D-11011/500/2024-AcademicCell I/3706829/2024

No. D-11011/500/2024-AcademicCell (e-

8284443)
Government of India
National Medical Commission

Sector-8, Dwarka
New Delhi-110075
12-09-2024

Subject: Guidelines for Competency Based Medical Education (CBME) Curriculum

2024– regarding

The revised guidelines for Competency Based Medical Education (CBME)

Curriculum 2024 by the Under Graduate Medical Education Board (UGMEB) is enclosed
herewith. All concerned stakeholders are requested to kindly take note of the same.

Encl.: As above

DR B SRINIVAS
SECRETARY

Copy to:

i. ACS/ PS/ Secretaries/ Department/s of Medical Education in all States/ Union

Territories

ii. PPS to Chairman, NMC

iii. PPS to President(UGMEB)

iv. DMMP-I System Integrator- for uploading of NMC Website

v. Guard File
COMPETENCY BASED MEDICAL EDUCATION (CBME) CURRICULUM 2024

1. Preamble

The new Graduate Medical Education Regulations (GMER) attempt to stand on the
shoulders of the contributions and the efforts of resource persons, teachers and students
(past and present). It intends to prepare the learner to provide health care to the evolving
needs of the nation and the world.
Following the Regulations on Graduate Medical Education (GMER) 1997, a new crisp
‘avatar’ in the form of GMER 2023 was placed last year. Since five years are completed
after implementation of CBME it was time to have a relook at all aspects of the various
components in the existing regulations and guidelines, and adapt them to the changing
demography, socio-economic context, perceptions, values, advancements in medical
education and expectations of stakeholders. Emerging health care issues particularly in
the context of emerging diseases, impact of advances in science and technology and
shorter distances on diseases and their management also need consideration.
The thrust in the new guidelines is put on continuation and evolution of medical
education based on feedback and experience of CBME in the last 5 years since its
inception in 2019, making it more learner-centric, patient-centric, gender- sensitive,
outcome-oriented and environment appropriate. The result is an outcome driven
curriculum which conforms to global trends. Emphasis is made on alignment and
integration of subjects both horizontally and vertically while respecting the strengths and
necessity of subject-based instruction and assessment. This has necessitated a deviation
from using "broad competencies"; instead, the reports have written end of phase subject
competencies. These "competencies" can be mapped to the global competencies in the
Graduate Medical Education Regulations.
The importance of ethical values, responsiveness to the needs of the patient and
acquisition of communication skills is underscored by providing dedicated time in
curriculum in the form of a longitudinal program titled ‘AETCOM’ based on Attitude,
Ethics and Communication (AETCOM) competencies. Great emphasis has been placed
on collaborative and inter disciplinary teamwork, professionalism, altruism and respect
in professional relationships with due sensitivity to differences in thought,

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socioeconomic position and gender.

2. Objectives of the Indian Graduate Medical Training Programme

The undergraduate medical education program is designed with a goal to create an

"Indian Medical Graduate" (IMG) possessing requisite knowledge, skills, attitudes,
values and responsiveness, so that she or he may function appropriately and effectively
as a physician of first contact of the community while being globally relevant. To achieve
this, the following national and institutional goals for the learner of the Indian Medical
Graduate training program are hereby prescribed. The first contact physician needs to be
skillful to perform duties of primary care physician and have requisite skills for
promotive, preventative, rehabilitative, palliative care & referral services.
3. National Goals
At the end of undergraduate program, the Indian Medical Graduate should be able to:
a) Recognize "health for all" as a national goal and health right of all citizens and by
undergoing training for medical profession to fulfill his social obligations towards
realization of this goal.
b) Learn key aspects of National policies on health and devote himself to its practical
implementation.
c) Achieve competence in the 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 an exemplary citizen by observance of medical ethics and fulfilling social
and professional obligations, so as to respond to national aspirations.

4. Institutional Goals

In consonance with the national goals, each medical institution should evolve
institutional goals to define the kind of trained manpower (or professionals) they intend
to produce. The Indian Medical Graduates coming out of a medical institute should be
competent in diagnosis and management of common health problems of the individual

2
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.

a. Be competent for working in the health care team from Phase 1 MBBS to
Compulsory rotatory medical internship (CRMI) in a gradual manner with
increasing complexity in an integrated multi-department involvement.

b. Be competent to practice preventive, promotive, curative, palliative and

rehabilitativeꞏ medicine in respect to the commonly encountered health problems.

c. Appreciate rationale for different therapeutic modalities; be familiar with the

administration of the "essential medicines" and their common adverse effects.

d. Appreciate the socio-psychological, cultural, economic and environmental factors

affecting health and develop humane attitude towards the patients in discharging
one's professional responsibilities.

e. Possess the attitude for continued self-learning and to seek further expertise or to
pursue research in any chosen area of medicine, action research and documentation
skills.

f. Be familiar with the basic factors which are essential for the implementation of the
National Health Programs 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 and advocacy;

vi) Indian Public Health Standards (IPHS) at various level of service

delivery;
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 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, general and hospital
management, principal inventory skills and counseling.

h. Be able to identify community health problems and learn to work to resolve these by
designing, instituting corrective steps and evaluating outcome of such measures with
maximum community participation.

i. Be able to work as a leading partner in health care teams and acquire proficiency in
communication skills.

j. Be competent to work in a variety of health care settings.

k. Have personal characteristics and attitudes required for professional life including
personal integrity, sense of responsibility and dependability and ability to relate to
or show concern for other individuals.

5. Goals for the Learner

In order to fulfill these goals, the Indian Medical Graduate must be able to function in the
following Roles appropriately and effectively:-
a. Clinician who understands and provides preventive, promotive, curative,
palliative and holistic care with compassion.

b. Leader and member of the health care team and system with capabilities to
collect, analyze, synthesize and communicate health data appropriately.

c. Communicate with patients, families, colleagues, and community in a

methodological and skillful way using various approaches in family visits, family
adoption program, clinic-social cases, clinical cases and AETCOM training
programs.

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 d. Lifelong learner committed to continuous improvement of skills and knowledge.

e. Professional, who is committed to excellence, is ethical, responsive and

accountable to patients, community and profession and society. Training of
humanities and social sciences will be useful for this training.

f. Critical Thinker who demonstrates problem solving skills in professional practice

g. Researcher who generates and interprets evidence to ensure effective patient care as
well as contribute in the field of medical research and practice.

6. Competency Based Training Programme of the Indian Medical Graduate

Competency based learning would include designing and implementing medical

education curriculum that focuses on the desired and observable ability in real life
situations. In order to effectively fulfill the roles, the Indian Medical Graduate would have
obtained the following set of competencies at the time of graduation:
a. 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, 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

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 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 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 frameworks.
• 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
confirm to established national and regional health programmers and policies for
the following:
o Disease prevention,
o Health promotion and cure,
o Pain and distress alleviation, and
o Rehabilitation and palliation.
• Demonstrate ability to provide a continuum of care at the primary (including
home care) and/or secondary level that addresses chronicity, mental and physical
disability,
• Demonstrate ability to appropriately identify and refer patients who may requireꞏ
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 specialized or advanced tertiary care.
• Demonstrate familiarity with basic, clinical and translational research as it applies
to the care of the patient.

b. 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) cancer, in collaboration with other members of the health care
team.

c. Communicator with patients, families, colleagues and community

• Demonstrate ability to communicate adequately, sensitively, effectively and

respectfully with patients, families, colleagues and community in a language
that they understand and in a manner that will be mutually satisfying and
beneficial to them as well as care givers cum learners to yield positive health
care outcomes.
• Demonstrate ability to establish professional relationships with patients, families,
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 colleagues and community that are positive, understanding, humane, ethical,
empathetic, and trustworthy.
• Demonstrate ability to communicate with patients, families, colleagues and
community 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 and overcoming
hesitancy towards health initiatives.

d. 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 re- evaluate the medical 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 and personally fulfilling.

e. Professional who is committed to excellence, is ethical, responsive and

accountable to patients, the profession and community.

• 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 commitment to the growth of the medical profession as a whole.

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 f. Critical Thinker who demonstrates problem solving skills in professional practice

 Perceive, analyse, synthesise and evaluate information obtained through observation,

experience and communication that leads to rational clinical decision.

 Evaluate the credibility of information resources.

 Adequately consider the social, cultural and geographical diversity while practicing
personalized medicine

 Develop independence of thought, clarity, integrity and self confidence in decision

making.

g. Researcher who generates and interprets evidence to ensure effective patient care as
well as contribute in the field of medical research and practice.

 Read, review, appraise and critique the scientific body of literature for practice of

Evidence Based Medicine.

 Apply methodological approach to scientific enquiry for generating evidence.

 Demonstrate basic principles and ethical implications of research governance.

A. CURRICULUM (subject wise competencies are given in Competency Based

Undergraduate Curriculum 2024 on NMC website)

 Phase 1 :

1. ANATOMY

Subject Goals:

At the end of anatomy teaching, a student should be able to demonstrate:

i. Comprehension of normal structure, development and genetic pattern of organ and

organ systems, as well as the clinical correlation of structures involved in diseases
and its anatomical basis.

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 ii. Comprehension of the normal disposition, clinically relevant inter-relationships,
functional and cross -sectional Anatomy of the various organs and structures of the
body.

iii. Identification of the microscopic structure of various organs and tissues with the
functions, as a prerequisite for understanding the altered state in various disease
processes.

iv. Basic principles and sequential development of the organs and systems; recognize
the critical stages of development and the effects of common teratogens, genetic
mutations and environmental hazards.

v. Principles of karyotyping and identify the gross congenital anomalies.

vi. Principles of newer imaging techniques and interpretation of CT scan, sonogram,

MRI & Angiography.

2. PHYSIOLOGY

Subject Goals:

At the end of physiology teaching, the learner must be able to:

i. Demonstrate knowledge of normal human physiology, organizational and functional
relationship between cells, tissues and organs and body systems, age and sex related
physiological changes in the organ functions that reflect normal growth and
development.

ii. Explain physiological variations (Genotype/Phenotype) with healthy ageing through

the course of life i.e. fetal, neonatal, childhood, adolescence and adulthood and
demonstrate understanding of the physiological responses and adaptation to
environment and exercise.

iii. Perform experiments to demonstrate physiological phenomenon and principles,

interpret investigation results falling within the scope of physiology.

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 iv. Apply principles of Physiology in clinicopathological conditions, diagnosis,
investigations and management of diseased conditions.

v. Conduct physical examination (general and system based) of normal subject in real
or simulated conditions and demonstrate understanding of altered findings in
physical examination of diseased conditions.

3. BIOCHEMISTRY

Subject Goals:

The learner after teaching learning in Biochemistry should be able to:

i. Understand and explain Biochemical and molecular processes involved in
health and disease.

ii. Enlist and describe the cell organelles with their molecular and functional
organization.

iii. Understand basic enzymology and emphasize on its clinical applications

wherein regulation of enzymatic activity is disturbed.

iv. Describe Importance of nutrition in health and disease.

v. Describe digestion and assimilation of nutrients and consequences of

malnutrition.

vi. Describe function and interrelationships of various biomolecules and

consequences of deviation from the normal.

vii. Describe and integrate metabolic pathways of various biomolecules with their
regulatory mechanisms relevant to clinical conditions.

viii. Describe Biochemical basis and rationale of clinical laboratory tests, Perform
biochemical analytical tests relevant to clinical screening and diagnosis
using conventional techniques / instruments and interpret investigative
data.

ix. Explain the biochemical basis of inherited disorders with their associated

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 sequel.

x. Describe mechanisms involved in maintenance of water, electrolyte and acid

base balance and consequences of their imbalances.

xi. Outline basics genetics, explain the molecular mechanisms of gene expression
and regulation, basic principles of biotechnology and latest techniques and
their applications in medicine.

xii. Demonstrate the skills of solving scientific and clinical problems and decision
making.

 Phase 2 :

4. PATHOLOGY

Subject Goals:

At the end of the teaching learning in pathology learner should be able to:

i. Demonstrate knowledge of causes, mechanisms, alterations in gross and cellular

morphology of organs in disease states.

ii. Explain, interpret and analyse the pathology with clinical condition including
diseases which are locally and regionally relevant.
iii. Perform experiments to demonstrate routine pathological investigations on blood
and explain principles, interpret investigation results.

iv. Perform experiments to demonstrate routine pathological investigations on the

various biological samples and explain principles, interpret investigation results.

v. Demonstrate updated pathological investigations on the various biological

samples.

5. MICROBIOLOGY

Subject goals

At the end of Microbiology teaching-learning activities learner should be able to:

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 i. Comprehend the immunological mechanisms in health and disease.

ii. Comprehend the of role of microbial agents in health and disease.

iii. Correlate the natural history, mechanisms and clinical manifestations of

infectious diseases as they relate to the properties of microbial agents.

iv. Comprehend the principles and application of infection control measures.

v. Comprehend the basis of choice of laboratory diagnostic tests and their

interpretation.

vi. Comprehend the principles of antimicrobial therapy and the control and
prevention of infectious diseases.

vii. Comprehend the mechanisms of antimicrobial resistance (AMR) and its

prevention along with concept and application of the antimicrobial
stewardship program.

viii. Demonstrate the knowledge of outbreak investigation and its control.

ix. Describe commensals, opportunistic and pathogenic organisms and explain host
parasite relationship.
x. Describe the characteristics (morphology, cultural characteristics, resistance,
virulence factors, incubation period, mode of transmission etc.) of different
microorganisms.

xi. Explain the various defense mechanisms of the host against the microorganisms
which can cause human infection.

xii. Describe the laboratory diagnosis of microorganisms causing human infections

and disease.

xiii. Describe the prophylaxis for the particular infecting microorganisms.

xiv. Operate routine and sophisticated instruments in the laboratory.

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 xv. Demonstrate respect for patient samples, confidentiality pertaining to patient
identity in laboratory results and effective communication skills in patient care.

6. PHARMACOLOGY

Subject Goals:

At the end of teaching learning in pharmacology, the student should be able to:

i. Know about essential and commonly used drugs and an understanding of the
pharmacologic basis of therapeutics.

ii. Apply pharmacokinetic and pharmacodynamic concept of drugs to drug selection

and dosage regimens.

iii. Explain mechanism of action of commonly used drugs.

iv. Select and rationally prescribe drugs based on clinical condition and the
pharmacologic properties, efficacy, safety and cost of medicines for common
clinical conditions of national importance.

v. Understand generic, branded, over the counter (OTC) and prescription only drugs.

vi. Understand pharmacovigilance and identify adverse drug reactions and drug
interactions of commonly used drugs.

vii. Understand essential medicine concept and explore sources of drug information.

viii. Administer drugs through various common routes of administration.

ix. Understand and apply concept of evidence based medicine and rational use of
drugs.

x. Communicate well in imparting drug related information to patients.

xi. Knows basics of new drug delivery and industry-doctor relationship.

xii. Critically analyze drug promotional literature and drug formulations.

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 xiii. Understand regulatory and ethical aspects of drug discovery and drug use.

 PHASE III PART I

7. FORENSIC MEDICINE AND TOXICOLOGY

Subject Goals:
At the end of teaching learning in forensic medicine and toxicology, the student should be
able to:

i. Comprehend Medico-legal responsibilities of a general physician while rendering

community service either in a rural primary health center or an urban health center.

ii. Comprehend of basic Medico-legal aspects of hospital and general practice.

iii. Understand the rational approach to the investigation of crime, based on scientific and
legal principles.

iv. Understand the medico-legal framework of medical practice, codes of conduct,

medical ethics, Professional Misconduct and Medical Negligence.
v. Conduct Medico-legal examination and documentation of various Medico-legal
cases. Identify and interpret important post-mortem findings in common unnatural
deaths.

vi. Conduct postmortem examination and Preparation of postmortem reports in unnatural

deaths- Suicidal, Homicidal, Accidental.

vii. Prepare Medical Certificate of Cause of Death (MCCD) and Medico-legal reports of
injuries and age estimation.

viii. Conduct examination and documentation of sexual offences, intoxication cases and
preservation of relevant ancillary materials for medico-legal examination.

ix. Analyse, Diagnose, manage legal aspects of common acute and chronic poisoning
cases.

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 x. Understand of latest Acts and laws related to medical professional including related
Court judgements e.g. MTP Act, CPA, HOTA etc.

8. COMMUNITY MEDICINE

Subject Goals:
At the end of teaching learning in Community Medicine, the student should be able to:

i. Demonstrate understanding of role of primary care physician for preventive,

promotive, curative, rehabilitative, palliative care & referral services.

ii. Demonstrate understanding of the concept of health and disease, demography,

population dynamics and disease burden in National and global context,
comprehension of principles of health economics and hospital management.

iii. Apply the understanding of physical, social, psychological, economic and

environmental determinants of health and disease, 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,

iv. Ability to implement and monitor National Health Programmes in the primary care setting.

v. Ability to recognize, investigate, report, plan and manage community health problems
including malnutrition and emergencies.

vi. Apply understanding the role of nutrition in health promotion and disease
prevention.

vii. Demonstrate role of researcher & community medicine physician by understanding

the concepts of various epidemiological study designs and their application and
epidemiology of diseases and ability to critically review.

viii. Demonstrate understanding of pandemic and epidemic situations with emerging

and re-emerging diseases and able to investigate under supervision and plan,
advise and promote preventive aspects as per international and national health

16
 regulations and programs.

ix. Demonstrate understanding of all principles of public health, community medicine,

preventive aspects, social aspects utilizing family adoption program , providing
services to the families adopted and being first care physician under the guidance
of mentor.

x. Apply the principles of behaviour change communication for improving health

related aspects for communicable, non-communicable diseases, health promotive
aspects, related to addictions, health related information and misinformation.

9. OTO-RHINOLARYNGOLOGY (ENT)

Subject Goals:

At the end of training in ENT, the learner should be able to:

i. Demonstrate knowledge of the common Otorhinolaryngological (ENT)

emergencies and problems.

ii. Recognize, diagnose and manage common ENT emergencies and problems in
primary care setting.

iii. Perform simple ENT procedures as applicable in a primary care setting.

iv. Recognize hearing impairment and refer to the appropriate hearing impairment
rehabilitation programme.
v. Communicate to patients in respectful non-threatening non-judgmental empathetic
manner appropriately
vi. Identify, discuss and defend medicolegal socio cultural and ethical issues as they
pertain to consent for ENT surgical procedures and address patients queries in
patient undergoing a basic ENT surgical procedure in a simulated environment.

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10. OPHTHALMOLOGY

Subject Goals:

The student after teaching / learning in Ophthalmology should be able to:

i. Demonstrate knowledge of common eye disease in the community and the

ability to diagnose and manage the common eye disease in primary care set
up.

ii. Recognize diagnose and manage (primary management) of ocular

emergencies in primary care setting and have knowledge of the indication for
their referral.

iii. Demonstrate knowledge about various cause of blindness and visual

impairment in the community.

iv. Demonstrate knowledge about various national programs for the control of
blindness in the community and their implementation in the primary care
setting.

v. Demonstrate knowledge about common Ocular drugs, their mechanism of

action, their pharmaceutical, indications dosage schedule, side effects and
complications.

vi. Demonstrate knowledge about common ocular surgeries, their indication and
counselling regarding various ocular procedures and indications for referral
from primary care setting.

vii. Demonstrate knowledge about eye donations, eye transplantation and eye
bank.
viii. Perform simple ocular procedures as applicable in primary care setting.
ix. Be a team member of national program for control of blindness.

x. Have good rapport with public, colleagues, superiors and subordinates.

xi. Counsel patients and their families regarding various ocular conditions,
management, indication for referral.

xii. Counsel the blind and visually impaired patients regarding their
Rehabilitation.

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 Phase III PART - II

11. GENERAL MEDICINE

Subject Goals:

At the end of training learning in general medicine, the learner should be able to:

i. Demonstrate understanding of the pathophysiologic basis, epidemiological

profile, signs and symptoms of disease and their investigation and
management.

ii. Competently interview and examine an adult patient and make a clinical
diagnosis.

iii. Appropriately order and interpret laboratory tests.

iv. Initiate appropriate cost-effective treatment based on an understanding of

the rational drug prescriptions, medical interventions required and
preventive measures.

v. Follow up of patients with medical problems and refer whenever required.

vi. Communicate effectively, educate and counsel the patient and family.

vii. Manage common medical emergencies and refer when required.

viii. Independently perform common medical procedures safely and

understand patient safety issues.

ix. Diagnose common clinical disorders with special reference to infectious

diseases, nutritional disorders, tropical and environmental diseases.
x. Outline various modes of management including drug therapeutics
especially dosage, side effects, toxicity, interactions, indications and
contra- indications.

xi. Propose diagnostic and investigative procedures and ability to interpret them.

xii. Provide first level management of acute emergencies promptly and

efficiently and decide the timing and level of referral, if required.

xiii. Recognize geriatric disorders and their management.

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 xiv. Develop clinical skills (history taking. clinical examination and other
instruments of examination) to diagnose various common medical
disorders and emergencies;

xv. Refer a patient to secondary and/or tertiary level of health care after having
instituted primary care.

xvi. Perform simple routine investigations like hemogram, stool, urine, sputum
and biological fluid examinations.

xvii. Assist the common bedside investigative procedure like pleural tap,
Lumbar puncture, bone marrow aspiration/biopsy and liver biopsy.

12. PEDIATRICS

Subject Goals:

At end of training on pediatrics, the student should be able to:

i. Assess and promote optimal growth, development and nutrition of children and
adolescents and identify deviations from normal.

ii. Recognize and provide emergency and routine ambulatory and First Level
Referral Unit care for neonates, infants, children and adolescents and refer as
may be appropriate.

iii. Perform procedures as indicated for children of all ages in the primary care
setting.

iv. Recognize children with special needs and refer appropriately.

v. Promote health and prevent diseases in children.

vi. Participate in National Programmes related to child health and in conformation
with the Integrated Management of Neonatal and Childhood Illnesses (IMNCI)
Strategy.

vii. Communicate appropriately and effectively.

viii. Describe the normal Growth and Development during fetal life, Neonatal
period, Childhood and Adolescence and the deviations thereof.

ix. Describe the common Pediatric disorders and emergencies in terms of

Epidemiology, Etiopathogenesis, Clinical manifestations, Diagnosis and also
describe the rational therapy and rehabilitation services.
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 x. Workout age related requirements of calories, nutrients, fluids, dosages of
drugs etc. in health and disease.

xi. Describe preventive strategies for common infectious disorders, Malnutrition,

Genetic and Metabolic disorders, Poisonings, Accidents and Child abuse.

xii. Outline national programs related to child health including Immunization

programs.

xiii. Take detailed Pediatric and Neonatal history and conduct an appropriate
physical examination of children and neonates, make clinical diagnosis,
conduct common.

xiv. Bedside investigative procedures, interpret common laboratory investigations,

plan and institute therapy.

xv. Take anthropometric measurements, resuscitate newborn, prepare oral

rehydration solution, perform tuberculin test, administer vaccines available
under current National programs, perform venesection, start intravenous fluids
and provide nasogastric feeding.

xvi. Demonstrat knowledge about all steps of the diagnostic procedures such as
lumbar puncture, liver and kidney biopsy, bone marrow aspiration, pleural
and ascitic tap.
xvii. Distinguish between normal Newborn babies and those requiring special care
and institute early care to all newborn babies including care of preterm and low
birth weight babies, provide correct guidance and counseling about
Breast feeding and Complementary feeding.

xviii. Provide ambulatory care to all not so sick children, identify indications for
specialized/ inpatient care and ensure timely referral to those who require
hospitalization.

13. DERMATOLOGY, VENEREOLOGY AND LEPROSY

Subject Goals:

At the end of training, the learner should be able to:

i. Demonstrate understanding of the principles of diagnosis of diseases of the skin,

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 hair, nail and mucosa.
ii. Recognize, diagnose, order appropriate investigations and treat common diseases of
the skin including leprosy in the primary care setting and refer as appropriate.
iii. Learn a syndromic approach to the recognition, diagnosis, prevention, counseling,
testing and management of common sexually transmitted diseases including HIV
based on national health priorities.
iv. Recognize and treat emergencies including drug reactions and refer as appropriate.
v. Counsel and provide patient education on safe sexual behaviors/ disease prevention/
prognosis including pretest counseling for HIV.

14. PSYCHIATRY

Subject Goals:

At the end of training, the learner should be able to:

i. Promote mental health and mental hygiene.

ii. Identify clinical features, make diagnosis and manage common psychiatric
disorders across all ages.

iii. Identify and manage psychotic disorders, mainly schizophrenia.

iv. Identify and manage stress related psychiatric disorders, institute

preliminary treatment in disorders difficult to manage, and refer
appropriately.
v. Identify alcohol/ substance abuse disorders and refer them to appropriate
centers.

vi. Assess the risk for suicide and refer appropriately.

15. GENERAL SURGERY

Subject Goals:

At the end of training in general surgery, the student should be able to:

i. Demonstrate understanding of the structural and functional basis, principles of

diagnosis and management of common surgical problems in adults and children.
22
 ii. Choose, calculate and administer appropriately intravenous fluids,
electrolytes, blood and blood products based on the clinical condition.
iii. Apply the principles of asepsis, sterilization, disinfection, rational use of
prophylaxis, therapeutic utilities of antibiotics and universal precautions in
surgical practice.
iv. Demonstrate knowledge about common malignancies in India and their prevention,
early detection and therapy.

v. Perform common diagnostic and surgical procedures at the primary care level.

vi. Demonstrate knowledge about organ retrieval from deceased donor and living donor.

vii. Administer informed consent and counsel patient prior to surgical procedures.

viii. Describe etiology, pathophysiology, principles of diagnosis and management

of common surgical problems including emergencies in adult and children.

ix. Describe common malignancies in the country and their management

including prevention.

x. Enumerate different types of anesthetic agents, their indications,

contraindications, mode of administration, and side effects.
xi. Plan various laboratory tests for surgical conditions and interpret the results.
xii. Identify and manage patients of hemorrhagic, septicemia and other types of
shock.

xiii. Recognize, resuscitate, stabilize and provide Basic Life Support to patients
following trauma.

xiv. Monitor patient of head, chest, spinal and abdominal injuries, both in adults
and children.

xv. Provide primary care for a patient of burns.

xvi. Acquire principles of operative surgery including preoperative, operative and

post operative care and monitoring.

xvii. Treat open wound including preventive measures against tetanus and gas
gangrene.

23
16. OBSTETRICS AND GYNAECOLOGY

Subject Goals:

At the end of training in Obstetrics and gynecology, the learner should be able to:

i. Provide preconceptional counseling and antenatal care.

ii. Identify high-risk pregnancies and refer appropriately.

iii. Conduct normal deliveries, using safe delivery practices in the primary and
secondary care settings.

iv. Prescribe drugs safely and appropriately in pregnancy and lactation.

v. Diagnose complications of labor, institute primary care and refer in timely manner.

vi. Perform early neonatal resuscitation.

vii. Provide postnatal care, including education in breast-feeding.

viii. Counsel and support couples in correct choice of contraception.

ix. Interpret test results of laboratory and radiological investigations as they apply to
the care of the obstetric patient.
x. 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.

xi. Elicit gynecologic history, perform appropriate physical and pelvic examinations
and PAP smear in the primary care setting.

xii. Recognize, diagnose and manage common reproductive tract infections in the
primary care setting.

xiii. Recognize and diagnose common genital cancers and refer them appropriately.

24
 17. ORTHOPAEDICS

Subject Goals:

At the end of training in orthopedics, the learner should be able to:

i. Demonstrate ability to recognize and assess bone injuries, dislocation and poly-
trauma and provide first contact care prior to appropriate referral.

ii. Recognize and manage common infections of bone and joints in the primary care
setting.

iii. Recognize common congenital. metabolic, neoplastic, degenerative and

inflammatory bone diseases, treat and refer appropriately.

iv. Perform simple orthopedic techniques as applicable to a primary care setting.

v. Recommend rehabilitative services for common orthopedic problems across all ages.

vi. Demonstrate knowledge about the medico-legal aspects of trauma.

18. ANAESTHESIOLOGY

Subject Goals:
At the end of training in anesthesiology, the learner should be able to:

i. Explain principles of administration of general, regional and local anaesthesia

including selection of cases, pre-operative evaluation, optimisation and recovery.
ii. Comprehend management of acute and chronic pain including labour analgesiaClear and maintain
airway in an unconscious patient.

iii. Explain principles of oxygen therapy, select oxygen delivery devices and administer
oxygen therapy judiciously.

iv. Perform cardiopulmonary resuscitation with available resources and transfer the
patient to higher centre for advanced life support.

v. Comprehend the implications and obtain informed consent for various procedures
and maintain the documents.

25
19. RADIODIAGNOSIS

Subject Goals:
At the end of training in Radiodiagnosis, the learner should be able to:

i. Make rational choice of imaging modality and imaging procedure for common
diseases

ii. Exhibit mindful behaviour regarding risks associated with imaging modalities

iii. Exhibit appropriate interdisciplinary conduct and documentation

iv. Interpretation of images of normal x-rays, abnormalities in x-rays involving

emergency conditions and diseases that would be treated by the primary care
physician.

PHASE WISE TRAINING AND TIME DISTRIBUTION FOR PROFESSIONAL

DEVELOPMENT

Subject wise competencies published in Competency Based Undergraduate

Curriculum 2024 on NMC website and Attitude, Ethics and Communication
(AETCOM) course available on the NMC website, shall be the curriculum for the
batches admitted in MBBS from the academic year 2024-25 onwards. Teaching
learning and assessment may be carried out using bilingual mode (Assamese,
Bangla, Gujarati, Hindi, Kannada, Malayalam, Marathi, Odiya, Punjabi,
Tamil, and Telugu) along with English language.

26
 In order to ensure that training is in alignment with the goals and
competencies required for a medical graduate, there shall be a Foundation
Course to orient medical learners to MBBS programme, and provide them with
requisite knowledge, communication (including electronic), technical and
language skills.

I. Training period and time distribution:

Universities shall organize admission timing and admission process in such a way
that teaching in the phase I commences with induction through the Foundation
Course at the beginning of academic year. There shall be no admission of students
in respect of any academic session beyond dates specified for each academic year.
The Universities/ Institutions/colleges shall not register any student (in
MBBS course) admitted beyond the said date. Any student identified as having
obtained admission after the last date for closure of admission shall be discharged
from the course of study, or any medical qualification granted to such a student
shall not be a recognized qualification by National Medical Commission.
The institution which grants admission to any student after the last date specified
from the same shall also be liable to face such action as may be prescribed by
National Medical Commission.
Every learner shall undergo a period of certified study extending over 4 ½
academic years, divided into four professional years from the date of
commencement of course to the date of completion of examination which shall
be followed by one year of compulsory rotating medical internship.
Each academic year will have at least 39 teaching weeks with a minimum of
39 hours a week.

Large group teaching shall not exceed one third of the total allotted hours for
a subject. Two third of the total allotted hours shall include small group
teaching, interactive sessions, practicals, clinical, small group teaching, self-
directed learning and tutorials etc. The learning process shall include clinical
experiences, problem- oriented approach, case studies and community health
care activities.

27
Learner centered teaching learning methods shall include early clinical
exposure, problem/case-based learning, case studies, community-oriented
learning, self-directed, integrated learning, experiential learning & electives.
Teaching and learning shall be aligned and integrated across specialties both
vertically and horizontally for better learner comprehension.

At the end of each professional year university examination will be conducted. If

any student fails to clear the regular university examination, student will appear
in supplementary examination.

Supplementary examinations and declaration of results shall be processed by

universities within 6-8 weeks from the date of declaration of the results of the
main examination for every professional year, so that the candidates, who pass,
can join the main batch for progression.

If the student fails in the supplementary examination in phase 1 of MBBS, the

student goes to the junior batch for teaching learning as well as for university
examinations. There shall be no supplementary batches. If a candidate has not
appeared for university examination (both theory and practical) for a subject then
it shall not be counted as an attempt for that subject. Partial attendance in
examination (only theory or only practical) in any subject shall be counted as an
attempt. No more than four attempts shall be allowed for a candidate to pass the
Phase 1 examination. The total period for successful completion of phase I course
shall not exceed four (4) years. A learner shall not be entitled to graduate later
than ten (10) years of her/his joining the first MBBS course (including
continuous rotatory medical internship).

Phase wise details are:

• A candidate, who fails in the Phase-I examination, shall not be allowed to

join the Phase-II until the candidate passes all subjects of Phase-I
examination.

• A candidate who fails in the Phase-II regular/ supplementary university

examination, shall be allowed to join the Phase-III Part I training, however he
shall not be allowed appear for the university examination.

28
 • A candidate who fails in the Phase III, Part-I regular/supplementary
university examination, shall be allowed to join the Phase-III Part I I
training, however he shall not be allowed appear for the university examination.

II. The period of 4½ years is divided as follows:

i) Phase-I of 12 months including Foundation Course of two weeks and

university exams. It shall consist of - Anatomy, Physiology, Biochemistry,
Introduction to Community Medicine, Humanities, Attitude, Ethics &
Communication (AETCOM) module, family adoption programme through village
outreach where-in each student shall adopt minimum of three (03) families and
preferably at least five (05) families, simulation-based learning, early clinical
exposure, alignment & integration and pandemic module integrated.

ii) Phase-II of 12 months including university exams. It will consist of Pathology,

Pharmacology, Microbiology, family visit under Community Medicine, General
Surgery, General Medicine, Obstetrics & Gynecology, AETCOM module, Forensic
Medicine & Toxicology, alignment & integration and introduction to clinical
subjects. Family Adoption Programme through village outreach where-in each
student shall continue to follow up and provide necessary services under the
supervision. Pandemic module integration & simulation-based learning to be
continued with increasing complexity.

The clinical exposure to learners will be in the form of learner-doctor method of

clinical training in all phases. The emphasis will be on primary, preventive and
comprehensive health care. A part of training during clinical postings shall 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:
Experience in recognizing and managing common problems seen in outpatient,
inpatient and emergency settings,

• Involvement in patient care as a team member,

• Involvement in patient management and performance of basic procedures.

29
 iii) Phase III - 30 months

a. Phase III Part I (12 months, including University exams)

Forensic Medicine and Toxicology, Community Medicine, Medicine & allied

subjects, Ophthalmology, Otorhinolaryngology (ENT), Surgery & allied subjects,
Pediatrics, Obstetrics& Gynecology, Radiodiagnosis, Anesthesiology, AETCOM,
Pandemic module integration, alignment & integration and Clinical postings. Family
Adoption Programme through village outreach and simulation- based learning to be
continued with increasing complexity.

Electives (1 month) shall be in 2 blocks of 15 days each in Phase III part II. First
15days block starts after annual exam of Phase III MBBS part 1 and 2nd block after
the end of 1st elective.

b. Phase 3 Part II (18 months, including University exam)-

Subjects include:
Medicine and allied specialties (General Medicine, Psychiatry, Dermatology,
Venereology and Leprosy (DVL), Surgery and allied specialties (General Surgery,
Orthopedics, Anesthesiology and Radiodiagnosis), Obstetrics and Gynecology
(including Family Welfare), Pediatrics, AETCOM module, Pandemic module
integration, alignment & integration and Clinical postings.

Ill. Distribution of teaching hours phase wise:

a Phase I, phase II and phase III- part 1 teaching hours:
Time allotted 12 months (approximately 52 weeks) out of which time available
for teaching- learning: approximately 39 weeks.

30
 (Excluded- 13 weeks: Preliminary/ University examinations and results: 9
weeks, vacations: 2 weeks, public holidays: 2 weeks)
Time distribution in weeks: 39 weeks x 39 hours = 1521 hours for Teaching-
Learning.
b Phase-III Part-II, teaching hours:
Time allotted: 18 months (approx. 78 weeks)
Time available: Approx. 62 weeks (excluding 16 weeks) (39 hours/ week)
Prelim / University Exam & Results: 10 weeks
Vacation: 3 weeks
Public Holidays: 3 weeks
Time distribution in weeks: 62 x 39 hrs= 2418 hrs available for Teaching-
Learning
(Clinical Postings: 15 hours/ week Phase II onwards included in academic schedule.
These are attached in separate annexure with all relevant tables).

● Academic calendar is given in annexure.

● Distribution of subjects for Professional Phase-wise training is given in
annexure
● Minimum teaching hours prescribed in various disciplines phase wise are

given in annexures.

● Distribution and duration of clinical postings is given in annexure.

Time allotted excludes time reserved for internal /University examinations, and
vacation.

Phase II clinical postings shall commence before / after declaration of results of the
first professional phase examinations, as decided by the institution/ University.

Phase III part I and part II clinical postings shall start no later than two weeks after
the completion of the previous professional examination.

Note:
A total of approximately 20% of allotted time of a Phase shall be utilized for integrated
teaching learning with other subjects. This will be included in the assessment of subjects.
31
 The period of training is minimum suggested. Adjustments where required depending on
availability of time may be made by the concerned college/ institution. This period of
training does not include university examination period. Pandemic module teaching
hours are added to respective allocated subjects and these subjects will teach as per
module.

An exposure to skills lab based teaching by each subject in each phase shall be there
weekly or fortnightly.

c New teaching /learning elements (Refer to booklets on NMC website related to

these elements)
1) Foundation Course

Goal: The goal of the Foundation Course is to prepare a learner to study

medicine effectively.

Objectives:

(a) Orient the learner to:

• The medical profession and the physician's role in society

• The MBBS programme

• Alternate health systems i.e. AYUSH in India and history of Medicine

• Medical ethics, attitudes and professionalism

• Health care system, its delivery and visits to health centers

• National health programmes and policies

• Universal precautions and vaccinations

• Patient safety and biohazard safety

• Principles of primary care(general and community based care)

• Mental Health

• The academic ambience

32
 (b) Enable the learner to acquire enhanced skills in:

• Language
• Interpersonal relationships
• Communication emphasis on clinico-laboratory communication
• Learning including self-directed learning
• Time management
• Stress management, Mental Health
• Use of information technology, and artificial intelligence

(c) Train the learner to provide:

• First-aid
• Basic /cardiopulmonary/emergency life support

In addition to the above, learners maybe enrolled in one of the following programmes
which will be run concurrently:
• Local language programme
• English language programme
• Computer skills

These may be done in the last two hours of the day. These sessions must be as
interactive as possible. Sports (to be used through the Foundation Course as protected
04 hours/week). Leisure and extracurricular activity (to be used through the Foundation
Course).

Institutions shall develop learning modules and identify the appropriate resource
persons for their delivery. The time committed for the Foundation Course may not be
used for any other curricular activity. The Foundation Course shall have a minimum of
75% attendance of all students mandatorily. This will be certified by the Principal/Dean
of the college.

The Foundation Course shall be organized by the Coordinator appointed by the Principal/
Dean of the college and shall be under supervision of the Heads of MBBS phase
1departments.
33
Every college shall arrange for a meeting with parents/ wards of all students and
records of the same shall be made available to UGMEB of NMC. Mentor- mentee
program shall be carried out judiciously, with the ratio of 1 Mentor to 3 mentees.
Mentor may be selected from all disciplines from the level of Professor/ HOD to
Assistant Professor. Mentor shall be allotted his mentees during the foundation course
itself from Phase 1. The mentee shall stay connected with the Mentor throughout his
career till he completes CRMI. Each year when 3 new mentees are added from phase
1 to the mentor, the senior batch students shall support the junior students and create
a healthy sibling environment.

2) Early Clinical Exposure

Objectives: The objectives of early clinical exposure of the first-year medical learners
are to enable the learner to:

 Recognize the relevance of sciences basic to diagnosis, patient care and

management,
 Provide a context that will enhance learning of sciences basic to clinical
reasoning,
 Relate to experience of patients as a motivation to learn,
 Recognize attitude, ethics and professionalism as integral to doctor- Patient
relationship,
 Understand the socio-cultural context of disease through the study of humanities.

Elements

• Phase I subject correlation: i.e. apply and correlate principles of phase I subjects as
they relate to patient care (this shall be part of integrated modules as well as in
routine teaching wherever relevant).

• Clinical skills: to include basic skills in interviewing patients, doctor- patient

communication, ethics and professionalism, critical thinking and analysis and self-
learning (this training shall be imparted in the time allotted for early clinical
exposure).
34
 • Humanities: to introduce learners to a broader understanding of the socio-economic
framework and cultural context within which health is delivered through the study
of humanities and social sciences.

3) Electives

Objectives: To provide the learner with opportunities:

 For diverse learning experiences.

 It is mandatory for learners to do an elective. The elective time shall not be used
to make up for missed clinical postings, shortage of attendance or other purposes.
 Institutions will pre-determine the number and nature of electives, names of the
supervisors, and the number of learners in each elective based on the local
conditions, available resources and faculty.
 Electives on topics in areas such as Research methodology, Research ethics, Use
of Artificial intelligence and computers in Health and Medical Education, Health
Management, Health economics, Indian system of medicine, Medical
photography /clinical photography, Global health, Evidence based medicine, Art
and music, Physiotherapy, Nutrition, ethical use of technology including artificial
intelligence etc. in medicine, Literary activities, etc. may be provided by the
college/ institution.
 It shall be preferable that elective choices are made available to the learners in the
beginning of the academic year.
 The learner must submit a learning log book based on both blocks of the electives.
 75% attendance in the electives and submission of log book maintained during
electives is required for eligibility to appear in the University MBBS examination/
(or NExT whenever it is applicable).
4) Attitude, Ethics and Communication Module (AETCOM)

Objectives of the programme: At the end of the programme, the learner must
demonstrate ability to:

35
• Understand and apply principles of bioethics and law as they apply to medical practice
and research, understand and apply the principles of clinical reasoning as they apply to
the care of the patients,

• Understand and apply the principles of system-based care as they relate to the care
of the patient,

• Understand and apply empathy and other human values to the care of the patient,

• Communicate effectively with patients, families, colleagues and other health care
professionals,

• Understand the strengths and limitations of alternative systems of medicine,

• Respond to events and issues in a professional, considerate and humane fashion,

• Translate learning from the humanities in order to further his professional

and personal growth.

Learning experiences:

• This will be a longitudinal programme spread across the continuum of the

MBBS programme including internship.

• Learning experiences shall include small group discussions, patient care scenarios,
self-directed learning, workshops, seminars, role plays, large/small group teaching
etc.

• Application based subject oriented cases may be used as additional resources for this
training and real-life case studies are the best examples for this AETCOM training.
Community based case studies must be used in communication aspects of health
education, informed consent and counseling in addition to clinical case studies.

• Attitude, Ethics & Communication Module (AETCOM module) developed by the

erstwhile Medical Council of India should be used longitudinally for purposes of
instruction.

• 75% attendance in AETCOM Module is mandatory for eligibility to appear for all
36
 university examinations of all subjects in each Phase.

(5) Alignment and integration (AIT) teaching

Integration is a learning experience that allows the learner to perceive relationships

from blocks of knowledge and develop a unified view of its basis and its application.

Objectives

In the earlier phases, the purpose of vertical integration (across phases) is to

emphasize the applicative use of the basic science concept taught. In the later phases,
its purpose is to utilise and build on prior knowledge and emphasize the foundations
of clinical practice.

Learning experiences

In order to achieve this, the MBBS curriculum will become -

a) aligned to the extent possible - meaning that as much as possible topics/systems

in different subjects in the same phase will be grouped together in the same
weeks/months in timetable for teaching learning. The purpose of horizontal
integration (within a phase) is to remove redundancy and provide
interconnectedness. Suggested formats for alignment in phase 1 & 2 aregiven in
annexures. Phase 3 part 1 and 2 can be aligned accordingly as needed.

b) integrated to a limited extent both vertically and horizontally.

Integration must be horizontal (i.e. across disciplines in a given phase of the

course) and vertical (across different phases of the course). Teaching/learning
occurs in each phase through study of organ systems or disease blocks in order
to integrate the learning process. Clinical linker cases must be used to
integrate and link learning across subjects.

The six integrated modules to be used across 4 years ½ are anemia, ischemic
heart disease, diabetes mellitus, tuberculosis, hypertension and thyroid. The
complete modules are part of documents on NMC website.

37
(6) Learner-doctor method of clinical training (Clinical Clerkship)

a. Goal: To provide learners with experience in:

o Longitudinal patient care,

o Being part of the health care team,

o Hands-on care of patients in outpatient and in-patient setting.

b. Structure:

o The first clinical posting in Phase II shall orient learners to the

patient, their roles and the specialty.
o The learner-doctor programme shall progress as outlined in Table 9.

o The learner shall function as a part of the health care team with the
following responsibilities:
o Be a part of the units' out-patient services on admission days,

o Remain with the admission unit until at least 6 PM except during

designated class hours,
o Be assigned patients admitted during each admission day for whom he
will undertake responsibility, under the supervision of a senior resident
or faculty member,
o Participate in the unit rounds on its admission day and will present the
assigned patients to the supervising physician,
o Follow the patient's progress throughout the hospital stay until discharge,
o Participate, under supervision, in procedures, surgeries, deliveries etc. of
assigned patients,
o Participate in unit rounds on at least one other day of the week excluding
the admission day,
o Discuss ethical and other humanitarian issues during unit rounds,
o Attend all scheduled classes and educational activities,
o Document his observations in a prescribed log book /case record.

38
 No learner will be given independent charge of the patient in the capacity of

primary physician of the concerned patient.

The supervising physician shall be responsible for all patient care decisions and

guide the learner from time to time as required.

(7) Assessment:

o 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.
o 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.
o The log book shall also include records of outpatients assigned. Submission of
the log book/ case record to the department is required for eligibility to appear
for the final examination of the subject. An e-logbook is desirable.

Assessment

I. Eligibility to appear for Professional examinations

The performance in essential components of training are to be assessed, based on

following three components:

(a) Attendance

o There shall be a minimum of 75% attendance in theory and 80%

attendance 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%
attendance in practical in each phase of instruction in that subject.
There shall be a minimum of 75% attendance in AETCOM and
minimum of 80% attendance in family visits under Family adoption

39
 programme. Each student shall adopt minimum 3 families/
households and preferably five families. The details shall be as per
Family Adoption Program guidelines.
o If an examination comprises more than one subject (for e.g.,
General Surgery and allied branches), the candidate must have a
minimum of 75% attendance in each subject including its allied
branches, 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/ NExT.
b) Internal Assessment (IA): Internal assessment shall be based on day-to-day
assessment. For subjects taught in more than one phase, there shall be IA in every
phase in which the subject is taught.
It shall relate to different ways in which learners participate in the learning
process including assignments, preparation for seminar, clinical case
presentation, preparation of clinical case for discussion, clinical case study/
problem solving exercise, participation in project for health care in the community,
Quiz, Certification of competencies, museum study, log books, SDL skills etc.
Internal assessment should have both subjective and objective assessment. Internal
assessment shall not be added to summative assessment. However, internal
assessment marks in absolute marks should be displayed under a separate column
in a detailed marks card.
The internal assessment marks for each subject will be out of 100 for theory and
out of 100 for practical/clinical (except in General Medicine, General Surgery
and Obstetrics & Gynaecology, in which theory and practical assessment will be
of 200 marks each).
For subjects that teach in more than one phase, cumulative IA to be used as
eligibility criteria. The final cumulative marks are to be used for eligibility.
The details are:
I. General medicine: The IA of 200 marks in medicine shall be divided across
phases as Phase II - 50 marks,
Phase III part 1 - 50 marks

40
 Phase III part 2 - 100 marks.
Phase III part 2 - 100 marks is divided as
Medicine - 75 marks
Psychiatry - 13 marks
Dermatology- 12 marks.
The final cumulative IA for Medicine is out of 200 marks for theory and
practical each.
II. General surgery: The IA in surgery shall be divided across phases as:
Phase II - 25 marks,
Phase III part 1 - 25 marks,
Phase III part 2 - 150 marks.
Phase III part 2 - 150 marks shall be divided as
General surgery - 75 marks,
Orthopedics -50 marks,
Anesthesia -13 marks
Radiodiagnosis - 12 marks.
The final cumulative IA for surgery is out of 200 marks for theory and
practical each.
III. IA of Forensic Medicine and Toxicology is divided as 25 marks in phase II
and 75 marks in Phase III part 1. The final cumulative IA is out of 100 for
theory and practical each.
IV. IA in Community Medicine is divided as 25 marks in phase I, 25 marks in
phase II, and 50 marks in Phase III- part 1. The final cumulative IA for
Community Medicine is out of 100 marks for theory and practical each.
V. IA in ophthalmology and ENT is divided as 25 marks in phase II and 75 marks
in Phase III part 1. The final cumulative IA is out of 100 for theory and
practical each for each subject.

(b) Certifiable Competencies Achieved:

1. 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
41
 examination of that subject.
2. Regular periodic examinations shall be conducted throughout the course.
There shall be no less than three theory and practical internal assessment
examinations in each subject of phase 1 &II, and this mandatorily includes
pre-university examination. There shall be no less than two theory and
clinical examinations in each subject of Phase III part 1 & 2 and this
mandatorily includes an end of posting assessment. Log book (including
required skill certifications) to be assessed and marks given from 10-20%
in internal assessment.
3. Learners must secure at least 50% of the total marks (combined in theory
and practical / clinical; and minimum 40% in theory and practical
separately) for internal assessment in a particular subject in order to be
eligible for appearing at the final University examination of that subject.
4. The results of internal assessment should be intimated to students at least
once in 3 months and as and when a student wants to see the results.

Remedial measures:

A student whose has deficiency(s) in any of the 3 criteria that are required to be eligible to
appear in university examination, should be put into remedial process as below:
o During the course: If Internal assessment (IA) or attendance is less or/and
certifiable competencies not achieved and marked in log book in quarterly/ six
monthly monitoring, the students/parents must be intimated about the possibility of
being detained much before the final university examination, so that there is
sufficient time for remedial measures. These students should be provided remedial
measures as and when needed to improve IA. Any certifiable competency/ IA marks
deficiency should be attended with planned teaching/tests for them. Student should
complete the remedial measures and it should be documented. In spite of all above
measures, if student is still not meeting the criteria to be eligible for regular
exam he shall be offered remedial for the same batch supplementary exam. For
attendance, he will be allowed remedial measures ONLY IF attendance is more
than 60% for each component.
42
 At the end of phase: If Internal assessment (IA) or attendance is less or/and
certifiable competencies not achieved and marked in log book at the end of regular
classes in a phase, the student is detained to appear in regular university
examination of that batch.

o Remedial classes can be planned for students missing regular classes on genuine
grounds, thus ensuring that all certifiable competencies are achieved.

o Students who have less than 75% attendance in theory and 80% attendance in
practical cannot appear for University examination, however; they may appear for
Supplementary examination provided they attend the remedial classes organised
between University Sit and Supplementary exam. Students who have attendance
60% or above shall be eligible for such remedial classes.

2.University Examinations: University examinations are to be designed with a view

to ascertain whether the candidate has acquired the necessary knowledge, minimal level
of skills, ethical and professional values with clear concepts of the fundamentals which
are necessary for him to function effectively and appropriately as a physician of the first
contact.

Nature of questions in theory examinations shall include different types such as

structured essays like Long-Answer Questions (LAQ), Short-Answer Questions
(SAQ) and Multiple-Choice Questions (MCQ) shall be accorded minimum 20%
weightage of the total marks of each theory paper, Scenario based MCQs shall be
accorded more weightage in view of NEXT. Blueprint may be used for theory
question papers.

Practical/clinical examinations shall be conducted in the laboratories and /or hospital

wards and a blueprint must be used. The objective will be to assess proficiency and skills
to conduct experiments, interpret data and form logical conclusion. Clinical cases kept
in the examination must be common conditions that the learner may encounter as a
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

43
 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 like X-rays, identification of specimens, ECG, etc. is to be

also assessed.

Application based questions should be included for newer CBME components like
foundation course, ECE, AETCOM, Integrated topics, student-learner methods etc.
in all theory, practical and clinical examinations of all internal assessments and university
assessments.

University Examinations shall be held as under:

a) Phase-I shall be held at the end of Phase I training (in the 12th month of that
training), in the subjects of Anatomy, Physiology and Biochemistry.

b) Phase-II examination shall be held at the end of Phase II training (12th month of that
training), in the subjects of Pathology, Microbiology, and Pharmacology

c) Phase III Part 1examination shall be held at the end of Phase III part 1 of training
(12th month of that training) in the subjects of Community Medicine, Forensic
Medicine &Toxicology, Ophthalmology and Otorhinolaryngology.

d) Phase III Part 2 / National Exit Test (NExT) as per NExT regulations- (Final
Professional) examination shall be at the end of 17th / 18th month of that training, in
the subjects of General Medicine, General Surgery, Obstetrics & Gynecology,
Pediatrics, and allied subjects as per NExT Regulations.

Criteria for passing in a subject: A candidate shall obtain a cumulative 50% marks in
University conducted examination including theory and practical and not less than 40%
separately in Theory and in Practical in order to be declared as passed in that subject. In
subjects that have two papers, the learner must secure a minimum 40% marks in
aggregate (both theory papers together).

44
Appointment of Examiners:

(1) Person appointed as an examiner in the particular subject must have at least three
years of total teaching experience as Assistant Professor after obtaining postgraduate
degree following MBBS, in the concerned subject in a college affiliated to a recognized
medical college (by UGMEB of NMC).
(2) For Practical /Clinical examinations, there shall be at least four examiners for every
learner, out of whom not less than 50% must be external examiners. Of the four
examiners, the senior-most internal examiner shall act as the Chairman and coordinator
of the whole examination programme so that uniformity in the matter of assessment of
candidates is maintained.

(3) A University having more than one college shall have separate sets of examiners for
each college, with internal examiners from the concerned college. External examiners may
be from outside the college/ university/ state/ union territory.
(4) There shall be a Chairman of the Board of paper-setters who shall be an internal
examiner and shall mandatorily moderate the theory question paper(s).
(5) All eligible examiners with requisite qualifications and experience can be appointed
internal examiners by rotation in their subjects.
(6) All theory paper assessment should be done as a central assessment program (CAP) of
the concerned university.
(7) Internal examiners shall be appointed from the same institution for unitary
examination in the same institution. For pooled examinations at one centre, the approved
internal examiners from the same university may be appointed.
(8) The Examiners for General Surgery and allied subjects shall be from General Surgery
and 25% from orthopedics. There shall be one orthopedics examiner out of four examiners
(either internal or external).
(9) Ophthalmology and ENT examinations to be held as separate examinations and not
combined with other subjects.
(10) There shall be NO grace marks to be considered for passing in an examination.

45
ANNEXURES:

1. AETCOM module curricular governance and blueprinting

2. Academic calendar

3. Phase wise distribution of subjects

4. Foundation course hours distribution

5. Distribution of hours phase wise

6. Clinical postings distribution

7. Learner doctor (Clinical Clerkship) method

8. University examination marks

9. Sample format of paper theory with marks distribution

10. Alignment Phase I

11. Alignment Phase II

12. Family adoption programme

13. Guidelines for manpower requirement for research facilities

46
Annexure 1

AETCOM Modules teaching and assessment

The tables below show the suggested AETCOM blueprinting for various university papers and for
module leader/in-charge for coordinating Module teaching. Each module leader/in-charge should
select a multi-subject team and then the module is taught by various members of the team. The
module teaching learning activities should be planned and conducted by this team.
Assessment: All internal and University exams must have one question/application based question
on AETCOM in each theory paper (5%) and it should be assessed in various components of
practical/clinical exams.
AETCOM Phase 1
Subject Paper Module number
Anatomy Paper 1 1.5
Paper 2 1.4 Foundations of communications
Physiology Paper 1 1.2
Paper 2 1.3
Biochemistry Paper 1 1.1
● Enumerate and describe professional qualities and
roles of a physician
● Describe and discuss commitment to lifelong learning
as an important part of physician growth
Paper 2 1.1
● Describe and discuss the role of a physician in
health care system
● Identify and discuss physician’s role and
responsibility to society and the community that
she/ he serves

AETCOM Phase 2
Subject Paper Module number
Microbiology Paper 1 2.1
Paper 2 2.8

Pharmacology Paper 1 2.2, 2.3

Paper 2 2.5
Pathology Paper 1 2.4
Paper 2 2.7

47
 AETCOM Phase 3, part I
Subject Paper Module number
Ophthalmology Single paper 3.1
ENT Single paper 3.3
Forensic Medicine & Single paper 2.6, 3.4
Toxicology
Community Paper 1 3.2
Medicine Paper 2 3.5

AETCOM Phase 3, part 2

Subject Competency Competency

Number
Medicine and Paper 1 4.1
Allied Subjects, Paper 2 4.3
integration
Paper 1 4.4
Surgery and
Allied Paper 2 4.5, 4.6
Subjects,
Obstetrics and Paper 1 4.2, 4.7
Gynecology
Paper 2 4.8
Pediatrics Single paper 4.9

48
Annexure 2 Time distribution of MBBS Teaching & Examination Schedule

Academic calendar for admission batch 2024-2025

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Adm year 1 2 3
14
Oct
Phase 1 4 5 6 7 8 9 10 11 12 13 14 15
exam Phase Phase
1 2
exam, starts
result
Phase 2 16 17 18 19 20 21 22 23 24 25 26 27
exam Phase Phase
2 3 part
exam, 1
result starts
Phase 3 28 29 30 31 32 33 34 35 36 37 38 39
part I Phase Phase
exam 3 Part 3 part
1 2
exam, starts
result
40 41 42 43 44 45 46 47 48 49 50 51
Phase 3 52 53 54 1 2 3 4 5 6 7 8 9
part II Proposed CRMI
exam NExT
step1
Internship 10 11 12
Proposed
NExT
step2

Legends:
CRMI-Compulsory rotating medical internship

49
Proposed time distribution of MBBS Teaching & Examination Schedule from A.Y. 2025-‘26

Generic proposed academic calendar from admission batch 2025-2026 onwards

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Adm year 1 2 3 4
Phase 1 5 6 7 8 9 10 11 12 13 14 15 16
exam Phase Phase
1 2
exam, starts
result
Phase 2 17 18 19 20 21 22 23 24 25 26 27 28
exam Phase Phase
2 3 part
exam, 1
result starts
Phase 3 29 30 31 32 33 34 35 36 37 38 39 40
part I Phase Phase
exam 3 Part 3 part
1 2
exam, starts
result
41 42 43 44 45 46 47 48 49 50 51 52
Phase 3 53 54 1 2 3 4 5 6 7 8 9 10
part II Proposed CRMI
exam NExT
step1
Internship 11 12
Proposed
NExT
step2
Legends:
CRMI-Compulsory rotating medical internship

50
Annexure 3
Distribution of subjects in each Professional Phase

Phase & Subjects & Teaching Elements Durati University

year of on Examination
MBBS (month
training s)
Phase-1 1. Foundation course of 2 weeks at start of
course
2. Anatomy, Physiology & Biochemistry, 12 Phase 1
Introduction to Community Medicine, months
including Family adoption programme
(FAP) through village outreach
3. Early Clinical Exposure
4. Attitude, Ethics, and communication Module
(AETCOM) including Humanities
Phase-2 1. Pathology, Microbiology, Pharmacology
2. Community Medicine (including FAP)
3. Forensic Medicine and Toxicology 12 Phase 2
4. Introduction to clinical subjects months
5. Clinical postings, Family visits for FAP
6. AETCOM
Phase- 3, 1. Community Medicine, Forensic Medicine
Part-I and Toxicology, Medicine & allied,
Surgery & allied, Pediatrics, Obstetrics & 12 Phase 3,
Gynecology months Part 1
2. Family visits for FAP
3. Oto-rhinolaryngology,
4. Ophthalmology
5. Clinical postings
6. AETCOM
Electives 2 blocks, 15 days each (after the annual exams
are over, irrespective of result outcome) 1 Phase 3,
month Part II

Phase-3, 1. General Medicine, Dermatology, 18 months

Part- II, Psychiatry, Pediatrics, General (including Phase 3,
MBBS Surgery, Orthopedics, Radiodiagnosis, electives) Part II
Anesthesiology, Obstetrics &
Gynecology
2. Clinical postings
3. AETCOM

51
Annexure 4
Foundation Course- 2 weeks at start of course

Subjects/Contents Teaching
hours

Orientation Module including History of Indian Medicine 15

Skills Module 15

Community orientation module 5

Professional Development and Ethics Module (P&E) including 20

Mental health

Enhancement of Language and Computer Skills Module including 10

clinico-laboratory communication

Sports and Extra curricular Activities 15

Total 80

52
Annexure 5
Distribution of Subject Wise Teaching Hours for Phase -1 MBBS

Subject Large SGT/ SDL Total

group Practical/
teaching Tutorials/
Seminars
Foundation Course 80

Anatomy 180 430 10 620

Physiology 130 305 10 445

Biochemistry * 82 157 10 249

Early Clinical Exposure - 27 - 27

(ECE)**
Community Medicine 20 20 - 40

Family adoption Program - 24 - 24

(FAP)
(AETCOM)*** - 26 - 26

Sports and extra-curricular - - - 10

Activities
Total 412 989 30 1521

SGT: Small group teaching, SDL: Self-directed learning

*Including Molecular Biology

**Minimum ECE hours. These hours are to be divided equally by anatomy, physiology &
biochemistry.

***AETCOM module is a longitudinal programme.

53
 Distribution of Subject Wise Teaching Hours for Phase-2 MBBS

Subjects Large SGT/ Clinical SDL Total

group Practicals/ Postings*
teaching Tutorials/
Seminars
Pathology 80 170 - 10 260
Pharmacology 80 170 - 10 260
Microbiology 75 143 - 10 228
Community Med 25 0 24 10 59
(including FAP)
Forensic Medicine 12 25 - 08 45
and Toxicology

Clinical Subjects 60 540 - 600

AETCOM - 29 - 8 37
Sports, Yoga - - - 32 32
extra-
curricular
activities
Final total 332 537 564 88 1521

SGT: Small group teaching SDL: Self-directed learning

Pl. note: *Clinical postings shall be for 3 hours per day, Monday to Friday.
There will be 15 hours per week for all clinical postings.

54
 Distribution of Subject Wise Teaching Hours for MBBS Phase-3, part 1

Subject Large SGT/ SDL Total

group Practicals/
teaching Tutorials/
Seminars
Electives 0 156 0 156
Gen. Medicine 20 30 10 60
Gen Surgery 20 30 10 60
Obstetrics & Gynecology 20 30 10 60
Pediatrics 20 30 05 55
*Forensic Medicine and 35 65* 20* 120
Toxicology
Community Med 50 80 20 150
FAP (Visits +log book - 26 10 36
submission)
Otorhinolaryngology (ENT) 30 50 20 100
Ophthalmology 30 50 20 100
Clinical posting* 593
AETCOM 0 19 12 31
Total 225 566 137 1521

*Out of this, 21 Hours (07 days x 03 hours) must be utilised for demonstration of post mortem
examinations
Pl. note: *Clinical postings shall be for 3 hours per day, Monday to Saturday.
There will be 18 hours per week for all clinical postings.

'

55
Distribution of Subject wise Teaching Hours for Phase 3 part-2 MBBS

Subjects Lectures SGL SDL Total

General Medicine 110 185 40 335
General Surgery 90 153 30 273
Obstetrics and 80 150 30 260
Gynecology
Pediatrics 20 35 10 65
Orthopedics 30 50 20 100
AETCOM 30 0 22 52
Dermatology, 13 17 10 40
Venereology & Leprosy
Psychiatry 13 17 10 40
Radiodiagnosis 8 10 8 26
Anesthesiology 8 10 8 26
Clinical postings* 1201
TOTAL 402 627 188 2418

Pl. note: *Clinical postings shall be for 3 hours per day, Monday to Saturday.
There will be 18 hours per week for all clinical postings.
Extra hours may be used for preparation of NExT or SDL.

56
Annexure 6
Clinical Posting Schedules in weeks phase wise

Period of training in weeks

Total Weeks
Phase 3, Phase
Subjects Phase
Part 1 3,
2
Part 2
Electives 0 4 0 4

General Medicine 8 3 13 24
General Surgery 24
6 5 13
Obstetrics & 6 3 13 22
Gynaecology
Pediatrics 4 2 6 12

Community Medicine 4 4 0 8

Orthopaedics 0 2 6 8

Otorhinolaryngology 4 4 0 8
Ophthalmology 4 4 0 8
Psychiatry 0 2 4 6
Radio-diagnosis 0 0 2 2
Dermatology, 0 0 6 6
Venereology & Leprosy

Anaesthesiology 0 0 2 2
Total 36 33 65 134

57
 Annexure 7: Learner- Doctor programme (Clinical Clerkship)

Year of
Curriculum Focus of Learner-Doctor programme
Phase-1 Introduction to hospital environment, early clinical exposure,
understanding perspectives of illness, family adoption program
Phase-2 History taking, physical examination, assessment of change in clinical
status, communication and patient education, family adoption program
Phase-3, All of the above and choice of investigations, basic procedures and
Part -1 continuity of care
Phase-3, All of the above (except Family adoption programme) and decision
Part -2 making, management and outcomes

58
 Annexure 8
Marks distribution for various subjects for University Annual Examinations

Phase of Course Theory Practicals Passing criteria

Phase-I MBBS
Anatomy- 2 papers Paper 1- 100 100
Paper 2 -100
Physiology- 2 papers Paper 1- 100 100 Mandatory to
Paper 2 -100 get 40% marks
Biochemistry- 2 papers Paper 1- 100 100 separately in
Paper 2- 100 theory and in
Phase-II MBBS practicals; and
Pathology - 2 papers Paper 1- 100 100 totally 50% for
Paper 2 -100 theory plus
Microbiology- 2 papers Paper 1- 100 100 practicals.
Paper 2- 100

Pharmacology- 2 papers Paper 1 -100 ꞏ100

Paper 2- 100
Phase-III MBBS part 1
Forensic Medicine and Paper 1 – 100 100
Toxicology- 1 paper
Community Med – Paper 1 -100 100
2 papers
Paper 2- 100
Otorhinolaryngology Paper-1 100 100
Ophthalmology Paper-1 100 100
Phase-III MBBS part 2
Medicine & allied Paper 1- 100 100
Paper 2- 100
Surgery & allied Paper 1- 100 100
Paper 2- 100
Obstetrics and Paper 1- 100 100
Gynecology
Paper 2- 100
Pediatrics Paper-1 100 100
Medicine & allied Paper-2 to have Medicine 50%, Psychiatry 25% and Dermatology 25%
questions.
Surgery & allied Paper-2 to have General Surgery 40%, Orthopedics 40%, Anesthesia 10%
and Radiodiagnosis 10%.
Any further updates as per NEXT regulations.

59
 Annexure 9

Suggested format for a Theory paper – Universities and colleges may design their
unique question paper blueprint as per the principles given in the format
Duration-3 hours 100 marks

Type of question/ Number of Marks per question

questions

Q No 1 Scenario based MCQ/ 10-20 1-2

Q No 2 Long essay question/ ONE 10-12

Q No 3 Reasoning Questions/ FIVE 3

Q No 4 Short notes (applied aspects)/ 4-5

FOUR

All four subparts related to six

integrated topics if subject is part
of integrated modules. However, if
a subject has less competencies in
integrated module than atleast 2
sub-parts from integrated modules.

Q No 5 Short notes / THREE 5-6

Q No 6 Short notes / FOUR 4-5

(one subpart of 5 marks from

AETCOM)

60
Annexure 10- Phase I Alignment

61
 Annexure 11- Phase 2 Alignment

Pathology Microbiology Pharmacology

1st month Gen. Path Gen. Micro, Communication and Gen. Pharm
Ethics(14 competencies)
2nd month Gen. Path Gen. Micro, Communication and Gen. Pharm
Ethics(14 competencies)
3rd month Inflammation Immunology and Immunological (ANS/PNS)
Immunology Disorders (8 competencies) NSAIDs
HIV
4th month Immunology Immunology and Immunological Immunosuppressants
Disorders CVS

CVS CVS & Bloodstream infections

(1.5 months)
1st Internal Assessment
th
5 month CVS CVS & Bloodstream infections CVS
Hematology (1.5 months) Blood
6th month Respiratory Respiratory System (2.5 weeks) Chemo
System (2-3 Tb
weeks)
7th month Respiratory Respiratory System
System CNS 1.5 weeks TB (7 hours)
CNS 2 hours
Kidney CNS 4weeks
2nd Internal Assessment
8th month Kidney Genito-urinary and STI 2 wks Chemotherapy
Genito-urinary 2 GIT
weeks Hepatobiliary
9th month GIT GIT GIT
Hepatobiliary Hepatobiliary
10th month Bone Musculoskeletal system, Skin Drugs on skin, ocular
Breast and Soft Tissue Infections Endocrine
Skin, eye, joints (2 weeks)
Endocrine Zoonotic & Miscellaneous
Infections (2 weeks)
HAI and Antimicrobial
Stewardship
Hospital Infection Control

3rd Internal Assessment/ Pre University

11th month Phase 2 University Exam

62
 Annexure 12-FAMILY ADOPTION PROGRAMME

CURRICULUM FOR FAMILY ADOPTION PROGRAMME (FAP)

The National Medical Commission (NMC) envisages the FAP as an opportunity for the
Institute(s) to discharge its social responsibility and as a critical platform to facilitate
Authentic learning of the under-graduate students to sensitize them with the real-life
challenges of working for the Universal health coverage (UHC). The FAP will present an
opportunity for the students to experience the health inequities and understand the social
factors contributing to it.

The FAP is expected to complement the other Competency-Based Medical Education

(CBME) reforms e.g., posting of interns in the public health facilities under the Compulsory
Rotating Medical Internship (CRMI) and the District Residency Program (DRP) for
producing socially-responsive competent Indian Medical Graduates who would contribute
for the cause of reducing inequities in health and society in the future. Institute(s) should
leverage collaboration and partnership with the community and the public health care
delivery system for effective implementation of the FAP so as to serve the larger purpose of
the CBME reforms in the country.

TARGETS TO BE ACHIEVED BY STUDENTS:

Phase 1:

1. Rapport building and connect with the families

2. Learning communication skills and inspire trust building amongst families
3. Understand the dynamics of community set-up of that region
4. Mobilize families for participation in Screening programs
5. Undertake detailed family study and prepare the family diagnosis to identify diseases/
ill-health/ malnutrition of allotted families/ risk factors / scope for health promotion
6. Formulate objectives to be achieved for each family

63
Phase 2:
1. Continue active involvement to become the first doctor /reference point of the
family by continued active interaction
2. Ensure follow-up of members from adopted families for vaccination, growth
monitoring and promotion, menstrual hygiene, IFA prophylaxis, health
lifestyle adoption, nutrition, vector control measures, compliance to
medications etc.
3. Work collaboratively with adopted families to achieve the formulated
objectives
4. Inform families about ongoing government sponsored health related programs
5. Ensure appropriate referral of family members considering their choice for
additional or annual screening at higher health facilities.

1. Work collaboratively with adopted families to achieve the formulated

Phase 3:
objectives
2. Observation of services delivered at the community level during Village
Health Nutrition Days (VHND), Community-based events (CBEs), Health
and Wellness Centres (HWC) camps under the different national health
program
3. Build understanding regarding work of frontline workers (ANM,
ASHA/USHA, AWW, MPW) through interaction
4. Build understanding around intersectoral action for health through Local self-
governing bodies, NGOs, SHGs etc for health promotion
5. Undertake short term action projects for improving health in the adopted
families or community
6. Analysis of their own involvement and impact on improving the health
conditions in the adopted families
Final visit to have last round of active interaction with families - prepare a report to be
submitted to department addressing:
1. Improvement in overall health of the family
2. Immunization

64
 3. Sanitation,
4. De-addiction
5. Whether healthy lifestyles like reading good books. Sports/yoga activities
have been inculcated in the house-holds
6. Improvement in anaemia, tuberculosis control
7. Health awareness
8. Any other issues
9. Role of the student in supporting family during illness / medical emergency
10. Social responsibility in the form of environment protection programme in
form of plantation drive (medicinal plants/trees) cleanliness and sanitation
drive with the initiative of the medical student

Phase wise competencies to be achieved through the FAP

65
66
67
68
 LOG BOOK FOR FAMILY ADOPTION PROGRAMME

(To be modified by the Institute as per their requirement)

Institute:

University:

Name of the Student:

Roll No: Batch:

Address of Community for FAP:

Number of Adopted Families:

Names of Head of Household of Adopted families:

Dates of Screening Camp:

Name of Faculty Guide/Mentor

Names of PGs/SRs Guide/Mentor

Names of Para-medical staff Guide/Mentor

69
Annexure 13

DRAFT GUIDELINES FOR MANPOWER REQUIREMENT FOR RESEARCH

FACILITIES IN A MEDICAL COLLEGE
Research labs may be under following categories:
1. Molecular lab
2. Stem cell research lab
3. Cytogenetics lab
4. HLA and tissue typing research lab
5. Integrative Research lab

Applied Clinical research for organ perfusion, cancer research, in vitro fertilization, etc. can
be under any of the above research facilities.
For integrative research lab, qualified faculty from Yoga/ Ayurvedic/ Siddha etc can also be
employed and man-power may be selected as per AYUSH guidelines.

MAN POWER
(1) Lab Director-post-1
Minimum Qualifications required:
MD Path/ MD Microbiology/ MD Transfusion Medicine/ MD Biochemistry/
Faculty with PhD/ MSc PhD may be taken if exceptional in research.
Lab work: 10 years experience
Lab research related publications- minimum 10 in last 10 years
(2) Lab Supervisor- post-1 (per research facility)
Minimum Qualifications required:
MD Path/ MD Microbiology/ MD Transfusion Medicine/ MD Biochemistry
Faculty with PhD (Medical subject) will be preferred
or MSc in life sciences with PhD from Medical college
Lab work: 7 years experience
Lab research related publications- minimum 5 in last 5 years

70
(3) Senior Scientific Research Officer- posts- 1 or more (per research facility)
Minimum Qualifications required:
PhD with MD Path/ MD Microbiology/ MD Transfusion Medicine/ MD Biochemistry /
PhD in medical college or MSc in life sciences with PhD from medical college
Lab work: 4years experience
Lab research related publications- minimum 3 in last 3 years
(4) Junior Research Officer-posts- 1 or more (per research facility)
Minimum Qualifications required:
MD Path/ MD Microbiology/ MD Transfusion Medicine/ MD Biochemistry or Diploma
in Clinical Pathology/ MSc in life sciences, PhD scholar/ Postdoc fellow
Diploma holder in any branch may pursue PhD if experience / research inclinations
proved for minimum of 1 year. They can be enrolled for integrated Master’s PhD course.

Lab work: 1 year experience

Lab research related publications- preferably 1 in last 2 years
(5) Laboratory Technicians- Posts- minimum 2
Minimum Qualifications required: BSc/ MSc, in life sciences including Biotechnology,
DMLT
(6) Data entry operator/ Clerk -1 (minimum)
Minimum Qualifications required:
Graduation

(7) Store keeper -1 (minimum)

Minimum Qualifications required: Graduate
Experience: 5 years
(8) Biostatistician- 1(minimum)-Asst Professor/ Above
Experience: 5 years
(9) Lab attendant
(10) Peon/ Multi-task worker
(11) Clinical Monitors-
Any MBBS or above with research inclination
(12) Social worker/ MSW with applied research
inclinations
71
 DISABILITY GUIDELINES
Modified guidelines for the academic year 2025-’26 onwards regarding admission of students

with ‘specified disabilities’ under the ‘Rights Of Persons With Disabilities Act 2016’ with respect
to admission in MBBS will be notified separately. Till further notice, the disability guidelines (page
numbers 96 to 98) stipulated under CBME Guidelines 2023 dated 1st August, 2023 shall be
applicable for the academic year 2024-’25.

72
 NATIONAL MEDICAL COMMISSION
COMPETENCY BASED UNDERGRADUATE CURRICULUM
FOR
THE INDIAN MEDICAL GRADUATE
Volume I-2024
1
COMPETENCY BASED UNDERGRADUATE CURRICULUM
FOR THE
INDIAN MEDICAL GRADUATE
2024
National Medical Commission
Pocket-14, Sector- 8, Dwarka
New Delhi 110 077
2
 FOREWORD
The National Medical Commission (NMC) was created on 24th September, 2020 by the Act of Parliament replacing the erstwhile Medical
Council of India and Board of Governors. The foundation for making of an Indian Medical Graduate (‘Doctor’) depends on building a sound base of
medical education. In the year 2019, a committed team appointed by erstwhile MCI revolutionized the age-old didactic teaching system in Indian
medical colleges by bringing in Competency Based Medical Education (CBME). This unique approach has raised the level of medical education with
respect to quality, versatility and horizontal- vertical alignment of all subjects. The mandate of NMC to see that the first line of health care leaders who
reach out to the common masses empathizing with the problems of the rural populace are being met with. The two-pronged approach of increasing the
quantity and improving the quality of medical education is being tackled with this approach.
Education has now become student-centric and patient-centric instead of pedagogic system. The first batch of students have now completed their
training under CBME implemented in 2019. It was a demand from actively involved academia to revisit the curriculum and modify it so as to keep
abreast at international level. Interim years of covid pandemic also were ‘a good teaching academy’ for all. Increasing influence of artificial intelligence
on student community, matched with rising cost of medical education and competitiveness, instead of accommodative, helping and balanced approach,
3
has led to increasing risk of losing social intelligence and humane approach amidst the emerging doctors. The risk of creating overqualified clerks looms
large on our medical system.
A national team of experienced as well as emerging empathetic and talented teachers engaged as full-time faculty in various medical institutions
were invited by the Undergraduate Education Board (UGMEB) of the NMC to invest their extra energy and hours to assess the curricula, examinations,
AETCOM, vertical and horizontal integration of various subjects and bring in modifications. Each subject had committee of five persons on an average,
from different parts of the country. Totally 93 experts have given their valuable time and energy in framing this new curriculum and all three volumes,
prepared by their predecessors in 2019. The hard work done by them was the base on which this edifice has further been refined.
We are sure that fraternity and students are going to have an educational journey that will be full of fun, knowledge and experience sharing.
UGMEB of the NMC acknowledges each and every one involved in the process, named and unsung heroes who have been the part of this exercise of
bringing the document to the readers.
Dr. Aruna V. Vanikar, President,
Dr. Vijayendra Kumar, Member,
UGMEB.
4
 Contents Volume I
S. No. Subject Legend Page No.
(1) How to use the Manual 8
(ii) Definitions used in the Manual 28
(iii) Subject wise Competencies
1. Anatomy AN 32
2. Physiology PY 74
3. Biochemistry BC 86
4. Pharmacology PH 98
5. Pathology PA 111
6. Microbiology MI 130
7. Forensic Medicine & Toxicology FM 140
(iv) List of contributing subject experts 160
5
 Contents Volume II
S. No. Subject Legend Page No.
(i) How to use the Manual 8
(ii) Definitions used in the Manual 28
(iii) Subject wise Competencies
1. Community Medicine CM 32
2. General Medicine GM 44
3. Paediatrics PE 92
4. Psychiatry PS 114
5. Dermatology, Venereology & Leprosy DE 118
(iv) List of contributing subject experts 125
6
 Contents Volume III
S. No. Subject Legend Page No.
(i) How to use the Manual 8
(ii) Definitions used in the Manual 28
(iii) Subject wise Competencies
1. General Surgery SU 32
2. Ophthalmology OP 44
3. Otorhinolaryngology EN 50
4. Obstetrics & Gynaecology OG 57
5. Orthopaedics’ OR 74
6. Anaesthesiology AS 82
7. Radiodiagnosis RT 87
(iv) List of contributing subject experts 91
7
 How to use the Manual
This Manual is intended for curriculum planners in an institution to design learning and assessment experiences for the MBBS student. Contents created by
subject experts have been curated to provide guidance for the curriculum planners, leaders and teachers in medical schools. The manual must be used with reference
to and in the context of the Regulations.
Section 1
Competencies for the Indian Medical Graduate
Section 1 - provides the Roles (global competencies) extracted from the Competency Based Medical Education (CBME) Guidelines, 2024. The global competencies
identified as defining the roles of the Indian Medical Graduate are the broad competencies that the learner must aspire to achieve, teachers and curriculum planners
must ensure that the learning experiences are aligned to this Manual.
Extract from the Competency Based Medical Education (CBME) Guidelines, 2024
2. Objectives of the Indian Graduate Medical Training Programme
The undergraduate medical education program is designed with a goal to create an "Indian Medical Graduate" (IMG) possessing r equisite knowledge, skills,
attitudes, values and responsiveness, so that she or he may function appropriately and effectively as a physician of first contact of the community while being globally
relevant. To achieve this, the following national and institutional goals for the learner of the Indian Medical Graduate training program are hereby advocated. The first
contact physician needs to be skilful to perform duties of primary care physician and have requisite skills for promotive, preventative, rehabilitative, palliative care &
referral services.
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2.1 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 profess ion to fulfill his social
obligations towards realization of this goal.
b. Learn key aspects of National policies on health and devote himself to its practical implementation.
c. Achieve competence in the 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 an exemplary citizen by observance of medical ethics and fulfilling social and professional obligations, so as to respond to national
aspirations.
2.2 Institutional Goals
In consonance with the national goals, each medical institution should evolve institutional goals to define the kind of train ed manpower (or professionals)
they intend to produce. The Indian Medical Graduates coming out of a medical institute should 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 primar y, secondary or tertiary levels,
using his/her clinical skills based on history, physical examination and relevant investigations.
a. Be competent for working in the health care team from Phase I MBBS to Compulsory rotatory medical internship (CRMI) in a gradual manner with
increasing complexity in an integrated multi-department involvement.
b. Be competent to practice preventive, promotive, curative, palliative and rehabilitativeꞏ medicine in respect to the commonly encountered health problems.
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c. Appreciate rationale for different therapeutic modalities; be familiar with the administration of the "essential medicines" and their common adverse effects.
d. Appreciate the socio-psychological, cultural, economic and environmental factors affecting health and develop humane attitude towards the patients in
discharging one's professional responsibilities.
e. Possess the attitude for continued self-learning and to seek further expertise or to pursue research in any chosen area of medicine, action research and
documentation skills.
f. Be familiar with the basic factors which are essential for the implementation of the National Health Programs 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 and advocacy;
vi. Indian Public Health Standards (IPHS) at various level of service delivery;
vii. Bio-medical waste disposal;
viii. Organizational and or institutional arrangements.
g. Acquire basic management skills in the area of human resources, materials and resource management related to health care delivery, general and
hospital management, principal inventory skills and counselling.
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 h. Be able to identify community health problems and learn to work to resolve these by designing, instituting corrective steps and evaluating outcome of
such measures with maximum community participation.
i. Be able to work as a leading partner in health care teams and acquire proficiency in communication skills.
j. Be competent to work in a variety of health care settings.
k. Have personal characteristics and attitudes required for professional life including personal integrity, sense of responsibility, dependability, and ability
to relate to or show concern for other individuals.
All efforts must be made to equip the medical graduates to acquire certifiable skills as given in comprehensive list of skills recommended as desirable for
Bachelor of Medicine and Bachelor of Surgery (MBBS) Indian Medical Graduate, as given in the Graduate Medical Education Regulations.
2.3 Goals for the Learner
In order to fulfil these goals, the Indian Medical Graduate must be able to function in the following roles appropriately and effectively:-
a. Clinician who understands and provides preventive, promotive, curative, palliative and holistic care with compassion.
b. Leader and member of the health care team and system with capabilities to collect, analyse, synthesize and communicate health data appropriately.
c. Communicate with patients, families, colleagues, community and community in a methodological and skillful way using various approaches in family
visits, family adoption program, clinic-social cases, clinical cases and AETCOM training programs.
d. Lifelong learner committed to continuous improvement of skills and knowledge.
e. Professional, who is committed to excellence, is ethical, responsive and accountable to patients, community, profession, and society. Training of
humanities and social sciences will be useful for this training.
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3. 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 activity in
real life situations. In order to effectively fulfil the roles, the Indian Medical Graduate would have obtained the following set of competencies at the time of graduation:
3.1 Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care with compassion.
3.1.1 Demonstrate knowledge of normal human structure, function and development from a molecular, cellular, biological, clinical, behavioral and social
perspective.
3.1.2 Demonstrate knowledge of abnormal human structure, function and development from a molecular, cellular, biological, clinical, behavioral and
social perspective.
3.1.3 Demonstrate knowledge of medico-legal, societal, ethical and humanitarian principles that influence healthcare.
3.1.4 Demonstrate knowledge of national and regional health care policies including the National Health Mission that incorporates N ational 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.
3.1.5 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.
3.1.6 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.
3.1.7 Demonstrate ability to perform a physical examination that is complete and relevant to disease identification, disease prevention and health promotion.
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3.1.8 Demonstrate ability to perform a physical examination that is contextual to gender, social and economic status, patient preferences and values.
3.1.9 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.
3.1.10 Maintain accurate, clear and appropriate record of the patient in conformation with legal and administrative frameworks.
3.1.11 Demonstrate ability to choose the appropriate diagnostic tests and interpret these tests based on scientific validity, cost effectiveness and clinical
context.
3.1.12 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:
a. Disease prevention,
b. Health promotion and cure,
c. Pain and distress alleviation, and
d. Rehabilitation and palliation.
3.1.13 Demonstrate ability to provide a continuum of care at the primary (including home care) and/or secondary level that addresses chronicity, mental
and physical disability,
3.1.14 Demonstrate ability to appropriately identify and refer patients who may requireꞏ specialized or advanced tertiary care.
3.1.15 Demonstrate familiarity with basic, clinical and translational research as it applies to the care of the patient.
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3.2 Leader and member of the health care team and system
3.2.1 Work effectively and appropriately with colleagues in an inter-professional health care team respecting diversity of roles, responsibilities and
competencies of other professionals.
3.2.2 Recognize and function effectively, responsibly and appropriately as a health care team leader in primary and secondary health care settings.
3.2.3 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.
3.2.4 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, analyse and utilize health data.
3.2.5 Participate appropriately and effectively in measures that will advance quality of health care and patient safety within the health care system.
3.2.6 Recognize and advocate health promotion, disease prevention and health care quality improvement through prevention and early recognition: in a)
life style diseases and b) cancer, in collaboration with other members of the health care team.
3.3 Communicator with patients, families, colleagues and community
3.3.1 Demonstrate ability to communicate adequately, sensitively, effectively and respectfully with patients, families, colleagues and community in a
language that patients, families, colleagues and community understands and in a manner that will improve patient patients, families, colleagues and
community satisfaction and health care outcomes.
3.3.2 Demonstrate ability to establish professional relationships with patients, families, colleagues and community that are positive, understanding, humane,
ethical, empathetic, and trustworthy.
3.3.3 Demonstrate ability to communicate with patients, families, colleagues and community in a manner respectful of patient’s preferences, values, pri or
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 experience, beliefs, confidentiality and privacy.
3.3.4 Demonstrate ability to communicate with patients, colleagues and families in a manner that encourages participation and shared decision- making
and overcoming hesitancy towards health initiatives.
3.4 Lifelong learner committed to continuous improvement of skills and knowledge
3.4.1 Demonstrate ability to perform an objective self-assessment of knowledge and skills, continue learning, refine existing skills and acquire new skills.
3.4.2 Demonstrate ability to apply newly gained knowledge or skills to the care of the patient.
3.4.3 Demonstrate ability to introspect and utilize experiences, to enhance personal and professional growth and learning.
3.4.4 Demonstrate ability to search (including through electronic means), and critically re- evaluate the medical literature and apply the information in the
care of the patient.
3.4.5 Be able to identify and select an appropriate career pathway that is professionally rewarding and personally fulfilling.
3.5 Professional who is committed to excellence, is ethical, responsive and accountable to patients, the profession and community.
3.5.1 Practice selflessness, integrity, responsibility, accountability and respect.
3.5.2 Respect and maintain professional boundaries between patients, colleagues and society.
3.5.3 Demonstrate ability to recognize and manage ethical and professional conflicts.
3.5.4 Abide by prescribed ethical and legal codes of conduct and practice.
3.5.5 Demonstrate commitment to the growth of the medical profession as a whole.
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 Section 2
Subject-wise competencies
Section 2 contains subject-wise competencies that must be achieved at the end of instruction in that subject. These are organised in tables.
Competencies (Outcomes) in each subject are grouped according to topics number-wise. It is important to review the individual competencies in the light of the topic
outcomes as a whole. For each competency outlined - the learning domains (Knowledge, Skill, Attitude, and Communication) are identified. The expected level of
achievement in that subject is identified as – [knows (K), knows how (KH), shows how (SH), perform (P)]. As a rule, ‘perform’ indicates independent performance
without supervision and is required rarely in the pre-internship period. The competency is a core (Y - must achieve) or a non-core (N - desirable) outcome. Suggested
learning and assessment methods (these are suggestions) and explanation of the terms used are given under the section “definitions used in this document”. The
suggested number of times a skill must be performed independently for certification in the learner’s log book is also given.
The number of topics and competencies in each subject are given below:
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 Topics and competencies in Phase 1 & Phase 2 subjects (Volume I)
Sr. No. Subjects Number of topics Number of
competencies
1. Anatomy 82 413
2. Physiology 12 136
3. Biochemistry 14 84
4. Pharmacology 10 92
5. Pathology 35 182
6. Microbiology 11 74
7. Forensic Medicine 14 158
Total 178 1139
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 Topics competencies in Medicine and Allied subjects (Volume II)
Sr. No. Subjects Number of topics Number of competencies
1. Community Medicine 20 136
2. General Medicine 29 525
3. Paediatrics 35 406
4. Psychiatry 13 17
5. Dermatology, Venereology & Leprosy 15 48
Total 112 1132
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 Topics and competencies in Surgery and Allied subjects (Volume III)
Sr. No. Subjects Number of topics Number of competencies
1. General Surgery 30 133
2. Ophthalmology 10 60
3. Otorhinolaryngology 04 63
4. Obstetrics & Gynaecology 38 141
5. Orthopaedics’ 14 40
6. Anaesthesiology 11 52
7. Radiodiagnosis 07 21
Total 114 510
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Understanding the competencies table
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 Understanding the competencies table
Assessment
Learning Method
Physiology
Describe the structure and
PY1.1 functions of a K KH Y
Elicit document and Bed Side clinic,
present a medical history S 3
IM 4.10 SH Y DOAP
that helps delineate the observation
Description of competency Identifies if the
competency is core or
desirable
Y indicates Core;
N-non-core
. Unique number of the competency Identifies the domain Number of times a
Skill needs to be done
LGT-Large group teaching; SGT-Small group teaching; OSCE-Objective structured clinical examination; P- indicate how many competencies/competencies must be done independently under
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observation for Certification. *Numbers given are for illustrative purposes only and should not be compared with the same in curriculum documents
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Deriving learning objectives from competencies
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24
Deriving learning methods from competencies
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26
Deriving assessment methods from competencies
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 Definitions used in the Manual
1. Goal: A projected state of affairs that a person or system plans to achieve. In other words: Where do you want to go? or What do you want to become?
2. Competency: The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for
the benefit of the individual and community being served. In other words: What should you have? or What should have changed?
3. Objective: Statement of what a learner should be able to do at the end of a specific learning experience. In other words: What the Indian Medical Graduate should know,
do, or behave.
Action Verbs used in this manual
Knowledge Skill Attitude/communicate
Enumerate Identify Counsel
List Demonstrate Inform
Describe Perform under supervision Demonstrate understanding of
Discuss Perform independently Communicate
Differentiate Document
Define Present
Classify Record
Choose Elicit
Interpret
Report
Note: Specified essential competencies only will be required to be performed independently at the end of the final year MBBS.
1. The word ‘perform’ or ‘do’ is used ONLY if the task has to be done on patients or in laboratory practical in the pre/para- clinical phases.
2. Most tasks that require performance during undergraduate years will be performed under supervision.
3. If a certification to perform independently has been done, then the number of times the task has to be performed under supervision will be
indicated in the last column.
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 Explanation of terms used in this manual
LGT (LGT) Any instructional large group method including interactive lecture
Any instructional method involving small groups of students in an appropriate
SGT (SGT)
learning context
DOAP (Demonstration-Observation - Assistance- A practical session that allows the student to observe a demonstration, assist the performer, perform in a
Performance) simulated environment, perform under supervision or perform independently
Skill assessment/ Direct observation A session that assesses the skill of the student including those in the practical laboratory, skills lab,
skills station that uses mannequins/ paper case/simulated patients/real patients as the context demands
DOPS (Directly observed procedural skills) DOPS is a method of assessment for assessing competency of the students in which the examiner
directly observes the student performing procedure
Core A competency that is necessary in order to complete the requirements of the subject (traditional must know)
Non-Core A competency that is optional in order to complete the requirements of the subject (traditional nice (good) to
know/ desirable to know)
National Guidelines Health programs as relevant to the competency that are part of the National Health Program
Domains of learning
K Knowledge
S Skill
A Attitude
C Communication
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 Levels of competency
K Knows A knowledge attribute - Usually enumerates or describes
KH Knows how A higher level of knowledge - is able to discuss or analyze
SH Shows how A skill attribute: is able to interpret/ demonstrate a complex procedure requiring thought, knowledge
and behavior
P Performs (under Mastery for the level of competence - When done independently under supervision a pre-specified
supervision or number of times - certification or capacity to perform independently results
independently)
Note:
1. In the table of competency - the highest level of competency acquired is specified and implies that the lower levels have been acquired already. Therefore,
when a student is able to SH - Show how - an informed consent is obtained - it is presumed that the preceding steps - the knowledge, the analytical skills, the
skill of communicating have all been obtained.
2. It may also be noted that attainment of the highest level of competency may be obtained through steps spread over several subjects or phases and not
necessarily in the subject or the phase in which the competency has been identified
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 Volume I
Competency based Undergraduate Curriculum
in
Phase 1 & Phase 2 subjects
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