Accreditation Standards

for
MBBS (Bachelor of Medicine and
Bachelor of Surgery) 2024

Medical Education Commission

(MEC)
Nepal

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 CONTENT
SECTION-A:

Accreditation Standards for MBBS

SECTION-B:
1. Conceptual framework
2. Competencies of MBBS Graduate
3. Quality assurance of MBBS Graduate
4. Overview of MBBS Program
5. The core curriculum
Scientific foundation of Medicine
Clinical skills
Population health and health systems/Communication skills
Information management
Critical thinking and research
Professional values, attitudes, behavior and ethics
6. Competency required in different subjects
7. Teaching learning methodology
8. Assessment of students
9. Criteria for admission to MBBS program
Eligibility criteria
Selections of MBBS students
10. Faculty requirement for different departments
Eligibility criteria for faculty designation and their criteria
Faculty requirements in Basic and Clinical sciences for annual intake of students
11. Criteria for opening new dental college
12. The Medical/Dental College
General and Personnel Administration section
Fiscal and Internal Audit section

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 Planning and Evaluation section
Academic/Examination section
Procurement and Store section
Learning resources section
Library
Audio-visual and Medical Illustration section
Lecture rooms
Examination Hall
Auditorium
Student Welfare, Hostel and Extra-curricular section
Property, Security, Transport, Repair and Maintenance section
Research and Publication
12. Teaching Hospital
13. Human resources
14. Licensing Examination
15. Skill Laboratory
Annex

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Section A: MBBS

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 Accreditation Standards for Bachelor of Medicine and Bachelor of Surgery

(MBBS)

1. The competencies of the MBBS Graduate

Standards are built upon a competency-driven approach to education, enabling students to attain the
requisite. Standards in medical education are professional attitudes, ethics and statements about
knowledge and clinical skills, graduates should have and be able to demonstrate. Competency
encompasses a multifaceted array of capabilities, encompassing knowledge, practical experience,
critical thinking, adept problem-solving, professionalism, personal integrity, and procedural
expertise that are indispensable prerequisites for initiating self-reliant and unsupervised careers in
both general medicine and general surgery.

A graduate should demonstrate the ability to consistently execute clinical skills at an acceptable
level, in accordance with prevailing standards. They should also be proficient in recognizing when
cases warrant referral to higher-tier medical centers or specialized practitioners. Achieving this
level of performance necessitates a balance between speed and accuracy, always prioritizing patient
well-being. Furthermore, it demands an acute awareness of what constitutes acceptable
performance, even amidst evolving circumstances, and a strong commitment to self-improvement.
The hallmark of clinical competence is evidenced through the quality of patient care delivered and
an unwavering dedication to upholding the highest professional standards

Upon completion of the MBBS program, including one year of compulsory rotatory internship, the
Medical Graduate, must be competent to:

 Take relevant medical history and conduct clinical examination appropriately;

 Demonstrate understanding of the principles and practices of modern medicine with

sound knowledge of structure and functions of human body in health and disease;

 Communicate with patients and their families/visitors, colleagues and other members
of health care team with respect, politeness and compassion;

 Carry out professional responsibilities related to the individual, family, community

and society at large with concern and care;

 Manage medical emergencies;

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  Manage common medical problems appropriately;

 Manage and recognize drug interactions;

 Recognize clinical conditions of initial treatment and refer to appropriate health care
institutions as per necessity and availability of the services;

 Recognize the biological and the social determinants of health of an individual as

well as the population;

 Plan and manage preventive, promotive, curative and rehabilitative health programs;

 Function as a member of the health care team;

 Identify and carry out necessary medico-legal procedures;

 Practice the principles of medical ethics; develop professional attitude and behavioral
studies including human values;

 Acquire new knowledge and skills through continuous professional development;

 Appraise published scientific literature critically and engage in research work;

 Use medical informatics effectively;

 Work independently at small health care institutions.

 Acquire adequate knowledge on patient safety;

 Guide junior health care professionals periodically and as per need of the working
community;

 Lead, communicate, collaborate and health-advocate as a health sector leader of the

community.

2. Quality assurance of the MBBS Graduate

MEC is committed to implement a transparent quality assurance system consistent with relevant
regulatory requirements and authorities, which address all the stages and aspects of planning and
implementation of the course and apply necessary actions where problems are found.

We ensure that the quality assurance system addresses:

 Implementation of appropriate standards for interactive didactic and distance learning,

 Consistency with regulatory requirements,

 Students’ experiences and achievements,

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  Academic and clinical teachers’ experiences of implementing interactive didactic and
distance learning,

 Effects on students’ transition to the next stage of training or practice,

 Tailor necessary action where problem are found.

This accreditation standard prioritizes all the mandatory framework to accredit sufficient level of
quality in medical education, thereby following global standards of basic medical education. These
local standards shall address the design, delivery, management, and quality assurance of education
and training, via various provisions.

 Define the criteria for accreditation of undergraduate medical education program

(MBBS);

 Prepare a written document that sets the quality assurance system;

 Execute periodic onsite/online inspection of the medical colleges to ensure that the
defined criteria laid down are adequately met and assess the quality of the program
being implemented;

 Enroll Continuous Professional Development (CPD) programs regularly to upgrade the

existing knowledge, skills and attitude of the graduates;

 Establish a method to promote an environment conducive to change, innovation, and

continuous improvement in medical educational programs.

3. Overview of the MBBS Program

• The MBBS program consists of a minimum of four-and-a-half-year academic course

followed by one year of compulsory rotatory internship.

• The core curriculum for the MBBS program shall be composed of following pre-
clinical and clinical departments (Human Anatomy, Physiology, Biochemistry,
Microbiology, Pathology, Pharmacology, Community Medicine, Forensic Medicine,
Internal Medicine, General Surgery, Obstetrics and Gynecology, Pediatrics,
Orthopedics, Psychiatry, Dermatology, Ophthalmology, Otorhinolaryngology-Head
and Neck Surgery, Anesthesiology, Radiology, General Practice and Emergency
Medicine, Dental Surgery, non-credit and soft skill courses such as health care
management, medical ethics and professionalism, communications skills, etc. ,

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 • The Compulsory Rotatory Internship (CRI) shall be of one calendar year as per the
NMC guidelines.

4. The Core Curriculum

The aim of the core curriculum is to provide a broader framework for universities and academia's
to develop their own curriculum, defining specific learning objectives together with teaching hours
(credit hours) in each discipline. The curriculum should be student-centered, organ system based,
integrated within and between basic medical sciences and clinical subjects preferably with the use
of community-based, self-directed, computer assisted and problem-based learning methods.
aspiring notion of compassionate care.

Considering the innovations, the increased number of students, limited access to patients, and
increasing awareness of patients in recent days, learning in Lab, Computer assisted learning
platform and Simulation based learning should be planned where it is applicable.

The horizontal integration of basic medical science subjects should be achieved by the concurrent
integrated teaching/learning of human anatomy, physiology, biochemistry, pathology,
microbiology, pharmacology and community medicine/community health sciences. Vertical
integration of basic medical science subjects should be acquired through early clinical exposure.

The curriculum should encompass the following components (interdisciplinary in orientation) that
represent the broad categories or professional activities and concerns that occur in the general
practice of medicine.

I. Scientific foundation of medicine

The medical graduate must demonstrate knowledge and understanding of:

• The normal structure and functions of the human body;

• Abnormalities in body structures and functions which occur in diseases;

• Regulation of body functions, homeostasis and biochemical aspects;

• The human life cycle and effects of growth, development and aging upon the
individual, family, and community;

• The etiology and natural history of acute illnesses and chronic diseases;

• Laboratory or other investigations that facilitate the ability to make accurate

quantitative observations of biomedical phenomena and critical analysis of data;

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 • Symptoms and signs of diseases, investigations, diagnoses, differential diagnoses;
non-pharmacological and pharmacological management of diseases;

• Management of emergencies;

• Therapeutics, adverse reactions of therapy, curative and palliative therapy;

• Disability, handicap and rehabilitation;

• Record keeping and death audit;

• Behavioral science and relationship to medical anthropology, sociology and basic

psychology and spirituality;

• Educational principles underlying learning and continuing medical education;

• Ethics and legal aspects in relation to practice of medicine;

• Principles of communication and counseling.

• Role of family and interrelationship and interaction with society;

• Cultural and ethnic differences about perceptions and response to illness.

II. Comprehensive, Patient-Centered Care

This standard reconfirms and emphasizes the importance of educational processes and goals
for comprehensive patient care and encourages patient-centered approaches in teaching and
health care delivery. The faculty, staff and students are expected to develop and implement
definitions, practices, operations and evaluation methods so that patient-centered
comprehensive care is the norm.

Institutional definitions and operations that support patient-centered care can have the
following characteristics or practices:

1. Ensure that patients’ preferences and their social, economic, emotional, physical
and cognitive circumstances are sensitively considered;

2. Teamwork and cost-effective use of well-trained allies are emphasized;

3. Evaluations of practice patterns and improvement of both the quality and

efficiency of care delivery are emphasized and

4. Faculties serve as role models for students to help them learn appropriate
therapeutic strategies and learn how to refer patients who need advanced therapies
beyond the scope of general practices.

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 5. Ensure that patient care is evidenced-based, integrating the best research evidence
and patient values.

III. Clinical Skills

The medical graduate must be able to:

•Take relevant history from patients, their relatives or accompanying persons;

•Perform systemic physical examinations;

• Identify problems and formulate differential diagnoses on the basis of history and
clinical examination;

•Advise specific investigations and interpret results;

•Make clinical decisions based on evidence and findings;

•Plan patient management and acquire adequate knowledge on patients' safety;

•Carry out required practical and technical procedures;

•Institute advanced life support measures;

• Demonstrate other core skills and competencies as required by the national health
policies, e.g., for Skilled Birth Attendant.

IV. Communication Skills:

The medical graduate should acquire core communication skills including those required
in special circumstances and must be able to:

•Listen attentively to patients, their relatives or other accompanying persons;

• Explain medical concepts and conditions in simple and plain language easily
understood by the lay persons, and convey information about the health problems
and their management plan;

• Take consent of patients and their relatives or responsible persons whenever

necessary;

•Handle complaints appropriately;

•Listen to other members of the health care team;

•Deal with bereavement and grief sympathetically;

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 • Be polite, kind and compassionate with patients, their relatives and others; and
handle special situations such as breaking bad news etc.

V. Leadership skills

The medical graduate should acquire basic leadership skills including those required in
special circumstances and must be able to:

•Lead the community to identify the existing health problems of the community;

• Identify the community leaders and collaborate with them to solve existing health
problems of the community;

• Advocate the health issues of the community and address them on right time and to
the right place;

• Appropriately manage mass casualties and casualties during natural calamities and
disasters, utilizing the locally available resources.

VI. Population Health and Health Systems

The medical graduate must understand her/his role in protecting and promoting the health
of the whole population and be able to take appropriate action. Graduates should
understand the principles of health systems organization and their economic and
legislative foundations of those systems. Graduates should also have a basic
understanding of the efficient and effective management of healthcare systems.

The medical graduate should be able to demonstrate:

• Knowledge of important genetic, demographic, environmental, lifestyle, social,

economic, psychological, and cultural determinants of health and illness of a
population as a whole;

• Knowledge of her/his role and ability to take appropriate action in disease, injury
and accident prevention and protection, and maintain and promote the health of
individuals, families and community;

• Knowledge of global health and international health status, global trends in

morbidity and mortality of chronic diseases of social significance, the impact of
migration, trade, and environmental factors on health, and the role of international
health organizations;

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 • Acceptance of the roles and responsibilities of other health and health-related
personnel in providing healthcare to individuals, populations and communities;

• An understanding of the need for collective responsibility for health-promoting

interventions which require partnerships with the population served, and a
multidisciplinary approach including healthcare professions as well as intersect oral
collaborations;

• An understanding of the basics of health systems including policies, organization,

financing, cost-containment measures of rising healthcare costs, and principles of
effective management of healthcare delivery;

• An understanding of the mechanisms that determine equity in access to healthcare,

effectiveness, and quality of care;

• Use of national, regional and local surveillance data, as well as demography and
epidemiology in health decisions; and

•Willingness to accept leadership when needed and as appropriate in health issues.

• Ability to understand and apply demography, vital statistics, basic and applied
epidemiology, basic statistics as applied to medicine, epidemiological methods,
health education, environmental health, community health, needs assessment, health
care planning, health care management and health economics, organizations of
curative and preventive health services, health care provisions and disaster
management and international health.

VII. Information Management

The medical graduate must be able to:

•Acquire basic knowledge of computer and internet;

• Search, collect, organize and interpret health and biomedical information from
different data base and sources;

•Retrieve patient –specific information from clinical data system;

• Use information and communication technology to assist in diagnostic, therapeutic

and preventive measures and for surveillance and monitoring health status;

•Understand the applications and limitations of information technology; and

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 • Maintain records of patients under her/his care for future use and medico-legal
purposes.

• Be able to learn in self-directed manner with the help of computer assisted teaching
learning material.

VIII. Critical Thinking and Research

Critical thinking is foundational to teaching and deep learning in any subject. The components

of critical thinking are:

•The application of logic and accepted intellectual standards to reasoning;

•The ability to access and evaluate evidence;

•The application of knowledge in clinical reasoning;

• A disposition for inquiry that includes openness, self-assessment, curiosity,

skepticism, and dialogue.

In professional practice, critical thinking enables to recognize pertinent information, make

appropriate decisions based on a deliberate and open-minded review of the available
options, evaluate outcomes of diagnostic and therapeutic decisions, and assess his or her
own performance. Accordingly, medical educational program must develop students who
are able to:

1. Identify problems and formulate questions clearly and precisely;

2. Gather and assess relevant information, weighing it against the extent of knowledge
and ideas, to interpret information accurately and arrive at well-reasoned
conclusions;

3. Test emerging hypotheses against evidence, criteria, and standards;

4. Show intellectual breadth by thinking with an open mind, recognizing and

evaluating assumptions, implications, and consequences;

5. Communicate effectively with others while reasoning through problems.

The medical graduate must be able to:

• Possess the ability to critically evaluate information and use reasoning and personal
judgment;

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 •Understand scientific research methods and their limitations; and critical review of
the published literature.

•Cope with uncertainty and error in decision making.

IX. Professional values, attitudes, behavior and ethics:

The medical graduate must:

• Possess essential elements of the medical profession including moral and ethical
principles and legal responsibilities underlying the profession;

• Possess professional values, responsibilities, compassion, empathy, accountability,

honesty, integrity and human values;

• Recognize good medical practice, doctor- patient relationship, patients’ welfare, and
respect for colleagues and other health care professionals;

• Recognize the moral obligation to provide end-of- life care, including palliation of
symptoms.

• Recognize ethical and medical issues in patient documentation, confidentiality and

ownership of intellectual property;

• Have the ability to plan effectively and manage efficiently one’s own time and
activities to cope with uncertainty and have the ability to adapt to change; and

•Take personal responsibility for the care of individual patients.

X. Teaching-Learning Methodology

While seeking assurance of the quality of medical graduates without interfering with the
academic autonomy of the individual universities/academies/institutions, MEC expects
the university and academia to implement innovative teaching learning methodology
replacing the traditional teacher-centered with student-centered teaching-learning
including but not limited to:

•Self- directed-learning to inculcate the habit of life-long learning;

•Problem-Based-Learning;

•Distance learning

•e-learning

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 •Virtual learning

•Flexible learning

•Structured Interactive Sessions (SIS) or didactic lectures;

•Computer based Teaching Learning

•Simulation based T/L

•Ensuring defined clinical exposure.

• Ambulatory teaching in the Outpatients’ departments for better exposure and

understanding of commonly encountered clinical problems;

•Experiential training in communication skills and medical ethics;

• Acquiring clinical examination and procedural skills in a skill laboratory under

supervision;

• Maintaining log books to document the competencies acquired during practical,

clinical placements and community exposures;

•Community Based Learning

• Organ-System based integrated teaching learning and early clinical and community
exposures;

• Periodic review of Basic Medical Sciences in relation to relevance to common and

important clinical problems.

•Practical classes: preclinical classes

•Small group discussion

•Simulated practical exercises in class room

The explosion of scientific knowledge makes it impossible for students to comprehend

and retain all the information necessary for a lifetime of practice. Faculty must serve as
role models demonstrating that they understand and value scientific discovery and life-
long learning in their daily interactions with students, patients and colleagues.
Educational programs must depart from teacher-centered and discipline-focused
pedagogy to enable and support the student’s evolution as independent learners actively
engaged in their curricula using strategies that foster integrated approaches to learning.
Curricula must be contemporary, appropriately complex and must encourage students to

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 take responsibility for their learning by helping them learn how to learn. The MEC has an
overall policy on provision of personalized, specific, and timely feedback on learning, as
well as a policy on the provision of feedback within each element of the course.

 In order to make students learn better, there must be a provision for

periodic teacher/faculty trainings on innovations and newer techniques like
computer assisted, simulation-based learning techniques in medical
education trainings and monitoring and assessment of teaching/learning
activities under the guidance of a medical education unit/department.

 Annual/Semester Academic calendar of operation must be developed and

followed strictly.

5. Assessment of Students

Assessment assures, encourages, guides, and optimizes learning while providing

feedback. It must have a centralized system for ensuring that the policy is realized
through multiple, coordinated assessments that are aligned with its curriculum outcomes.
All the academia should have mechanisms in place to assure the quality of its assessment
program. Assessment data should use to improve the performance of academic staff,
courses, and the institution.

• The number and nature of the assessments should be sufficient;

• Academia should develop blueprint for examination;

• Prior standards should be set on summative assessments;

• Valid measures to be taken to ensure test security of distributed and centralized

examinations;

• Prior information to the students should be provided concerning the content,

pattern, style and quality of assessment;

• Evaluation process should be open to scrutinizing by external experts (MEC) and

devoid of conflict of interest;

• Assessment methods should be used to determine student progression between the

successive stage of the course.

The assessment scheme for the MBBS program must match with the methods of instruction.

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 • The learning objectives related to the knowledge, skills, attitude, behavior and
professional ethics prescribed in the MBBS curriculum, need to be assessed using
appropriate methods of assessment;

• The specific modalities and number of formative and summative assessments

including numbers of examiners shall be determined by the concerned
Universities/Academias/Institutions;

• The maximum number of candidates to be examined in Final Clinical/Practical and

Oral examination on any day shall be as per University/Institution/Academy
regulation. However, the maximum number of candidates to be examined in
clinical/practical/oral, on any day shall not exceed twenty for any undergraduate
program.

• Assurance of acquiring must know skills should be reflected during assessment.

Various forms of evaluation systems are to be followed for assessment purposes:

a) Formative assessment

b) Simulation based assessment

c) e-Logbook assessment

d) Summative assessment

e) Peer-student evaluation

 Formative theory and practical assessments are done through series of tests and
examinations conducted periodically by the institutions.

 Summative evaluation is done by the university through examination conducted at the

end of the specified course.

5.1 Methods of evaluation

Written tests, practical’s, clinical examination and structured viva voce.

(OSCE, OSPE, SCOT, e-examination, real and simulated patients)

In view of the students appearing for university clinical examinations,

University/Academia/ Medical schools should have sufficient real or simulated patients
pool for examination purpose. It’s the responsibility of the institute to plan and execute

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 the evaluation process without hindering or troubling the appearing candidates beyond
their capacities.

6. Criteria for admission to the MBBS Program

6.1 Eligibility Criteria

To be considered eligible for selection to the MBBS program, a candidate:

• Must have passed 10 + 2 or equivalent qualifications recognized by

universities/boards in single attempt with physics, chemistry, and biology
(PCB) securing a minimum of 50% in each subject.

• Higher Secondary Education (Science); 10+2 (Science);

• Cambridge University 'A' level with Biology, Physics, and Chemistry

securing a minimum of 50% (equivalent) in each subject.

Or equivalent Science education with Biology, Physics, and Chemistry.

• Must have passed in the Bachelor level common Entrance Examination

conducted by Medical Education Commission.

Students going to foreign countries to study medical course must get the eligibility
certificate from MEC and must have passed the bachelor level Medical Entrance
Examinations.

6.2 Selection of students:

a. For Nepalese students: For Nepalese students: Eligible candidates desirous of

pursuing MBBS program must take and qualify the specific Bachelor level
Medical Entrance Examination, conducted by the MEC. Test should qualify by
fulfilling its enrollment criteria.

b. For International students: Eligible candidates desirous of pursuing MBBS

program must take and qualify the specific Bachelor level common entrance
examination conducted by the MEC and other enrollment criteria laid down by
MEC

 Candidates should present valid document of passing recent years National

Medical Entrance Test of their country of origin acquiring minimum of
50% score, SAT/GRE or recommendation from licensing authority of
respective country.

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  However, the international candidate must have passed 10 + 2 or equivalent
qualifications recognized by universities/boards with physics, chemistry,
and biology (PCB) securing a minimum of 50% in aggregate. The validity
of these national board exams is for two academic years only.

 First priority will be given to the candidates passing MEC Entrance

Examination.

7. Commencement of the Undergraduate programs

Medical education commission strongly recommends to all University/Institution /Academy

that the academic sessions of all Undergraduate programs and Specialty/Subspecialty
Postgraduate programs shall start as per the academic calendar developed by MEC.

8. Faculty Requirement for different departments:

The roles and responsibilities of faculty in running the MBBS program is considered to be
of utmost importance. The numbers of faculty required in different departments have been
determined in a composite way on the basis of the following:

• The total number of teaching hours in each of the subjects contained in the
existing MBBS curricula.

• The total number of student admission per session.

• The number of hospital beds and units in each clinical department will
depend on the need of academic programs and hospital services; however, for
the purpose of ensuring adequate learning of the medical students, the
organization of units and beds are given in Table 1.

• Since the discipline of Community Medicine/Community Health Sciences

consists of various components (Biostatistics, Sociology/Behavioral
Sciences, Environmental Health, Health Education, Epidemiology,
Demography and Family Health) the faculty of Community
Medicine/Community Health Sciences must comprise of individuals with
adequate expertise in the areas mentioned above.

• Tutor/Demonstrator/Instructor with MBBS or equivalent degree may be

appointed as required in each of the basic science departments to assist

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 faculty members in practical/demonstrations. However, they will not be
counted as the faculty.

A unit of a major clinical department shall be composed of the following:

a) Professor- one,

b) Associate Professor - One

c) Assistant Professor - One

or

a) Professor/Associate Professor– one and

b) Assistant Professor– two.

• All faculties must be approved and renewed annually by the concerned

University/Academy/Institution authorities and registered with the Nepal
Medical Council or with other professional council, wherever applicable.

• All the heads of the departments should be a professor/ or an associate

professor.

• Faculty Verification should be done quarterly basis in each institute.

8.1 Eligibility criteria for faculty

All faculty appointments must be according to the rules of the concerned

University/Academy/Institution. All affiliated institutions must have the teaching
faculty approved by the parent University/Academy/Institutions as well as by Medical
Education Commission.

Medical Education Commission approves faculties under two broader headings:

I. With MD/MS/MDS or equivalent degrees after MBBS or BDS

II. With Master degree/PhD in Clinical or Medical or Human Sciences.

• All MBBS/BDS personnel must possess a basic university postgraduate

degree (MD/MS/MDS) or equivalent qualifications in the relevant discipline
in order to be eligible to become a faculty member. They should also have
specialty registration with the Nepal Medical Council, prior to joining the
faculty position.

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 • All Personnel with other than MBBS/BDS or equivalent degrees must
possess a Master degree/PhD in Clinical / Medical / Human sciences for the
enrolment of initial faculty position. But to become Associate
Professor/Reader, it is mandatory to possess Ph.D. in the appropriate
discipline.

• All faculties are allowed to do their academic and hospital-based practice

within the premises of Teaching hospital, affiliated centers, satellite centers
of allocated universities. They are not allowed to do private practice neither
in any other medical institute or in hospitals.

• All faculties should be fulltime and will not be allowed any assignment or
practice outside their parent institute as per MEC Act/Regulation.

• Foreign faculties must be registered with Nepal Medical Council and their
registration status renewed up to date.

8.2 Designation of the faculty and their criteria:

The nomenclatures of the designation for faculty positions are:

 Professor

 Associate Professor

 Assistant Professor

NB: Medical Education Commission strongly recommends that the

designation/nomenclature of the faculties should be uniform among all the
Universities/Academies/Institutions throughout the country as early as possible.

8.3 Basic requirement of undergraduate faculty:

All affiliated institutions must have the teaching faculty appointment approved by the
parent University/Institution/Academy. Similarly, the academic qualifications required for
faculty position will be according to the rules and regulations of the
University/Institutions/Academy and should comply with minimum standards of Faculties
set by MEC.

Visiting faculties are not counted for the allocation of seat in any undergraduate program.
They may be appointed for the upliftment of overall academic standard and betterment of
the training institution.

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Basic requirements and broad principles for appointment of faculties with medical
qualifications to different levels are as follows:

Professor

1. Should have DM/MCh or clinical Doctorate or Postgraduate Master degree

(MD/MS) or equivalent qualification in the respective subject or specialty from
University/Institution/Academy, recognized and registered by the Nepal Medical
Council, together with teaching/working experience of minimum five years as
Associate Professor or equivalent post. But the total duration of service counted
under different faculty appointments held should not be less than ten years for
becoming eligible for the post of Professor and

2. Should have minimum of two research/original articles as main author and four
other publications in national/international indexed/peer reviewed scientific journal
as main/co-author at the level of Associate Professor.

A. Associate Professor

1. Should have DM/MCh or clinical Doctorate or Postgraduate Master degree

(MD/MS) or equivalent qualification in the respective subject or specialty from
University/Institution/Academy, recognized and registered by the Nepal Medical
Council, together with teaching/working experience of minimum five years as
Assistant Professor.

2. Should have minimum of two research/original researches as main author and

two other publications in national/international indexed/peer reviewed scientific
journal as main/ co-author at the level of Assistant Professor

B. Assistant Professor

Should have Postgraduate Master Degree (MD/MS) or equivalent qualification

in the respective subject or specialty, from University/ Institution/ Academy
recognized and registered by the Nepal Medical Council.

Note:

1) Research and publications already considered for the previous post shall not be
taken into consideration.
2) Case reports, case series and book review are not counted as a research article.
3) For the entry faculty position, requirement of publication is not mandatory.

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8.4 Criteria for Visiting Faculty

 The posts of Professor Emeritus and Visiting Faculty may be conferred upon the
teaching faculties holding posts in other University/Institutions/Academy.
 The same criteria which are applicable for appointment of regular Undergraduate faculties
will be also applicable to the visiting faculties.
 The Visiting Faculty title may be awarded to a teacher involved in teaching/training of the
Undergraduate program run by the University/Institution/Academy provided the candidate
fulfills the following criteria:

1. Requirement of academic qualifications, teaching/working experiences and

publications: as per regular faculty position, recognized by Medical Education
Commission.

2. The appointment should be institution specific for a minimum of six months and
time limited.

3. In case, the Visiting Faculty is no longer involved in the teaching/training

program of the institution or is transferred to another institution, this title should
be automatically cancelled.

4. Visiting faculties are not counted for the allocation of seat in undergraduate
program, i.e. enrolment of undergraduate students. They may be appointed for
the upliftment of overall academic standard and betterment of the training
institution and teaching hospitals.

Note: Faculties having DM/MCh degree or PhD will get one time 2 years as
grace for promotion of Associate Professor or Professor.

8.5 Minimum Faculty requirements

Minimum Faculty requirements in Basic Medical Sciences and Clinical Sciences for
Intake of 50, 75, 100, 150 Students per session for MBBS program in all
Universities/Academies/ Institutions of Nepal.

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A) Basic Sciences

Max. no of Associate Assistant

Subject Professor Total
student intake Professor Professor
150 1 1 3 5
100 1 1 2 4
ANATOMY
75 1 1 1 3
50 0 1 2 3
Maximum one third of faculty can have MSc Clinical/Human/Medical Anatomy or equivalent degree. Rest of the faculties
needs to Have MD/MS Anatomy or equivalent degree.
150 1 1 3 5
100 1 1 2 4
PHYSIOLOGY
75 1 1 2 4
50 0 1 2 3

Maximum of one third of faculty can have MSc Clinical/Human/Medical physiology or equivalent degree. Rest of the faculties
needs to Have MD physiology or equivalent degree.

150 1 1 3 5
100 1 1 2 4
BIOCHEMISTRY
75 1 1 2 4
50 0 1 2 3
Maximum of one third of faculty can have MSc Clinical/Human/Medical Biochemistry or equivalent degree. Rest of the
faculties needs to Have MD Biochemistry or equivalent degree.
150 1 1 3 5
100 1 1 2 4
MICROBIOLOGY
75 1 1 2 4
50 0 1 2 3

Maximum of one third of faculty can have MSc Clinical/Human/Medical Microbiology or equivalent degree. Rest of the
faculties needs to Have MD Microbiology or equivalent degree.
150 1 1 5 7
100 1 1 3 5
PATHOLOGY
75 1 1 3 5
50 0 1 2 3
150 1 1 3 5
100 1 1 3 5
PHARMACOLOGY
75 1 1 2 4
50 0 1 2 3

Maximum of one third faculty can have MSc Clinical/Human/Medical pharmacology or equivalent degree. Rest of the faculties
needs to Have MD pharmacology or equivalent degree.

24
 Max. no of student Assistant
Subject Professor Associate Professor Total
intake Professor

150 1 1 4 6

COMMUNITY 100 1 1 2 4

75 1 1 2 4
50 0 1 2 3

Maximum of one third faculty can have Masters in Public Health or equivalent degree. Rest of the faculties need to have MD
Community Medicine or equivalent degree.

150 1 1 2 4
100 0 1 2 3
FORENSIC
75 0 1 2 3
50 0 1 1 2

*All basic sciences should have adequate number of technical staffs (tutor/demonstrator and lab assistant) for
providing support to the practical labs to enable efficient T/L activities.

All laboratories should be equipped with the latest technologies desired for intended learning outcomes for a
particular session
Adequate space, clean and healthy environment, proper record of the academic activities, safety measures, and
student feedback mechanism must be mandatorily followed.

25
B) Clinical Sciences

Max. no of student Associate Asst.

Subject Professor Total
intake Professor Prof.
150 2 2 6 10
100 1 2 5 8
MEDICINE
75 1 1 5 7
50 0 2 3 5

150 2 2 6 10
100 1 2 5 8
SURGERY
75 1 1 5 7
50 0 2 3 5

150 1 2 5 8
OBSTETRICS AND 100 1 2 4 7
GYNECOLOGY 75 1 2 3 6
50 0 1 3 4

150 1 2 5 8
100 1 2 4 7
PEDIATRICS
75 1 1 3 5
50 0 1 3 4

Max. no of Associate
Subject Professor Asst. Prof. Total
student intake Professor
150 1 2 5 8
100 1 1 4 6
ORTHOPEDICS
75 1 1 3 5
50 0 1 2 3

150 1 1 5 7
100 1 1 3 5
ENT–HEAD & NECK
75 1 1 2 4
50 0 1 2 3

150 1 1 5 7
100 1 1 2 4
OPHTHALMOLOGY
75 0 1 2 3
50 0 1 2 3

26
 Max. no of Associate
Subject Professor Asst. Prof. Total
student intake Professor
150 1 1 4 6
100 1 1 3 5
RADIOLOGY
75 1 1 2 4
50 0 1 2 3

150 1 2 4 7
100 1 2 3 6
ANAESTHESIOLOGY
75 1 1 2 4
50 0 1 2 3

150 1 1 3 5
100 1 1 2 4
DERMATOLOGY
75 0 1 2 3
50 0 1 1 2

150 1 1 3 5
PSYCHIATRY 100 1 1 2 4
75 0 1 2 3
50 0 1 1 2

150 1 2 3 6
GENERAL
PRACTICE AND 100 1 1 3 5
EMERGENCY 75 1 1 2 4
MEDICINE 50 0 1 1 2

150 1 1 3 5
100 1 1 2 4
DENTAL
75 0 1 2 3
50 0 0 2 2

1. Coordinator/HOD: Should be headed by expert in medical education.

Medical Education
2. Members: Faculty that may belong to other departments having interest and
adequate exposure in medical education.

27
Note: Professor should be only appointed as HOD. In the absence of professor in the department
Associate Professor can be appointed as HOD. There is no provision of in charge.

9. Requirement of Bed Occupancy and Number of patients in Out Patient Department

I. Average 6 patients per day per student in OPD (In Annual Average)

Bed Occupancy OPD Patient

No of student intake
(Minimum Average %) (Minimum Average %)
150 60 750

100 60 600

75 60 400

50 60 300

9.1 Distribution of beds for intake of 150, 100, 75 and 50 MBBS admission:

Sn Subjects 150 Admission 100 Admission 75 Admission 50 Admission

Total: 140 beds Total: 100 beds Total: 90 beds Total: 80 beds
General: 60
General: 60 +
beds + ICU
ICU/CCU/HDU: 35 General: 60
General: 80 + /CCU/HDU: 15
+ 5 beds for beds+
Internal Medicine & 5 beds for
Dermatology
(Including Sub- Dermatology
1
specialties) & ICU/
Dermatology ICU/CCU/HDU: CCU/HDU: 25
55+ 5 beds for beds & 5 beds
Dermatology for
Dermatology

General Surgery Total: 90 beds Total: 70 beds Total: 60 beds Total: 50 beds

General beds: 90 General beds: 70 General beds: General:50 beds

(Including Sub-
including Dental including Dental 50 beds including Dental
specialties)
2 Surgery Surgery including Surgery
Dental Surgery

28
 Total: 60 beds Total: 60 beds Total: 50 Total: 40 beds
Obstetrics and
3 30 OBG + 30 30 OBG + 30 25 OBG + 25 25 OBG + 15
Gynecology
Gynae Gynae Gynae Gynae
Total: 50 beds Total: 40 beds Total: 30 beds Total: 30 beds

General Paed: General Paed: 20

4 Pediatrics General Paed: 30 General Paed: 30 +
20 + + NICU/PICU:
+ NICU/PICU:20 NICU/PICU:1 0
NICU/PICU: 10
10

5 Orthopedics 60 50 40 40
ENT-H & NS and
6 20 20 10 10
Ophthalmology
7 Psychiatry 10 10 10 10
8 Dermatology With Int Med With Int Med With Int Med With Int Med
General Practice &
9 30 20 20 20
Emergency
Dental
10 With Gen Surg With Gen Surg With Gen Surg With Gen Surg
Surgery/OMFS
11 SICU/Post Op. * 20+20=40 10+20=30 10+10=20 10 + 10 = 20
Total 500 400 330 300

* SICU + Post Operative beds are counted in General Surgery and other Surgical Specialties

 Any Department having more than 30 beds should comprise and function with separate
Units/Division with at least 20 beds in each Unit/Division.

 Number of patients in Medical Colleges in Hilly region can be considered if they have 50% of
above-mentioned number in Inpatients and Outpatients.

 There should be 4 subspecialty services: two Medical and two Surgical subspecialties (In
Medical Subspecialties: Cardiology, Gastroenterology, Pulmonology, Nephrology, Neurology,
Endocrinology etc. and in Surgical Subspecialties: Gastroenterology, Urology, Neurosurgery,
Cardiothoracic and Vascular Surgery, Plastic Surgery etc. in the hospital for the medical
college admitting 150 students.

29
 NB: The beds of the medical colleges 'own Satellite Centers or Community Training
Centers/Hospitals can be counted up to 10% in the total number of beds required as per the MEC
Accreditation. The total area of the Satellite Centre or Community Training Center/ Hospital up to
10% can be counted as a part of the total land requirement, necessary for the medical college,
provided the land must be owned by the college. Community training center should be mandatory as
residential facilities and training; however, hospital may or may not be there.

10. Criteria for opening New Medical College

Newly established medical colleges should fulfill all the criteria like having their own
infrastructure, hospital (approval from Ministry of Health, Govt of Nepal), faculty, hostel etc. as per
the MEC accreditation standard from the first day of starting the program. Infrastructure
developments should be as per the standard norms prevailing in the country.

11. The Medical College

In addition to fulfilling the requirement for the MEC accreditation to run the MBBS program, the
medical college must maintain a good environment for imparting quality medical education in
Nepal.

The medical college must have the required number of departments, sections, together with an
adequate number of faculty and staff, both administrative and technical.

The head of the college may be designated the Principal/Campus Chief, as per the nomenclature
adopted by the respective universities to which the college/campus is affiliated to, and must be a
senior faculty of medical/dental background and meet the appointment criteria outlined by the
affiliating University.

Ideally, all the activities related to the academic program other than community training should be
located at the same site. However, for those colleges which have physical infrastructure at
geographically separated locations, or have already made arrangement to send students to different
hospitals or health institutions for acquiring clinical/ community experiences, care should be taken
to ensure that the students are not physically exhausted by commuting. Appropriate accommodation
must be arranged for students during teaching- learning activities.

All the medical college should also have a own residential community training center, computer
assisted and e-learning/ teaching learning facilities (platforms), skills laboratory and ambulatory
teaching learning facilities in clinical departments.

30
11.1 At the start all medical college should have the following requirements fulfilled:

 Minimum 300 bedded functional general hospital which is continuously in

operation for three years with approval from Ministry of Health and Population
Government of Nepal as teaching hospital.

 Basic science laboratories with adequate facilities.

 Community Training Centre (CTC) with adequate facilities.

 Computer -assisted teaching- learning and e-learning facilities(platforms)

 Well-equipped skill laboratory (minimum content of skill lab is given in Anex: 1)

 Simulation based learning facility

 Classrooms for problem-based learning, one for 20 to 25 students.

 Ambulatory teaching learning facilities in each clinical department.

11.2 Criteria for upgrading of existing MBBS intake for a Medical College:

 All criteria laid down by MEC for allocated seats must be fulfilled.

 Must abide by Rules and regulations of MEC/University and academy

 Well maintained yearly academic calendar.

 All dues/taxes of MEC University/Academy and Nepal government paid on

time.

 All infrastructures for upgraded number of seats must be well established as per
MEC guidelines on top of provided seats.

 Adequate number of faculties for increment number of seats must be recruited in

advance as per MEC guidelines.

11.3 For running the MBBS program the following departments are required:

1. Human Anatomy

2. Physiology

3. Biochemistry

4. Pathology

5. Microbiology

31
 6. Pharmacology

7. Community Medicine

8. Forensic Medicine

9. Internal Medicine

10. General Surgery

11. Obstetrics and Gynecology

12. Pediatrics

13. Orthopedics

14. Ophthalmology

15. Otorhinolaryngology-Head and Neck Surgery

16. Psychiatry

17. Dermatology

18. Dental Surgery

19. Radiology

20. Anesthesiology

21. General Practice and Emergency

22. Medical Education

23. Department of Humanities

11.4 The administrative structure of the Medical College/Campus should comprise the
following sections:

1. General and Personnel Administration

2. Finance

3. Planning and Evaluation

4. Academic and Examination

5. Procurement and Store

6. Learning Resources including Audio-visual and Medical Illustration

32
 7. Students’ Welfare including Hostel and Extra- curricular activities

8. Property, Security, Transport and Repair and Maintenance

9. Research and Publication

10. IT department with competent human resource

11. Waste Management

11.5 General and Personnel Administration section:

All matters related to general and personnel administration of the college/campus

should be looked after by this section.

11.6 Fiscal and Internal Audit Section:

The fiscal section should be responsible for the financial planning and management
of the medical college/campus. A strong financial commitment must be ensured for
the sustainability of the institution. An internal audit section must check and report
on the budget, procurement, and store inventory according to the financial rules and
regulations pertaining to the colleges/campus.

11.7 Planning and Evaluation Section:

This section should conduct annual planning, budgeting and annual program
evaluation.

11.8 Academic/Examination Section:

The academic and examination section should look after the academic programs and
prepare the academic calendar. An annual/semester academic calendar of operation
for all years / semesters must be prepared by the college/school/institute/campus
specifying the details of teaching schedules of theory, practical/clinical
teaching/learning activities.

This section should also ensure that the examinations are held effectively, efficiently
and confidentially and the results of the examinations are published in a timely
manner and feedback given to individual students.

11.9 Procurement and Store Section:

All matters related to the procurement and store is carried out by this section.

33
11.10 Learning Resources Section

11.10.1 Library

o A Central library with good ventilation and lighting must provide

sufficient space with comfortable sitting arrangements for allowing
double the number of admissions of students to sit and study at any
given point in time.

o For the core text books recommended by the curriculum there must
be at least one book for every ten students in the class. In addition,
there must also be adequate numbers of reference books (1
recommended text book for every 30 students) which are to be
placed in the reference section and/or departmental libraries or
students should have access to e library to text books and reference
books. Softcopy of books should be available.

o A good number of national/international medical journals related to

all subjects either in paper or in digital form must be available.

o Medical Colleges/Campuses must provide free e-library/e-learning

and internet services to the faculty and students. The Central library
should remain open preferably 16 hours a day, to provide the
opportunity to learn during any hour of the day or night.

o The Central Library must have an adequate number of personnel

with relevant skills and expertise to provide library services are
provided as mentioned above.

11.10.2 Computer Assisted Learning Platform:

o Provision of computer assisted teaching learning classes with

required facilities and human resources.

o There should be adequate computers for E-learning facility of

Students. College should maintain at least 20-25 computers for
smooth running condition in with dedicated e-learning area.

o The institution musts create an academic management office with

responsibility for oversight and records of all functional aspects of

34
 design, production, presentation and implementation of the course,
its elements, students, and staff.

11.10.3 Audio-visual and Medical Illustration Section:

An Audio-visual and Medical Illustration Section must be established to

provide sufficient numbers of overhead projectors, multimedia, laptop,
television and artist facilities for helping teachers to teach effectively and
students to learn better. The colleges/campuses are encouraged to
continuously adapt to new and innovative technologies for fostering
effective teaching /learning activities.

11.10.4 Lecture Rooms:(ANNEXE)

Adequate number of lecture halls with comfortable sitting arrangements

together with good ventilation, lighting, acoustic system, CCTV coverage
and audio-visual aids should be made available for carrying out
teaching/learning activities effectively. Tutorial Room for 1:10-15
students.

11.10.5 Examinations Hall:

The academic/examination section must ensure that all examinations are

held properly by maintaining the examination norms of the respective
University. Sitting arrangements may be made in a separate examination
hall or in classrooms with adequate invigilation. The examination halls
should be mandatorily equipped with CCTV for monitoring and record
purposes by concerned authorities.

11.10.6 Auditorium:

Medical college/campus/school must have an auditorium of at least 250

seating capacity for holding scientific and other activities.

11.10.7 Students’ Welfare including Hostel and Extra-curricular section:

 The students’ Welfare Section should look after the welfare of the
students including providing hostels and extracurricular activities.
Students’ hostel for both female and male must provide adequate

35
 accommodation of adequate standard. (Hostel facility for at least
50% students).

 Hostels should be on the campus or in close vicinity for maximum

use of library and participation in clinical learning activities,
including off time hospital exposure for patient care and
management.

11.11 Property, Security and Transport & Repair and Maintenance Section:

 The safety of the college/campus physical property and students, faculty and staff
must be ensured by the property section by providing adequate security. The
transport of staff and students is to be organized through the transport section. All
matters related to the repair and maintenance of all infrastructures, electrical and
sanitary and all others are looked after by the section.

11.12 Research and Publication:

 A Medical College/Campus must establish a Research, Ethical and Publication Unit/

section/department and must show evidences of research and publication by the
faculty.

 Medical education programs must provide opportunities, encourage, and support

student participation in research and other scholarly activities mentored by faculty.

 To facilitate the research activities of the universities and to facilitate statistical part
of thesis of the postgraduate residents, employment of a biostatistician is
mandatory for every medical college and number of biostatisticians should be
determine by number of program and work load.

11.13 The Teaching Hospital:

• The teaching hospital of a medical college/ campus/ school should run under a
medical director who should be faculty of the medical college.

• In order to widen the clinical and community field experiences, the medical colleges
are encouraged to adequately expose their medical students to other hospitals and
rural community settings in addition to clinical placements at the institutions' own
teaching hospital. However, the beds of those hospitals other than the own
community centers hospitals which are adopted by the colleges will not be counted
towards fulfillment of the MEC requirements.

36
• In the case of those medical colleges/campus/schools/institutions/ either constituent
or affiliated to a university, which have already been granted permission by Nepal
Government to use government hospitals for running the MBBS program, a
memorandum of understanding (MOU) must be signed between the Medical
School/Institute/College/Campus and the management of the concerned Government
Hospital. Appropriate faculty positions for the Senior Consultants, Consultants and
Registrars working in those hospitals should be awarded as per university faculty
norms. The commitment of such faculty must be obtained in writing for their
involvement in and contribution to the clinical teaching learning activities of the
medical students throughout the MBBS program. The MOU and the undertaking
signed by the individual faculty members must be produced before MEC to ensure
the environment and spirit of collaboration and cooperation between the Medical
School/Institute/College and the Government hospitals for academic activities. The
academic calendar and other related documentation should be in place.

• The most important aspect of clinical teaching is to identify the learning objectives
for different semesters/years by the concerned departments and their strict
implementation of those objectives through fixed clinical placements schedules. In
addition to acquiring basic insight into the disease manifestation and response to
therapy, hands on skill development either on peers, mannequins or real patients
under adequate supervision of the faculty/Senior Residents must be the core activity
during the clinical rotations. It is also crucial to provide the students with timely
feedback on their learning and performance. This will, among other things, provide
the students an opportunity to realize their deficiencies and sharpen their clinical
skills.

• A fixed time table together with the clinical topics allocated for daily teaching either
in wards or OPD must be clearly written in the attendance register of clinical
teaching in every department.

• Ambulatory teaching at OPD is to be scheduled in teaching-learning activities as

ample common clinical materials are available in the OPD. Hence a separate OPD
teaching/demonstration room is required for all departments of the teaching
hospitals.

37
11.14 Human Resources:

Following are the list of sections desirable to run the academic program and hospital
services of the medical campus/school/college/institute and teaching hospital.

1. Principal/Dean/Campus Chief’s office

2. Hospital Directors Office

3. Academic/Examination Section

4. Administration Section/Admission Section

5. Fiscal Section

6. Public Relation Office

7. Transportation Section

8. Library

9. Centre for Medical Informatics

10. Medical Record Unit

11. Property Section

12. House Keeping Section

13. Security Section

14. Pantry

15. Accommodation/Hostel Section

16. Medical Illustration Section

17. Bio-Medical Engineering Section

18. Planning and Evaluation Section

19. Audit Section

20. Medical Education Department/Unit

21. Community Health Satellite Centre

22. Research Unit

23. Procurement Section

38
 For the effective management of the academic activities and the clinical services, the
management of the academic side and the service side may be looked after by separate
administrations of the college/campus/school teaching hospital or may be amalgamated
into one, as per the decision of the individual college/campus/institute. Likewise, staff
recruitments in different positions shall be as per the needs of individual
college/campus/school/institute and the teaching hospital.

11.15 Student support services.

It should include student representatives, academic and clinical staff, student counsellors,
and other support providers on the committee.

• Develop a clear idea of the academic and social characteristics of students, their
living and studying circumstances, and their access to technology and other
resources.

• Identify the disabilities that students might have and consider making appropriate
reasonable adjustments to the course.

• Given the range of academic, personal, and social characteristic of students,

identify what support services might be needed.

• Set out the structure, range, and purposes of student support services.

• Design a student support system that is integral to the course process.

• Consider a survey, conducted on a regular basis with students and staff to find out
what issues they are facing, what support works well and where the challenges are
to ensure that student support is fit for purpose

11.16 Continuous Professional Development Unit

Continuing professional development (CPD) is the way in which registrants continue to

learn and develop throughout their careers so they keep their skills and knowledge up to
date and are able to practice safely and effectively.

CPD involves capacity strengthening after completion of basic medical education and
postgraduate training, thereafter extending throughout each health care professional
working life.

Continuous professional development (CPD) replaces the term “CME” to reflect the wider
context in which this phase of medical education takes place and signifies that the

39
 responsibility to conduct CPD rests with the profession and individual doctor – WFME
2003

Motivation for CPD:

• Professional drive to provide optimal care for the patient

• Obligations to honor the societal demands

• Need to preserve job satisfaction and prevent ‘burn out”

• Forms of knowledge required to practice: factual, procedural and intuitive and

practical wisdom derived from their combination.

All HCWs should mandatorily enroll into CPD system through their respective council.
Respective Council should train their members with collaboration with concerned institutions.

There should be a mandatory CPD unit in all health care institutions. An initiative should be made
in organizing and finalizing the module applicable for various streams of health care with mutual
objectives and coordination. Respective council should keep a record of all the CPD activities.

CPD unit should comprise of:

A) CPD Coordinator

B) CPD Administrative staffs

C) Trained Master trainers

Continuing Professional Development (CPD) is a combination of approaches, ideas and

techniques that will help to manage own learning and growth. Establishment of such system in an
academic institution will implant the basics of learning and continuous education desire
throughout the professional life.

Licensing Examination:

There is a provision of licensing examination by the respective council after acquiring the
academic degree.

11.17 Humanistic Environment

Humanistic environment is of utmost need to facilitate enabling teaching learning

environment. A humanistic pedagogy inculcates respect, tolerance, understanding, and
concern for others and is fostered by mentoring, advising and small group interaction. A
medical college environment should be characterized by respectful professional

40
 relationships between and among faculty and students that establishes a context for the
development of interpersonal skills necessary for learning, for patient care, and for making
meaningful contributions to the profession

12. TECHNICAL SUPPORT

The institution should ensure that students have appropriate technology and access, and provides
orientation to technology and ongoing technical support for students.

• Ensure that all students have technical access to the course (computer, mobile
telephone, and Wi-Fi). Where this is not so, the institution develops a policy and
provides practical support.

• Provide an introduction to using the technology and navigating technology-based

course elements.

• Provide guidance on access to e-library services.

• Plan how students can record and track their study, and the resources they have
accessed.

• Map available platforms for characteristics such as: accessibility, cost, organisational
requirements, one way communication, two-way communication, asynchronous,
synchronous, one-to-one, and one-to-many communication.

• Determine the reliability of connectivity and offer a back-up plan in the case of failure.

• Provide a named contact or accessible helpdesk from whom technical advice can be
obtained.

•Intranet facilities for students and faculties.

13. ASSURING TEACHERS’ SKILLS

Teachers should be prepared and supported to provide the distance learning.

Teachers should be trained and supported in:

•The process and principles of distributed and distance learning,

•educational design,

•writing and producing course elements,

•assessment,

•using information technology, media, and methods for DDL including social media,

41
 •communication style at a distance, including conveying personal presence,

•teaching in small groups, large groups and individually both at a distance and faceto-face,

•providing feedback in a variety of ways, using different methods and media,

•supporting students,

•problem-solving with students and colleagues,

•working in teams and implementation,

•identifying and helping students in difficulties,

• working with the course management office,

•Trained for monitoring and evaluation,

14. ASSURING TEACHERS’ TIME

Teachers need to have sufficient time in their job plan to undertake the development and
presentation of distributed and distance learning without threatening their research and other
academic and clinical duties.

• Undertake a study of the time required of teachers to develop and then implement
DDL elements and processes. Time required will be different for each stage.

• Organize each teacher’s job plan to ensure that there is sufficient time for both DDL
and other academic, research, and clinical duties during course development and
course presentation.

15. Application of Technology

Technology enables medical education programs to improve patient care, and to revolutionize all
aspects of the curriculum, from didactic courses to clinical instruction. Contemporary medical
education programs regularly assess their use of technology and explore new applications of
technological advances to enhance student learning and to assist faculty as facilitators of learning
and designers of learning environments. Use of technology must include systems and processes to
safeguard the quality of patient care and ensure the integrity of student performance.

Technology has the potential to reduce expenses for teaching and learning and help to alleviate
increasing demands on faculty and student time. Use of technology in medical education programs
can support learning in different ways, including self-directed, distance and asynchronous learning.

42
16. Collaboration with other Health Care Professionals

Access to health care and changing demographics is driving a new vision of the health care
workforce. Medical curricula can change to develop a new type of graduates, providing
opportunities early in their educational experiences to engage allied colleagues and other health
care professionals. Patient care by all team members will emphasize evidence-based practice,
quality improvement approaches, the application of technology and emerging information, and
outcomes assessment. Medical education programs are designed to seek and take advantage of
opportunities to educate medical school graduates who will assume new roles in safeguarding,
promoting, and caring the health care needs of the public.

43
 Annex-1

List of content of Skill Laboratory

(A) Skill lab of all medical colleges must have all necessary equipment's/contents from which
following competencies/skills must be achieved:

1. Demonstrate and review the use of gowns, gloves, and eye protection when the risk of
exposure to body fluids.
2. Demonstrate and review hand hygiene, and surgical hand scrub technique. Nosocomial
infections: magnitude and prevention of these infections.
3. Emergency Assessment of Vital Signs.
4. Basic and advanced Life Support (BLS).
5. Cardiac Monitor and Pulse Oximetry.
6. Cervical Spine Immobilization, Hemorrhage Control and Splinting Extremities.
7. Simple Suture.
8. Emergency Assessment.
9. Demonstrate and review proper technique for cardiac exam. Assessment of basic (S1 and
S2) sounds and murmurs (systolic, diastolic, S3 and S4) Identify the anatomy of the heart
in the transthoracic apical view.
10. Demonstrate and review proper technique for respiratory examination. Assessment and
appreciation of normal and abnormal lung sounds.
11. GU (Foley) Catheterization/Pelvic/Rectal/Breast/Testicular Examinations.
12. IV/ Venipuncture.
13. Local Anesthesia/Digital Block.
14. Lumbar Puncture.
15. Oral/Nasogastric Tube/Oral/Nasal Airway (Intubation)/O2 Delivery Devices.
16. Abnormal ECG Interpretation and Treatment.
17. Basic Trauma Life Support and Trauma Resuscitation.
18. Prostate Examination.
19. Breast Examination.
20. Ear Examination.
21. Ophthalmoscopy.
22. Delivery conduction.
23. Communication Skills, Professionalism: Simulated Patient based.

44
(B) Assessment Guidelines

External Examiners

 External examiners should be from different universities and academic institutions.

 Same external examiner should not be allowed to conduct exams in different college of
same university for the academic session.
 Subject expert should be always appointed as external examiners. No Clubbing for
external should be entertained.
 Universities should appoint external examiners on their credentials and not on their
preference.
 Blind spot bias should be considered before appointing examiners.
 Universities should never appoint same external and internal or vice versa in their
corresponding affiliating colleges.
 Professor emeritus/ Retired Professor/Professor could be entertained as external examiners
as per their credentials.
 Verified Professor with academic acumen involved in institutional practice
(Government/Public/ INGO/NGO ) can be used for university examinations.
 No repetition of same external examiner in the same institute and the same candidate
should be allowed for consecutive examinations.
 All details of External and Internal examiners should be submitted to MEC prior
conducting university examinations.
Internal Examiners

 All details of internal examiners should be submitted to MEC prior conducting university
examinations.
 Internal examiners of a particular subject should not be rotated as internal in other colleges
of the same university.
 No Clubbing for internal examiners should be entertained. Subject expert with faculty
verification and associated professor and above only should be appointed as internal
examiner.
 Detailed report of university examination should be submitted to MEC after the
conduction of examinations.

45
 Annexe-2

Teacher Evaluation

1= Rarely, 2= Once in a while, 3=Sometimes YES/NO

A. Teaching Techniques

1. Utilizes notebook and/or other guides effectively. __________

2. Demonstrates his mastery of the content. __________

3. Makes effective use of a variety of available materials. __________

4. Makes clear, practical demonstrations. __________

5. Provides for student participation. __________

6. Uses logical, purposeful and though-provoking questions. __________

7. Provides interesting and adequate reinforcement. __________

8. Varies procedures in working with pupils of varying abilities. __________

9. Provides motivation. __________

10. Motivates for self-directed learning __________

11. Uses recent technology and e-learning facilities __________

12. Teacher is prepared for class __________

B. Effective Planning

1. Displays evidence of teacher preparation. __________

2. Directions to students are clearly thought out and well stated. __________

3. Materials for class are organized and available. __________

4. Provides enrichment and/or remediation where needed. __________

5. Is aware of adequate pacing. __________

6. Carefully plans student assignments. __________

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C. Student/Teacher Relationships

1. Maintains student interest and attention. __________

2. Works constructively with individual or group. __________

3. Manages routine so as to avoid confusion. __________

4. Exhibits poise, voice control, and tact. __________

5. Graciously accepts less than "right" response with slow students. __________

6. Uses positive statements to students. __________

7. Makes supportive statements to students. __________

8. Maintains a friendly and respectful teacher-student relationship. __________

9. Involved in unethical and personal relationships with the students __________

10. Ask for personal favors __________

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