vivavoce
DescribetheclinicalfeaturesofDuchenemuscular Written/
30.14.3 Y Lecture,SGD
dystrophy. Vivavoce
Enumerateinvestigationsrequiredincludinggeneti Written/
30.14.4 c Y Lecture,SGD
Vivavoce
testingtodiagnoseDuchenemusculardystrophy.
DescribethetreatmentmodalitiesforDuchenemusc Written/
30.14.5 ular Y Lecture,SGD
Vivavoce
dystrophyincludingoccupationaltherapyandphysi
otherapy.
PE30.15 Discusstheetiopathogenesis,clinicalfeaturesa Y Lecture,SGD Written/
nd Vivavoce
managementofAtaxiainchildren
30.15.1 DefineAtaxiainchildren. Y Lecture,SGD Written/
Vivavoce
30.15.2 EnumerateallcausesofAtaxiainchildren. Y Lecture,SGD Written/
Vivavoce
30.15.3 DescribethepathogenesisofAtaxiainchildren. Y Lecture,SGD Written/
Vivavoce
30.15.4 DescribealltheclinicalfeaturesofAtaxiainchildren. Y Lecture,SGD Written/
Vivavoce
EnumeratetheinvestigationsinevaluationofAtaxiai Written/
30.15.5 n Y Lecture,SGD
Vivavoce
children.
30.15.7 Describethetreatmentavailableforthevariouscaus Y Lecture,SGD Written/Viva
esof voce
 Ataxiainchildren.
PE30.16 Discuss the approach to and management Y Lecture,SGD Written/
of a childwithheadache Vivavoce
30.16.1 Enumeratecausesofheadacheinchildren Y Lecture,SGD Written/Viva
voce
30.16.2 Enumeratethetypesofheadache Y Lecture,SGD Written/
Vivavoce
30.16.3 Describetheclinicalfeaturesofvarioustypesofhe Y Lecture,SGD Written/
adachesinchildren Vivavoce
Enumerateallinvestigationstodiagnosecauseandt Written/
30.16.4 ypeof Y Lecture,SGD
Vivavoce
headache.
Analysethehistoryandinterprettheexaminatio
30.16.5 nfindingsand investigations using an Y Lecture,SGD Written/
algorithm to come to Vivavoce
adifferentialdiagnosis/diagnosisofheadache
30.16.6 Discussapproachtomanagementofheadache Y Lecture,SGD Written/
basedonhistory,examination Vivavoce
andinvestigations
30.16.7 Describetreatmentofachildwithheadache. Y Lecture,SGD Written/Viva
voce
PE30.17 Elicit,documentandpresentanageappropriate Y Bedside, SkillAsse
historypertainingtotheCNS Skillslab ssment
Bedside,Skills Clinical
30.17.1 Elicitageappropriatedetailed Y
historypertainingtoCNS lab case/OSC
E
Writedownageappropriatehistoryincludinghistor Bedside,Skills
30.17.2 y Y lab Logbook
pertainingtoCNSunderappropriateheadings
Presentthedocumentedageappropriatehistoryper Bedside,Skills
30.17.3 taining Y lab Logbook
toCNS
Demonstrate the correct method for
physicalexamination of CNS including SkillAsse
PE30.18 Y Bedside,Skillsla ssment
identification b
ofexternalmarkers.Documentandpresentcli
nical
findings
 Bedside,Skills
30.18.1 Measureheadcircumferenceaccurately. Y OSCE
lab
Bedside/skilllab/
30.18.2 Recognizeneurocutaneousmarkers. OSCE
pictures/video
30.18.3 DoacompleteCNSexaminationinchildrenofdiffere Bedside/skilllab Skilllab
nt
 ages.
Bedside/skilllab/
30.18.4 Recognizeinvoluntarymovements. OSCE
pictures/video
30.18.5 Examineforsignsofmeningealirritation. Bedside/skilllab Skilllab
30.18.6 Documentandpresentclinicalfindings. Bedside/skilllab Clinicalcase
PE30.19 Analysesymptomsandinterpretphysicalfindin Y Bedside,Skillsla SkillAsse
gs b ssment
andproposeaprovisional/differentialdiagnosi
s
Analysesymptomsandproposeaprovisional/
30.19.1 differentialdiagnosis Y Bedside/skilllab Clinicalcase
Interpretphysicalfindingsandproposeaprovisiona
30.19.2 l/ Y Bedside/skilllab Clinicalcase
differentialdiagnosis
Combine analysis of symptoms and
30.19.3 Y Bedside/skilllab Clinicalcase
interpretation ofphysicalfindingstoproposea
provisional/differential
diagnosis
PE30.20 InterpretandexplainthefindingsinaCSFanalysi Y SGD Logbook Micro
s
30.20.1 Interpretthefindings(cells,proteinsandsugarlev Y Skilllab OSCE
els)inaCSFanalysis. .
30.20.2 Explainthesignificanceoffindings(cells, Y SGD SAQ/viva
proteinsandsugarlevels)in a CSFanalysis
PE30.21 Enumeratetheindicationanddiscussthe N Bedside Logbook
limitationsofEEG,CT,MRI
30.21.1 EnumeratetheindicationsofEEG. N Bedside Logbook
30.21.2 DiscussthelimitationsofEEG. N Bedside Logbook
30.21.3 EnumeratetheindicationsofCTscan N Bedside Logbook
30.21.4 DiscussthelimitationsofCTscan. N Bedside Logbook
30.21.5 EnumeratetheindicationsofMRI. N Bedside Logbook
30.21.6 DiscussthelimitationsofMRI. N Bedside Logbook
PE30.22 InterpretthereportsofEEG,CT,MRI Y Bedside,Skills Logbook RadioD
lab
30.22.1 InterpretEEGreports Y Bedside,Skillslab Logbook
30.22.2 InterpretCTscan(BrainandSpine)reports Y Bedside,Skillslab Logbook RadioD
30.22.3 InterpretMRI(Brain&Spine) reports Y Bedside,Skillslab Logbook RadioD
PE30.23 Perform in a mannequin lumbar Y Bedside, SkillAsse
puncture. Skillslab ssment
Discusstheindications,contraindicationof
theprocedure
30.23.1 Performlumbarpunctureonamannequin. Y Skilllab SKILL
assessment
30.23.2 Enumerateallindicationsoflumbarpuncture. Y SGD OSCE/VIVA
30.23.3 Enumeratecontraindicationsoflumbarpuncture Y SGD OSCE/VIVA
Topic:AllergicRhinitis,AtopicDermatitis,Bronchial Numberof competencies:(12) Numberofproceduresthatrequirecertification:(NI
Asthma,UrticariaAngioedema L)
PE 31.1 Describetheetiopathogenesis,managementa Y Lecture,SGD Written/ ENT
ndpreventionofAllergicRhinitisinChildren Vivavoce
Lecture,SGD Written/
31.1.1 Defineallergicrhinitisin children Y ENT
Vivavoce
31.1.2 Enumerateriskfactorsanddescribepathogenesisfo Y Lecture,SGD Writtenand ENT
rallergic vivavoce
rhinitisin children
31.1.3 Describetreatmentandpreventionfor Y Lecture,SGD Written ENT
allergicrhinitisinchildren andvivav
oce
PE 31.2 RecognizetheclinicalsignsofAllergicRhinitis Y Bedside,SkillLab Skill ENT
assessment
identifyclinicalsignofallergicrhinitisin children
31.2.1 Y Bedside,SkillLab Skillassessme ENT
nt
PE 31.3 Describetheetiopathogenesis,clinicalfeaturesa Y Lecture,SGD Written/Viv Derm
nd a
managementofAtopicdermatitisinChildren voce
31.3.1 Describeetiopathogenesisofatopicdermatitisinchil Y Lecture,SGD Written/Viva Derm
dren. voce
31.3.2 Describeclinicalfeaturesofatopicdermatitisinchild Y Lecture,SGD Written
ren. andvivav
oce
31.3.3 Describetreatmentforpreventionandcontrolofato Y Lecture,SGD Writtenand
pic vivavoce
dermatitisinchildren
PE 31.4 Identifyclinicalfeaturesofatopicdermatitisand Y Bedside,skilllab Skill Derm
manage assessment
31.4.1 Identifyclinicalfeaturesofatopicdermatitis Y Bedside,skilllab Skillassessme Derm
nt
31.4.2
Makeaplanforlocalandsupportivetherapyforchil Y Bedside,skilllab Skillassessm
drenwithatopic dermatitis ent
31.4.3 Planappropriatesystemictherapyforchildrenwit Y Bedside,skilllab Skillassessm
hatopicdermatitis ent
Discuss the etiopathogenesis, clinical
PE 31.5 types,presentations,managementandp Y Lecture/SGD Written /
reventionof vivavoce
childhoodAsthma
Describeetiopathogenesisofchildhoodasthma Lecture/SGD Written/Viva
31.5.1 Y
voce
Describetypes/patternsofchildhoodasthmaaspe Lecture/SGD Written
31.5.2 Y
rATMmodule. andvivav
oce
31.5.3 Lecture/SGD
Enumeratecommontriggersinchildhoodasthma Y Written
andvivav
oce
Lecture/SGD Written
31.5.4 Describeclinicalpresentationsofchildhoodasthma Y
andvivav
oce
Enumerateinvestigationsinchildhoodasthma Lecture/SGD Written
31.5.5 Y
andvivav
oce
Lecture/SGD Writtenand
31.5.6 Discusstreatmentoptionsforchildhoodasthma. Y
vivavoce
Lecture/SGD Written
31.5.7 Discusspreventionforchildhoodasthma. Y
andvivav
oce
PE 31.6 Recognizesymptomsandsignsofasthmainachil Y Bedside,skilllab Skill
d assessment
31.6.1 Recognize symptomsandsignsofasthmainachild Y Bedside,skilllab Skillassessm
ent
PE 31.7 Developatreatmentplanforachildwithappropr Y Bedside,skilllab Skill
iate assessment
totheseverityandclinicalpresentation
 Developatreatmentplanappropriatefortheseverity Bedside,skilllab
31.7.1 Y Skillassessm
and ent
clinicalpresentationofachildwithasthma
31.7.2 Makeatreatmentplanforachildwithacutesevere Y Bedside,skilllab Skillassessm
asthma(statusasthmaticus) ent
Observeanddocumentstepsofuseofmetereddosein
31.7.3 halerwithspacer in a child withasthma. Y Bedside,skilllab Skillassessm
ent
PE 31.8 Enumeratethecriteriaforreferralinachildwith Y Lecture,SGD Written/Viv
asthma a
voce
31.8.1 EnumeratethecriteriaforreferralinachildwithAsth Y Lecture,SGD Written/
ma. Vivavoce
Skillasses
PE 31.9 InterpretCBC andCXRayinAsthma Y Bedsideclinic, sment/
SGD OSCE
InterpretCBCfindingsinrelationtoasthmafromgi Skill
31.9.1 vencasereport. Y Bedsideclinic,SGD assessme
nt/OSCE
31.9.2 InterpretfindingsonagivenX- Y Bedsideclinic, Skillassessme
Rayofachildwithasthma nt
PE 31.10 EnumeratetheindicationsforPFT. N Lecture,SGD Written/Viv Pulmonary
a medicine
voce
31.10.1 EnumeratetheindicationsofpulmonaryfunctionTe N Lecture,SGD Written/Viva Pulmonary
st(PFT) voce medicine
inchildhoodasthma
PE 31.11 ObserveadministrationofNebulization Y DOAP Documentin
Logbook
Observeanddocumentstepsofadministrationof DOAP Document
31.11.1 Y
Nebulizationto achildwithasthma inLogboo
k
Discusstheetiopathogenesis,clinicalfeatures, Written/
PE 31.12 complications and management of Y Lecture,SGD
Vivavoce
UrticariaAngioedema.
31.12.1 Describeetiopathogenesisofurticaria/angioedema Y Lecture/SGD Written/Viva
in voce
children
Lecture/SGD Written
31.12.2 Describeclinicalfeaturesofurticaria/angioedema Y
andvivav
oce
31.12.3 Enumeratecommoncomplicationsofurticaria/an Lecture/SGD Written
Y
gioedemainchildren andvivav
oce
31.12.4 Enumerateinvestigationsincaseofurticaria/angioe Y Lecture/SGD Writtenand
demain vivavoce
children
Lecture/SGD Written
31.12.5 Describetreatmentplanofurticaria/angioedemain Y
children andvivav
oce
Topic:ChromosomalAbnormalities Numberofcompetencies:(13) Numberofproceduresthatrequirecertification:(NI
L)
Discussthegeneticbasis,riskfactors,complica Lecture,
PE32.1 tions,prenatal diagnosis, management and Y Smallgroup Written HumanAna
t
geneticcounsellingin Down Syndrome discussion
MCQ/SAQ,/ Anat,Bioc
32.1.1 Describethegeneticbasisof Downsyndrome Y Lecture/SGD Vivavoce OBG
hemistry
32.1.2 EnumeratetheriskfactorsforDownsyndrome Y Lecture/SGD MCQ/SAQ,/
Vivavoce
MCQ/SAQ,/
32.1.3 EnumeratethecomplicationsofDownsyndrome Y Lecture/SGD Vivavoce
MCQ/SAQ,/
32.1.4 DescribetheprenataldiagnosisofDown syndrome Y Lecture/SGD Vivavoce
32.1.5 DescribethemanagementofDownsyndrome Y Lecture/SGD MCQ/SAQ,/
Vivavoce
MCQ/SAQ,/
32.1.6 DescribethegeneticcounselingforDownsyndrome Y Lecture/SGD Vivavoce
PE 32.2 IdentifytheclinicalfeaturesofDownSyndrome Y Bedside,Skillsla Logbook Med
b
32.2.1 Identifycommonclinicalfeaturesinachildwi Y Bedsideclinic Bedside/OSC
thDownsyndrome E
PE 32.3 InterpretnormalKaryotypeandrecognizeTriso Y Bedside,Skillsla Logbook Med
my21 b
32.3.1 ReadanormalKaryotypeandrecognizetrueTrisomy Y Skilllab OSCE/Logboo
21 k
32.3.2 RecognizedifferenttypesofKaryotype N Skilllab OSCE Anat/Path Med
abnormalitiesin
DownSyndrome
PE 32.4 DiscussthereferralcriteriaandMultidisciplinar Y Lecture,SGD Written/Viv
y a
approachtomanagement voce
32.4.1 EnumeratethereferralcriteriaforDownsyndrome. Y SGD SAQ/Viva AnatBioch Med
emistry
32.4.2 Describeamultidisciplinaryapproachtomanageme Y Lecture/SGD MCQ/SAQ
ntofa
childwithDownsyndrome
PE 32.5 Counselparentsregarding1.Presentchild N Bedside,Skillsla Logbook
2.Riskinthenextpregnancy b
CounseltheparentsofachildwithDownsyndrome DOAP/bedside/ Logbook/r
32.5.1 inacomprehensive manner including care, Y skilllab/roleplay oleplay
possiblecomplications,futureoutcomes
32.5.2 Counselparentsforriskinfuturepregnancies Y Simulation,Rolepl OSCE/Logboo
ay k
Discussthegeneticbasis,riskfactors,clinicalfeat
PE 32.6 ures,complications,prenataldiagnosis,manage N Lecture,SGD Written/ Med,OBG
mentand Vivavoce
geneticcounselinginTurnerSyndrome
32.6.1 DescribethegeneticbasisofTurnersyndrome N Lecture/SGD MCQ/SAQ,/ Anat, OBG
Vivavoce Biochemistr
y
MCQ/SAQ,/
32.6.2 EnumeratetheriskfactorsforTurnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.3 Describetheclinicalfeaturesof Turnersyndrome N Lecture/SGD Vivavoce
32.6.4 EnumeratethecomplicationsofTurnersyndrome N Lecture/SGD MCQ/SAQ,/
Vivavoce
 MCQ/SAQ,/
32.6.5 DescribetheprenataldiagnosisofTurnersyndrome N Lecture/SGD Vivavoce
MCQ/SAQ,/
32.6.6 DescribethemanagementofTurnersyndrome N Lecture/SGD Vivavoce
32.6.7 DescribethegeneticcounselingforTurnersyndrom N Lecture/SGD MCQ/SAQ,/
e Vivavoce
PE 32.7 IdentifytheclinicalfeaturesofTurnerSyndrome N Bedside,Skillsla Logbook Med
b
32.7.1 Identifyclinicalfeaturesof Turnersyndrome N Bedside,Photo Bedside
/Logbook
PE 32.8 Interpret normal Karyotype and N Bedside,Skillsla Logbook Med
recognize TurnerKaryotype b
32.8.1 ReadanormalKaryotypeandrecognize N Skilllab Logbook
Turnerkaryotype
PE 32.9 Discuss the referral criteria and N Lecture,SGD Written/Viv
Multidisciplinaryapproachtomanageme a
nt voce
32.9.1 Enumeratethereferralcriteriafor N SGD SAQ/Viva Anat Med
Turnersyndrome. Biochemistr
y
32.9.2 Describeamultidisciplinaryapproachtomanag N Lecture/SGD MCQ/SAQ
ementofachild withTurner syndrome
Counselparentsregarding1.Presentchild Med,
PE 32.10 N Bedside,Skillsla Logbook ObsG
2.Riskinthenextpregnancy b
ynae
Counseltheparentsofachildwith DOAP/bedside/ Logbook/r
32.10.1 Turnersyndromeinacomprehensivemannerincl N
udingcare, possible skilllab/rolepla oleplay
complications,futureoutcomes y
32.10.2 Counselparentsforriskinfuturepregnancies N Simulation,Rolepl Logbook
ay
Discussthegeneticbasis,riskfactors,complica
PE 32.11 tions,prenataldiagnosis,managementandge Y Lecture/ SGD Written/viva Med
netic
counsellinginKlinefelterSyndrome
 Discussthegeneticbasis,riskfactors,complications,
32.1.1 prenataldiagnosis,managementandgeneticcounsel Y Lecture/SGD Written/viva
linginKlinefelter
Syndrome
PE 32.12 IdentifytheclinicalfeaturesofKlinefelterSyndro N Bedside/ LOGBOOK Med
me photo
IdentifytheclinicalfeaturesofKlinefelterSyndrome N Bedside/photo/ LOGBOOK
PE 32.13 InterpretnormalKaryotypeandrecognizethe N Bedside/ LOGBOOK Med
KlinefelterKaryotype photo
Topic:Endocrinology Numberofcompetencies:(11) Numberofproceduresthatrequirecertification:(0
2)
PE33.1 Describe the etiopathogenesis clinical Y Lecture,SGD written/vi
features,managementofHypothyroidis vavoce
minchildren
33.1.1 Describethepathogenesisofhypothyroidisminchil Y Lecture/ SGD Written/viva
dren
Enumeratethecausesofcongenitalanda Written/viva
33.1.2 Y Lecture,SGD
cquiredhypothyroidisminchildren.
Describetheclinicalfeaturesofcongenitaland Written/viva
33.1.4 Y Lecture,SGD
acquiredhypothyroidism
33.1.5 Discusstheapproachtoacaseofcongenital/acquired Y Lecture,SGD Written/viva
hypothyroidisminchildren
33.1.6 Outlinethetreatmentofhypothyroidisminchildren. Y Lecture,SGD Written/viva
PE33.2 RecognizetheclinicalsignsofHypothyroidisma Y Bedside,SkillLab Skill
nd Assessment
refer
33.2.1 Recognizehypothyroidismbytakingappropriatehis Y Bedside Skillassessme
toryandfocused physicalexamination nt
33.2.2 Identifytheneedtoreferthechildtohighercenter Y Bedside,skilllab OSCEwithSP
PE33.3 Interpretandexplainneonatalthyroidscreenin Y Bedside,SGD Skill
g Assessment
report
33.3.1 Interpretthegivenneonatalthyroidscreeningrepor Y SGD,Bedside OSCE/vivavo
t ce
33.3.2 Explainthegiventhyroidscreeningreport Y Bedside,SGD OSCE
 Discuss the etiopathogenesis, clinical
PE33.4 types,presentations,complicationandmanag Y Lecture,SGD Written/
ementof Vivavoce
Diabetesmellitusinchildren
Lecture/SGD Written/viva Biochemistr
33.4.1 ExplaintheetiopathogenesisofDiabetesmellitusinc Y
hildren. y,
Physio
33.4.2 DiscussclinicaltypesofDMinchildren. Y Lecture/SGD Written/viva
33.4.4 DescribetheclinicalfeaturesofDMinchildren. Y Lecture/SGD Written/viva
33.4.5 EnumeratethecomplicationsofDM. Y Lecture/SGD Written/viva
Describethecomprehensivemanagementforchil Lecture/SGD Written/viva
33.4.6 Y
dren withDM.
Bedside
PE33.5 Interpret Blood sugar reports and Y clinic,small SkillAsse
explain group ssment
thediagnosticcriteriaforType1 activity
Diabetes
IdentifyType1Diabetesfromagivenbloodreporta
33.5.1 sperlatestdiagnosticcriteriaof DM Y Bedside,SGD OSCE
(AmericanDiabetes
Association,2016)
PE33.6 PerformandinterpretUrineDipStickforSugar Y DOAPsession Skill 3 Biochemist
Assessment ry
33.6.1 Performurinedipsticktestfor Y DOAPsession OSPE
sugarandinterpretitcorrectly
PE33.7 PerformgenitalexaminationandrecognizeAmb Y Bedside,skilllab Skill
iguous Assessment
Genitaliaandreferappropriately
33.7.1 Identifythedeviationfromnormalwhileperforming Y Bedside,skilllab OSCE
genital
examinationmaintainingfulldignityofthepatient
33.7.2 Counseltheparentsforreferraltospecialistafterreco Y Bedside,skilllab OSCEstati
gnizingambiguousgenitalia onwithSP
PE33.8 DefineprecociousanddelayedPuberty Y Lecture,SGD Written/Viv
a
voce
33.8.1 DiscussnormalPhysiologyofpubertyanddefinep Y Lecture,SGD Written/viva
 recociousanddelayed puberty

PE33.9 PerformSexualMaturityRating(SMR)and Y Bedside,skilllab Skill

interpret Assessment
33.9.1 PerformSMR stagingmaintainingfulldignityofthe Y Bedside,skilllab OSCE
adolescentpatientandinterpretitcorrectly
PE33.10 RecognizeprecociousanddelayedPubertyandr Y Bedside,skilllab Logbook
efer
33.10.1 Recognize Y Bedside/skilllab Logbook
featuresofprecociousanddelayedpubertyin
achild
33.10.2 Counseltheparentsforneedtoreferthechildtohighe Y Bedside,skilllab OSCEwithSP
r
centerafterdiagnosingprecociousordelayedPubert
y
PE33.11 Identifydeviationsingrowthandplanappropria Y Bedside,skilllab Logbook 2
te
referral
33.11.1 Identifytheabnormalgrowthpatternin achild Y Bedside,skilllab OSCE 2
33.11.2 Planthereferralofachild Y Bedside,skilllab OSCEwithSP 2
withabnormalgrowthtoaspecialistandcou
nseltheparentsaccordingly
Topic:VaccinepreventableDiseases-Tuberculosis Numberofcompetencies:(20) Numberofproceduresthatrequirecertification:(0
3)
Discuss the epidemiology, clinical features, Lectur Written/vi Res
PE 34.1 clinicaltypes, complications of Y Micro
e/SGD vavoce pM
Tuberculosis in Children andAdolescents ed
34.1.1 discusstheepidemiologyofTuberculosisinChildr Y Lectur Written/v
enandAdolescents e/SGD ivavoce
34.1.2 DescribetheclinicalfeaturesofTuberculosisinChild Y Lecture/ Written/viva
renand SGD voce
Adolescents
34.1.3 EnumeratetheclinicaltypesofTuberculosisinChil Y Lectur Written/v
drenandAdolescents e/SGD ivavoce
34.1.4 ListthecomplicationsofTuberculosisin Y Lectur Written/v
ChildrenandAdolescents e/SGD ivavoce
PE 34.2 Discussthevariousdiagnostictoolsforchildhoo Y Lecture/ Written/viva Micro Resp
d SGD voce Med
tuberculosis
34.2.1 Describethe variousdiagnostictoolsforchildhood Y Lecture/ Written/viva
tuberculosis SGD voce
 Micro,C
PE 34.3 Discussthevariousregimensformanagement Y Lectur Written/vi omMed, Res
ofTuberculosisasperNationalGuidelines e/SGD vavoce Pharm pM
ed
34.3.1 Describethevariousregimensformanage Y Lectur Written/v
mentofTuberculosisasperNational e/SGD ivavoce
Guidelines
Discussthepreventivestrategiesadoptedandth Written/vi Micro, Res
PE 34.4 e Y Lecture/ SGD Com
vavoce pM
objectives and outcome of the National Med,Pha ed
TuberculosisProgram rm
34.4.1 Describethepreventivestrategiesadoptedu Y Lecture/SGD Written/v
ndertheNationalTuberculosisProgram ivavoce
34.4.2 ListtheobjectivesoftheNationalTuberculosisProgr Y Lecture/SGD Written/viva
am voce
34.4.3 DiscusstheoutcomeoftheNationalTuberculosisPro Y Lecture/SGD Written/v
gram ivavoce
PE 34.5 Abletoelicit,documentandpresenthistoryofcon Y Bedside,Skillsla Skill Resp
tact b Assessment Med
withtuberculosisineverypatientencounter
34.5.1 Elicithistoryofcontactwithtuberculosisineverypati Y Bedside,Skillslab SkillAssessme
ent nt
encounter
34.5.2 Documenthistoryofcontactwithtuberculosisine Y Bedside,Skillslab SkillAssessme
verypatientencounter nt
34.5.3 Presenthistoryofcontactwithtuberculosisinever Y Bedside,Skillslab SkillAssessme
ypatientencounter nt
PE 34.6 IdentifyaBCGscar Y Bedside,Skillsla Skill 3 Micro Resp
b Assessment Med
34.6.1 IdentifyaBCG scarinachild Y Bedside,Skillslab SkillAssessme 3
nt
PE 34.7 InterpretaMantouxTest Y Bedside Skill 3 Micro Resp
Assessment Med
34.7.1 ReadaMantouxTest Y Bedside SkillAssessme 3
nt
34.7.2 InterpretaMantouxTest Y Bedside SkillAssessme 3
nt
PE 34.8 Interpretachestradiograph Y Bedside Skill Radiod Resp
Assessment Med
34.8.1 Identifyabnormalitiescausedbytuberculosis Y Bedside SkillAssessme
inachestradiograph nt
PE 34.9 Interpretbloodtestsinthecontextoflaboratory N Bedside,SGD Logbook Micro Resp
evidencefortuberculosis Med
34.9.1 interpretbloodtestsinthecontextoflaboratoryevid N Bedside,SGD Logbook
ence
fortuberculosis
PE 34.10 Discussthevarioussamplesfordemonstratingth Y Bedside,SGD Written/viva Micro Resp
e voce Med
organisme.g.GastricAspirate,Sputum,CSF,FNA
C
34.10.1 Describe the various samples for Y Bedside,SGD Written/v
demonstrating ivavoce
themycobacteriae.g.GastricAspirate,Sputu
m,CSF,FNAC
PE 34.11 PerformAFBstaining Y DOAPsession Logbook/Jou 3 Micro Resp
r Med
nal
34.11.1 PerformAFB staining Y DOAPsession Logbook/Jo 3
urnal
PE 34.12 Enumeratetheindicationsanddiscussthelimita Y SGD Written/viva Micro Resp
tions voce Med
ofmethodsofculturingM.Tuberculosis
34.12.1 EnumeratetheindicationsofculturingM.tuberculos Y SGD Written/viva
is voce
34.12.2 EnumeratethemethodsofculturingM. tuberculosis Y SGD Written/viva
34.12.3 Describethelimitationsofdifferentmethodsofcultu Y SGD Written/v
ringM.tuberculosis ivavoce
PE 34.13 EnumeratethenewerdiagnostictoolsforTuberc N Lecture/ SGD Written/viva
ulosis voce
includingBACTECCBNAATandtheirindications
34.13.1 EnumeratethenewerdiagnostictoolsforTuberculo N Lecture/SGD Written/viva
sis voce
includingBACTECandCBNAAT
34.13.2 recalltheindicationsforusingthenewerdiagnostict N Lecture/SGD Written/v
oolsforTuberculosisincludingBACTECand ivavoce
CBNAAT
Enumerate the common causes of fever and
PE 34.14 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Written/vi Micro
complications vavoce
andmanagementoffeverinchildren
34.14.1 Enumeratethecommoncausesoffeverinchildren. Y Lecture/SGD Written/viva
voce
34.14.2 Describethepathophysiologyoffeverinchildren. Y Lecture/SGD Written/v
ivavoce
34.14.3 List the clinical features associated with Y Lecture/SGD Written/v
fever in childrenwhich aidindiagnosis. ivavoce
34.14.4 Recallthecomplicationsoffeverinchildren. Y Lecture/SGD Written/viva
voce
34.14.5 Elaboratethemanagementoffeverinchildren. Y Lecture/SGD Written/v
ivavoce
Enumerate the common causes of fever and
PE 34.15 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Written/vi Micro
complications vavoce
andmanagementofchildwithexanthematousill
nesslikeMeasles,Mumps,Rubella&Chickenpox
34.15.1 Enumeratethecommoncausesofexanthematousi Y Lecture/SGD Written/v
llness(feverwith rash) in children ivavoce
34.15.2 discussthepathogenesisofMeasles,Mumps,Rubell Y Lecture/SGD Written/viva
a& voce
Chickenpox
34.15.3 DescribetheclinicalfeaturesofMeasles,Mumps,R Y Lecture/SGD Written/v
ubella&Chickenpox inchildren andadolescents ivavoce
34.15.4 EnumeratethecomplicationsofMeasles,Mumps,Ru Y Lecture/SGD Written/viva
bella & voce
Chickenpoxinchildrenand adolescents
34.15.5 outlinethemanagementofMeasles,Mumps,R Y Lecture/SGD Written/v
ubella&Chickenpoxin childrenand ivavoce
adolescents
Enumerate the common causes of fever and
PE 34.16 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Written/vi Micro
complicationsandmanagementofchildwithD vavoce
iphtheria,Pertussis,
Tetanus
34.16.1 discussthepathogenesisofDiphtheria,Pertussisand Y Lecture/SGD Written/viva
Tetanus voce
34.16.2 DescribetheclinicalfeaturesofDiphtheria,Pertus Y Lecture/SGD Written/v
sisandTetanusinchildrenand adolescents. ivavoce
34.16.3 EnumeratethecomplicationsofDiphtheria,Pertu Y Lecture/SGD Written/v
ssisandTetanusinchildren andadolescents ivavoce
34.16.4 outlinethemanagementofDiphtheria,Pertussisand Y Lecture/SGD Written/viva
Tetanus voce
inchildrenandadolescents
Enumerate the common causes of fever and
PE 34.17 discusstheetiopathogenesis,clinicalfeatures, Y Lecture/ SGD Written/vi Micro -
complications vavoce
andmanagementofchildwithTyphoid
34.17.1 discussthepathophysiologyofTyphoidfever Y Lecture/SGD Written/v
ivavoce
34.17.2 DescribetheclinicalfeaturesofTyphoidfeverinchild Y Lecture/SGD Written/viva
ren voce
34.17.3 EnumeratethecomplicationsofTyphoidfeverinchil Y Lecture/SGD Written/v
dren ivavoce
34.17.4 outlinethemanagementofTyphoidfeverinchildren Y Lecture/SGD Written/v
ivavoce
PE 34.18 Enumerate the common causes of fever and Y Lecture/ SGD Written/vi Micro -
discusstheetiopathogenesis,clinicalfeatures, vavoce
complicationsandmanagementofchildwithD
engue,Chikungunya
andothervectorbornediseases
Enumeratecommoncausesoffeverresultingfrom
34.18.1 vectorbornediseasesinchildren(EgDengue,Chik Y Lecture/SGD Written/v
ungunyaand ivavoce
others)
34.18.2 discussthepathophysiologyofvectorbornediseas Y Lecture/SGD Written/v
esinchildren(EgDengue,Chikungunya,andother ivavoce
s)
34.18.3 listtheclinicalfeaturesofvectorbornediseasesinchi Y Lecture/SGD Written/viva
ldren voce
(EgDengue,Chikungunya,andothers)
34.18.4 recallthecomplicationsofvectorbornediseasesin Y Lecture/SGD Written/v
children(EgDengue, Chikungunya,and others) ivavoce
34.18.5 elaboratethemanagementofvectorbornedis Y Lecture/SGD Written/v
easesinchildren(EgDengue,Chikungunya,an ivavoce
dothers)
Enumerate the common causes of fever and
discussthe etiopathogenesis, clinical Lectur Written/vi
PE 34.19 features, complicationsand management of Y e/SGD vavoce Micro -
children with Common
ParasiticInfections,malaria,leishmaniasis,fila
riasis,helminthic
infestations,amebiasis,giardiasis
Enumerate the common causes of fever Lectur Written/v
34.19.1 resulting Y
e/SGD ivavoce
fromparasiticinfectionslikemalaria,leishma
niasis,filariasis,helminthicinfestations,ameb
iasisandgiardiasis
DiscussthepathophysiologyofCommonParasiticIn
34.19.2 fectionslikemalaria,leishmaniasis,filariasis,helmin Y Lectur Written/v
thicinfestations, e/SGD ivavoce
amebiasisandgiardiasis
 ListtheclinicalfeaturesofCommonParasiticInfec
34.19.3 tionslikemalaria,leishmaniasis,filariasis,helmint Y Lectur Written/v
hicinfestations, e/SGD ivavoce
amebiasisandgiardiasis
RecallthecomplicationsofCommonParasiticInfe Lectur Written/v
34.19.4 ctionslikemalaria, leishmaniasis, filariasis, Y e/SGD ivavoce
helminthic infestations,amebiasisand giardiasis
Elaborate the management of Common
34.19.5 Parasitic Y Lectur Written/v
Infectionslikemalaria,leishmaniasis,filariasis,he e/SGD ivavoce
lminthicinfestations,
amebiasisandgiardiasis
Enumerate the common causes of fever and
PE 34.20 discusstheetiopathogenesis,clinicalfeatures, Y Lectur Written/vi Micro -
complications e/SGD vavoce
andmanagementofchildwithRickettsialdisease
s
34.20.1 Enumeratethecommoncausesoffeverresultingfro Y Lecture/ Written/viva
m SGD voce
Rickettsialdiseases
34.20.2 DiscussthepathophysiologyofRickettsialdiseases Y Lectur Written/v
e/SGD ivavoce
34.20.3 ListtheclinicalfeaturesofRickettsialdiseasesinchild Y Lectur Written/v
ren e/SGD ivavoce
34.20.4 RecallthecomplicationsofRickettsialdiseasesin Y Lecture/ Written/viva
children SGD voce
34.20.5 ElaboratethemanagementofRickettsialdiseasesinc Y Lectur Written/v
hildren e/SGD ivavoce
Topic:Theroleofthephysicianin thecommunity Numberofcompetencies:(1) Numberofproceduresthatrequirecertification:(NI
L)
Identify, discuss and defend medicolegal,
socio-cultural and ethical issues as they Small Written
PE 35.1 pertain to Y groupdisc /Vivavo
healthcareinchildren(includingparentalrigh ussion ce
tsandrightto
refusetreatment)
 Listcommonmedicolegalissuesrelatedtoheal Written/viva
35.1.1 Y Interactivelecture - Forensic
thcareinchildren
Listcommonsocio- Interactive Written/viva
35.1.2 Y - ComMed
culturalissuesrelatedtohealthcareinchildren lecture/comm
unityvisit
Long
35.1.3 Identify the important socio-cultural and Y Bedsideteaching caseOS
ethical CE
issuesrelatedtohealthcareinchildreninaclini
calcaseduringbedsideteaching Reflecti
vewriti
ng
Discuss the common medico-legal, socio- Case-based OSCE
35.1.4 Y Reflecti
cultural and ethicalissuesrelated to learning/SGD
healthcareinchildren vewriti
ng
 Summary of course content, teaching and learning methods and student
assessment for the undergraduate (MBBS) Curriculum in Paediatrics
Course content
The course content has been given in detail in the above Table, which includes
competencies, specific learning objectives for each competencies and the suggested
Teaching-Learning methods and assessment methods. The competencies have been
developed by an expert group nominated by NMC, while the SLOs, T-L methods and
assessments methods have been written by the expert committee constituted by Rajiv
Gandhi University of Health Sciences, with inputs taken from IAP Taskforce.

Teaching-Learning methods and Time allotted

Clinics Lectures Small group Self-directed No. o
discussion learning hour
Professional year II 2 weeks (3 36 ho
hours per
day, 6 days a - - -
week)
Professional year III Part I 4 weeks (3 127 h
hours per 20 30 5
day, 6 days a
week)
Professional year III Part 4 weeks (3 137 h
II hours per 20 35 10
day, 6 days a
week)

Teaching-learning methods shall be learner centric and shall predominantly include

small group learning, interactive teaching methods and case-based learning. Didactic
lectures not to exceed one-third of the total teaching time. The teaching learning
activity focus should be on application of knowledge rather than acquisition of
knowledge.
The curricular contents shall be vertically and horizontally aligned and integrated to the
maximum extent possible to enhance learner’s interest and eliminate redundancy and
overlap. Integration allows the student to understand the structural basis of paediatric
problems, their management and correlation with function, rehabilitation and quality of
life.
Acquisition and certification of skills shall be through experiences in patient care,
diagnostic and skill laboratories. Use of skill lab to train undergraduates is desirable.
Newer T-L method like Learner-doctor method (Clinical clerkship) should be
mandatorily implemented, from 1st clinical postings itself.
The goal of this type of T-L activity is to provide learners with experience in
longitudinal patient care, being part of the health care team, and participate in hands-on
care of patients in outpatient and inpatient setting. During the 1st clinical postings, the
students are oriented to the working of the department. During the subsequent clinical
postings the students are allotted patients, whom they follow-up through their stay in
the hospital, participating in that patient’s care including case work-up, following-up on
investigations, presenting patient findings on rounds, observing procedures, if any, till
patient is discharged.

The development of ethical values and overall professional growth as integral part of
curriculum shall be emphasized through a structured longitudinal and dedicated
programme on professional development including attitude, ethics, and communication
which is called the AETCOM module. The purpose is to help the students apply
principles of bioethics, system based care, apply empathy and other human values in
patient care, communicate effectively with patients and relatives and to become a
professional who exhibits all these values. This will be a longitudinal programme
spread across the continuum of the MBBS programme including internship.

Assessment
Eligibility to appear for University examinations is dependent on fulfilling criteria in
two main areas – attendance and internal assessment marks

Attendance
Attendance requirements are 75% in theory and 80% in clinical postings for eligibility
to appear for the examinations in Paediatrics.
75% attendance in AETCOM Module is required for eligibility to appear for final
examination in Professional year III part II.

Internal Assessment
Progress of the medical learner shall be documented through structured periodic
assessment that includes formative and summative assessments. Logs of skill-based
training shall be also maintained.
There shall be no less than three internal assessment examinations in Paediatrics. An
end of posting clinical assessment shall be conducted for each of the Paediatric clinical
postings.
Day to day records and logbook (including required skill certifications) should be given
importance in internal assessment. Internal assessment should be based on
competencies and skills.
Learners must secure at least 50% marks of the total marks (combined in theory and
clinical; not less than 40 % marks in theory and practical separately) assigned for
internal assessment in Paediatrics in order to be eligible for appearing at the final
University examination.
Internal assessment marks will reflect as separate head of passing at the summative
examination.
The results of internal assessment should be displayed on the notice board within 1-2
weeks of the test.
Remedial measures should be offered to students who are either not able to score
qualifying marks or have missed on some assessments due to any reason.
Learners must have completed the required certifiable competencies for that phase of
training and Paediatric logbook entry completed to be eligible for appearing at the final
university examination.
AETCOM assessment will include: (a) Written tests comprising of short notes and
creative writing experiences, (b) OSCE based clinical scenarios / viva voce.

University examinations
University exam shall be held at the end of Professional year III part II of training (Final
year MBBS) in the subjects of Paediatrics, General Medicine, Obstetrics and gynaecology
and General Surgery.
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/her to function effectively and appropriately as a physician of first contact.
Assessment shall be carried out on an objective basis to the extent possible.

Marks allotted:
Paediatrics Theory Clinical examination
Total marks 100 marks 100 marks
Long essay 2X10= 20 Two cases
x40marks=80marks
Short essay 8x5=40 marks Viva voce 4 x 5=20marks
Short answer question
10x3=30marks
MCQs 10x1=10marks

The theory paper should include different types such as structured essays, short essays,
Short Answers Questions (SAQ) and MCQs ( Multiple Choice Questions). Marks for each
part should be indicated separately.

All the question papers to follow the suggested blueprint(APPENDIX 1). It is desirable
that the marks allotted to a particular topic are adhered to.

A minimum of 80% of the marks should be from the must know (core) component of
the curriculum. A maximum of 20% can be from the desirable to know component.

All main essay questions to be from the must know component of the curriculum.

Main essay questions to be of the modified variety containing a clinical case scenario.
At least 30% of questions should be clinical case scenario based. Questions to be
constructed to test higher cognitive levels.

Clinical examinations will be conducted in the hospital wards. Clinical cases kept in the
examination must be common conditions that the learner may encounter as a physician
of first contact in the community. Selection of rare syndromes and disorders
asexamination 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,
attitudinal, ethical and professional values. Candidate’s skill in interpretation of
common investigative data, X-rays, identification of specimens, ECG, etc. is to be also
assessed.

At least one question in each paper of the clinical specialties in the University
examination should test knowledge competencies acquired during the professional
development programme. Skill competencies acquired during the Professional
Development Programme must be tested during the clinical, practical and viva voce.

There shall be one main examination in an academic year and a supplementary to be

held not later than 90 days after the declaration of the results of the main examination.

Pass criteria
Internal Assessment: 50% combined in theory and practical (not less than 40% in each)
for eligibility for appearing for University Examinations
University Examination: Mandatory 50% marks separately in theory and clinicals
(clinicals = clinical + viva)
The grace marks up to a maximum of five marks may be awarded at the discretion of
the University to a learner for clearing the examination as a whole but not for clearing a
subject resulting in exemption.

Appointment of Examiners
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/approved/permitted medical
college.

For the Practical/ Clinical examinations, there shall be at least four examiners for 100
learners, out of whom not less than 50% must be external examiners. Of the four
examiners, the senior-most internal examiner will act as the Chairman and coordinator
of the whole examination programme so that uniformity in the matter of assessment of
candidates is maintained.

Where candidates appearing are more than 100, two additional examiners (one
external & one internal) for every additional 50 or part there of candidates appearing,
be appointed.

All eligible examiners with requisite qualifications and experience can be appointed as
internal examiners by rotation.
External examiners may not be from the same University.

There shall be a Chairman of the Board of paper-setters who shall be an internal

examiner and shall moderate the questions.
All theory paper assessment should be done as central assessment program (CAP) of
concerned university.
 APPENDIX 1: Blueprint for Paediatric theory Examinations
Topics Marks allotted
• Growth, development &
Adolescent health 15
• Nutrition and micronutrients
Neonatology 10
Fluid & Electrolytes 3
• Immunity & Immunization
• Infections & Infestation 15
Gastrointestinal system 5
Hematology including 10
malignancies
• Respiratory system
• Cardiovascular system 15
Endocrine, metabolic & genetic
disorders 3
Central Nervous system,
neuromuscular disorders 10
Disorders of kidney & urinary 5
tract
Pediatric emergencies 3
Miscellaneous – Eye, ENT, skin,
Rheumatology, Psychiatry & 6
social paediatrics
Total 100

Sample Paediatrics Question Paper

Paediatrics Paper –MBBS , Phase III Part 2
Time: 3 hours
Marks: 100
Your answers should be specific to the questions asked.
 Draw neat, labelled diagrams wherever necessary.
Long essays (2 X 10 = 20 marks)
1. 3 year old female child from low socio economic background presented with 3 days
history of watery diarrhea and vomiting. There was no fever or other
complaints. There was history of similar illness in many children in neighbourhood.
On Examination, child was irritable and thirsty. Weight was 10 kg. Vitals were normal
and systemic examination was non contributory.
i) Assess and classify dehydration in this child.
ii) Plan fluid & nutritional therapy for this child.

2. A 6 month old boy was brought to the emergency room with complaints of fever for
the last 2 days and excessive crying and vomiting for the last 12 hours. He also had an
episode of stiffening of body. Discuss the differential diagnosis and justify the most likely
diagnosis. Add a note on management.

Short essays (8x5=40marks)

3. A 34 week male baby delivered by caesarean section developed fast breathing soon
after birth and was taken to the NICU. There was history of PROM 24 hours
before delivery. Birth weight of the baby was 1.5 kg. On examination, respiratory
rate was 80/min. with retractions and grunting. Discuss the causes for distress in
this newborn.
4. 4 year old girl presented with epistaxis of one day duration. On examination she
was afebrile, echymotic patches were seen over lower limbs and trunk, otherwise
clinical examination was unremarkable. How do you approach and manage this
child ?
5. Complicated malaria
6. Clinical features and management of hypothyroidism
7. Management of cyanotic spell
8. Define failure to thrive and outline management
9. WHO classification of vitamin A deficiency
10. Nocturnal enuresis

Short answer questions (10x3=30)

11. APGAR score components
12. Urine examination in Nephrotic syndrome
13. Classify Hydrocephalus
14. Age independent anthropometric indices
15. Genetic patterns in Down Syndrome
16. HPV vaccine – Age and schedule
17. Advantages of breast feeding
18. Management of hyperkalemia
19. Normal Moro’s reflex
20. Mantoux test

Multiple choice questions (10x1=10marks, with no negative marking)

21. While examining 2 days old infant, small vesicles on erythematous base are noted
on face and chest. Wright stain of the lesions revealed sheets of Eosinophils. Diagnosis
of this rash is

A) miliaria rubra
B) milia
C) neonatal acne
D) erythema toxicum

22. A 2 year old, active, asymptomatic boy is examined by a physician for the first time.
His blood pressure is 130/86 in the right arm with a barely palpable right femoral
pulse. The most likely diagnosis is

A) Coarctation of aorta
B) Tetralogy of Fallot
C) Aortic stenosis
D) Pulmonary stenosis

23. Which of the following hemolytic anemias is associated with an extracorpuscular

defect?

A) Hereditary spherocytosis
B) Sickle cell anemia
C) Autoimmune hemolytic anemia
D) Glucose-6-phosphate dehydrogenase (G6PD) deficiency

24. Calorie requirement in a 3 year old is (kcal/day)

A) 1000
B) 1100
C) 1200
D) 1300

25. A 6 week old infant presents with a history of noisy breathing. The noise was first
noted shortly after birth, is inspiratory in nature, is worse now that the infant has a
viral respiratory illness, and remits almost completely when the child is asleep. The
most likely etiology of this child’s noisy breathing is
 A) asthma
B) bronchopulmonary dysplasia
C) cystic fibrosis
D) laryngomalacia

26. A 10 year old develops nephrotic syndrome. Several urinalyses reveal the presence
of red blood cell casts. The creatinine is 2.8 mg/dl and the blood pressure is 146/96
mm Hg. The next best course of action is

A) begin a course of oral prednisone

B) follow the child and see if the nephrotic syndrome resolves
C) perform a diagnostic renal biopsy
D) collect a 24 hour urine for creatinine clearance and protein excretion

27. All the following conditions are characterized by hypochromic, microcytic red cells
EXCEPT

A) iron deficiency anemia

B) thalassemia major
C) glucose-6-phosphate dehydrogenase
D) anemia of chronic disease

28. Drug used for treatment of autonomic storm due to scorpion sting is

A) Adrenaline
B) Propranolol
C) Prazosin
D) Noradrenaline

29. An 8 month old girl is noted to have asymmetric use of her arms. The right arm is
held in a flexed position with the hand in a fist. The neurologic examination also
reveals increased tone in the right ankle and hyper reflexia on the right side. The past
history is significant for premature delivery at 28 weeks gestation. The most likely
diagnosis for this child is

a) Duchenne muscular dystrophy

b) Spinomuscular atrophy
c) Brachial palsy
d) Cerebral palsy
30. 2 year old child was brought with history of fever, cough and cold for 1 day and 1
episode of generalized tonic clonic seiure. Temperature was 102oF. What
 information would like to elicit?
a) Duration of seizure
b) Any features suggestive of meningitis
c) Is she developmentally normal?
d) All of the above

Acknowledgement of contributors

IAP task force CBME curriculum for Paediatrics

Ophthalmology curriculum prepared by faculty from St Johns

RGUHS CBME curriculum for RS 4 Batch

NMC Document - Regulations on Graduate Medical Education

Dr. K. Shreedhara Avabratha, Professor & HOD, Dept. of Paediatrics, Father Muller
Medical College Hospital, Mangalore

Dr. Sweta Shanbhag, Senior Resident, Dept. of Paediatrics, Father Muller Medical
College Hospital, Mangalore

Rajiv Gandhi University of Health

Sciences
Bangalore, Karnataka
UNDER GRADUATE PAEDIATRIC LOG

BOOK

As per Competency-Based Medical

Education Curriculum
Sample template

College Student’s
Logo Stamp size
photo

(Name of the medical college)

DEPARTMENT OF PAEDIATRICS
 UNDERGRADUATE PAEDIATRIC

LOG BOOK

Name of the student:

Contact Number:
Email id:
Date of admission to MBBS course:
Date of beginning of the current phase:
Reg. No. (College ID):
Reg. No. (University ID):
 Sample template

DEPARTMENT OF PAEDIATRICS

(Name of the medical college)

LOG BOOK CERTIFICATE

Certified that this is a bonafide record of the work done by

__________________________________ in the department during his/her clinical postings.

He/she will be appearing for the Final M.B.B.S.(Phase 3, part 2) examination of Rajiv

Gandhi University of Health Sciences, Karnataka, in February/August 20

Signature of faculty Signature of Head of the department

Name :
Reg No. :
Batch :
Posting in the Dept : From To

l
ll
lll
 ATTENDANCE

Classes Faculty
Classes held Percentage
attended sign
I
Clinical
Posting II

III

PY3P1
Theory
Attendance
PY3P2

PY3P1
Small group
discussions
PY3P2

INTERNAL ASSESSMENT MARKS

Theory Clinicals
1st test: 1st :

2nd test: 2nd:

3rd:
Final Internal
Assessment
Marks
 INDEX

S. NO: CONTENT PAGE

NUMBER
1. Abbreviations 2
2. Summary of Certifiable Competencies 3-4
3. Documentation of Case Presentations 5
PROFESSIONAL YEAR II
1. Learning objectives 7
2. Certifiable competencies 8-19
3. Reflections 20
PROFESSIONAL YEAR III PHASE I
1. Learning objectives 22
2. Certifiable competencies 23-29
3. Competencies requiring documentation 29-33
4. AETCOM competencies 34-35
5. Self directed learning 36-37
6. Integrated learning 38
7. Reflections 39
ELECTIVES IN PAEDIATRICS 40
PROFESSIONAL YEAR III PHASE II
1. Learning objectives 42
2. Certifiable competencies 43-53
3. Competencies requiring documentation 54-58
4. AETCOM competencies 59
5. Self directed learning 60-61
6. Integrated learning 62
7. Reflections 63
CLINIC/ FIELD VISITS 64-65
 ABBREVIATIONS

F / R / RE – First or Only / Repeat / Remedial

• First or only – Student completed the task in the first attempt
• Repeat – Student completed the task in multiple attempts
• Remedial – Student completed the task after remedial measures

B / M / E – Below expectation / Meets expectation / Exceeds expectation

• Below expectation – Student did not complete the task
• Meets Expectation – Student completed the task with minimal prompts
• Exceeds expectation – Student completed the task without any prompts

C / R / RE – Completed / Repeat / Remedial

• Completed – Student has successfully completed the task
• Repeat – Student had to repeat the task in the same briefing
• Remedial – Student needs to undergo briefing again and repeat the task

AETCOM – Attitude, Ethics and Communication Module

SUMMARY OF CERTIFIABLE COMPETENCIES

Competency Competency details No Date Reference
no. required completed page no
to
certify
PE1.4 Perform anthropometric 3 8
measurements, document in
growth charts and interpret
PE1.7 Perform developmental 3 14
assessment and interpret

PE 7.5 Observe the correct 3 23

technique of breast feeding
and distinguish right from
wrong techniques
PE11.5 Calculate BMI, document in 3 15
BMI chart and interpret
PE19.6 Assess patient for fitness for 5 18
immunization and prescribe
an age-appropriate
immunization schedule
PE24.15 Perform NG tube insertion in 2 25
a manikin
PE24.16 Perform IV cannulation in a 2 43
mode
PE24.17 Perform intraosseous 2 44
insertion model
PE27.15 Assess airway and breathing: 3 45
recognize signs of severe
respiratory distress. Check
for cyanosis, severe chest
indrawing, grunting
PE27.16 Assess airway and breathing. 3 46
Demonstrate the method of
positioning of an infant &
child to open airway in a
simulated environment
PE27.17 Assess airway and breathing: 3 47
administer oxygen using
correct technique and
appropriate flow rate
PE27.18 Assess airway and breathing: 3 48
perform assisted ventilation
by bag and mask in a
simulated environment
 PE27.19 Check for signs of shock i.e. 3 49
pulse, blood pressure, CRT
PE27.20 Secure an IV access in a 2 43
simulated
Environment
PE27.21 Choose the type of fluid and 3 50
calculate the fluid
requirement in shock
PE27.22 Assess level of consciousness 3 51
& provide emergency
treatment to a child with
convulsions/coma3
Position an unconscious3
child
Position a child with
suspected trauma
Administer IV/per rectal
Diazepam for a convulsing
child in a simulated
environment
PE27.23 Assess for signs of severe 3 52
dehydration
PE27.28 Provide BLS for children in 3 53
manikin
PE33.6 Perform and interpret urine 3 26
dip stick for sugar
PE33.11 Identify deviations in growth 2 13
and plan
appropriate referral
PE34.6 Identify a BCG scar 3 27
PE34.7 Interpret a Mantoux test 3 28
PE34.11 Perform AFB staining 3 29

Student’s Signature Signature of Faculty

(Name and Designation)
 DOCUMENTATION OF CASE PRESENTATIONS

S. No Date Patient Diagnosis Case Year/ Grade Teacher’s

Name Presented/ Phase (B/M/E) Signature
and ID Attended
(P/A)
PROFESSIONAL YEAR II
 LEARNING OBJECTIVES 1st CLINICAL POSTING (2 WEEKS)

At the end of the first posting, students are expected to:

1. Perform, interpret and document anthropometric measurements in children

2. Use the appropriate growth chart for a child and interpret them correctly

3. Perform, interpret and document nutritional history taking and development of

a dietary plan for all children

4. Perform, interpret and document developmental history taking in all children

5. Conduct a developmental assessment in children and interpret them correctly

6. Assess patient for fitness for immunization and prescribe an age-appropriate

immunization schedule
PE 1.4 Perform anthropometric measurements, document in growth charts and
Interpret

Minimum number required to certify-3*

Growth assessment

No Name Age Sex Weight Height/Length MAC HC Wt for Ht

A E I A E I A E I A E I A E I

A – Actual E – Expected I – Inference

Using growth charts

Anthropometric values to be given here for each batch. They have to mark the values on
the chart and interpret the growth pattern (No. Required - 3)
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE33.11 Identify deviations in growth (Using the above growth charts)

and plan appropriate referral.
Minimum number
required to certify-2

If requiring referral, mention the reasons for referral

(Case 1)

1.
2.
3.
4.
5.

(Case 2)

1.
2.
3.
4.
5.
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE1.7 Perform developmental assessment and interpret

Minimum number
required to certify-3

Take a detailed developmental history and perform developmental assessment.

Indicate the present milestone attained in each category. Calculate the developmental
age for each domain

S. Name Age Sex Gross Fine Language Social Developmental Inference

No Motor Motor age
GM FM L S

5
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE11.5 Calculate BMI, document in BMI chart and interpret

Minimum number
required to certify-3

Calculate the BMI for 3 children (above 5 years) and enter in this table and also mark in
the appropriate graph

S. Name Age Sex Weight Height BMI Normal Inference

No

5
Interpretation:
1.
2.
3.
Interpretation:
1.
2.
3.
Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE19.6 Assess patient for fitness for immunization and prescribe an age-
appropriate immunization schedule
Minimum number
required to certify-5

Assessment of immunization status:

S. Name Age Sex Vaccines received till Plan for further
No date immunisation

5
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you
committed mistakes)
Competency Competency Why I went Was this Faculty
no details wrong exercise useful remarks
PROFESSIONAL YEAR III PHASE I
LEARNING OBJECTIVES

1. Observe the correct technique of breast feeding and distinguish right from wrong
techniques

2. Perform NG tube insertion in a manikin correctly

3. Perform and interpret urine dip stick for sugar correctly

4. Identify a BCG scar accurately

5. Interpret a Mantoux test correctly

6. Perform AFB staining correctly

7. Write 4 Paediatric and 1 neonatal case sheets

PE7.5 Observe the correct technique of breast feeding and distinguish right from
wrong techniques

Minimum number required to certify-3

Observe the process of breast feeding (under supervision and a chaperone being
present) and note the following points
Position of mother and baby.
Cradle. The baby is held in the crook or elbow area of the arm on same side as breast to
be used for feeding; mother supports breast with opposite hand; baby's body is rolled
in toward mother's body so they are belly-to-belly.
Cross-cradle. The baby's head is supported by the hand opposite the breast to be used
for feeding; mother supports breast with hand; baby is rolled in toward mother's body
belly-to-belly.
Football or clutch. Baby's head is supported by the hand on the same side as breast to
be used for feeding; baby's body is supported on a pillow and tucked under the arm on
the same side as breast to be used for feeding.
Side-lying using modified cradle. In this position, the baby lies next to the mother
with their bodies facing each other. If a pillow under the arm is uncomfortable, try
placing the baby in the crook of the arm. This way, it is unlikely for the mother to roll
over on the baby should the mother doze off. This position also keeps the baby's head at
a good angle to bring baby and breast together, with the baby's head higher than his or
her tummy, which can be helpful for babies who are more likely to spit up.
Laid-back breastfeeding. In this position, the mother is leaning back in a recliner or
reclining in bed. The baby is lying on his or her stomach and is pressed against the
mother’s body. She can support the side of her baby's head if baby cannot hold it by
him- or herself. In this position, both mother and baby can relax. She can allow her baby
to explore her breast and latch on at his or her leisure. This is a great position if mother
has had a cesarean delivery.
Latching.
The latch should be comfortable and pain free.
The baby's chest and stomach rest against the mother’s body, so that baby's head is
straight, not turned to the side.
Baby's chin touches her breast.
Baby's mouth opens wide around her breast, not just the nipple.
Baby's lips turn out.
Baby's tongue cups under her breast.
Mother hears or sees swallowing.

S. No Position of Position of child Attachment Comments

mother (latching)

2
3

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE24.15 Perform NG tube insertion in a manikin

Minimum Number required to certify-2

Demonstrate the following steps in inserting a NG tube in a manikin

S. Identify size of Demonstrate Correctly Insert the tube

No nasogastric tube as landmarks for measure the and check its
per age of child. measurement of length of NG position
length of NG tube to tube to be
be inserted on a inserted
manikin
 1

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE33.6 Perform and interpret urine dip stick for sugar

Minimum number required to certify- 3

Demonstrate the steps to perform and interpret the urine dip stick for sugar

S. no Urine sugar by dipstick Interpretation

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE34.6 Identify a BCG scar

Minimum number
required to certify- 3

Demonstrate the following steps to identify a BCG scar

S.No Age of the child Size of BCG scar Quality of the scar

4
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of
Learner
with Date

PE34.7 Interpret a Mantoux test

Minimum number
required to certify- 3

Demonstrate the following steps to interpret a Mantoux test

S. No Age Measure induration Interpretation

(horizontal/transverse)

5
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of
Learner
with Date

PE34.11 Perform AFB staining

**Shared with Microbiology

Minimum number required to certify- 3

Date Attempt at Rating Decision of Initial Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) of Received
(F/R/Re) Faculty Initial of Learner
& Date with Date
 SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION
(to be observed in ward/PICU/NICU/LT)

S. Competency Competency Minimum Date Faculty

no no detail No. to be completed signature
done
1 18.5 Provide intra-natal
care and observe 3
the conduct of a
normal delivery
2 27.10 Observe the
various methods of 3
administering
Oxygen
3 31.11 Observe
administration of 3
Nebulization

Competencies requiring documentation

(to be done as part of seminar, demonstration, case presentation)

S.no Competency Competency Minimum T/L Date Faculty

no detail No. to be method completed signature
done

1 9.7 Plan an
appropriate 3
diet in health
and disease
2 11.3 Assessment of
a child with
obesity with
regard to
eliciting 3
history
including
physical
activity,
charting and
dietary recall
3 12.3 Identify the
clinical
features of
dietary 3
deficiency
/excess of
Vitamin A
4 12.4 Diagnose
patients with
Vitamin A
deficiency 3
(VAD),
classify and
plan
management
5 12.8 Identify the
clinical
features of 3
dietary
deficiency of
Vitamin D
6 12.9 Assess
patients with
Vitamin D 3
deficiency,
diagnose,
classify and
plan
management
7 12.17 Identify the
clinical
features of 3
Vitamin B
complex
deficiency
8 12.18 Diagnose
patients with
vitamin B 3
complex
deficiency and
plan
management
9 12.21 Identify the
clinical 3
features of
 Vitamin C
deficiency

10 13.3 Identify the

clinical
features of 3
dietary
deficiency of
Iron and make
a diagnosis
11 24.12 Perform and
interpret stool 2
examination
including
Hanging Drop
12 27.31 Assess child
for signs of 2
abuse
13 32.2 Identify the
clinical
features of 3
Down
Syndrome

14 32.7 Identify the

clinical
features of 2
Turner
Syndrome
15 32.12 Identify the
clinical
features of 2
Klinefelter
Syndrome
16 33.10 Recognize
precocious
and delayed 2
Puberty and
refer
17 20.6 Explain the
follow-up care
for neonates
including
Breastfeeding,
Temperature 3
maintenance,
immunization,
importance of
growth
monitoring
and red flags.

Competencies requiring documentation

(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI
/EEG/ECG reports)

S . Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done

1 28.16 Interpret
blood tests 3
relevant to
upper
respiratory
problems
2 29.15 Perform and
Interpret 3
peripheral
smear.
3 32.3 Interpret
normal 2
Karyotype
and recognize
Trisomy 21
4 32.8 Interpret
normal
Karyotype 2
and recognize
Turner
Karyotype
5 32.13 Interpret
normal
Karyotype 2
and recognize
the
Klinefelter
Karyotype
6 34.9 Interpret
blood tests in
the context of 2
laboratory
evidence for
tuberculosis

AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION

(To be done as part of AETCOM)

S. Competency Competency Minimum Date Faculty

No no detail No. to be completed signature
done

1 2.3 Counseling a parent

with failing to 3
thrive child
2 3.4 Counsel a parent of
a child with 3
developmental
delay
3 6.8 Respecting patient
privacy and
maintaining 3
confidentiality
while dealing with
adolescence

4 7.8 Educate mothers

on antenatal breast 3
care and prepare
mothers for
lactation
5 7.9 Educate and
counsel mothers 3
for best practices in
Breastfeeding
6 7.10 Respect patient 3
privacy
7 8.5 Counsel and
educate mothers on
the best practices 3
in complementary
feeding

8 10.5 Counsel parents of

children with SAM 3
and MAM
9 19.7 Educate and
counsel a patient 3
for immunization
10 19.8 Demonstrate
willingness to
participate in the 3
national and
subnational
immunization days
11 20.5 Counsel/educate
mothers on the 3
care of neonates
12 21.16 Counsel / educate a
patient for referral 3
appropriately
 13 22.2 Counsel a patient 3
with Chronic illness
14 23.18 Demonstrate
empathy while 3
dealing with
children with
cardiac diseases in
every patient
encounter
15 29.19 Counsel and
educate patients 3
about prevention
and treatment of
anemia.
16 32.5 Counsel parents
regarding 1. 2
Present child 2.
Risk in the next
pregnancy (Down
syndrome)
17 32.10 Counsel parents
regarding 1.
Present child 2. 2
Risk in the next
pregnancy (Turner
syndrome)

SELF- DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.
8.

9.

10.

11.

12.

13.

14.

15.

SELF- DIRECTED LEARNING:

1)
Topic:

Objectives:

Task:

Impressions:
2)
Topic:

Objectives:

Task:

Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions:

S.No Competency Topic Departments Date

No. involved
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you
committed mistakes)

Competency Competency Why I went Was this Faculty

no details wrong exercise useful remarks
 ELECTIVE POSTINGS (If done in Paediatrics)

Name Name Location Name of Attendance Daily Assignments Case Remarks

of of of internal rounds presentation of the
block elective elective preceptor preceptor

2
3

PROFESSIONAL YEAR III PHASE II

LEARNING OBJECTIVES

1. Perform IV cannulation in a simulated environment

2. Perform intraosseous insertion in a simulated environment
3. Assess airway, breathing and circulation in a sick child, give appropriate and
accurate treatment
4. Choose the type of fluid and calculate the fluid requirement in shock in children
5. Assess level of consciousness & provide emergency treatment to a child with
convulsions/ coma
6. Assess for signs of severe dehydration
7. Provide BLS for children in a manikin
8. Write 4 Paediatric and 1 neonatal case sheet

PE24.16 / PE 27.20 Perform IV cannulation in a model

Minimum number required to certify-2

Perform IV cannulation in a manikin by observing the following steps

 S.no Identify size Demonstrate all Choose and Correctly Fix the
of IV cannula steps of infection prepare the insert the cannula and
as per age of control policy like site cannula and properly
child. handwashing, look for free dispose the
wearing gloves, flow of blood biomedical
proper filling of fluid waste
in syringe

Date Attempt at Rating Decision Initial of Feedback

Completed Competency (B/M/E) of Faculty & Received
(F/R/Re) Faculty Date Initial of
(C/R/Re) Learner
with Date

PE24.17 Perform intraosseous insertion in a model

Minimum number
required to certify-2

Perform intraosseous insertion in a model in these following steps

 S.no Identify site for Demonstrate all Insert the Fix Intraosseous
intraosseous steps of infection Intraosseous cannula and
insertion in control cannula and correctly
children based on demonstrate how demonstrate
landmarks. to check its disposal
proper insertion of biomedical
in model waste

1
2

Date Attempt at Rating Decision Initial of Feedback

Completed Competency (B/M/E) of Faculty & Received
(F/R/Re) Faculty Date Initial of
(C/R/Re) Learner
with Date

PE27.15 Assess airway and breathing: recognize signs of severe respiratory

distress. Check for cyanosis, severe chest indrawing, grunting
Minimum number
required to certify- 3

Check for the following signs in a child with respiratory distress

 S.no Respiratory Intercostal Alae Drowsiness Grunt or Cyanosis
rate retractions nasi stridor
flaring

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE27.16 Assess airway and breathing. Demonstrate the method of positioning of

an infant & child to open airway in a simulated environment

Minimum number required to certify- 3

Assess whether the student performs the steps in a correct manner

 S.no Head tilt manoeuvre Chin lift Jaw thrust Remarks of
performed manoeuvre manoeuvre the facilitator
performed performed

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.17 Assess airway and breathing: administer oxygen using correct technique
and appropriate flow rate
Minimum number
required to certify- 3

Demonstrate the various methods of administering oxygen and at specific rates

S. Head box Nasal High flow Face Non Rate of

no cannula nasal mask rebreathing delivery of
cannula mask oxygen
 1

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of
Learner
with Date

PE27.18 Assess airway and breathing: perform assisted ventilation by Bag and
mask in a simulated environment

Minimum number required to certify- 3

Demonstrate assisted ventilation using bag and mask in a simulated environment

S. Chosen the Chosen Head and Used the Looked Used the
no correct size the neck in correct for chest correct rate
mask correct proper pressure rise of
bag position to inflate ventilation

1
 2

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.19 Check for signs of shock i.e., Pulse, Blood Pressure, Capillary Refill time

Minimum number required to certify- 3

Check for the signs of shock

S. Check for Check Check for Check Check for Check for
no volume of BP saturation for CRT skin colour sensorium
pulse and
temperature

2
 3

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of
Learner
with Date

PE27.21 Choose the type of fluid and calculate the fluid requirement in shock

Minimum number required to certify- 3

Choose appropriate fluid according to different types of shock. Calculate the fluid for
managing different types of shock at different age/size of the child.

S.no Type of shock Assess Choose the Calculate the Remarks

weight of appropriate fluid amount of fluid
child for bolus to be
administration administered
for bolus and
continuation

1 Hypovolemic

2 Septic

3 Cardiogenic
 4 Obstructive

5 Burns

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of
Learner
with Date

PE27.22 Assess level of consciousness & provide emergency treatment to a child

with convulsions/ coma

Minimum number required to certify- 3

S. Assess level of Position a Position a Assess Demonstrate Calculate Administer

no consciousness child in child with ABCD how to give how much IV nasal
(Glasgow or coma head/spine rectal diazepam midazolam
AVPU) correctly trauma diazepam and give it spray
correctly correctly in a
manikin

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.23 Assess for signs of severe dehydration

Minimum number required to certify- 3

S.no Thirst Urine Sensorium Mucus Skin Pulse Blood AF if

output membrane turgor pressure open

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.28 Provide BLS for children in manikin

Minimum number required to certify- 3

Either a certificate that they have attended a formal BLS course or a modified BLS
session has to be attached

S.No Check for Call Check pulse and Start chest Make Repeat
response for breathing compression airway above CPR
help simultaneously patent
and give
2 rescue
breaths

3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty Received
(F/R/Re) & Date Initial of
Learner
with Date

SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION

(to be done as part of seminar, demonstration, case presentation)

S.no Competency Competency Minimum T/L Date Faculty

no detail No. to be method completed signature
done

1 21.9 Identify
external
markers for
Kidney 3
disease, like
Failing to
thrive,
hypertension,
pallor,
Icthyosis,
anasarca
2 21.10 Analyze
symptom and
interpret the
physical 3
findings and
arrive at an
appropriate
 provisional
differential
diagnosis
3 21.14 Recognize
common
surgical
conditions of
the abdomen
and
genitourinary
system and 3
enumerate the
indications for
referral
including
acute and
subacute
intestinal
obstruction,
appendicitis,
pancreatitis,
perforation
intussusceptio
n, Phimosis,
undescended
testis,
Chordee,
hypospadias,
Torsion testis,
hernia
Hydrocele,
Vulval
Synechiae
4 21.16 Counsel /
educate a 3
patient for
referral
appropriately
5 23.11 Develop a
treatment plan
and prescribe
appropriate 3
drugs
including
fluids in
cardiac
 diseases, anti -
failure drugs,
and inotropic
agents

Competencies requiring documentation

(To be done as part of IMNCI assessment)

S. Competency Competency detail Minimum Date Faculty

no no No.to be completed signature
done

1 10.4 Identify children

with under nutrition 3
as per IMNCI criteria
and plan referral

2 16.2 Assess children <2

months using IMNCI 3
guidelines
3 16.3 Assess children >2
months to 5 years
using IMNCI 3
guidelines and
stratify risk

4 20.18 Identify and stratify

risk in a sick 3
neonate using IMNCI
guidelines

5 24.11 Apply the IMNCI

guidelines in risk
stratification of 3
children with
diarrhoeal
dehydration and
refer
6 28.15 Stratify risk in
children with stridor 3
using IMNCI
guidelines
 Competencies requiring documentation
(to be done in a simulated environment)

S. Competency Competency detail Minimum Date Faculty

no no No. to be completed signature
done

1 18.4 Provide intra-natal

care and conduct a 3
normal delivery in a
simulated
environment

2 19.13 Demonstrate the

correct 3
administration of
different vaccines in
a mannequin
3 20.3 Perform Neonatal
resuscitation in a 3
manikin

4 26.10 Demonstrate the

technique of liver
biopsy in a manikin 2
Perform Liver
Biopsy in a
simulated
environment

5 29.17 Demonstrate
performance of bone 2
marrow aspiration
in mannequin.

Competencies requiring documentation

(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI/
EEG/ECG reports)
S. Competency Competency Minimum T/L Date Faculty
no no detail No. to be method completed signature
done

1 21.12 Interpret
report of 3
Plain X Ray of
KUB
2 21.13 Enumerate
the
indications 3
for and
Interpret the
written
report of
Ultra
sonogram of
KUB
3 23.12 Interpret a
chest X ray 3
and recognize
Cardiomegaly
4 23.13 Choose and
Interpret 3
blood reports
in Cardiac
illness
5 23.14 Interpret 3
Pediatric ECG
6 23.15 Use the ECHO
reports in 3
management
of cases
7 24.13 Interpret RFT
and 3
electrolyte
report
8 30.20 Interpret and
explain the 3
findings in a
CSF analysis
9 30.21 Enumerate
the indication
and discuss 3
the
 limitations of
EEG, CT, MRI
10 30.22 Interpret the
reports of 3
EEG, CT, MRI
11 34.9 Interpret
blood tests in
the context of 3
laboratory
evidence for
tuberculosis

AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION

(To be done as part of AETCOM )

S. no Competency Competency detail Minimum Date Faculty

no No. to be completed signature
done
1 23.18 Demonstrate
empathy while
dealing with 3
children with
cardiac diseases in
every patient
encounter
2 26.13 Counsel and
educate patients 3
and their family
appropriately on
liver diseases
3 27.32 Counsel parents of
dangerously ill/ 2
terminally ill child
to break a bad news
4 27.33 Obtain Informed
Consent 2
5 27.34 Willing to be a part
of the ER team 3
6 27.35 Attends to
emergency calls 3
promptly
 SELF-DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

SELF-DIRECTED LEARNING:

1)
Topic:
Objectives:

Task:

Impressions:

2)
Topic:

Objectives:

Task:

Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions

S.No Competency No Topic Departments Date

involved
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you
committed mistakes)

Competency Competency Why I went Was this Faculty

no details wrong exercise useful remarks
 Other activities :
1. Participation in departmental activities- children’s day, breast feeding
week, ORS week, disease specific days (if being celebrated)
2. STS/ college grant project submitted
3. Participation in IAP quiz competition
4. Participation in any research projects/student conference

CLINIC/FIELD VISITS

S. Visit to Competency Competency Year/Phase Date Report Faculty

no no completed submitted signature
1 Child 3.7 Visit a Child
development Developmental
unit Unit and
Observe its
functioning
Topic:
Developmental
delay and
cerebral palsy
2 Child 4.6 Visit to the
guidance Child guidance
clinic clinic
Topic:
Scholastic
backwardness,
learning
disabilities,
Autism, ADHD

5.11 Visit to Child

guidance clinic
and observe
functioning
Topic:
Common
problems
related to
behaviour

3 Adolescent 6.11 Visit to the

clinic Adolescent
clinic
4 Rural health 18.8 Observe the
centre implementation
of the program
by visiting the
Rural Health
Center
5 Immunization 19.10 Observe the
clinic handling and
storing of
vaccines

19.11 Document
Immunization
in an
immunization
record

19.12 Observe the

administration
of UIP vaccines

19.14 Practice
Infection
control
measures and
appropriate
handling of the
sharps

NOTES
NOTES
Rajiv Gandhi University of Health
Sciences
Bangalore, Karnataka
UNDER GRADUATE PAEDIATRIC LOG

BOOK

As per Competency-Based Medical

Education Curriculum
Sample template
 College Student’s
Logo Stamp size
photo

(Name of the medical college)

DEPARTMENT OF PAEDIATRICS

UNDERGRADUATE PAEDIATRIC

LOG BOOK

Name of the student:

Contact Number:
Email id:
Date of admission to MBBS course:
Date of beginning of the current phase:
Reg. No. (College ID):
Reg. No. (University ID):
 Sample template

DEPARTMENT OF PAEDIATRICS

(Name of the medical college)

LOG BOOK CERTIFICATE

Certified that this is a bonafide record of the work done by

__________________________________ in the department during his/her clinical po stings.

He/she will be appearing for the Final M.B.B.S.(Phase 3, part 2) examination of Rajiv

Gandhi University of Health Sciences, Karnataka, in February/August 20

Signature of faculty Signature of Head of the department

Name :
Reg No. :
Batch :
Posting in the Dept : From To

l
ll
lll
 ATTENDANCE

Classes Faculty
Classes held Percentage
attended sign
I
Clinical
Posting II

III

PY3P1
Theory
Attendance
PY3P2

PY3P1
Small group
discussions
PY3P2

INTERNAL ASSESSMENT MARKS

Theory Clinicals
1st test: 1st :

2nd test: 2nd:

3rd:
Final Internal
Assessment
Marks
 INDEX

S. NO: CONTENT PAGE

NUMBER
4. Abbreviations 2
5. Summary of Certifiable Competencies 3-4
6. Documentation of Case Presentations 5
PROFESSIONAL YEAR II
4. Learning objectives 7
5. Certifiable competencies 8-19
6. Reflections 20
PROFESSIONAL YEAR III PHASE I
8. Learning objectives 22
9. Certifiable competencies 23-29
10. Competencies requiring documentation 29-33
11. AETCOM competencies 34-35
12. Self directed learning 36-37
13. Integrated learning 38
14. Reflections 39
ELECTIVES IN PAEDIATRICS 40
PROFESSIONAL YEAR III PHASE II
8. Learning objectives 42
9. Certifiable competencies 43-53
10. Competencies requiring documentation 54-58
11. AETCOM competencies 59
12. Self directed learning 60-61 71

13. Integrated learning 62

 14. Reflections 63
CLINIC/ FIELD VISITS 64-65

ABBREVIATIONS

F / R / RE – First or Only / Repeat / Remedial

• First or only – Student completed the task in the first attempt
• Repeat – Student completed the task in multiple attempts
• Remedial – Student completed the task after remedial measures

B / M / E – Below expectation / Meets expectation / Exceeds expectation

• Below expectation – Student did not complete the task
• Meets Expectation – Student completed the task with minimal prompts
• Exceeds expectation – Student completed the task without any prompts

C / R / RE – Completed / Repeat / Remedial

• Completed – Student has successfully completed the task
• Repeat – Student had to repeat the task in the same briefing
• Remedial – Student needs to undergo briefing again and repeat the task

AETCOM – Attitude, Ethics and Communication Module

72
 SUMMARY OF CERTIFIABLE COMPETENCIES

Competency Competency details No Date Reference

no. required completed page no
to
certify
PE1.4 Perform anthropometric 3 8
measurements, document in
growth charts and interpret
PE1.7 Perform developmental 3 14
assessment and interpret

PE 7.5 Observe the correct technique of 3 23

breast feeding and distinguish
right from wrong techniques
PE11.5 Calculate BMI, document in BMI 3 15
chart and interpret
PE19.6 Assess patient for fitness for 5 18
immunization and prescribe an
age-appropriate immunization
schedule
PE24.15 Perform NG tube insertion in a 2 25
manikin
PE24.16 Perform IV cannulation in a mode 2 43
73
PE24.17 Perform intraosseous insertion 2 44
model
PE27.15 Assess airway and breathing: 3 45
recognize signs of severe
respiratory distress. Check for
cyanosis, severe chest indrawing,
grunting
PE27.16 Assess airway and breathing. 3 46
Demonstrate the method of
positioning of an infant & child to
open airway in a simulated
environment
PE27.17 Assess airway and breathing: 3 47
administer oxygen using correct
technique and appropriate flow
rate
PE27.18 Assess airway and breathing: 3 48
perform assisted ventilation by bag
and mask in a simulated
environment
PE27.19 Check for signs of shock i.e. pulse, 3 49
blood pressure, CRT
PE27.20 Secure an IV access in a simulated 2 43
Environment
PE27.21 Choose the type of fluid and 3 50
calculate the fluid requirement in
shock
PE27.22 Assess level of consciousness & 3 51
provide emergency treatment to a
child with convulsions/coma3
Position an unconscious3 child
Position a child with suspected
trauma
Administer IV/per rectal Diazepam
for a convulsing child in a
simulated environment
PE27.23 Assess for signs of severe 3 52
dehydration 74
 PE27.28 Provide BLS for children in 3 53
manikin
PE33.6 Perform and interpret urine dip 3 26
stick for sugar
PE33.11 Identify deviations in growth and 2 13
plan
appropriate referral
PE34.6 Identify a BCG scar 3 27
PE34.7 Interpret a Mantoux test 3 28
PE34.11 Perform AFB staining 3 29

Student’s Signature Signature of Faculty

(Name and Designation)

75
 DOCUMENTATION OF CASE PRESENTATIONS

S. No Date Patient Diagnosis Case Year/ Grade Teacher’s

Name Presented/ Phase (B/M/E) Signature
and ID Attended
(P/A)

76
PROFESSIONAL YEAR II

77
 LEARNING OBJECTIVES 1st CLINICAL POSTING (2 WEEKS)

At the end of the first posting, students are expected to:

7. Perform, interpret and document anthropometric measurements in children

8. Use the appropriate growth chart for a child and interpret them correctly

9. Perform, interpret and document nutritional history taking and development of a dietary plan for all children

10. Perform, interpret and document developmental history taking in all children

11. Conduct a developmental assessment in children and interpret them correctly

12. Assess patient for fitness for immunization and prescribe an age-appropriate immunization schedule

78
PE 1.4 Perform anthropometric measurements, document in growth charts and Interpret

Minimum number required to certify-3*

Growth assessment

No Name Age Sex Weight Height/Length MAC HC Wt for Ht

A – Actual E – Expected I – Inference

A E I A E I A E I A E I A E I

4 Using growth charts

Anthropometric values to be given here for each batch. They have to mark
5
the values on the chart and interpret the growth pattern (No. Required - 3)

79
Interpretation: 80
1.
2.
3.

81
Interpretation:
1.
2.
3.

82
83
Interpretation:
1.
2.
3.

84
85
Interpretation:
1.
2.
3.

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of PE33.11 Identify deviations in growth (Using the above growth charts)
Learner and plan appropriate referral.
with Date Minimum
number required to certify-2

If requiring referral, mention the reasons for referral

(Case 1)

1.
2.
3.
4.
5.

(Case 2)

1.
2.
3.
4.
5.

86
Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner PE1.7 Perform developmental assessment and interpret
with Date Minimum
number required to certify-3

Take a detailed developmental history and perform developmental assessment.

Indicate the present milestone attained in each category. Calculate the
developmental age for each domain

S. Name Age Sex Gross Fine Language Social Developmental Inference

No Motor Motor age
GM FM L S

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date
87
PE11.5 Calculate BMI, document in BMI chart and interpret
Minimum number required to certify-3

Calculate the BMI for 3 children (above 5 years) and enter in this table and also mark in the appropriate graph

S. Name Age Sex Weight Height BMI Normal Inference

No

88
89
Interpretation:
1.
2.
3.

90
91
Interpretation:
1.
2.
3.

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE19.6 Assess patient for fitness for immunization and prescribe an age-appropriate immunization schedule
Minimum number required to certify-5

Assessment of immunization status:

S. Name Age Sex Vaccines received till Plan for further
No date immunisation

92
2

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

93
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed mistakes)

Competency Competency details Why I went Was this Faculty

no wrong exercise useful remarks

94
PROFESSIONAL YEAR III PHASE I

95
LEARNING OBJECTIVES

1. Observe the correct technique of breast feeding and distinguish right from wrong techniques

2. Perform NG tube insertion in a manikin correctly

3. Perform and interpret urine dip stick for sugar correctly

4. Identify a BCG scar accurately

5. Interpret a Mantoux test correctly

6. Perform AFB staining correctly

7. Write 4 Paediatric and 1 neonatal case sheets

96
PE7.5 Observe the correct technique of breast feeding and distinguish right from wrong techniques

Minimum number required to certify-3

Observe the process of breast feeding (under supervision and a chaperone being present) and note the following points

Position of mother and baby.

Cradle. The baby is held in the crook or elbow area of the arm on same side as breast to be used for feeding; mother supports breast with opposite hand; baby's body is rolled
in toward mother's body so they are belly-to-belly.
Cross-cradle. The baby's head is supported by the hand opposite the breast to be used for feeding; mother supports breast with hand; baby is rolled in toward mother's body
belly-to-belly.
Football or clutch. Baby's head is supported by the hand on the same side as breast to be used for feeding; baby's body is supported on a pillow and tucked under the arm on
the same side as breast to be used for feeding.
Side-lying using modified cradle. In this position, the baby lies next to the mother with their bodies facing each other. If a pillow under the arm is uncomfortable, try placing
the baby in the crook of the arm. This way, it is unlikely for the mother to roll over on the baby should the mother doze off. This position also keeps the baby's head at a good
angle to bring baby and breast together, with the baby's head higher than his or her tummy, which can be helpful for babies who are more likely to spit up.
Laid-back breastfeeding. In this position, the mother is leaning back in a recliner or reclining in bed. The baby is lying on his or her stomach and is pressed against the
mother’s body. She can support the side of her baby's head if baby cannot hold it by him- or herself. In this position, both mother and baby can relax. She can allow her baby to
explore her breast and latch on at his or her leisure. This is a great position if mother has had a cesarean delivery.
Latching.
The latch should be comfortable and pain free.
The baby's chest and stomach rest against the mother’s body, so that baby's head is straight, not turned to the side.
Baby's chin touches her breast.
Baby's mouth opens wide around her breast, not just the nipple.
Baby's lips turn out.
Baby's tongue cups under her breast.
Mother hears or sees swallowing.

S. No Position of Position of child Attachment Comments

mother (latching)

97
2

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

PE24.15 Perform NG tube insertion in a manikin 98

Minimum Number required to certify-2

Demonstrate the following steps in inserting a NG tube in a manikin

S. Identify size of Demonstrate Correctly Insert the tube

No nasogastric tube as landmarks for measure the and check its
per age of child. measurement of length of NG position
length of NG tube to tube to be
be inserted on a inserted
manikin

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

99
PE33.6 Perform and interpret urine dip stick for sugar

Minimum number required to certify- 3

Demonstrate the steps to perform and interpret the urine dip stick for sugar

S. no Urine sugar by dipstick Interpretation

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

100
PE34.6 Identify a BCG scar
Minimum number required to certify- 3

Demonstrate the following steps to identify a BCG scar

S.No Age of the child Size of BCG scar Quality of the scar

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

101
PE34.7 Interpret a Mantoux test
Minimum number required to certify- 3

Demonstrate the following steps to interpret a Mantoux test

S. No Age Measure induration Interpretation

(horizontal/transverse)

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner 102
with Date
PE34.11 Perform AFB staining
**Shared with Microbiology

Minimum number required to certify- 3

Date Attempt at Rating Decision of Initial Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) of Received
(F/R/Re) Faculty Initial of Learner
& Date with Date

103
 SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION
(to be observed in ward/PICU/NICU/LT)

S. Competency Competency detail Minimum Date Faculty

no no No. to be completed signature
done
1 18.5 Provide intra-natal
care and observe the 3
conduct of a normal
delivery
2 27.10 Observe the various
methods of 3
administering
Oxygen
3 31.11 Observe
administration of 3
Nebulization

Competencies requiring documentation

(to be done as part of seminar, demonstration, case presentation)

S.no Competency Competency Minimum T/L Date Faculty

no detail No. to be method completed signature
done

1 9.7 Plan an
appropriate 3
diet in health
and disease

104
2 11.3 Assessment of
a child with
obesity with
regard to
eliciting 3
history
including
physical
activity,
charting and
dietary recall
3 12.3 Identify the
clinical
features of
dietary 3
deficiency
/excess of
Vitamin A
4 12.4 Diagnose
patients with
Vitamin A
deficiency 3
(VAD),
classify and
plan
management
5 12.8 Identify the
clinical
features of 3
dietary
deficiency of
Vitamin D
6 12.9 Assess
patients with
Vitamin D 3
deficiency, 105
diagnose,
classify and
 plan
management

7 12.17 Identify the

clinical
features of 3
Vitamin B
complex
deficiency
8 12.18 Diagnose
patients with
vitamin B 3
complex
deficiency and
plan
management
9 12.21 Identify the
clinical 3
features of
Vitamin C
deficiency
10 13.3 Identify the
clinical
features of 3
dietary
deficiency of
Iron and make
a diagnosis
11 24.12 Perform and
interpret stool 2
examination
including
Hanging Drop
106
12 27.31 Assess child
for signs of 2
abuse
13 32.2 Identify the
clinical
features of 3
Down
Syndrome

14 32.7 Identify the

clinical
features of 2
Turner
Syndrome
15 32.12 Identify the
clinical
features of 2
Klinefelter
Syndrome
16 33.10 Recognize
precocious
and delayed 2
Puberty and
refer
17 20.6 Explain the
follow-up care
for neonates
including
Breastfeeding,
Temperature 3
maintenance,
immunization,
importance of
growth
monitoring
and red flags. 107
 Competencies requiring documentation
(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI /EEG/ECG reports)

S. Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done

1 28.16 Interpret blood

tests relevant 3
to upper
respiratory
problems

2 29.15 Perform and

Interpret 3
peripheral
smear.
3 32.3 Interpret
normal 2
108
Karyotype and
 recognize
Trisomy 21

4 32.8 Interpret
normal
Karyotype and 2
recognize
Turner
Karyotype
5 32.13 Interpret
normal
Karyotype and 2
recognize the
Klinefelter
Karyotype
6 34.9 Interpret blood
tests in the
context of 2
laboratory
evidence for
tuberculosis

AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION

(To be done as part of AETCOM)

S. Competency Competency detail Minimum Date Faculty

No no No. to be completed signature
done

1 2.3 Counseling a parent

with failing to thrive 3
child
109
2 3.4 Counsel a parent of
a child with 3
developmental delay
3 6.8 Respecting patient
privacy and
maintaining 3
confidentiality while
dealing with
adolescence

4 7.8 Educate mothers on

antenatal breast 3
care and prepare
mothers for
lactation
5 7.9 Educate and counsel
mothers for best 3
practices in
Breastfeeding
6 7.10 Respect patient 3
privacy
7 8.5 Counsel and educate
mothers on the best
practices in 3
complementary
feeding

8 10.5 Counsel parents of

children with SAM 3
and MAM
9 19.7 Educate and counsel
a patient for 3
immunization

110
10 19.8 Demonstrate
willingness to
participate in the 3
national and
subnational
immunization days
11 20.5 Counsel/educate
mothers on the care 3
of neonates
12 21.16 Counsel / educate a
patient for referral 3
appropriately
13 22.2 Counsel a patient 3
with Chronic illness
14 23.18 Demonstrate
empathy while 3
dealing with
children with
cardiac diseases in
every patient
encounter
15 29.19 Counsel and educate
patients about 3
prevention and
treatment of anemia.
16 32.5 Counsel parents
regarding 1. Present 2
child 2. Risk in the
next pregnancy
(Down syndrome)

17 32.10 Counsel parents

regarding 1. Present
child 2. Risk in the 2
next pregnancy 111
(Turner syndrome)
SELF- DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.
112
SELF- DIRECTED LEARNING:

1)
Topic:

Objectives:

Task:

Impressions:

2)
Topic:

Objectives:

113
Task:
Impressions:

INTEGRATED LEARNING

Summary of integrated learning sessions:

S.No Competency Topic Departments Date

No. involved

114
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed mistakes)

Competency Competency details Why I went Was this Faculty

no wrong exercise useful remarks

115
 ELECTIVE POSTINGS (If done in Paediatrics)

Name Name Location Name of Attendance Daily Assignments Case Remarks

of of of internal rounds presentation of the
block elective elective preceptor preceptor

116
2

117
PROFESSIONAL YEAR III PHASE II
118
LEARNING OBJECTIVES

9. Perform IV cannulation in a simulated environment

10. Perform intraosseous insertion in a simulated environment
11. Assess airway, breathing and circulation in a sick child, give appropriate and accurate treatment
12. Choose the type of fluid and calculate the fluid requirement in shock in children
13. Assess level of consciousness & provide emergency treatment to a child with convulsions/ coma
14. Assess for signs of severe dehydration
15. Provide BLS for children in a manikin
16. Write 4 Paediatric and 1 neonatal case sheet

PE24.16 / PE 27.20 Perform IV cannulation in a model Minimum number required to certify-2 119

Perform IV cannulation in a manikin by observing the following steps

S.no Identify size Demonstrate all Choose and Correctly Fix the
of IV cannula steps of infection prepare the insert the cannula and
as per age of control policy like site cannula and properly
child. handwashing, look for free dispose the
wearing gloves, flow of blood biomedical
proper filling of fluid waste
in syringe

Date Attempt at Rating Decision Initial of Feedback

Completed Competency (B/M/E) of Faculty & Received
(F/R/Re) Faculty Date Initial of
(C/R/Re) Learner
with Date

120
PE24.17 Perform intraosseous insertion in a model
Minimum number required to certify-2

Perform intraosseous insertion in a model in these following steps

S.no Identify site for Demonstrate all Insert the Fix Intraosseous
intraosseous steps of infection Intraosseous cannula and
insertion in control cannula and correctly
children based on demonstrate how demonstrate
landmarks. to check its proper disposal
insertion in model of biomedical
waste

1
2

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

121
PE27.15 Assess airway and breathing: recognize signs of severe respiratory distress. Check for cyanosis, severe chest indrawing, grunting
Minimum number required to certify- 3

Check for the following signs in a child with respiratory distress

S.no Respiratory Intercostal Alae nasi Drowsiness Grunt or Cyanosis

rate retractions flaring stridor

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty Faculty & Received
(F/R/Re) (C/R/Re) Date Initial of
Learner
with Date

122
PE27.16 Assess airway and breathing. Demonstrate the method of positioning of an infant & child to open airway in a simulated environment

Minimum number required to certify- 3

Assess whether the student performs the steps in a correct manner

S.no Head tilt manoeuvre Chin lift Jaw thrust Remarks of the
performed manoeuvre manoeuvre facilitator
performed performed

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

123
PE27.17 Assess airway and breathing: administer oxygen using correct technique and appropriate flow rate
Minimum number required to certify- 3

Demonstrate the various methods of administering oxygen and at specific rates

S. Head box Nasal High flow Face mask Non Rate of

no cannula nasal rebreathing delivery of
cannula mask oxygen

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date
124
PE27.18 Assess airway and breathing: perform assisted ventilation by Bag and mask in a simulated environment

Minimum number required to certify- 3

Demonstrate assisted ventilation using bag and mask in a simulated environment

S. Chosen the Chosen Head and Used the Looked for Used the
no correct size the correct neck in correct chest rise correct rate
mask bag proper pressure to of
position inflate ventilation

125
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.19 Check for signs of shock i.e., Pulse, Blood Pressure, Capillary Refill time

Minimum number required to certify- 3

Check for the signs of shock

S. no Check for Check BP Check for Check for Check for Check for
volume of saturation CRT skin colour sensorium
pulse and
temperature

2
126
3
 Date Attempt at Rating Decision of Initial of Feedback
Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.21 Choose the type of fluid and calculate the fluid requirement in shock

Minimum number required to certify- 3

Choose appropriate fluid according to different types of shock. Calculate the fluid for managing different types of shock at different age/size of the child.

S.no Type of shock Assess Choose the Calculate the Remarks

weight of appropriate fluid amount of fluid
child for bolus to be
administration administered
for bolus and
continuation
127
 1 Hypovolemic

2 Septic

3 Cardiogenic

4 Obstructive

5 Burns

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

PE27.22 Assess level of consciousness & provide emergency treatment to a child with convulsions/ coma

Minimum number required to certify- 3

128
S. Assess level of Position a Position a Assess Demonstrate Calculate Administer
no consciousness child in child with ABCD how to give how much IV nasal
(Glasgow or coma head/spine rectal diazepam midazolam
AVPU) correctly trauma diazepam and give it spray
correctly correctly in a
manikin

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

129
PE27.23 Assess for signs of severe dehydration

Minimum number required to certify- 3

S.no Thirst Urine Sensorium Mucus Skin Pulse Blood AF if

output membrane turgor pressure open

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

130
PE27.28 Provide BLS for children in manikin

Minimum number required to certify- 3

Either a certificate that they have attended a formal BLS course or a modified BLS session has to be attached

S.No Check for Call Check pulse and Start chest Make Repeat
response for breathing compression airway above CPR
help simultaneously patent
and give
2 rescue
breaths

Date Attempt at Rating Decision of Initial of Feedback

Completed Competency (B/M/E) Faculty(C/R/Re) Faculty & Received
(F/R/Re) Date Initial of
Learner
with Date

131
 SUMMARY OF COMPETENCIES REQUIRING DOCUMENTATION
(to be done as part of seminar, demonstration, case presentation)

S.no Competency Competency Minimum T/L Date Faculty

no detail No. to be method completed signature
done

1 21.9 Identify
external
markers for
Kidney 3
disease, like
Failing to
thrive,
hypertension,
pallor,
Icthyosis,
anasarca
2 21.10 Analyze
symptom and
interpret the
physical 3
findings and
arrive at an 132
appropriate
 provisional
differential
diagnosis
3 21.14 Recognize
common
surgical
conditions of
the abdomen
and
genitourinary
system and 3
enumerate the
indications for
referral
including
acute and
subacute
intestinal
obstruction,
appendicitis,
pancreatitis,
perforation
intussusceptio
n, Phimosis,
undescended
testis,
Chordee,
hypospadias,
Torsion testis,
hernia
Hydrocele,
Vulval
Synechiae
4 21.16 Counsel /
educate a 3
patient for 133
referral
appropriately
5 23.11 Develop a
treatment plan
and prescribe
appropriate 3
drugs
including
fluids in
cardiac
diseases, anti -
failure drugs,
and inotropic
agents

Competencies requiring documentation

(To be done as part of IMNCI assessment)

S. Competency Competency detail Minimum Date Faculty

no no No.to be completed signature
done

1 10.4 Identify children

with under nutrition 3
as per IMNCI criteria
and plan referral

2 16.2 Assess children <2

months using IMNCI 3
guidelines
3 16.3 Assess children >2
months to 5 years
using IMNCI 3
guidelines and
stratify risk
134
4 20.18 Identify and stratify
risk in a sick 3
neonate using IMNCI
guidelines

5 24.11 Apply the IMNCI

guidelines in risk
stratification of 3
children with
diarrhoeal
dehydration and
refer
6 28.15 Stratify risk in
children with stridor 3
using IMNCI
guidelines

Competencies requiring documentation

(to be done in a simulated environment)

S. Competency Competency detail Minimum Date Faculty

no no No. to be completed signature
done

1 18.4 Provide intra-natal

care and conduct a 3
normal delivery in a
simulated
environment

2 19.13 Demonstrate the

correct 3
administration of 135
different vaccines in
a mannequin
3 20.3 Perform Neonatal
resuscitation in a 3
manikin

4 26.10 Demonstrate the

technique of liver
biopsy in a manikin 2
Perform Liver
Biopsy in a
simulated
environment

5 29.17 Demonstrate
performance of bone 2
marrow aspiration
in mannequin.

Competencies requiring documentation

(to be done by giving actual blood reports/case scenarios/x-rays/CT/MRI/ EEG/ECG reports)

S. Competency Competency Minimum T/L Date Faculty

no no detail No. to be method completed signature
done

1 21.12 Interpret
report of Plain 3
X Ray of KUB
2 21.13 Enumerate
the
indications for 3
and Interpret 136
the written
report of Ultra
 sonogram of
KUB
3 23.12 Interpret a
chest X ray 3
and recognize
Cardiomegaly
4 23.13 Choose and
Interpret 3
blood reports
in Cardiac
illness
5 23.14 Interpret 3
Pediatric ECG
6 23.15 Use the ECHO
reports in 3
management
of cases
7 24.13 Interpret RFT
and 3
electrolyte
report
8 30.20 Interpret and
explain the 3
findings in a
CSF analysis
9 30.21 Enumerate
the indication
and discuss 3
the limitations
of EEG, CT,
MRI
10 30.22 Interpret the
reports of 3
EEG, CT, MRI
11 34.9 Interpret
blood tests in 137
the context of 3
laboratory
 evidence for
tuberculosis

AFFECTIVE COMPETENCIES REQUIRING DOCUMENTATION

(To be done as part of AETCOM )

S. no Competency Competency detail Minimum Date Faculty

no No. to be completed signature
done
1 23.18 Demonstrate
empathy while
dealing with 3
children with
cardiac diseases in
every patient
encounter
2 26.13 Counsel and
educate patients 3
and their family
appropriately on
liver diseases
3 27.32 Counsel parents of
dangerously ill/ 2
terminally ill child 138
to break a bad news
4 27.33 Obtain Informed
Consent 2
5 27.34 Willing to be a part
of the ER team 3
6 27.35 Attends to
emergency calls 3
promptly

139
 SELF-DIRECTED LEARNING

List of Self-Directed Learning Topics

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

140
SELF-DIRECTED LEARNING:

1)
Topic:

Objectives:

Task:

Impressions:

2)
Topic:

Objectives:

Task:

141
Impressions:
 INTEGRATED LEARNING

Summary of integrated learning sessions

S.No Competency No Topic Departments Date

involved

142
REFLECTIONS:

Your thoughts about the procedures requiring certification (any 7 where you committed mistakes)

Competency Competency details Why I went Was this Faculty

no wrong exercise useful remarks

143
 Other activities :
5. Participation in departmental activities- children’s day, breast feeding week, ORS week, disease specific days (if being celebrated)
6. STS/ college grant project submitted
7. Participation in IAP quiz competition
8. Participation in any research projects/student conference

CLINIC/FIELD VISITS

S. Visit to Competency Competency Year/Phase Date Report Faculty

no no completed submitted signature
1 Child 3.7 Visit a Child
development Developmental
unit Unit and
Observe its
functioning
Topic:
Developmental
delay and
cerebral palsy

2 Child 4.6 Visit to the

guidance Child guidance
clinic clinic
Topic:
Scholastic
backwardness,
learning
disabilities,
Autism, ADHD

5.11 Visit to Child 144

guidance clinic
 and observe
functioning
Topic:
Common
problems
related to
behaviour

3 Adolescent 6.11 Visit to the

clinic Adolescent
clinic
4 Rural health 18.8 Observe the
centre implementation
of the program
by visiting the
Rural Health
Center
5 Immunization 19.10 Observe the
clinic handling and
storing of
vaccines

19.11 Document
Immunization
in an
immunization
record

19.12 Observe the

administration
of UIP vaccines

19.14 Practice
Infection
control
measures and 145
appropriate
handling of the
sharps

NOTES

146
NOTES

147
Acknowledging the Contributors to the development of Curriculum of 3rd MBBS Part 2

Subject Contributors
Internal Dr Smitha Bhat,
Medicine with Dr Soumya Umesh, Dr Savitha Sebastian, Dr Mary George, Dr
respiratory Thennmozhi Nagarajan and Dr John Paul - St John’s Medical
medicine College, Bangalore
Dr Uma Devraj – Pulmonary Medicine , St John’s Medical
College, Bangalore
Psychiatry This curriculum was adapted from the draft document prepared by
the Indian Psychiatry Society UG education subcommittee 2021-2022:
Chairperson: Dr Ravi Gupta, Co-chairperson: Dr Vinay H R,
Convenor: Dr Priya Sreedaran, Advisor: Dr Anil Nischal and EC Co-
ordinator: Dr Adarsh Tripathi
Dr Priya Sreedharan, Dr Luke Salazar and Dr Bhuvaneshvari
Sethumaran, St John’s Medical College, Bangalore
Dermatology Dr Shashi Kumar BM and Dr Deepadarshan K, - Mandya Institute of
Medical Sciences.
General Surgery Dr Mallikarjuna, Bangalore Medical College and Research
institute, Bangalore
Dr Mario Victor Newton, St John’s Medical College, Bangalore
Dr Prathvi Shetty, Fr Muller’s Medical College, Mangalore
Dr Sunil Kumar V, Bangalore Medical College and Research
institute, Bangalore
Dr Suneetha Nithyanandam, Medical Education, St John’s
Medical College, Bangalore
Anaesthesiology Dr Shailaja S- Fr Muller’s Medical College, Mangalore
Radiology Dr Rajesh Iyer, Mandya Institute of Medical Sciences,

148
Orthopaedics Dr. Hiranya Kumar S- Vydehi Institute of Medical sciences
Bengaluru
Dr. Purushotham Shastry – JSS Medical College, Mysuru
Dr. Mallikarjun Swamy B – St John’s Medical College, Bangalore
Dr. Ramesh R – JJM Medical College
Dr. Arun H.S- Devaraj Urs Medical College, Kolar
Dr. Ashok Kumar P – Ms Ramaiah Medical College, Bangalore
Dr. Ravish V N – Bangalore Medical College and Research
Institute
Dr. Vanamali B.S- Vijaynagar Institute of Medical Sciences,
Bellary
Dr. E Venkateshulu – S Nijalingappa Medical College, Bagalkot
Dr. Siddanna M Patted - Vydehi Institute of Medical Sciences
Bengaluru
Dr. Vamshikrishna Chand N - S Nijalingappa Medical College,
Bagalkot
Obstetrics and Dr Jayshree. V. Kanavi, St John’s Medical College, Bangalore
Gynaecology Dr Girija Prasanna, Hassan Institute of Medical Sciences, Hassan
Dr Rekha Gurumurthy, Shridevi Institute of Medical Sciences &
Research Hospital, Tumkuru
Dr Madhava Prasad Sarvothaman, Vydehi Institute of Medical
Sciences and Research Centre, Bangalore
Dr Narayani, Koppal Institute of Medical Sciences, Koppal
Dr Suneetha Nithyanandam, Medical Education, St John’s
Medical College, Bangalore

Paediatrics IAP task force CBME curriculum for Paediatrics

RGUHS CBME curriculum for RS 4 Batch

NMC Document - Regulations on Graduate Medical Education

Dr. K. Shreedhara Avabratha, Dr K Varadaraj Shenoy, Dr Riya
Tharakan, Dr Sujonitha John and Dr Sweta Shanbhag.
Father Muller Medical College Hospital, Mangalore

149
150
151