MBBS

Year-I

Revised Curriculum 2024

(Version-IV)

National University of Medical Sciences

Pakistan
 LIST OF CONTRIBUTORS

S. No Name Designation
NUMS Academics Directorate
1. Brig Dilshad Ahmed Khan, SI(M), (Retd) Director Academics, NUMS
2. Dr. Asma Rashid Assistant Director Academics, NUMS
Anatomy
3. Brig Shabnam Hamid Professor of Anatomy/ HoD, AM College
Dr. Wajid Hussain Barki Professor of Anatomy/ HoD/ Principal, CIMS
4.
Multan
5. Dr. Asma Hafeez Professor of Anatomy/ HoD, HITEC-IMS
6. Dr. Zubia Athar Professor of Anatomy/ HoD, WMC
7. Dr. Muhammad Irfan Qadir Professor of Anatomy/ HoD, CKMC
8. Dr. Ansa Rabia Professor of Anatomy/ HoD, CMH Lahore
9. Dr. Ghulam Mujtaba Professor of Anatomy/ HoD, KIMS
10. Dr. Ch Khalid Faheem Yasin Professor of Anatomy, CIMS BWP
11. Dr. Tayyaba Mahmud Assistant Professor Anatomy, CMH LMC
12. Dr. Khalida Moeed Associate Professor Anatomy, QIMS
Physiology
13. Brig Umbreen Ahmed Professor of Physiology/ HoD, AM College
14. Dr. Zafar H. Tanveer Professor of Physiology/ HoD/ Principal, QIMS
15. Dr. Zubia Razzaq Professor of Physiology/ HoD, HITEC-IMS
16. Dr. Ambreen Tauseef Professor of Physiology/ HoD, CMH Lahore
17. Dr. Sumera Gul Professor of Physiology/ HoD, WMC
18. Dr. M. Adnan Kanpurwala Professor of Physiology/ HoD, KIMS
19. Dr. Rozina Nooreen Professor of Physiology/ HoD, CIMS Multan
20. Dr. Shoaib Bin Aleem Professor of Physiology/HoD, CIMS Bahawalpur
21. Dr. Summyah Niazi Associate Professor of Physiology, QIMS
22. Dr. Ahmed Murtaz Khalid Assistant Professor of Physiology, CKMC
23. Dr. Jawaria Ilyas Assistant professor of Physiology, CMH LMC
Biochemistry
24. Brig Amir Rashid Professor of Biochemistry/ HoD, AM College
25. Dr. Aleem Ul Haq Khan Professor of Biochemistry / HoD, CKMC
26. Dr. Shahid Rauf Professor of Biochemistry/ HoD, HITEC-IMS
27. Dr. Syed Imran Ali Shah Professor of Biochemistry/ HoD, CMH Lahore
28. Dr. Muhammad Javad Yousaf Professor of Biochemistry/ HoD, CIMS Multan
29. Dr. Masoom Kasi Professor of Biochemistry/ HoD, QIMS
30. Dr. Syed Touqeer Abbas Professor of Biochemistry, WMC
31. Dr. Shaheena Professor of Biochemistry, KIMS
Medicine
32. Dr. Muzamil Jamil Professor of Medicine/ HoD, WMC

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 Surgery
33. Dr. Muhammad Naeem Ashraf Professor of Surgery, WMC
ENT
34. Dr. Ayub Ahmad Khan Professor of ENT/ HoD, CMH Lahore
Medical Education
35. Brig Khadija Qamar Professor of Anatomy/ Director DME, AM College
36. Dr. Adeela Bashir Assistant Professor of HPE, NUMS NDHPE
37. Dr. Khizar Ansar Malik Assistant Professor of DME, CMH LMC
38. Dr. Tooba Masood Assistant Director of DME, QIMS

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1. Preamble
Integration has been accepted as an important educational strategy in medical education.
NUMS believes in continuous curriculum revision through regular reviews and feedback of
stakeholders. This curriculum has been updated with Correlation as a minimum level of
integration in MBBS. This curriculum is outcome based, patient centered, community
relevant, promotes health and prevents disease. It has been revised by the faculty of basic
and clinical sciences from constituent/affiliated colleges in collaboration with NUMS
Academic Directorate and NUMS department of Health Professions Education.

2. Curriculum perspective
NUMS curriculum is evolved taking into consideration constructivist and behaviorist with
some element of cognitivist approach. It allows students to construct their own knowledge
based on what they already know and to use that knowledge in purposeful activities requiring
decision making, problem solving, and judgments.

3. Level of integration
NUMS will follow Correlation i.e level 7 of Harden’s level of Integration in first four years. The
emphasis remains on disciplines or subjects with subject-based courses taking up most of the
curriculum time. Within this framework, an integrated teaching session or course is
introduced in addition to the subject-based teaching. This session brings together areas of
interest common to each of the subjects. Though the teaching is discipline based, topics are
correlated and taught with clinical context for better understanding and application of
concepts. However clinical teaching increases gradually with advancing years. MBBS Year V is
for clerkships
4. Curricular organization and structure
a. NUMS MBBS curriculum in the first three years shall be delivered in a System Based
Modular Format with clinical relevance. However, in year III, students shall get clinical
exposure through rotations in the wards and OPDs and in Year IV & V through clerkships
b. There will be three blocks in year I, each will have modules, duration of which depends
upon the number and complexity of the objectives to be achieved in that module
c. The curriculum will be delivered by modular teams of multidisciplinary basic science
faculty and relevant clinical faculty.
d. The planning and delivery will be coordinated by year coordinators who will guide module
coordinators of their respective years for efficient implementation

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 e. Modular Coordinator will be responsible for teaching and assessment during each
module. S/he will be appointed by HoDs in coordination with HPE team
f. Clinical Coordinator will be responsible for placement, teaching and assessment during
clinical rotations
g. All NUMS colleges will provide study guides of each module to the students
1) To attain the integration in MBBS program, teaching shall be done in three spirals
Basis of Medicine (Spiral I -Years I & II): The syllabus will be integrated horizontally
around systems of the body in which Anatomy, Physiology and Biochemistry will be
taught with clinical relevance. Additional chunks of content will be added in a module
that exactly does not fit in the central theme of the module.
2) Longitudinal themes (English, Clinical Photography & videography and Research
Methodology & EBM) are an integral part of year I. However, assessment of these
subjects will be the responsibility of institute itself
3) Islamiat and Pakistan Studies will be assessed by the University in second professional
exam
4) Apart from attending daily scheduled sessions, students should engage in self-
directed learning to achieve the desired objectives
5) Professional Exams will be block wise. There will be three papers, one paper for each
block
5. Competencies The focus of this curriculum is on the roles of a general physician as identified
by PMC. These are skillful, knowledgeable, community health promoter, critical thinker,
professional and role model, researcher and leader. Competencies focused in year I and II
are: -
a. Medical Knowledge
b. Procedural skills
c. Problem solving
d. Communication skills
e. Professionalism
f. Research
6. Outcomes
By the end of years, I & II, students should be able to:
a. Correlate the developmental and anatomical knowledge of different organ systems of
human body to their physiological and biochemical basis

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 b. Communicate clearly and effectively.
c. Apply theory of clinical photography and videography to practice in simulated & clinical
settings.
d. Discuss the basic principles of research
7. Academic calendar Year I
Blocks I II III
(02+13+01= 16 weeks) (09+01= 10 weeks) (09+ 03= 12 weeks)
(38 wks) 02 03 06 04 1 09 1 04 05 03

Modules Introduction Foundation -I MSK – I Haematology- I E Cardiovascular E Respiratory MSK – II Pre annual
to Medicine O System - I O system - I
B B

Integration: Anatomy, Physiology, Biochemistry, relevant clinical disciplines

Across the year : HEC General Courses, Research Methodology and Islamiat

8. Contact Hours Distribution Year-I

SUBJECTS CONTACT HOURS

Anatomy 250

Physiology 225

Biochemistry 125

Medicine & Allied 50

Surgery & Allied 50

Basic of Radiology 25

Research Methodology & EBM 10

Total Hours 735

Generic Competencies

Islamiyat 25

Quran Kareem 25

Expository writing 25

Computer skills 25

Leadership and Management 05

Professionalism 05

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Co- curricular activities/sports 40

Elective courses(select any one)

Clinical Photography & Videography 25

Strategies for Enhanced and Advanced Learning 25

Total Hours 175

GRAND TOTAL 910

9. Educational Strategies (These are proposed, but institutes can use other evidence-based
teaching methodologies that suit their context)
a. Interactive Lectures
b. Small group discussion
c. Lab practical
d. Skill lab
e. Problem based learning/ Case based learning
f. Tutorials
g. Integrated sessions using any of the above strategies
h. Self-directed learning (SDL) and directed self-learning (DSL)

10. Resources. To be filled in by the institute

a. Faculty
b. Facilities
c. Administration for Course
d. Administrative structure
e. Communication with students
11. Internal Assessment
 Formative assessment (low stake) is at faculty discretion like mid module test and other
class tests.
 There will be two end of blocks and one pre-annual examination in year I, which
contributes towards the weighting of internal assessment i.e 20% in first professional
MBBS Examination. There will be no 3rd EOB exam.
 Weightage of all exams in internal assessment is attached as Annex-A
12. Annual Professional Examination (80% weightage)
 The University will take the first professional Examination at the end of the academic year.
 There will be three papers (block wise) of 150 marks each, with MCQs and SEQs/SAQs in
70: 30 ratios.
 Each theory paper has three sections of Anatomy, Physiology and Biochemistry with total
40 Marks of each subject in each paper.
 There will be 3 x Integrated Practical Exam and structured viva block wise of 150 Marks
each. Rotation Plan is attached as Annex-B

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  English and Elective course will be assessed by the institute itself. Pass marks will be 50%.
However, the institute will provide the result of assessment to Controller of Examination
 It is mandatory to secure min. 50% marks in each subject in prof papers (I,II & III) in theory
and practical separately
 Supplementary Exams – student will repeat the block-wise paper in which he/she secures
less than 50% Marks (both theory & Practical) in any section.
13. Evaluation of the Course. To be filled in by the institute.
a. The major goals of the evaluation are to monitor quality of and improve curriculum
b. Student portfolio shall be maintained in the departments in which students will give their
feedback either by name or anonymously. Feedback may be taken at the end of module,
online and informal student feedback during the running module
c. Faculty suggestions if any, for improvement of curriculum and teaching may be
incorporated in the next session
14. Implementation of curriculum
a. The university will give academic calendar, block wise distribution of modules, learning
outcomes, table of specifications and assessment policy
b. Implementation of curriculum including time table, distribution of content across the
whole years and rotations plan is upon the discretion of the medical college/institute
c. Early clinical exposure may be achieved by allocating hours to skill labs, Medicine &
Surgery ward visits in each module or patient may be brought before the students as per
the decision of institute

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 MBBS YEAR I

BLOCK I

MODULE I

Introduction to Medicine

Duration: 02 weeks

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Introduction
A medical doctor is expected to understand and uphold the values and principles of medical profession, along
with practical aspects of clinical practice and patient care. The MBBS program therefor, shall focus on
developing the knowledge, skills, and attitudes required to become a competent and ethical healthcare
professional, with a strong sense of professional identity and commitment to lifelong learning
Entrants in medical colleges came from diverse background and these students may face maladjustment. It
is therefore necessary to develop and implement students’ orientation program at the entry level of MBBS
program to acclimatize them to campus environment, familiarize with teaching programs, help adapt to the
academic challenges as they move from high school into undergraduate programs.
This module would help students coming from a very different learning environment to cope with the vast
body of knowledge and skills that are required in the dynamic and rapidly changing health-care system.

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 Learning outcomes Learning Objectives/ Content Instructional Assessment tool
strategies
At the end of this module, students will be able to:
Recognize the history and  Recognize the importance of Lecture
importance of medicine as a Medicine in human life
-
profession.  Understand the evolution of
modern medicine
Recognize the role of different Comprehend different medical Lecture
disciplines in studying the disciplines, departments and faculty -
human body
Acknowledge the Comprehend the basic concepts of Lecture
interdisciplinary nature of Physiology, Anatomy, Biochemistry -
medical education and practice and clinical subjects
Develop a sense of professional Identify themselves as a part of new White coat Self-assessment
identity. community of practice ceremony through feedback
proformas
Relate the personal experiences and Small Group Formative
their impact on personal and Discussion/
professional identity formation Concept Map
Analyze the importance of Apply the ethical boundaries of Small Group Formative
ethics and professionalism in conduct as a student Discussion
medicine Comprehend the importance of Small Group Formative
professionalism for medical doctor Discussion
Enhance their English language  Improve communication skills in Small Group Essay/
skills English, with a specific focus on Discussion Assignments
medical terminology and effective
patient-doctor interactions.
 Exhibit a more comprehensive
command of the English language
to facilitate clear and accurate
medical communication.
Appreciate the significance of  Cultivate an understanding of Small Group Formative
green initiatives in healthcare sustainability and environmental Discussion
and identify ways to contribute consciousness in the context of
to sustainability. healthcare.
 Recognize and promote eco-
friendly practices in medical
settings, such as reducing waste,
conserving resources, and
minimizing the carbon footprint.

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 MBBS YEAR I

BLOCK I

MODULE II

Foundation I

Duration: 03 weeks

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 Integration of Disciplines

General
Anatomy Physiology Biochemistry Medicine Surgery
Courses

MODULE PLANNING COMMITTEE

Module Coordinator
To be filled by the institutes
Members

Preamble
This module comprises of three weeks with a separate theme for almost each week. Aim is to enhance learning
around key basic foundation areas.. Apart from attending daily scheduled sessions, students should engage in
self-directed learning to achieve the desired objectives
Learning outcomes
At the end of these three weeks, student will be able to relate the embryological, histomorphological
knowledge of cell to its physiological and biochemical basis and appraise the clinical aspect related to
dysfunctions in the cell

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 ANATOMY
Topic/ Learning outcomes Learning Objectives/Contents Instructional Assessment
Theme strategies tool

Introduction Use the general  Demonstrate the anatomical LGIS Formative-

anatomical terms in position. classroom
describing the structure  Name various planes of the assessment-
of different parts of body. Oral
body  Define the terms of position, questioning
movement, and laterality.

General Histology
Learning outcomes Learning Objectives/Contents Instructional Assessment
Topic/ Theme
By the end of this module, students will be able to: strategies tool
Cell  Correlate Knowledge: LGIS MCQs/ SEQs/
microscopic  List various cell organelles SAQs/ OSPE/
structure of along with their functions VIVA
cytoskeleton with  Explain the structure and
variation in cellular functions of various
modifications components of cytoskeleton.
Epithelial Knowledge: LGIS/ MCQs/ SEQs/
tissue  Define epithelium Practical SAQs/ OSPE/
 Correlate the  Classify epithelium with VIVA
microstructure of examples of each type
various types of  Classify Glands with examples.
epithelia with their  Define polarity
functions and  Differentiate among various
dysfunctions epithelial cells
 List the structural modifications
of apical, lateral and basal
domains of the cell.
 Classify the apical modifications
according to motility
 Name the component of
cytoskeleton contributing in
each apical modification
 Define metaplasia and
correlate it with its clinical
importance.
 Classify various types of cell
junctions according to

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 functions, providing examples
of each.
Skill:
 Identify the histological
features of different types of
epithelia under light
microscope
 Illustrate different types of
epithelia and write two points
of identification of each
 Compare the histological
features of serous and mucus
acini under light microscope.
Microscope Operate a microscope  Identify the parts of microscope Practical Formative-
handling correctly according to Demonstrate working of classroom
standard operating microscope with focusing of slides assessment-
procedures at different magnifications Oral
questioning
Practicals:
 All types of simple epithelia
 All types of stratified epithelia
 Glands
General Embryology
Gametogenes Describe gametogenesis  Explain the sequence of events LGIS MCQs/ SEQs/
is and numerical and of mitosis and meiosis with the SAQs/ OSPE/
structural chromosomal help of illustrations and models. VIVA
abnormalities that  Elucidate the morphological
result from aberrations changes in male and female
in this process. gametes during their
maturation
 Define the following terms in
relation to spermatogenesis
and oogenesis:
o Haploid
o Diploid
o Euploid
o Aneuploid
o Triploid
o Polyploid
o Nondisjunction
o Monosomy
o Trisomy
o Mosaicism
o Translocation

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Chromosomal Explain the  List numerical and structural
aberrations embryological basis of chromosomal disorders
common numerical and  Explain the embryological basis
structural chromosomal and clinical presentation of
aberrations following syndromes:
 Down’s
 Kleinfelter
 Turner
 Angelman
 Pradar Willi
 Cri du chat
Ovulation,  Elucidate the Knowledge LGIS MCQs/ SEQs/
Fertilization, embryological • Correlate the menstrual and SAQs/ OSPE/
development phenomena related ovarian cycles with each other VIVA
1st week to normal and • Describe the process of
abnormal processes ovulation
of ovulation, • Define corpus luteum and
fertilization, and corpus albicans
implantation • Define fertilization.
• Describe and illustrate the
steps, and outcomes of
fertilization
• Describe the basic principles
behind various techniques of in
vitro fertilization
• Describe the process of
implantation.
• List the sites of abnormal
implantation and describe their
clinical significance.
• Define cleavage, morula,
blastula
Identify the various phases of
development on the given
model.

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 PHYSIOLOGY
LEARNING
LEARNING OBJECTIVES INSTRUCTIONAL ASSESSMENT
TOPIC/THEME OUTCOMES
By the end of the session, student should be able to; STRATEGIES TOOLS

CELL & GENETICS

Homeostasis-I Appreciate the role of KNOWLEDGE  Lectures  MCQ

homeostatic feedback
mechanisms in  Discuss the functional  SAQ/SEQ
maintaining the organization of human body.
 Structured
functional  Describe the parameters
viva
organization of the needed for the control of the
Human Body and ‘internal environment’.
Control of the  Differentiate between the
"Internal intracellular and extracellular
Environment" fluid compartments.
 List the typical value and
normal range for plasma Na+,
K+, H+(pH), HCO3-, Cl-, Ca2+,
and glucose, and the typical
intracellular pH and
concentrations of Na+, K+, Cl-,
Ca2+, and HCO3-.
Homeostasis-II KNOWLEDGE
 Explain Homeostasis and the
factors which are regulated
through homeostasis
 Recognize the interplay of
various organ systems in
maintaining homeostasis
 Compare and contrast
positive, negative and feed
forward feedback
mechanisms as the control
systems of the body.
 Narrate examples of each
feedback control system.
 Discuss the outcomes of
failure fo the feedback
control system of
homeostasis

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Cell membrane Relate the structure of KNOWLEDGE  Lectures  MCQ
cell and its various  Describe the composition of a
components to  Tutorial  SAQ/SEQ
human cell membrane.
metabolic processes  Diagram its cross section, and  Structured
and locomotion explain how the distribution viva
of phospholipids and proteins
influences the membrane
permeability of ions,
hydrophilic and hydrophobic
compounds.
 Enlist the various functions of
integral and peripheral
proteins in the cell
membrane.
Cell Organelle – I KNOWLEDGE
 Differentiate membranous
organelles from non-
membranous organelles.
 Restate the structure &
function of nucleus, nuclear
membrane, Chromatin &
Chromosomes, Nucleoplasm
& Nucleolus.
 Compare the structure &
function of smooth
endoplasmic reticulum & RER.
 Appreciate the importance of
Golgi apparatus in packaging
and storage of newly formed
proteins.
 Discuss the structure &
functions of vaults.
 Discuss the synthesis, types &
functions of ribosomes.
Cell Organelle – II KNOWLEDGE
 Summarize the structure &
functions of secretory
vesicles.
 Discuss the physiological
anatomy of mitochondria &
discuss its functions in special
relation to energy synthesis.
 Compare and contrast the
functions of lysosomes &
peroxisomes.

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Cytoskeleton & KNOWLEDGE
Locomotion of  Discuss the structure &
cells function of cell cytoskeleton
(microtubules,
microfilaments &
intermediate filaments).
 Recall movements of cells
(amoeboid, ciliary & flagellar
movements).
Transport of Micro Differentiate the KNOWLEDGE  Lectures  MCQ
molecules different type of  Classify various modes of
transport mechanism  CBL  SAQ/SEQ
transport of substances
across the cell across the cell-membrane.  Structured
membrane for the  Compare and contrast viva
movement of micro & amongst the processes of
macromolecules. osmosis, diffusion &
facilitated diffusion
(transport of micro
molecules).
Transport of KNOWLEDGE
Macromolecules  Compare and contrast the
process of exocytosis &
endocytosis (transport of
macromolecules)
Primary active Differentiate the KNOWLEDGE  Lectures  MCQ
transport different type of  Explain the process of primary
transport mechanism active transport with examples.  CBL  SAQ/SEQ
across the cell  Give an account on the  Structured
membrane for the structure, working and viva
movement of micro & important functions of Na+ / K+
macromolecules pump.
 Enlist other active transport
pumps present in human body
e.g. sarcoplasmic reticulum Ca2+
pump, and gastric H+ pump
Secondary active KNOWLEDGE
transport  Grasp concept of Secondary
active transport.
 Differentiate co-transport &
counter-transport with
examples.
 Describe how energy from ATP
hydrolysis is used to transport
ions such as Na+, K+, Ca2+, and
H+ against their electrochemical
differences (e.g., via the Na+ /
K+ pump,).

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Genetic control of KNOWLEDGE
cell function  Comprehend Genetic control
of cell functions and cell
division
 Compare & contrast apoptosis
& necrosis.
 Explain the pathophysiology of
cancer and aging
Practicals Study Neubauer’s SKILLS Practical OSPE
chamber in detail  Identify different parts of the Demonstration Structured viva
using compound compound/binocular
Microscope microscope.
judiciously  Carefully handle the
microscope, and set its
coarse and fine adjustments
and magnifications using
different lenses.
 Identify the counting
chambers and dimensions of
different squares on the
counting grid and recall the
principle of hemocytometry.
 Focus the counting grid for
RBC and WBC counting under
low and high magnification
 Analyze the role of diluting
fluids and their composition
in hemocytometry.
 Count the cells on the slide
using Thomas rule in RBCs
counting squares of
Neubauer’s chamber.
ATTITUDE:
 Practice the art of handling
equipment carefully and
experimenting with taking
relevant precautions
Determine RBC SKILLS Practical OSPE
count by using  Estimate the red blood cell Structured
Neubauer’s chamber count by taking blood in RBC viva
pipette and diluting it with
Hayem’s fluid
 Apply the method of charging
Neubauer’s chamber.

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  Count the cells on the slide
using Thomas’s rule, in the
WBCs counting squares of
Neubauer’s chamber.
ATTITUDE:
 Practice the art of taking
consent from the subject
before performance.
 Demonstrate the art of
explaining the procedure
effectively to the patient.
 Use aseptic technique to
prick and draw blood for the
procedure.

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 Biochemistry
Instructional Assessment
Topic/ Theme Learning Learning Objectives/Contents strategies Tool
outcomes
Cell Structure Apprehend the  Identify the basic elements of Lectures/SGD
MCQ
& Function basic concepts of biochemistry subject & the Human
SAQ/SEQ
Biochemistry & Genome Project
biomolecules  List various Biomolecules
 Identify methods for separating
biomolecules
 Identify methods for determining
biomolecular structures

Differentiate  Recognize various cytological

between techniques
biochemical - Centrifugation
bases of various - Ultracentrifugation
cytological - Differential Centrifugation
techniques  Compare biochemical bases of
Recognize the various cytological techniques
biochemical basis
of cytological
techniques
Appraise role of  List various cell biomarkers
cell biomarkers  Apply biochemical functions of
biomarkers in clinical context

Differentiate  Describe biochemical composition of

between the a cell membrane
biochemical  Compare the biochemical
aspects of
significance of different types of
various cell
membranes membranes
- RBCs
- Mitochondria, Nucleus, ER, Golgi
apparatus etc
Correlate the  Explain biochemical composition,
biochemical functions and associated disorders of
aspects of cell various cell organelles
organelles with - Nucleus (Replication &
their associated Transcription)
disorders- I - Ribosomes (Translation)

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 - Peroxisomes (FA metabolism,
antioxidant functions, signaling)
Correlate the Discuss biochemical composition,
biochemical functions and associated disorders of
aspects of cell various cell organelles
organelles with - Mitochondria (ETC, TCA, β oxidation of
their associated FA)
disorders- II - Golgi Apparatus (post translational
modification, Metabolism of FA)
- Endoplasmic Reticulum (FA synthesis,
transport of various secretory vesicles)
- Lysosomes (degradation of glycogen and
fat)
Discuss the  Describe the chemistry of cell surface
biochemical receptors and related signaling
processes of mechanism
signal
 Elaborate the role of signal
transduction
transduction in health anddisease
and its role in
- Cholera
health and
disease- I - Pertussis

Discuss the  Describe the chemistry of intra cellular

biochemical receptors and related signaling
processes of mechanism
signal
 Elaborate the role of signal
transduction
transduction in health anddisease
and its role in
health and
disease - II
Differentiat  Compare biochemical bases of various
e between membrane transport mechanisms
the - GLUTs
biochemical - SGLT
bases of - Carnitine shuttle
various - H/K ATPase pump
specialized - Cl ion channels (Cystic fibrosis)
cellular - Malate shuttle
transport - Receptor mediated endocytosis
mechanisms - Aquaporins
- ATP sensitive K Channel

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Practicals Demonstrate the  Introduction to use of Practical OSPE
appropriate use of laboratory glassware
biochemistry lab  Introduction to use of
equipment
laboratory equipment
 Spectronic 20, microlab, incubator,
water bath, hot oven, centrifuge,
electronicbalance
 Preservation and collection
of clinical specimen
SURGERY
Learning Instructional Assessment
Topic/ Theme Learning Objectives/Contents
outcomes strategies tool
Surgical Setup Develop an Comprehend the structure and Lectures/ SGD Formative
understanding functioning of different departments of assessment
about how to clinics like ER, OPD, Wards and operation
approach theaters
patients in
clinics
MEDICINE
Medicine & Recognize Comprehend the structure and Lectures/ SGD Formative
Allied various functioning of various disciplines in assessment
subjects disciplines in medicine & allied
medicine &
allied
Chromosomal Recognize the Clinical presentation of following Video clips Formative
aberrations clinical syndromes preferably via video clips: assessment
presentation of  Down’s
common  Kleinfelter
chromosomal  Turner
aberrations  Pradar Willi

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 MBBS YEAR I
BLOCK I
MODULE III
Musculoskeletal System- I (MSK - I)
Duration: 06 weeks

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 Integration of Disciplines in Module III

Anatomy

Physiology Biochemistry
 General
courses
 Research
Methodology

Surgery Medicine

Radiology

MODULE PLANNING COMMITTEE

Module Coordinator
To be filled by the institutes
Members

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Preamble
The Musculoskeletal system is responsible for locomotion, support and protection to the human body.
This system consists of osteology (the study of bones), arthrology (the study of joints), and myology (the
study of muscles) of upper limb. It also includes basic structure and functioning of the nerve and muscles
and how their dysfunctions can lead to disease. Along with this, biochemical aspect of mineral and trace
elements is also a part of this module. The research methodology and Islamiat will be taught as a part
of the longitudinal theme
Apart from attending daily scheduled sessions, students should engage in self-directed learning to
achieve the desired objectives
OUTCOMES
By the end of this module, student should be able to integrate the basic and clinical knowledge for
better understanding of the upper limb which will help them in the subsequent years of clinical
practice

List of Proposed Themes for integrated sessions (at least one/week)

Theme

Pain/ limited movement of shoulder

Frozen Shoulder
Pain/ limited movement of elbow
Tennis Elbow
Numbness of hand
Carpal Tunnel Syndrome

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 ANATOMY
Learning outcomes Learning Objectives/Contents Instructiona Assessment
Topic/ Theme
By the end of this module, students will be able to: l strategies tool

General Histology
Connective Correlate microscopic Knowledge: LGIS MCQs
tissue structure of various • List the components of Practical SEQs/SAQs/
types of connective connective tissue. OSPE/
• List various CT cells and fibers Viva Voce
tissues with their
• Classify connective tissue
function and • Describe the characteristic
dysfunction features of each type
• Explain the role of fibroblasts
in wound contraction
• Elucidate the role of
macrophages in defense
Skill:
• Identify different types of
connective tissue under the
microscope
• Illustrate the types of
connective tissue with two
identification points of each.
Muscular tissue Correlate Knowledge LGIS/ MCQs/ SEQs/
microstructure of • Describe the light microscopic Practical SAQs/ OSPE/
various types of characteristics of skeletal, VIVA
cardiac, and smooth muscles
muscles with their
• Tabulate the microscopic
functions differences between three
types of muscles
Skill
• Identify the histological
structure of three types of
muscles under the light
microscope
• Illustrate the light microscopic
structure of three types of
muscles with two
identification points of each.
GENERAL ANATOMY
Neurology-I Apply the knowledge  Describe the organization of LGIS/ MCQs
of introduction to nervous system. SGD
neurology in

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 appreciating the  Enumerate components of
specific concepts of central and peripheral
Neuroanatomy nervous system & describe
their general features
 Describe the origin, course,
and distribution of a typical
spinal nerve with the help of
a diagram.
 Define: Dermatomes,
Receptors, and effectors
General Embryology
Second weeks • Describe the • Explain the events of second LGIS MCQs
of Development sequential phases week of development in a SEQs/SAQs/
of human sequence OSPE
development • Justify the statement that the Viva Voce
during second week second week is known as
“week of two’s”
GROSS ANATOMY
Bones of Correlate the bony  Determine the side of clavicle, SGD  MCQs
shoulder girdle features of long bones scapula, humerus, radius ulna  SEQ / SAQ
and upper limb of upper limb (clavicle,  Identify important bony  OSPE
scapula, humerus, landmarks on these bones
Viva Voce
radius and ulna) with  Locate attachments of major
their articulations, muscles and ligaments
attachments, and attached on these bones
anatomical basis of Discuss the clinical
relevant clinical implications in fractures of
presentations in case these bones at different sites
of injury and fractures
Pectoral region Correlate the  Comprehend the structure of SGD/CBL  MCQs/ SEQs/
and breast knowledge of gross breast tissue  SAQs/
anatomy of pectoral  Justify the importance of VIVA
region with relevant fibrous septa in breast in
relation to its carcinoma
clinical presentations.
 Describe the blood supply and
lymphatic drainage of breast
 Justify the clinical importance
of sentinel lymph node
 Trace the possible routes of
metastasis of breast cancer
 Tabulate the attachments,
nerve supply and actions of
muscles attaching upper limb
to thoracic wall.

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 Describe attachments of
pectoral fascia
Scapular region Correlate the  Tabulate the attachments, SGD  MCQs
knowledge of Anatomy nerve supply and actions of  SEQs/SAQs
of scapular region with muscles attaching upper limb Viva Voce
to vertebral column
relevant clinical
 Tabulate the attachments,
presentations
nerve supply and actions of
muscles attaching scapula to
the humerus
 Identify the boundaries and
contents of quadrangular and
triangular spaces
 Trace the route and
anatomical relationships of
arteries and nerves present in
this region
 Describe the structure of
acromioclavicular and
sternoclavicular joints
 Justify the stability of
clavicular joints in case of
direct blow to clavicle and
resultant fracture
 Describe type, ligaments,
articular surfaces, blood
supply and nerve supply of
shoulder joint
 Elucidate the movements at
shoulder joint with reference
to axis and muscles producing
them
 Justify the clinical
presentation of shoulder joint
dislocation on anatomical
basis
 Justify the stability of the
shoulder joint in spite of wide
range of movements it offers
by describing the factors
responsible
 Define rotators cuff and list its
components

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  Justify the clinical
presentation of rotator cuff
injuries, frozen shoulder and
calcific supraspinatus
tendinitis based on the
anatomical knowledge
Illustrate the anastomosis
around shoulder joint/scapula
Axilla Correlate the  Appraise the shape and extent SGD MCQs
topographic of axilla SAQ/
arrangement of axillary  Enumerate different SEQ/
walls and its contents structures forming various OSPE
with anatomical basis walls of axilla and identify Viva Voce
of various relevant their inter-relationship
clinical presentations  Enumerate different contents
of axilla
 Describe the relations and
distribution of vessels of axilla
 Describe the formation and
name the branches of brachial
plexus
 Illustrate the brachial plexus
 Elucidate the drainage area of
each group of axillary lymph
nodes
 Analyze the anatomical basis
of clinical presentation in case
of injury to long thoracic
nerve
Arm & Forearm Correlate the  Tabulate the attachments, SGD MCQs/ SEQs/
knowledge of gross nerve supply and actions of SAQs/
anatomy of arm and muscles of arm and forearm VIVA
forearm with common  Trace the route and relations
of the neurovascular
clinical presentations.
structures of arm and forearm
 Analyze the anatomical basis
of clinical presentation in case
of injury to various nerves of
arm and forearm
 Describe the type, capsule and
ligaments of elbow, superior
and inferior radio-ulnar joints
 Explain the movements of
these joints with reference to

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 axis and muscles performing
these movements
 Describe the blood supply and
nerve supply of elbow joint
 Justify the anatomical basis of
carrying angle
 Correlate the anatomy of
these joints with clinical
presentations of their
dislocation
 Outline the boundaries and
contents of cubital fossa in a
sequential order
 Justify the clinical importance
of blood vessels present in
cubital fossa
 Recognize the boundaries of
anatomical snuff box and
bony landmarks in its floor
 Describe the attachments of,
and structures passing deep to
flexor and extensor retinacula
in a sequential order
 Elucidate the anatomical basis
of clinical presentation of
compartment syndrome of
forearm, Volkmann’s ischemic
contracture, rupture of
various tendons and tennis
elbow.
 Highlight the clinical
significance of radial artery
with reference to pulse and BP
monitoring and coronary
angiography
Hand Correlate the  Identify bones of an SDG MCQs
knowledge of gross articulated hand SAQ/SEQ
anatomy of hand with  Explain the clinical significance Viva Voce
common clinical of injury to scaphoid and
hamate
presentations.
 Elucidate the salient features
of skin of palm and dorsum of
hand and discuss its
cutaneous innervation

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  Describe palmar aponeurosis
 Enumerate the small muscles
of hand with their actions and
nerve supply
 Describe the fibrous and
synovial flexor sheaths of the
hand
 Explain the carpal tunnel with
reference to its formation and
contents
 Analyze the anatomical basis
of Dupuytren’s contracture,
carpal tunnel syndrome,
trigger finger and
tenosynovitis of synovial
sheaths of flexor tendons
 Describe boundaries &
contents of spaces of palm
 Analyze the anatomical basis
of palmar, Parona and pulp
spaces in case of wound,
resultant infections, and route
of surgical drainage.
 Revisit the insertion of long
flexor and extensor tendons
 Describe the blood supply of
hand
 Trace the pathway and
distribution of radial, median,
and ulnar nerves in hand and
correlate with clinical
presentation of their injuries
Wrist Joint Correlate the  Describe the type, capsule, SDG MCQs
knowledge of gross and ligaments of wrist joint SAQ/SEQ
anatomy of wrist joint  Explain the movements of Viva Voce
with common clinical wrist joint with reference to
axis and muscles responsible
presentations.
 Describe the blood supply and
nerve supply of wrist joint
 Correlate the anatomical
knowledge with clinical
presentation of wrist joint
dislocation

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  Enumerate the structures
endangered in case of fall on
outstretched hand
Cutaneous Predict the area of  Correlate the dermatomes SGD MCQs
innervation of sensory loss in case of with the cutaneous SAQs/SEQs
upper limb injuries of different innervation of specific nerves Viva Voce
in Arm & forearm
nerves of upper limb
 Illustrate cutaneous
based on anatomical
innervation and dermatomes
knowledge of of upper limb
cutaneous innervation.  Identify the area of sensory
loss in case of injury to
different nerves
Injuries to Analyze the areas of  Revisit the formation and SGD MCQs
brachial plexus motor and sensory loss branches of brachial plexus SAQs/SEQs
and its branches in case of injuries to  Identify the points of injury Viva Voce
brachial plexus and its and justify peculiar positions
of upper limb in cases of
branches at various
Klumpke paralysis &Erb-
anatomical sites Duchenne palsy with
anatomical reasoning
 Identify the anatomical sites
where different branches of
brachial plexus are vulnerable
to injury / compression
 Correlate the lesion of
following nerves with
respective areas of sensory
and motor loss and peculiar
positions of different parts of
upper limb:
 Axillary
 Long thoracic
 Musculocutaneous
 Ulnar
 Median
 Radial
Venous and Summarize the  Recap the veins in various SGD MCQs
lymphatic lymphatic and venous parts to describe the venous SAQs/SEQs
drainage of drainage of upper limb drainage of upper limb as a Viva Voce
upper limb whole
in totality
 Identify the veins commonly
used for cannulation
 Discuss the lymphatic drainage
of upper limb in detail in

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 correlation with infection and
malignant spread.
Surface Marking Recognize the  Take consent from the SGD MCQs
muscular, tendinous, subject SAQs/SEQs
OSPE
and bony landmarks of  Expose the relevant part
Viva Voce
upper limb to Utilize properly
the knowledge of  Mark the following structures
topography of on surface of a subject or
important mannequin correctly:
neurovascular o Axillary nerve
structures of upper o Brachial nerve
limb in plotting the o Ulnar artery
same on body surface o Radial artery
o Superficial palmar arch
and inferring relevant
o Deep palmar arch
clinical presentations
o Cephalic vein
while exercising the o Basilic vein
standard protocol. o Median cubital vein
o Axillary nerve
o Musculocutaneous nerve
o Median nerve
o Radial nerve
o Ulnar nerve
 Cover the exposed part and
thank the subject
Skills Correlate various parts  Identify various muscular, SGD OSPE
of upper limb with neurovascular, and
topographic ligamentous structures of
upper limb on models and
arrangement
prosected specimens
List of Practicals:
o Loose Connective tissue
o Dense Connective tissue
o Reticular connective tissue
o Adipose tissue
o Muscle

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 PHYSIOLOGY
Learning
Learning Objectives Instructional Assessment
TOPIC/THEME Outcomes
Strategies Tools
By the end of the session, student should be able to;
NERVE AND MUSCLE
Neuron/ Review the KNOWLEDGE  Lectures  MCQ
Synapse physiological  Define, and identify the following  CBL  SAQ/SEQ
structure and regions on a diagram of a motor  Structured
working of neuron neuron: dendrites, axon, axon viva
and synapse hillock, soma, and an axodendritic
synapse.
 Classify synapses on anatomical &
functional basis.
 Elucidate structural and functional
changes taking place in nerve fibers
after injury.
RMP- Resting Explain the ionic KNOWLEDGE  Lectures  MCQ
Membrane and mechanical  Grasp concept of Nernst potential and  SAQ/SEQ
Potential mechanisms of its importance in generation of resting  Structured
generation of membrane potential. viva
resting membrane  Comprehend different mechanisms  Assignment
potential & action responsible for the genesis of
potential in membrane potential (role of
excitable tissue channels, carrier proteins).
(nerves & muscle).  Describe the normal distribution of
Na+, K+, and Cl- across the cell
membrane, and using the Goldman
equation, explain how the relative
permeability of these ions create a
resting membrane potential
 Explain how the abnormal function of
ion channels (channelopathies) can
alter the resting membrane potential
Generation KNOWLEDGE  Lectures  MCQ
and  Define action potential. Draw  SAQ/SEQ
propagation of different phases of action potential  Structured
Action and explain ionic & electrical changes viva
Potential occurring during each phase of action  Assignment
potential
 Differentiate between absolute and
relative refractory periods

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  Discuss the role of positive feedback
mechanisms in initiation of an action
potential
 Distinguish the effects of
hyperkalemia, hypercalcemia, and
hypoxia on the resting membrane
potential & action potential
 Discuss the process of generation of
nerve impulse and its transmission in
different types of nerve fibers
(myelinated and non-myelinated
nerve fibers) with their
characteristics.
 Understand the concept of all or
nothing principle in propagation of an
action potential
 Explain the concept of saltatory
conduction
 Discuss the properties of contiguous
conduction
 Differentiate between myelinated and
non-myelinated nerve fibers based on
their structure and characteristics
NMJ& Correlate the KNOWLEDGE  Lectures  MCQ
Myasthenia physiological  Illustrate neuromuscular junction,  CBL  SAQ/SEQ
Gravis mechanism of sequence of events taking place Structured
Neuromuscular, during neuromuscular transmission viva
Transmission and and factors affecting this process
Excitation-  Explain the pathophysiology of
Contraction Myasthenia Gravis.
Skeletal Coupling with KNOWLEDGE  Lectures  MCQ
muscle various  Illustrate the physiologic anatomy of  SAQ/SEQ
morphology neuromuscular skeletal muscle  Structured
diseases.  Explain the structure of myosin viva
Discuss the molecule& its subunits and describe
morphology and the function of the subunits
physiological  Identify the structure of the thick and
processes of the thin myofilaments and label the
skeletal muscle constituent proteins
contraction.  Tabulate macroscopic, microscopic,
functional differences of various types
of muscles

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Skeletal Differentiate the KNOWLEDGE
muscle characteristics of  Appreciate the ionic and chemical
contraction skeletal and basis of muscle contraction and
and relaxation smooth muscles relaxation.
 Explain how the cross-bridge cycle
results in shortening of the muscle.
 List the steps in excitation-contraction
coupling in skeletal muscle, and
describe the roles of the sarcolemma,
transverse tubules, sarcoplasmic
reticulum, thin filaments, and Ca++
 Describe the roles of ATP in skeletal
muscle contraction and relaxation.
Types of KNOWLEDGE  Lectures  MCQ
muscle fibers  Explain the energy expenditure  CBL  SAQ/SEQ
& contraction during muscle contraction Structured
 Appreciate the characteristics and viva
differences between isometric and
isotonic contraction with the help of
examples.
 Compare and contrast slow and fast
muscle fibers
 Explain the relationship of preload,
afterload and total load in the time
course of an isotonic contraction.
Properties of KNOWLEDGE
muscle Explain the motor unit and its
contraction-I physiological importance.
Properties of Explain the concept of:
muscle  Summation
contraction-II  Treppe
 Skeletal muscle tone
 Muscle fatigue
 Tetanization
 Contracture remainder
 Muscle dystrophy
Muscle  Enlist types of muscle remodeling
remodeling +  Summarize the effects of
Rigor mortis hypertrophy, hyperplasia & atrophy
on the skeletal muscle structure and
function
 Explain the physiological basis of rigor
mortis

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Smooth Correlate KNOWLEDGE  Lectures  MCQ
muscle characteristics of  Comprehend the types of smooth  SAQ/SEQ
morphology & smooth muscle muscles.  Structured
characteristics contraction with  Differentiate between types of action viva
their physiological potentials produced in different
functions smooth muscles and appreciate the
role of autonomic innervation,
mechanical and humoral factors in
their generation
 Appreciate characteristics of smooth
muscles (slow cycling of myosin
cross-bridge, low energy requirement
to sustain contraction, latch
mechanism & stress relaxation).
Smooth KNOWLEDGE
muscle  Illustrate the sequence of events
contraction leading to smooth muscle contraction
and relaxation and relaxation.
 Give an account on the physiological
anatomy of smooth muscle NMJ.
ERHTHROPOIS  Enlist sites of hemopoiesis in the
IS IN BONE body during different stages of life.
MARROW  Make a flow sheet diagram of various
stages of erythrogenesis with
explanation of their relevant features
and sizes during different stages of
differentiation of RBC’s.
 Enlist different growth &
differentiation inducers involved in
erythropoiesis
REGULATION  Identify the factors in regulation of
OF erythropoiesis and maturation of RBC
ERYHTHROPOI with relative importance of hypoxia
SIS in inducing erythropoiesis.
 Appreciate the role of erythropoietin
in regulating RBC production.
 Discuss the role of vitamin B12 & folic
acid in maturation of RBC
Determine the SKILLS Practical OSPE
Total leukocyte • Estimate total leukocyte count (TLC) Demonst
Count by Hemocytometer using Turk’s fluid ration
for dilution
• Apply the method of charging
Neubauer’s chamber.

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 ATTITUDE:
• Practice the art of taking consent
from the subject prior to
performance of the procedure.
• Communicate the procedure
effectively to the patient.
 Use aseptic technique to prick and
draw blood for the procedure
Practicals Platelet count. SKILLS Practical Structured
(Demonstration • Apply manual method for platelet Demonstrati viva
only) counting in a blood sample ons
• Count platelets on the counting
chamber
• Identify pipette for platelet count
and recall its diluting fluid
composition
ATTITUDE:
• Practice the art of taking consent
from the subject prior to
performance of the procedure.
• Communicate the procedure
effectively to the patient.
• Use aseptic technique to prick and
draw blood for the procedure
Determination SKILLS Practical Structured
of • Apply correct technique for pricking Demonstrati viva
Hemoglobin blood ons
in the blood. • Identify Sahli’s pipette and apparatus
(Sahli’s with its parts
method) • Correctly use the stirrer
Avoid errors during estimation of
hemoglobin by taking proper
precautions
Determine Red Practical Structured viva
cell indices Demonstrati
ons
Estimate SKILLS Practical Structured viva
haematocrit (PCV) • Measure the Hematocrit by properly Demonstrati
centrifuging the blood and using ons
levels
Huxley’s Hematocrit reader
• Avoid errors in PCV estimation
• Identify buffy coat
ATTITUDE:

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 • Practice the art of taking consent
from the subject prior to
performance of the procedure.
• Communicate the procedure
effectively to the patient.
• Use aseptic technique to prick and
draw blood for the procedure.

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 Biochemistry
Topic/ Theme Learning outcomes Learning Instructional Assessment
Objectives/Contents strategies tool
Bioenergetics & Justify the role of ATP  Discuss Free energy,
Lectures/SGD MCQ
Biological and energy metabolism Free energy change,
Oxidation in health and disease standard energy SAQ/SEQ
change, Endergonic and
exergonic reactions and
ATP
 Describe electron
transport chain and its
components,
organization, reactions,
energetics
 Describe inhibitors of ETC
and inhibitors/Uncouplers
of oxidative
phosphorylation
 Chemiosmotic hypothesis
 OXPHOS & its Inherited
defects
 Mitochondria & apoptosis
 Glyceraldehyde 3
phosphate shuttle
Carbohydrate Analyze the  Classify Lectures/ MCQ SAQ/SEQ
Chemistry significance of Carbohydrates and SGD
different explain their
Biochemical
carbohydrates in
functions
medicine
 Discuss the structure
and functions of
Monosaccharidesand
enumerate their various
derivatives
 Discuss the structure and
functions of Disaccharides
& Oligosaccharides
 Discuss the structure Lectures/ MCQ SAQ/SEQ
and functions of SGD
Polysaccharidesand
give their
biochemical role

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Digestion and Discuss the digestion  Overview of Lectures/ MCQ SAQ/SEQ
absorption of and absorption of digestion and SGD
Carbohydrates Carbohydrates absorption of
Carbohydrates,
Glycemic Index and
Glycemic Load
ENZYMES Elaborate the  Classify enzymes on the Lectures/ MCQ SAQ/SEQ
biochemical importance basis of mechanism of SGD
of enzymes, coenzymes, actions in relation to
co- factors as well as medical biochemistry
their role in various  Write down the
clinical conditions mechanism of catalysis of
enzymes
 Explain coenzymes, co-
factors, and with their
biochemical importance
 Role of minerals as a
cofactors
 Describe the factors
affecting enzyme activity
 Define Michaelis-Menten
equation & Lineweaver-
Burk plot and its
application in enzyme
kinetics (no derivation of
equations)
 Compare & contrast
different types of
enzyme inhibitions with
examples & biomedical
importance
 Explain regulatory
enzymes
 Overview of Vitamins as
coenzymes I (B1, B2, B3,
B6, biotin, pantothenic)
 Overview of Vitamins as
coenzymes II (B1, B2, B3,
B6, biotin, pantothenic)
Metabolism of Apply the knowledge  Outline the Phases Lectures/ MCQ
Carbohydrates of carbohydrate reactions of Glycolysis SGD SAQ/SEQ
metabolism for and regulation of
Glycolysis
understanding

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 relevant metabolic  Describe the
disorders bioenergetics of Aerobic
and Anaerobic glycolysis
and their biochemical
importance
 Discuss fate of Lactic acid
& Pyruvate
 Draw Cori’s cycle
 Outline the Citric Acid
Cycle-Reactions
 Describe the energetics,
regulation, importance
and amphibolic nature of
citric acid cycle.
 Discuss Gluconeogenesis
& state the three
important bypass
reactions & significance of
gluconeogenesis
 Compare and contrast
Glycolysis &
gluconeogenesis
 Describe the metabolism
of Fructose, Galactose
and Lactose
Glycogen Understand and  Discuss the Glycogen Lectures MCQ/SAQ/
analyze the role of Metabolism & Write down SGD SEQ
glycogen thereactions of
metabolism Glycogenesis and
glycogenolysis
 Outline the importance of
UDP- Glucose & regulation
of Glycogen metabolism
 Describe the disorders of
Glycogen metabolism
(Glycogen Storage Diseases)
( MSK 2)
 Compare and contrast
Glycogenesis and
glycogenolysis
Practicals Perform and interpret  Estimation and clinical Practical OSPE
the results interpretation of Glucose
in blood
 Estimation and clinical
interpretation of plasma

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 enzyme Amylase
 Experiments on
Carbohydrates qualitative
analysis-I
 Molisch test
 Experiments on
Carbohydrates qualitative
analysis-II
 Benedicts test
 Fehlings test
 Experiments on
Carbohydrates qualitative
analysis-III
 Iodine test
 Seliwanoff test
 HbA1c Interpretation

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 SURGERY

Instructional Assessment
Topic/ Theme Learning outcomes Learning Objectives/Contents
strategies tool

Fractures/disl Identify & relate  Define fractures, dislocation and Video clips / OSPE/
ocations of clinical presentation sprain Lectures/ SGD/ Formative
of different  CBL/INTEGRAT assessment
upper limb Identify various causes of
ED SESSION
fracturs/dislocations fractures, dislocations and sprains
of upper limb with  List different types of fractures,
anatomical dislocations in upper limb
knowledge  Identify effects of fractures,
dislocations and sprains
 List complications of fractures,
dislocations in general
 Corelate different fractures of
upper limb with nerve & vascular
injuries
 Identify common sites of
dislocations/ sprains in upper limb
 State first-aid principles of
fracture / dislocations
management
Nerve Correlate the clinical  List common nerve injuries and Video clips / OSPE/
injuries of presentations of their causes Lectures/ Formative
nerve compressions  Justify the clinical presentations SGD/ assessment
upper limb
and injuries of upper CBL/INTEGR
of nerve injuries by giving
limb with their
anatomical reasoning ATED
anatomical basis
SESSION

Infections of Explain infections Describe including thenar space and Video clips / OSPE/
hand of hand pulp Lectures/ Formative
SGD/ assessment
CBL/INTEGR
ATED
SESSION
RADIOLOGY
Radiological Correlate skeletal  Enumerate the commonly used Video clips OSPE/
appearance of framework of imaging techniques used in clinical /Lectures/ Formative
upper limb upper limb with practice to to study normal SGD/ assessment

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 its radiological structure, and diagnose fractures, CBL/INTEGRAT
appearance dislocations & sprains in upper ED SESSION
limb
 Explain the basic principles of
different densities on X-rays
 Identify appearance of
bone,cartilage, air,fluid and fat on
x-rays
 Identify different bones of upper
limb on Ap and Lateral view of X-
rays
 Identify fractures and dislocations
in upper limb injuries and corelate
with likely important nerve and
vessels damage
MEDICINE
Myasthenia Correlate the lack of Introduction to Myasthenia gravis Video clips / Formative
gravis transmission at NMJ Lectures/ SGD/ assessment
with its clinical CBL/INTEGRAT
presentation ED SESSION

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 MBBS YEAR I
BLOCK I
MODULE IV
HEMATOLOGY I
Duration: 04 weeks

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 Integration of Disciplines in Module

Anatomy

Physiology Biochemistry

 General
courses
 Research
Methodology
Surgery Medicine

MODULE PLANNING COMMITTEE

Module Coordinator
To be filled by the institutes
Members

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 Preamble
This module introduces the student to different lymphoid organs along with physiological imbalances
occurring due to deficiencies in contents, functions & features of blood and different lymphoid organs.
Biochemical importance of plasma proteins and haemoglobin for understanding its related disorders is also
taught in this module. The research methodology will be taught as a part of the longitudinal theme.
Apart from attending daily scheduled sessions, students should engage in self-directed learning to achieve
the desired objectives
OUTCOMES
By the end of this module, student should be able to relate the physiology of blood with the outcomes
that result from altered structure.

List of Proposed Themes for INTEGRATED SESSION sessions (at least one/week)

Theme

Pallor
Enlarged lymph nodes
Splenomegaly
Transfusion reactions

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 GENERAL EMBRYOLOGY
Third Week of Elucidate the Knowledge: LGIS MCQs
development embryological • Enumerate the sequential SEQs/SAQs/
phenomenon of phases of human development OSPE
gastrulation occurring during third week Viva Voce
during third week of • Define Gastrulation
development • Describe the formation of
notochord and the
establishment of body axes.
• Recognize the embryological
basis of sacrococcygeal
teratoma, Holoprosencephaly,
caudal dysgenesis, Situs
inversus
Skill:
Identify the various phenomenon
during third week of development
on the given model and diagrams
The Correlate the  Define neurulation and LGIS MCQs/ SEQs/
Embryonic developmental events describe process of formation SAQs/
Period (Third during the embryonic of neural plate, neural tube and OSPE/ VIVA
to Eight period with relevant neural crest cells. VOCE
Weeks) congenital anomalies  Enlist derivatives of:
 Surface ectoderm
 Neuroectoderm
 Neural crest
 Intraembryonic mesoderm
(paraxial, intermediate, lateral
plate)
 Endoderm
 Explain somitogenesis and
differentiation of somites
 Explain the development of
Intraembryonic coelom.
 Correlate the folding of the
embryo in the horizontal and
longitudinal planes with its
consequences.
 Explain the processes of
formation of blood vessels
 Define hemangioma and
explain its embryological basis.

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 PHYSIOLOGY
LEARNING OUTCOMES LEARNING OBJECTIVES INSTRUCTIONAL ASSESSMENT
TOPIC/THEME
By the end of the session, student should be able to; STRATEGIES TOOLS

HEMATOLOGY AND IMMUNOLOGY

Composition & Describe the  Make a flow sheet diagram of  Lectures  MCQ
Functions of Morphology and cellular and fluid composition  CBL  SAQ/SEQ
blood Genesis of blood cells and general functions of blood.  Structured
Discuss the  Classify plasma proteins & viva
composition and compare their functions &
functions of blood importance for human body.
 Define & explain hematocrit or
packed cell volume (PCV).
Anemia-I &  Classify anemia based on their
Polycythemia morphological findings, RBC
indices & etiology.
Anemia-II
 Compare and contrast different
& RBC indices types of anemia on the basis of
etiology, pathophysiology,
clinical presentations and blood
picture.
 Explain the effect of anemia on
circulatory system.
 Classify polycythemia into
primary and secondary
polycythemia and discuss its
effects on circulatory system.
 Describe etiology,
pathophysiology and clinical
presentation of polycythemia
 Derive the values of RBC Indices
with the help of hemoglobin,
PCV & RBC count
WBC-  Enlist different types of white  Lectures  MCQ
Classify different types
Morphology blood cells and discuss their  CBL  SAQ/SEQ
of immunity on the  Structured
physiological characteristics.
basis of cell types viva
 Define the terms: leukopenia,
involved and their role
in defense mechanism.
leukocytosis
 Neutrophila, neutropenia,
eosinophilia, eosionpenia,
Basophilia & basopenia.

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  Make a flow sheet diagram
showing steps involved in
leukopoiesis.
 Enlist the factors necessary for
leukopoiesis.
 Describe the role and functions
of white blood cells in providing
protection to the body against
invading organism.
Innate immunity  Define innate immunity. Discuss
+ complement the mechanisms involved in
system innate immunity.
 Comprehend basis of innate
immune system of the body and
tissues related with innate
immunity.
 Discuss the role of natural killer
cells & interferons in innate
immunity.
 Identify the specific role of
interferons against virus
infected cells and discuss their
mechanism of action
Monocyte- Appraise the composition and
macrophage functions of reticulo- endothelial
system system.

Line of defense  Explain the lines of defense

against infection against infection: role of
& phagocytosis neutrophils & macrophages.
 Discuss the role of eosinophils &
basophils.
Inflammation  Define inflammation.
 Discuss causes, cellular features
and five cardinal signs of
inflammation.
 Explain the process of
inflammation.
 Give an account on process of
“walling-off” involved in
inflammation.
 Describe pathophysiology of
necrosis

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General concept  Enlist the types of immunity.
of T & B  Discuss the mechanism involved
lymphocytes in development of immunity.
Active & passive Discuss the processing of T & B
immunity lymphocytes in human body.
 Give a brief account on
lymphocyte cloning.
 Define immunization & enlist its
types.
 Discuss the role of memory cells
involved in the process of
immunization.
 Compare & contrast active and
passive immunity.
 Describe the physiological basis
of vaccination.
B-cell immunity  Comprehend the concept of
humoral immunity.
 Discuss the structure of
antibodies.
 Classify antibodies. Discuss their
functions.
 Explain the role of antibodies in
B-cell immunity
Mechanisms of  Discuss the mechanisms through
action of which antibodies directly attack
antibodies an invading agent.
 Give an account on the indirect
action of antibodies on invading
agent through complement
system.
 Enlist the various complement
proteins and their functions.
Allergy  Explain different types of allergy.
/Hypersensitivity  Discuss the mechanism involved
in development of an allergy &
hypersensitivity.
 Explain the role of basophils and
mast cells in the release of
inflammatory mediators in
response to allergens reagen
binding.

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  Discuss the anti-allergic role of
eosinophil.
T-cell immunity  Discuss the role of antigen
presenting cells in cell-mediated
immunity.
 Explain role of helper T cells,
cytotoxic T cells and suppressor
T cells in T cells immunity.
 Discuss the role of interleukins
released by helper T cells in
facilitating both B & T cell
immunity.
 Comprehend the role of CD4 &
CD8 markers in identification of
an invading agent.
Autoimmunity &  Define autoimmunity. Discuss
the pathophysiological process
Transplant
rejection
involved in development of
autoimmunity
 Discuss the pathophysiological
process involved in transplant
rejection of tissues by human
body.
 Discuss the mechanisms
involved in immune tolerance.
Blood groups Differentiate the  Describe the principles of blood  Lectures  MCQ
different types of blood grouping and cross matching.
 CBL  SAQ/SEQ
groups  Tabulate the various blood
groups.  Structured
 Tabulate the genotype & viva
phenotypes of ABO blood group
system.
Rh blood group  What are different Rh blood
system & group systems and their
Erytroblastosis significance?
Fetalis  Tabulate the genotype &
phenotypes of Rh blood group
system.
 Discuss the pathophysiology of
Erythroblastosis Fetalis, its
treatment and precautions.
Hemostasis  Discuss the four steps involved  Lectures  MCQ
in blood coagulation.

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  Discuss the morphology,  CBL  SAQ/SEQ
development & functions of
 Structured
platelets in all the four steps of
viva
blood coagulation.
 Discuss the role of alpha &
dense granules in platelet plug
formation.
Coagulation  Comprehend the physiology of  Lectures  MCQ
pathway Compare and contrast clotting factors and mechanism
various bleeding  CBL  SAQ/SEQ
of blood clotting.
disorders.  Compare & contrast intrinsic  Structured
and extrinsic pathway of viva
clotting.
Bleeding disorder Correlate the  Discuss the effect of deficiency
physiological of platelets and clotting factors
mechanism for
in hemostasis.
hemostasis & role of
 Discuss the pathophysiology of
pro-coagulants and
blood dyscrasias like Vitamin K
anti- coagulants in it.
deficiency, Hemophilia and
Thrombocytopenia
 Compare & contrast
Hemophilia with
Thrombocytopenia.
 Recall the functioning/changes
in the coagulation pathway in
case of deficiency of clotting
factors
Practicals Estimate ESR SKILLS Practical OSPE
 Estimate ESR with Westergren Demonstration Structured
and Wintrobe tubes s viva
ATTITUDE:
 Practice the art of taking
consent from the subject prior
to performance of the
procedure.
 Communicate the procedure
effectively to the patient.
 Use aseptic technique to prick
and draw blood for the
procedure
Determine ABO & Rh SKILLS Practical OSPE
blood groups  Use correct technique for prick Demonstration Structured
s viva

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  Deingtermine blood groups by
using anti-sera and precautions
to be observed.
 Identify hemolysis after adding
antisera to the sample
 Mix the blood drops with anti-
sera with separate stirrers for
each drop/sample (A,B,D)
ATTITUDE
Practice the art of taking consent
of patient prior to performance of
procedure and communicate the
procedure effectively to the
patient.

Estimate bleeding & SKILLS Practical OSPE

clotting time  Identify the methods for Demonstration Structured
measurement of bleeding time s viva
and clotting time
 Skillfully apply blood drop on
filter paper
 Note the time duration honestly
with stop watch
 Identify heparinized and non-
heparinized capillary tubes
 Break the capillary tube carefully
without tearing the fibrin thread
ATTITUDE
 Practice the art of taking
consent from the subject prior
to performance of the
procedure.
 Communicate the procedure
effectively to the patient.
 Use aseptic technique to prick
and draw blood for the
procedure
DLC SKILLS Practical OSPE
 Prepare Blood film and stain Demonstration Structured
effectively s viva
 Identify morphological features
of various types of WBCs for
identification.
ATTITUDE:

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  Practice the art of taking
consent from the subject prior
to performance of the
procedure.
 Communicate the procedure
effectively to the patient.
Use aseptic technique to prick and
draw blood for the procedure.
Osmotic fragility of • Observe the response of RBCs Practical OSPE
RBC to hypotonic & hypertonic Demonstration Structured
environment s viva
• Learn the conditions in which
fragility of RBCs is increased

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 BIOCHEMISTRY
TOPIC/THEME Learning Outcomes Learning Objectives/Contents Instructional Assessment
Strategies tool
Globular Heme Describe the  Describe heme structure Lectures & SGD  MCQ
Protein  Enumerate various types of
structure & function  SAQ/SEQ
Hemoglobin and explain its
of Major and Minor
functions in detail  Structured
Hb
 Discuss the Oxygen binding viva
capacity of hemoglobin with
reference to the O2- Hb
dissociation curve
 List various Factors
affecting and regulating
the oxygen binding
capacity of haemoglobin

Porphyrin Describe Heme  Give a brief account of

Metabolism biosynthesis and Chemistry of porphyrins
 Heme Biosynthesis
related biochemical
 Porphyrias
conditions
Describe Heme  Explain Degradation of heme,
metabolism and formation of bile pigments,
their types, transport and
related biochemical
excretion
abnormalities
 Discuss Hyperbilirubinemia
and jaundice
Explain various
Hemoglobinopathies (Hb- S,Hb-
C, Hb-SC,
Methemoglobinopathies and
thalassemia) and elaborate their
biochemical causes
Biochemical basis Discuss the  HMP shunt-
of Anemia biochemical aspects  Hemolytic anemia ( G6PD, PK
deficiency)
of enzyme and
vitamin deficiency
 Role of Vit B9 & B12 in
in anemia Nutritional Anemia
and bleeding
disorders  Role of Fe in Nutritional
Anemia

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  Role of Vitamin C & K in
bleeding disorders

Plasma proteins Relate the basic  Describe Plasma proteins &

and knowledge of give their clinical
Immunoglobulins Plasma proteinsto significance-
its clinical
 Draw and label the
significance Structure of
Immunoglobulins
 Enumerate major types,
functions & Properties of
Immunoglobulins
Practicals Interpret theresults  Estimation & clinical Practical OSPE
interpretation of plasma
proteins
 Estimation & clinical
interpretation of Bilirubin

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 SURGERY
Topic/ Theme Learning outcomes Learning Instructional Assessment
Objectives/Contents strategies tool
Management Develop an Skill Lab CBL/INTEGRATED Formative
of wounds- understanding  Describe different types SESSION/ SP/ Real assessment
including of wounds Patient/ Video
about general
Assessment; clips
management of  Comprehend how to
Cleaning/
Dressings of wounds clean/ debride the
Head, forearm, wounds of different
hand, leg etc types
 Understand the
principles of closure of
wounds and application
of various dressings on
different parts of the
body
 Appreciate the
principles of prevention
of development of
infections of wounds
First -aid Skills  Describe the Skill Lab Demonstration- CBL/INTEGRATED Formative
(Bleeding) principles of first-aid  Comprehend different SESSION/ SP/ Real assessment
in management of types/causes of external Patient/ Video
patients with external bleeding clips
bleeding  Describe different
 Demonstrate lesions leading to
appropriate methods bleeding and effects of
of managing external severity of bleeding
bleeding/vascular  Describe the principles
lesions and of first-aid in
hemorrhage management of patients
with external bleeding
Transfusion  Identify the need of  List the practical steps CBL/INTEGRATED  Formative
Reaction cross matching to for cross matching of SESSION/ SP/ Real assessmen
avoid blood group blood in blood bank Patient/ Video t
incompatibility.  List various types of clips
transfusion reaction
MEDICINE

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Clinical  Identify the causes Introduction to anaemia CBL/INTEGRATED Formative
manifestations of decrease in  Normocytic/ Microcytic SESSION/ SP/ Real assessment
of iron and B12 hemoglobin level anaemia Patient/ Video
def. anemia
 Correlate decrease  Macrocytic anaemia clips
in hemoglobin level  Hemolytic & Aplastic
with clinical anaemia
presentation

Thalassemia Interpret the Significance of CBL/INTEGRATED Formative

(clinical significance of Leucocytosis SESSION/SP/ assessment
overview altered level of / Leucopenia RealPatient/
leucocytes Video clips

Mechanism and  Correlate  Identify the causes of CBL/INTEGRATED Formative

clinical decreases in decreases in platelet SESSION/SP/ Real assessment
manifestations platelet count/ count/ functional Patient/Video
of hemolytic
functional defects defects of platelets clips
anemias
of platelets and with bleeding diathesis
bleeding diathesis (ITP)
(ITP)  Comprehend the
 Correlate clinicalmanifestations
deficiencies (Hemophilia) due to
deficiencies of clotting
ofclotting factors
factors VIII & IX
VIII& IX with its
variedclinical
manifestations
(Hemophilia)

Acquire and Relate the Abnormalities of Hb- CBL/INTEGRATE Formative

genetic Synthesis hemoglobin thalassemia and sickle DSESSION/SP/ assessment
Bleeding manifestations in the cell nemia denovo Real Patient/
disorders patients thalassemia of and its Video clips
and sickle cell anemia Jaundice
Differentiate between
types of jaundice
according to cause,
clinical presentation
and biochemical basis

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 Interpret lab reports of Identify blood cell
liver function tests and dyscrasias and type of
blood complete jaundice on lab reports
picture

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 MBBS YEAR I
BLOCK II
MODULE V
Cardiovascular System
Duration: 09 weeks

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 Integration of Disciplines in Module

Anatomy

Physiology Biochemistry

 General
courses
 Research
Methodology

Surgery Medicine

MODULE PLANNING COMMITTEE

Module Coordinator
To be filled by the institutes
Members

MBBS Curriculum Year-I (Version-IV) (2024) Page | 65

Preamble
This block focuses on cardiovascular system with basic understanding of structure of thorax. At the very
outset medical student should understand that cardiovascular system has fundamental importance in all
the fields of Medicine. Coronary artery diseases alone are one of the leading causes of morbidity and
mortality worldwide. The course of this block is designed for first year MBBS students in an integrated
manner.
Apart from attending daily scheduled sessions, students should engage in self-directed learning to
achieve the desired objectives
Learning Outcomes:
At the end of this module, student will be able to relate their theoretical learning about cardiovascular
system through case-based learning, interactive Lectures, integrated sessions and apply this knowledge
in relevant clinical scenarios encountered in subsequent years of training and practice.

List of Proposed Themes for integrated sessions (at least one/week)

Theme
Chest pain
Dyspnoea
Changes in ECG
High blood pressure
Dyslipidaemia
Palpitations
Decreased heart rate

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 CARDIOVASCULAR SYSTEM
HISTOLOGY
Topic/ Theme Learning outcomes Learning Objectives/Contents Instructional Assessment tool
strategies
Lymphoid Differentiate the light Knowledge: LGIS MCQs/
organs microscopic structure  Describe the light SEQs/
of lymph node, microscopic features of SAQs
lymph node, thymus, VIVA VOCE
thymus, spleen, and
spleen, palatine tonsil on
palatine tonsils from
slides
each other Skill: Practical OSPE/
 Identify and illustrate light Viva voce
microscopic features of
lymph node, thymus,
spleen, palatine tonsil on
slides and write two points
of identification of each
Histology of Correlate the light  Define capillaries & classify LGIS MCQs/
Circulatory microscopic structure them based on their SEQs/
System of different structure and describe each SAQs
class by giving examples VIVA VOCE
components of
 Classify arteries and veins
cardiovascular System
depending on their size and
(elastic and muscular describe structure and
arteries, small and relative thickness of each
large veins, capillaries, component by giving
heart) with their examples.
function and  Describe histological
dysfunction. changes in intima in
atherosclerosis or
arteriosclerosis.
 Identify various vessels Practical OSPE/
under light microscope and Viva voce
enlist at least two
identification points for
each.
 Illustrate elastic and
muscular arteries, small and
large veins, capillaries,
emphasizing the differences
amongst them with the help
of eosin and hematoxylin
pencils.

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 EMBRYOLOGY
Fetal Period Correlate the  Define fetal period LGIS MCQs/ SEQs/
developmental events  List the external body SAQs/
of fetal period with landmarks from third OSPE/
month till birth. VIVA VOCE
relevant congenital
 Enumerate various methods
anomalies
to estimate fetal age
 List factors affecting fetal
growth.
 Define intrauterine growth
retardation.
Placenta and Correlate the  Enlist fetal membranes. LGIS MCQs/ SEQs/
fetal developmental events Describe their important SAQs/
membranes of placenta & fetal functions & fate in humans OSPE/
membranes with  Enlist types of chorion and VIVA VOCE
& give fate of each.
relevant congenital
 Define decidua. Enlist its
anomalies types and give fate of each.
 Differentiate between stem,
anchoring and terminal villi
 Describe the structure of
placenta and enumerate its
functions
 Correlate the following
anomalies with
development of placenta
o Placenta Previa
o Placenta Accreta
o Placenta Percreta
o Placenta Succenturiata
o Placenta Battledore
o Placenta Velamentosa
 Differentiate between
features of maternal and
fetal surfaces of placenta.
 Enumerate the layers
forming placental barrier
 Describe placental
circulation (maternal and
fetal)
 Describe development of
umbilical cord

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  Describe production,
circulation, and significance
of amniotic fluid
 Identify causes,
complications and
diagnostic features of poly
& oligohydramnios.
 Describe embryological
basis of amniotic bands and
umbilical cord defects
Multiple Distinguish various  Elucidate the mechanism LGIS MCQs/ SEQs/
pregnancies types of multiple behind the occurrence of SAQs/
pregnancies based on various types of multiple VIVA VOCE
fertilization, fetal pregnancies.
 Explain the arrangement of
membranes, and
fetal membranes in various
placental circulation types of multiple
pregnancies
 Explain the embryological
basis of fetus papyraceus,
twin transfusion syndrome
and conjoined twins.
Development Correlate the  Describe the formation of LGIS MCQs/SAQs
of body development of body intraembryonic coelom and /SEQs/Viva
cavities cavities with their its divisions voce/ OSPE
congenital anomalies  Correlate the effects of
folding with relocation of
different parts of
intraembryonic coelom
 Elucidate the processes
involved in partitioning of
intraembryonic coelom into
definitive body cavities
 Explain the contribution of
different developmental
sources of Diaphragm
 Correlate the nerve supply
of diaphragm with its
developmental sources
 Correlate the anomalies of
ventral body wall and
diaphragm with normal
development

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Development Correlate the  Explain the formation, LGIS MCQs/ SEQs/
of Heart development of heart division of heart tube with SAQs/
with its congenital special reference to primary OSPE/
& secondary heart fields VIVA VOCE
anomalies
 Elucidate the mechanism of
cardiac looping, and justify
dextrocardia on basis of
that knowledge
 Explain methods of septal
formation in atria and
ventricles
 Describe division of
atrioventricular canal.
 Describe the formation of
left atrium and pulmonary
veins
 Explain the division of
conotruncus
 Appraise the embryological
basis of the following heart
defects.
 Atrial septal defects
 Ventricular septal defects
 Fallot’s tetralogy
 Transposition of great
vessels
 Persistent truncus
arteriosus
 Ectopia cordis
Development Correlate the  Explain the development LGIS MCQs/ SEQs/
of vascular development of and fate of aortic arches SAQs/
system vascular system with  Enumerate the OSPE/
developmental sources of VIVA VOCE
its congenital
aorta
anomalies
 Explain the congenital
anomalies of arterial system
which include:
 Patent Ductus Arteriosus
 Coarctation of aorta
 Double aortic arch
 Right aortic arch
 Abnormal origin of the
Right Subclavian Artery
 An interrupted aortic arch

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  Explain the fate of vitelline,
umbilical and cardinal veins.
 Describe the development
of superior & inferior vena
cava.
 Apply the knowledge of
developmental anatomy to
explain following
anomalies:
 Double Inferior Vena Cava
 Absence of Inferior Vena
Cava
 Left Superior Vena Cava
 Double Superior Vena Cava
Fetal Use the knowledge of  Identify the sites of mixing LGIS MCQs/ SEQs/
circulation fetal circulation for of oxygenated and SAQs/
interpreting deoxygenated blood in a OSPE/
cardiovascular fetus VIVA VOCE
congenital anomalies  Justify the needs of these
sites in a fetus
 List the changes occurring
in human circulation after
birth
 Explicate the embryological
basis of various congenital
anomalies of CVS based on
the knowledge of fetal
circulation and changes
after birth.
Skills Recognize the  Identify the developmental SGD OSPE
developmental events events of embryonic and Viva
of fetal period and fetal period on the given
cardiovascular system models and diagrams
on the given models  Identify the developmental
events of cardiovascular
system on the given models
and diagrams
GROSS ANATOMY
Osteology of Recognize the bony  Identify basic features of LGIS/SGD MCQs/ SEQs/
ribs, sternum features of thoracic thoracic vertebrae, ribs, SAQs/
and thoracic vertebrae, ribs, sternum OSPE/
vertebrae sternum VIVA VOCE
 Recognize the site and
importance of sternal angle

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 in relation to great vessels
and rib counting.
General Explain the general  Describe general plan of LGIS/SGD Formative--
organization concept of anatomical systemic, pulmonary, and MCQs/ SEQs/
of circulatory organization of portal circulatory system. SAQs/
system
cardiovascular system  Classify blood vessels on
anatomical and functional
basis with the help of
examples.
 Differentiate between
anatomical end arteries and
functional end arteries by
giving examples.
 Explain the anatomical basis
and clinical significance of
collateral/potential
circulation
 Describe general plan of the
lymphatic system of the
body.
Thoracic wall Explain the features of  Identify structures forming LGIS/SGD MCQs/ SEQs/
thoracic inlet and the thoracic inlet and SAQs/
outlet, sternum, sternal outlet/costal margin OSPE/
VIVA VOCE
angle, thoracic  Mark sternal angle and
vertebrae and ribs discuss its importance in
clinical practice
 Identify basic features of
thoracic vertebrae, ribs,
sternum
Correlate the gross  Revisit basic features of LGIS/SGD MCQs/ SEQs/
anatomy of thoracic thoracic vertebrae, ribs, SAQs/
wall, lungs, pleura and sternum OSPE/
VIVA VOCE
diaphragm with  Correlate the cartilaginous,
relevant clinical bony, and muscular
conditions framework of the thoracic
cage with its function
 Describe structures forming
the thoracic inlet and
outlet/costal margin

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  Mark sternal angle and
discuss its importance in
clinical practice
 Describe the joints of thorax
with reference to their types
and movements
 Describe and differentiate
between the pump handle
and bucket handle
movements and their effect
on diameters of chest cavity
 Describe the role of the
respiratory muscles during
inspiration and expiration
 Justify the selection of a site
for invasive chest
procedures (intercostal
nerve block, chest
intubation on right and left
side) giving anatomical
reasons.
 Describe the arterial supply,
lymphatic and venous
drainage of the thoracic
wall.
Skill:
 Identify cardiophrenic
angle, cardiothoracic angle,
hilar shadow and aortic
knuckle on chest x ray PA
view.
 Identify Lung consolidation
on X ray chest PA view.
Anterior Recognize the  Outline the boundaries of LGIS/SGD MCQs/ SEQs/
Mediastinum boundaries and anterior mediastinum SAQs/
contents of anterior  Enumerate the contents of OSPE/
VIVA VOCE
mediastinum with anterior mediastinum
special emphasis on
thymus

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  Describe the shape,
relations, and blood supply
of thymus
Superior Correlate the  Outline the boundaries of LGIS/SGD MCQs/ SEQs/
Mediastinum anatomical knowledge superior mediastinum and SAQs/
of the anterior describe its general OSPE/
VIVA VOCE
mediastinum with topography
relevant clinical  Enumerate the contents of
conditions superior mediastinum
 Identify carina at the site of
bifurcation of trachea into
main principal bronchi
 Describe immediate
relations, blood, and nerve
supply of thoracic part of
trachea
 Justify the right bronchus
being the most probable site
of foreign body impaction in
respiratory tract
 Describe the origin, course,
relations, and distribution of
both phrenic nerves
 Interpret the clinical
scenarios related to
compression of trachea and
damage/irritation to
phrenic nerve based upon
your knowledge of
Anatomy
Middle Correlate the  Recognize anatomical LGIS/SGD MCQs/ SEQs/
mediastinum anatomical knowledge position, borders, surfaces, SAQs/
and Heart of the middle apex and base, chambers of OSPE/
VIVA VOCE
mediastinum with heart as seen from exterior
relevant clinical  Describe internal features of
conditions various chambers of heart
 Describe the arterial supply,
venous drainage and nerve
supply of heart

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  Correlate the anatomical
basis of opening and closing
of AV, aortic and pulmonary
valves, with the heart
sounds produced by them.
 Locate the sites for
auscultation of various
heart sounds on the chest
wall
 Describe the anatomical
basis of valvular heart
diseases
 Differentiate between
anatomical end arteries and
functional end arteries
 Define angina pectoris and
myocardial infarction. and
explain their anatomical
basis in case of coronary
artery disease
 Explain the anatomical basis
of cardiac referred pain in
case of ischemic heart
disease
 List various diagnostic
procedures for coronary
artery disease
 Differentiate between
coronary angiography and
angioplasty
 Name the blood vessels
preferably used for
coronary catheterization
Posterior Correlate the  Outline the boundaries of LGIS/SGD MCQs/ SEQs/
mediastinum anatomical knowledge posterior mediastinum and SAQs/
of the posterior describe its general OSPE/
VIVA VOCE
mediastinum with topography
relevant clinical  Enumerate the contents of
conditions Explain posterior mediastinum
posterior mediastinum
in detail

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  Describe the relations and
branches of descending
aorta
 Describe the thoracic duct
with reference to its
formation, course,
tributaries, termination, and
area of drainage
 Interpret the clinical
scenarios related to
chylothorax with the help of
your knowledge of Anatomy
 Describe the course,
relations, and distribution of
both vagii in thorax
 Describe the azygos system
of veins with reference to
formation, course, relations,
tributaries, and area of
drainage of both azygos and
hemiazygos veins
 Describe the role of azygos
vein in case of caval
obstruction
 Identify the lymph nodes in
the posterior mediastinum
 Define splanchnic nerves
and identify the location of
thoracic sympathetic chain
Pericardium Correlate the  Describe the layers, LGIS/SGD MCQs/ SEQs/
anatomical features of innervation, blood supply SAQs/
pericardium with its and functions of OSPE/
clinical abnormalities pericardium VIVA VOCE
 Correlate the reflections of
parietal and visceral
pericardium resulting in
formation of oblique sinus,
and transverse sinus with its
surgical significance

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  Define pericarditis and
identify the layers of
pericardium involved
 Explain the anatomical basis
of cardiac tamponade and
pericardial rub
 Name the layers between
which the serous
accumulation may occur,
resulting in pericardial
effusion.
 Identify the ideal site for
pericardiocentesis, and list
the structures pierced
during the procedure in an
order.
Lungs Correlate the  Identify the side of lung LGIS/SGD MCQs/ SEQs/
development of lungs correctly by recognizing its SAQs/
with its structure and borders, surfaces, and hilar OSPE/
VIVA VOCE
function apertures
 Describe the blood supply,
nerve supply, and relations
of various surfaces of both
lungs
 Correlate
bronchopulmonary
segments with their position
and significance.
 Describe with anatomical
reasoning, the clinical
presentation of
bronchogenic carcinoma
and lung trauma
Pleura  Correlate the  Identify various parts of LGIS/SGD MCQs/ SEQs/
development of pleura SAQs/
pleura with its  Recognize the pleural OSPE/
VIVA VOCE
anatomy, functions, reflections and recesses
and diseases

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  Relate the innervation of
the visceral and parietal
layers of the pleura in
different clinical
presentations of pleurisy
 Describe the clinical
significance of reflections
and recesses of pleura and
pleural cavity
 Recognize signs, symptoms
and radiological findings of
pleural effusion,
pneumothorax, empyema
and hemothorax.
Diaphragm Correlate the  Identify parts of diaphragm LGIS/SGD MCQs/ SEQs/
development of and their embryological SAQs/
diaphragm with its origin OSPE/
VIVA VOCE
structure and function  List the apertures in
diaphragm with their levels
and structures passing
through each
 Describe the role of
diaphragm and scalene
muscles in increasing the
vertical diameter of thoracic
cavity
 Explain the clinical scenario
related to diaphragmatic
hernia and phrenic nerve
lesions with anatomical
reasoning
 Justify anatomical basis of
referred shoulder tip pain
Thorax Correlate the gross  Correlate the cartilaginous, SGD MCQs/SAQs/SEQ
anatomy of thoracic bony, and muscular s/Viva voce/
wall with its framework of the thoracic OSPE
cage with its functions
movements, relevant
 Explain the mechanics of
clinical conditions, and
respiration

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 requisite surgical  Recognize signs, symptoms
interventions and radiological findings of
pleural effusion,
pneumothorax, empyema
and hemothorax.
 Justify the selection of a site
for invasive chest
procedures (intercostal
nerve block, chest
intubation on right and left
side) giving anatomical
reasons.
 Describe with anatomical
reasoning, the clinical
presentation of
bronchogenic carcinoma
and lung trauma
 Correlate
bronchopulmonary
segments with their position
and clinical significance
Surface Recognize the  Mark the following
marking muscular, tendinous, structures on surface of a
and bony landmark of subject or mannequin
thorax to utilize the correctly
knowledge of
 Parietal pleura
topography of
important  Lungs
neurovascular  Borders of the heart
structures of thorax in  Auscultatory areas
plotting the same on
body surface
List of Capillaries
Practicals Arteries
Veins
Lymph node
Thymus
Spleen
Tonsil

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 PHYSIOLOGY
LEARNING OBJECTIVES
LEARNING INSTRUCTIONAL ASSESSMENT
TOPIC/THEME By the end of the session, student should
OUTCOMES STRATEGIES TOOLS
be able to;
CVS-HEART
Introduction Appreciate the  Differentiate the physiological LGIS MCQ
to CVS  functional arrangement of right and left hearts CBL SEQ/SAQ
characteristics & along with the parallel arrangement Viva voce
electrical of systemic circulation.
properties of  Trace the path of blood flow through
cardiac muscle the whole circulatory system with
 Compare and comparisons of pressures in various
contrast components of heart and circulatory
the pressure and tree
volume  Understand the basic functional
changes in anatomy of the atrioventricular and
different semilunar valves, and explain how
components of they operate.
Difference circulatory system  Compare cardiac and skeletal muscle
between during with respect to: cell size, electrical
cardiac and cardiac cycle connections between cells, and
smooth arrangement of myofilaments, ion
muscle permeability, and electrical
resistance. Describe role of gap
junctions in creating a functional
syncytium.
SA nodal  Explain the ionic mechanism of LGIS MCQ
action pacemaker automaticity and CBL SEQ/SAQ
potential rhythmicity, and identify cardiac cells Viva voce
that have pacemaker potential and
their spontaneous rate. Identify
neural and humoral factors that
influence their rate.
 Discuss the significance of “overdrive
suppression” and “ectopic
pacemaker”.
Cardiac Beginning in the SA node, trace the LGIS MCQ
impulse I normal sequence of cardiac activation CBL SEQ/SAQ
(depolarization) and the role played by Viva voce
specialized cells of the cardiac
conductive system.
 Explain the functional significance of
the slow conduction through the AV
node (delay). Describe factors that

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 influence conduction velocity through
the AV node.
 Draw a diagram and trace the path of
spread of cardiac impulse through
conductive system, atrial and
ventricular myocardium and associate
it with the function of heart.
Ventricular  Sketch a typical action potential in a LGIS MCQ
action ventricular muscle labeling both the CBL SEQ/SAQ
potential voltage and time axes accurately. Viva voce
 Describe how ionic currents through
various ion channels contribute to the
four phases of the cardiac action
potential.
 Explain what accounts for the long
duration of the cardiac action
potential and the resultant long
refractory period. What is the
advantage of the long plateau of the
cardiac action potential and the long
refractory period?
 Contrast the duration of the action
potential and the refractory period in
a cardiac muscle and a skeletal
muscle. Sketch the temporal
relationship between AP in a cardiac
muscle and the resulting contraction
of that cell. Explain why cardiac
muscle cannot remain in a state of
sustained (tetanic) contraction.
Regulation of  Contrast the sympathetic and LGIS MCQ
heart pumping parasympathetic nervous system CBL SEQ/SAQ
influence on heart rate and cardiac Viva voce
excitation in general. Identify which
arm of the autonomic nervous system
is dominant at rest and during
exercise. Discuss ionic mechanisms of
these effects on both working
myocardium and pacemaker cells.
 Explain how changes in sympathetic
activity alter ventricular work, cardiac
metabolism, oxygen consumption
and cardiac output.

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  Know the location of vasomotor
center.
 Enlist the different parts of
vasomotor center and their functions
Cardiac Cycle I Draw, in correct temporal relationship, LGIS MCQ
the pressure, volume, heart sound, and CBL SEQ/PBQ
ECG changes in the cardiac cycle. Viva voce
Identify the intervals of iso-volumic-
contraction, rapid ejection, slow
ejection, iso-volumic relaxation, rapid
ventricle filling, slow ventricular filling
and atrial contraction.

Cardiac Cycle Compare the various phases of LGIS MCQ

II ventricular systole and ventricular CBL SEQ/SAQ
diastole. Contrast the relationship Viva voce
between pressure and flow into and
out of the left and right ventricles
during each phase of the cardiac cycle.
Analyze various cardiac events in
relation to each other
 Define ejection fraction and be able LGIS MCQ
Cardiac cycle to calculate it from end diastolic CBL SEQ/SAQ
III volume, end systolic volume, and/or Viva voce
stroke volume. Predict the change in
ejection fraction that would result
from a change in a) preload, b)
afterload, and c) contractility.
 Draw a ventricular pressure volume
loop and on it label the phases and
events of the cardiac cycle (ECG, valve
movement).
Describe the role of Starling’s Law of
the Heart in keeping the output of
the left and right ventricles equal.
 Describe the difference in the way
changes in preload and changes in
contractility influence ventricular
force development.
Preload and  Define preload and contractility. LGIS MCQ
afterload Explain why ventricular end-diastolic CBL SEQ/SAQ
pressure, atrial pressure and venous Viva voce
pressure all provide estimates of
ventricular preload. Explain why

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 ventricular end-diastolic pressure
provides the most reliable estimate.
 Define afterload and explain how
arterial pressure influences afterload.
 Describe the impact of changes in
preload, afterload, and contractility in
determining cardiac performance.
General Interpret normal  Define the term dipole. Describe LGIS MCQ
principles of and characteristics that define a vector. CBL SEQ/SAQ
ECG abnormal ECG Describe how dipoles generated by Viva voce
changes the heart produce the waveforms of
in health and the ECG.
disease  Describe the electrode conventions
used by clinicians to standardize ECG
measurements. Know the electrode
placements and polarities for the 12
leads of a 12 lead electro-cardiogam
and the standard values for pen
amplitude calibration and paper
speed.
Normal ECG  Name the parts of a typical bipolar LGIS MCQ
(Lead II) ECG tracing and explain the CBL SEQ/PBQ
relationship between each of the OSPE
waves, intervals, and segments in Viva voce
relation to the electrical state of the
heart.
 Explain why the ECG tracing looks
different in each of the 12 leads.
Correlate between vector and lead,
type and locations of leads and
principles for vector analysis.
 Recognize the significance of waves,
segments and intervals of ECG
recording.
Interpretation  Evaluate the general principles of LGIS MCQ
of ECG I analysis of ECG. CBL SEQ/PBQ
 Define mean electrical vector (axis) of Viva voce
the heart and give the normal range.
Determine the mean electrical axis
from of the magnitude of the QRS
complex in the standard limb leads.
 Describe the alteration in conduction
responsible for most common
arrhythmias: i.e., tachycardia,

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 bradycardia, A V block, bundle branch
block, flutter, and fibrillation
Coronary  Describe the phasic flow of blood to LGIS MCQ
circulation and the ventricular myocardium through CBL SEQ/PBQ
MI an entire cardiac cycle. Contrast this Viva voce
cyclic variation in myocardial flow a)
in the walls of the right and left
ventricles and b) in the
subendocardium and subepicardium
of the left ventricle. Identify the area
of the ventricle most susceptible to
ischemic damage and why the risk is
increased at high heart rates.
 Explain the mechanism whereby
coronary blood flow is coupled to
myocardial workload, and identify
stimuli that cause increases in
coronary blood flow to occur.
 Describe what is meant by coronary
vascular reserve and the role of
collateral blood vessels. Discuss
physiological and pathological events
that decrease coronary vascular
reserve.
 Explain the mechanism of myocardial
injury during MI
ECG changes  Explain the ECG changes in case of LGIS MCQ
in MI ischemia and differentiate them from CBL SEQ/SAQ
changes in infarction. Viva voce
 Temporally correlate the ECG changes
from the onset of MI to its
progression and identification of
changes of old MI.
 Differentiate between anterior wall
MI, lateral wall MI, inferior wall MI
and Posterior wall MI based on the
leads involved
Current of Describe electrocardiographic changes LGIS MCQ
injury associated respectively with myocardial CBL SEQ/SAQ
ischemia, injury, and death. Define Viva voce
injury current and describe how it alters
the ST segment of the ECG.

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Brady-  Discuss the basis of common cardiac LGIS MCQ
arrhythmias arrhythmias, process that produce CBL SEQ/PBQ
them and their clinical significance. OSPE
 Employ the concept of sinus Viva voce
arrhythmia and its clinical
significance.
 Compare between first degree,
second degree and third degree heart
blocks based on pathophysiology and
ECG changes.
 Describe the basis of overdrive
suppression and Stokes Adams
attacks
 Assess changes in ECG and cardiac
function during common
abnormalities in ionic composition of
body fluids.
Tachy-  Explain the following terms: reentry, LGIS MCQ
arrythmias and circus movement. CBL SEQ/SAQ
 Differentiate between fibrillation and Laboratory Viva voce
flutter based on ECG findings practical OSPE
 Describe the significance of
defibrillation in emergency cardiac
situations
CVS-CIRCULATION
Hemodynamic Explain the  Write the formulation of the Law of LGIS MCQ
s of circulation hemodynamics of Laplace. Describe how it applies to Viva voce
systemic circulation ventricular function in the normal and
volume overloaded (failing) ventricle.
 Understand the relationship between
pressure, flow, and resistance in the
vasculature. Apply this relationship to
the arteries, arterioles, capillaries,
venules, and veins.
 Explain how Poiseuille’s Law
influences resistance to flow. Use it to
calculate changes in resistance in a
rigid tube (blood vessel).
 Explain the deviations from
Poiseuille's law predictions that occur
in distensible blood vessels.
 Define resistance and conductance.
Understand the effects of adding

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 resistance in series vs. in parallel on
total resistance and flow.
 Express the concept of blood flow, its
types and significance of turbulent
and laminar flow, the concept of
pressure gradient, resistance to blood
flow and its significance.
Characteristics  Recognize the physiologic anatomy of LGIS MCQ
of systemic different types of blood vessels and CBL SEQ/SAQ
circulation + their importance. Viva voce
veins and their  Discuss the Physiology of vascular
functions compliance, changes in compliance of
blood vessels with age & comparison
b/w the compliance of arteries versus
veins.
 Identify the origin of arterial pressure
pulse and its propagation to the
peripheral arteries.
 Describe the factors damping the
arterial pulse and abnormalities of
arterial pulse.
 Correlate the right atrial pressure
with the factors affecting venous
return to heart
 Correlate the venous resistance with
Venous valves and muscle pump and
gravitational forces with reference to
varicose veins
 Understand the Physiology of
vascular compliance and explain the
reservoir function of veins
 Describe changes in compliance of
blood vessels with age and
comparison between the compliance
of arteries versus veins
Local Control Identify the  Describe how the theory of metabolic LGIS MCQ
of local blood dynamics regulation of blood flow accounts for CBL SEQ/SAQ
flow of local and active hyperemia and reactive Viva voce
peripheral hyperemia.
Blood flow  Identify the role of PO2, PCO2, pH,
adenosine, and K+ in the metabolic
control of blood flow to specific
tissues.

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  Diagram the synthetic pathway for
nitric oxide (EDRF, endothelial
derived relaxing factor), including
substrate and the interplay between
endothelium and vascular smooth
muscle.
 Discuss the circumstances and the
mechanisms whereby humoral
substances contribute to regulation
of the microcirculation.
 Describe the role of angiogenesis in
providing a long term match of tissue
blood flow and metabolic need.
Humoral  Identify the cell membrane receptors LGIS MCQ
control of and second messenger systems CBL SEQ/SAQ
blood flow mediating the contraction of vascular Viva voce
smooth muscle by norepinephrine,
angiotensin II, and vasopressin.
 Identify the cell membrane receptors
and second messenger systems
mediating the relaxation of vascular
smooth muscle by nitric oxide,
bradykinin, prostaglandins, and
histamine.
 Describe the involvement of
endothelial cells in the regulation of
vascular diameter and inflammatory
responses.
 Describe triple response
Capillary Elucidate edema  Describe the principles of capillary LGIS MCQ
Dynamics I types, dynamics, structure of interstitium, CBL SEQ/PBQ
clinical significance Starling’s forces for fluid exchange Viva voce
and across the capillary membrane and
factors responsible factors affecting thereof.
for  Recognize the concept of starling’s
causing edema equilibrium, and how the interstitial
space is kept dry?
 Explain the mechanism of formation
of interstitial fluid, its composition
and factors creating starling’s
disequilibrium leading to the
development of edema.

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Capillary  Describe how histamine alters the LGIS MCQ
Dynamics II permeability of the post capillary CBL SEQ/PBQ
and edema venules, and how the loss of albumin Viva voce
into the interstitial space promotes
localized edema.
 Explain how edema develops in
response to:
a. venous obstruction,
b. lymphatic obstruction,
c. increased capillary permeability,
d. heart failure,
e. tissue injury or allergic reaction,
and
f. malnutrition.
 Identify Types of edema, their
pathophysiology and safety factors
preventing edema formation
Cardiac output Analyze the factors  Explain the determinants of cardiac LGIS MCQ
regulating venous output i.e. stroke volume output and CBL SEQ/SAQ
return and cardiac Heart rate and factors affecting PBQ
output at rest and them. Viva voce
during exercise  Appreciate the mechanics of low &
high cardiac outputs along with their
effects on heart.
 Comprehend the factors affecting
stroke volume, heart rate and total
peripheral resistance.
 Understand Fick’s principle for the
measurement of cardiac output.
Venous return  Understand the concept of “mean LGIS MCQ
and its systemic filling pressure,” its normal CBL SEQ/SAQ
regulation value, and how various factors can PBQ
alter its value. Viva voce
 Define venous return. Understand
the concept of “resistance to venous
return” and know what factors
determine its value theoretically,
what factors are most important in
practice.
 Construct a venous return curve.
Predict how changes in right atrial
pressure and mean systemic filling
pressure effect the venous return

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Measurement  Understand the principles underlying LGIS MCQ
of cardiac cardiac output measurements using CBL SEQ
output the Fick, dye dilution, and thermos- Viva voce
+ Cerebral dilution methods.
circulation  Contrast the local and neural control
of cerebral blood flow. Discuss the
relative important of O2, CO2, and
pH in regulating cerebral blood flow.
 Describe the structural components
of the blood brain barrier and how
this barrier impedes the movement
of gases, proteins, and lipids from
the blood to neurons.
 Contrast the mechanisms of the two
major types of stroke, hemorrhagic
and occlusive stroke
Arterial Blood Summarize  Describe blood pressure LGIS MCQ
Pressure regulatory measurement with a catheter and CBL SEQ/PBQ
mechanisms of transducer and explain the Practical in OSPE
blood components of blood pressure laboratory Viva voce
pressure & cardiac waveform.
output control in  Contrast the direct and indirect
health estimation of blood pressure with a
and disease sphygmomanometer.
 Given systolic and diastolic blood
pressures, calculate the pulse
pressure and the mean arterial
pressure.
 Describe how arterial systolic,
diastolic, mean, and pulse pressure
are affected by changes in a) stroke
volume, b) heart rate, c) arterial
compliance, and d) total peripheral
resistance
 Comprehend the determinants of
arterial pressure, factors affecting
and mechanisms regulating blood
pressure on short and long term
basis.
 Understand mean arterial pressure
and its significance.
Short term  Contrast the sympathetic and LGIS MCQ
regulation of parasympathetic nervous system CBL SEQ/SAQ
BP II control of heart rate, contractility, PBQ

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 total peripheral resistance, and Viva voce
venous capacitance
 Explain the sequence of events in
the following that occur after an
acute increase or decrease in arterial
blood pressure. Include receptor
response, afferent nerve, and CNS
integration, efferent to the SA node,
ventricles, arterioles, venules, and
hypothalamus
o baroreceptor reflex
o CNS Ischemic response
o Chemoreceptor reflex
o Cushing reaction
 Explain the sequence of events
mediated by cardiopulmonary
volume receptors that occur after an
acute increase or decrease in arterial
blood pressure. Include receptor
response, afferent, CNS integration,
efferent to the heart, kidney,
hypothalamus, and vasculature.
Long term  With the help of a flowsheet LGIS MCQ
regulation of diagram explain the role of renin- CBL SEQ/SAQ
BP angiotensin-aldosterone mechanism PBQ
in regulation of BP at intermediate Viva voce
term
 Explain the significance of pressure
diuresis and pressure natriuresis in
long term regulation of BP
 Contrast the relative contribution of
short- and long-term mechanisms in
blood pressure and blood volume
regulation.
Hypertension  Tabulate WHO criteria for LGIS MCQ
categorizing different types of CBL SEQ/SAQ
hypertension PBQ
 Compare the primary and secondary Viva voce
hypertension.
 Enlist the causes of both
Cardiac Failure Explain  Define cardiac failure, its LGIS MCQ
pathophysiology of pathophysiology and clinical CBL SEQ/SAQ
cardiac failure manifestations PBQ
Viva voce

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  Differentiate between the factors
causing hyper-effective and hypo-
effective heart functions.
 Differentiate between right and left
heart failure based on their
presentation
 Outline the physiology of treatment
of cardiac failure
Heart sounds Differentiate among  Enlist the factors that contribute to LGIS MCQ
& murmurs normal and the formation of turbulent flow. CBL SEQ/SAQ
abnormal Describe the timing and causes of Practical in OSPE
heart sounds the four heart sounds. laboratory Viva voce
 Describe the expected auscultation
sounds that define mitral stenosis,
mitral insufficiency, aortic stenosis,
and aortic insufficiency. Explain how
these pathologic changes would
affect cardiac mechanics and blood
pressure.
 Enlist the types of abnormal heart
sounds (murmurs)
 Correlate the systolic and diastolic
murmurs with valvular heart
diseases like stenosis and
regurgitation
Circulatory Compare various  Describe the direct cardiovascular LGIS MCQ
Shock I types consequences of the loss of 30% of CBL SEQ/SAQ
of shock and their the circulating blood volume on PBQ
pathophysiology cardiac output, central venous Viva voce
pressure, and arterial pressure.
 Describe the compensatory
mechanisms activated by these
changes.
 Explain three positive feedback
mechanisms activated during severe
hemorrhage that may lead to
circulatory collapse and death due to
irreversible shock.
 Define shock. Explain stages of
development and differences
between compensated and
uncompensated shock.
Circulatory Differentiate between the etiology, LGIS MCQ
Shock II presentation and management of: CBL SEQ

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 o Hypovolemic shock PBQ
o Cardiogenic shock Viva voce
o Anaphylactic shock
o Neurogenic shock
o Septic shock
Muscle blood Explain the special  Contrast the neural and local control LGIS MCQ
flow & blood circulations in of skeletal muscle blood flow at rest CBL SEQ
Splanchnic the body and during exercise. Viva voce
circulation +  Contrast the effect of phasic and
Effect of Analyze sustained skeletal muscle
exercise on cardiovascular contraction on extravascular
CVS and pulmonary compression of blood vessels and on
changes central venous pressure.
(including oxygen  Contrast the local and neural control
consumption) during of the splanchnic circulation.
different grades of Describe the role of the hepatic
exercise portal system and the hepatic artery
in providing flow and oxygen to the
liver.
 Describe the blood pressure in the
hepatic portal vein, hepatic
sinusoids, and the vena cava.
 Explain the enterohepatic
circulation.
 Describe the cardiovascular
consequences of exercise on
peripheral resistance, cardiac
output, A V oxygen difference, and
arterial pressure
 Describe the redistribution of cardiac
output during exercise to the CNS,
coronary, splanchnic, cutaneous, and
skeletal muscle vascular beds during
sustained exercise (distance
running).
 Explain the relative importance of
neural and local control in each
vascular bed.
 Discuss adaptations to physical
training on the cardiovascular
system. Explain the mechanisms
underlying each.
 Contrast the effects of static vs.
dynamic exercise on blood pressure.

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Arterial  Correlate the origin of arterial LGIS MCQ
pressure pulse pressure pulse and its propagation CBL SEQ
+ to the peripheral arteries with Practical OSPE
Formation of cardiac contractility Viva voce
lymph  Enlist the factors damping the
arterial pulse and abnormalities of
arterial pulse
 Trace the normal arterial pulse
waveform
 differentiate the jugular venous
pulse from arterial pulse
 Describe the lymphatics, and explain
how the structural characteristics of
terminal lymphatics allow the
reabsorption of large compounds,
such as proteins.
 Contrast the structure of lymphatic
capillaries and systemic capillaries,
including the significance of the
smooth muscle in the walls of the
lymphatic vessels.
 Identify critical functions of the
lymphatic system in fat absorption,
interstitial fluid reabsorption, and
clearing large proteins from the
interstitial spaces.
 Diagram the relationship between
interstitial pressure and lymph flow.
Explain why edema does not
normally develop as interstitial
pressure increases.
Congenital Comprehend  Describe the Pathophysiology of LGIS MCQ
heart diseases pathophysiology of congenital heart diseases like: CBL SEQ
congenital heart  Tetralogy of fallot
diseases  Patent Ductus Arteriosus
Practicals Record the Blood  Demonstrate the use of stethoscope Practical OSPE
Pressure of a Subject  Identify various parts of
using palpatory and sphygmomanometer and
Auscultatory stethoscope
Method  Demonstrate the palpatory &
auscultatory methods of recording
blood pressure
 Record the arterial blood pressure
by properly placing the cuff 2.5 cm

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 above the cubital fossa and placing
the stethoscope on the brachial
artery on the medial side of biceps
tendon.
 Recognize the 4 types of Korotokoff
sounds, their physiological basis and
relevance to systolic and diastolic
blood pressure
ATTITUDE
 Practice the art of taking consent
from the subject/patient prior to
performance of procedure.
 Communicate the procedure
effectively to the patient
Perform SKILLS Practical OSPE
Cardiopulmonary ● Identify factors/indications for CPR
resuscitation on a ● Perform CPR according to American
dummy according to Heart Association guidelines
the American Heart ● Practice the art of giving
Association compressions on both adult and
Guidelines infant manikins
 Demonstrate the use of Ambu bag
with mask
Demonstrate Triple SKILLS Practical OSPE
Response ● Demonstrate the three stages of
response of skin (its micro vessels) to
blunt mechanical injury
 Proficiently elicit local axon reflex by
carefully applying a stroke on the
skin
Record & Interpret SKILLS Practical OSPE
normal ECG by Recording of ECG
placing all the chest ● Practice the procedure to record ECG
and limb leads on an by placing appropriate chest and
SP limb leads on appropriate points and
by adjusting the speed and
calibration of the ECG machine
● Properly position the patient
observing the required precautions
during the recording of ECG
● Obtain a 12 lead ECG recording with
a long lead II for measurement of
heart rate and identification of
irregular rhythm

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 ● Identify normal ECG waves,
complexes, segments and intervals
● Assess cardiac axis, rhythm, origin of
cardiac impulse (pace maker) and
calculate heart rate from ECG
● Categorize the conditions affecting
the ECG recording
● Identify bradycardia, tachycardia,
and MI by examining the ECG
ATTITUDE
● Practice the art of taking consent and
communicating with the patient
prior to conducting ECG
● Explain the procedure, reassure and
communicate the precautions to be
taken by the patient
Examine the Radial Skill Practical OSPE
Pulse and comment Recording of arterial pulse
on rate, rhythm and ● Record the Radial artery pulse by
character placing three fingers on radial side of
semi-pronated arm and counting for
one minute.
● Observe the volume, rhythm and
character of the pulse
● Compare the radial pulse with the
carotid and femoral pulses and note
any delay
● Palpate the carotid and dorsalis pedis
pulses
ATTITUDE
● Introduce yourself to the
subject/patient prior to performance
of procedure and take consent
● Explain the procedure of conducting
arterial pulse measurement to the
patient
Examine the Heart SKILLS Practical OSPE
Sound on Auscultation of heart
Pulmonary, Aortic, ● Properly expose and position a
Mitral and Tricuspid subject and identify the different
areas cardiac areas for auscultation of
mitral, tricuspid, pulmonary and
aortic valves

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 ● Demonstrate the auscultation of
heart sounds by proper use of
stethoscope
● Differentiate between first and
second heart sounds
● Appraise the physiological basis of
various heart sounds
● Demonstrate the location and
palpation of apex beat on
precordium
 Recognize the displacement of apex
beat and its relevance to diseases of
heart
Determine the JVP Recording JVP Practical OSPE
on an SP  By adjusting position of subject’s
head and neck
Record the effects of Measurement of arterial blood Practical OSPE
posture and Exercise pressure
on Blood Pressure ● Record the arterial blood pressure by
properly placing the cuff 2.5 cm
above the cubital fossa and placing
the stethoscope on the brachial
artery on the medial side of biceps
tendon.
● Record the effects of changing
posture and performing standard
exercise on blood pressure
ATTITUDE
● Practice the art of taking consent
from the subject/patient prior to
performance of procedure.
● Communicate the procedure
effectively to the patient

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 BIOCHEMISTRY
Topic/ Theme Learning Outcomes Learning Objectives/Contents Instructional Assessme
Strategies nt tools
Enzymes Elaborate the ● Isoenzymes ● Lectures ● MCQ/
biochemical ● Application of enzymes in clinical ● SGD SAQ/
importance of diagnostics and therapeutics ● CBL/ SEQ
isoenzymes as well ● Describe the role of Troponins in Integrated
● diagnosis of MI Session
as their role in
various clinical
conditions
Lipid Relate the ● Define lipids and enumerate their Lecture/ SGD/ MCQ/
Chemistry significance of biomedical functions CBL SAQ/ SEQ/
different lipids in ● Describe lipid classification with Structured
examples & biochemical Viva
health and disease
significance also explain nutritional
significance of lipids
● Explain the structure, chemistry,
classification and biochemical
functions of Fatty acids along with
their nutritional role
● Describe Steroids, Sterol e.g.
Cholesterol, their chemistry,
functions and clinical significance.
Explain rancidity of fats, lipid
peroxidation and its biochemical
significance

Digestion and Discuss the Overview of digestion & absorption of Lecture/ SGD/ MCQ/SAQ
absorption of digestion and Lipids CBL /
lipids absorption of lipids SEQ/Struc
tured Viva
Lipid Apply the ● Describe in detail the biosynthesis of Lecture/ SGD/ MCQ/
Metabolism knowledge of lipid fatty acids, their regulation and CBL SAQ/ SEQ/
metabolism for related disorders Structured
understanding ● Explain the mobilization and Viva
relevant metabolic Oxidation of fatty acids along with
disorders types of oxidation (beta, alpha,
omega etc), bioenergetics,
regulation and related disorders
● Give oxidation of fatty acids with
odd number of carbon atoms
● Give a brief account of oxidation of
Unsaturated fatty acids
● Explain Triglyceride metabolism

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 ● Explain Mechanism of synthesis of
ketone bodies and give their
utilization and significance in body.
Define Ketosis and explain its
mechanism
● Explain the steps of Cholesterol
synthesis along with its regulation.
● Enumerate functions and fate of
Cholesterol in the body.
● Differentiate between Bile Acids and
Bile Salts
● Define and explain
Hypercholesterolemia in relation
with the pathophysiology of
atherosclerosis
● Discuss the metabolism of Plasma
Lipoproteins (VLDL, LDL, HDL, and
Chylomicrons) with respect to their
transport, functions and importance
in health and disease. Discuss
apolipiproteins and their role in
lipoprotein metabolism
● Understand role of Obesity in CVDs
● Explain Hypercholesterolemia in
relation with the pathophysiology of
atherosclerosis, Mediterranean diet
Practical  Analyze the Rancidity of Fats Practical OSPE
results of given
● Estimation & clinical interpretation
experiment
of serum cholesterol
 Study the
● Lipid profile
various
● LDH
enzymes
● CK
related to
● Trop T
myocardial
infarction

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 SURGERY
Instructional Assessment
Topic/ Theme Learning outcomes Learning Objectives/Contents
strategies tool
CVS  Explain surgical aspect of 1. Principles of coronary  SGD MCQ/
various Cardiovascular angioplasty and CABG  CBL/INTE SAQ/SEQ/O
diseases a. Explain basic concepts of GRATED SCE
 Describe principles of angioplasty and CABG SESSION
Coronary angioplasty and b. Describe different conduits
CABG used for CABG
 Describes clinical c. Describe basic principles of
presentations of acute and Heart-lung machine
chronic limb ischemia d. Identify various
 Explain incidence of complications of CABG
various aneurysms 2. Causes / clinical presentation
 Describe presentations of of acute & chronic limb
varicose veins ischemia
a. Identifies various causes of
limb ischemia
b. Describe differences
between clinical
presentations of acute and
chronic limb ischemia
c. Recognise basic features of
acute and chronic limb
ischemia
d. Explain the importance of
early recognition of acute
limb ischemia
3. Aneurysm & Varicose veins-an
overview
a. List different types of
aneurysm and their
complications
b. Describe the various
clinical presentation of
varicose veins
c. Explain underlying
aetiology of varicose veins
on anatomical basis

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 4. Explain the importance of
Imaging studies in
Cardiovascular diseases

MEDICINE
Hypertension Correlate the increase in Causes of hypertension Lectures/SG Formative
peripheral vascular resistance D/CBL/INTEG assessment
being manifested in the form of RATED
high blood pressure SESSION/Pati
ent
IHD, Angina Relate the common  Explain the causes & common Lectures/SG Formative
pectoris, MI presentation of IHD with its presentation ofIHD D/CBL/INTE assessment
causes  Identify ECG Changes in MI GRATED
SESSION/
Patient
Coronary Discuss coronary artery Explain coronary artery syndrome Lectures/INT Formative
artery syndrome EG RATED assessment
syndromes SESSION
Cardiac Discuss cardiac arrythmias and  Explain the sign and symptoms of Video clip Formative
Arrhythmias its clinical presentation arrythmias and its management assessment
Arterial and  Explain the types of thrombosis
venous Describe the types of and its sign and symptoms
thrombosis Thrombosis
 Describe CCF and its clinical
(signand
presentation
symptoms Describe cardiogenic shock
Cardiogenic
Shock Discuss CCF
CCF

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 MBBS YEAR I
BLOCK III
MODULE VI
Respiratory system
Duration: 04 weeks

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 Integration of Disciplines in Module

Anatomy

Physiology Biochemistry

Research
Methodology

Surgery Medicine

MODULE PLANNING COMMITTEE

Module Coordinator
To be filled by the institutes
Members

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 Preamble
One of the unfortunate gifts of industrialization is varied respiratory illnesses. However, high prevalence
of chronic respiratory diseases, mortality and morbidity associated with it is a burden that is not limited
to affluent countries. According to a lancet report, nearly 545 million of world population (7.4% of world’s
population) suffers from chronic respiratory condition. However, disability remains highest in our part of
the world (South Asia), where premature mortality from chronic respiratory diseases is highest! Risk
factors for men include air pollution, cigarette and sheesha smoking causing rise in COPD cases. Amongst
women, exceptions exist, as household air pollution from solid fuels and ambient particulate matter are
the were the leading cause. Genetics also play a part in diseases like asthma, sarcoidosis, interstitial lung
diseases. However, certain lifestyle and behavioral modifications can overcome genetic and
environmental factors improving the morbidity. Therefore, a firm understanding of the respiratory system
is very important for undergraduate students so that they can manage these diseases in clinical settings
reducing disease burden in society.
This module focuses on respiratory system along with knowledge of Bioenergetics and Biological Oxidation
and
Vita,min. Content of ‘Gross Anatomy of thorax, development of body cavities and diaphragm” will be
taught in block-II. However, revisit of thorax (lungs pleura and respiratory movements) is included in this
block for integration with physiology
The research methodology will be taught as a part of the longitudinal theme.
Apart from attending daily scheduled sessions, students should engage in self-directed learning to achieve
the desired objectives
Learning Outcomes:
At the end of this module, student will be able to integrate the basic knowledge of respiratory system
and relate it with its clinical aspects which helps them to practice clinically in the subsequent years

List of Proposed Themes for integrated sessions (at least one/week)

Theme

Cough
Dyspnoea
Hemoptysis
Fever with cough

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 ANATOMY
Instructional Assessment
Topic/ Theme Learning outcomes Learning Objectives/Contents
strategies tool
HISTOLOGY
Histology of  Recognize the light  Enumerate cells comprising LGIS, MCQs,
Respiratory microscopic respiratory epithelium. Practical SAQs, SEQs
system features of  Differentiate between the OSPE, Viva
different parts of light microscopic structure voce
respiratory system. of conducting and gas
 Correlate the exchange portion of
microscopic respiratory system.
structure of  Relate progressive
respiratory system structural modifications of
with its function wall of respiratory tract
and dysfunction. (from trachea down to
alveoli) with its function
 Describe the components of
respiratory membrane, the
role of type-II alveolar cells
in surfactant production
and respiratory distress
syndrome.
 Explain the histological
basis of immotile cilia
syndrome.
 Identify the role of
interalveolar septa in
preventing alveolar
collapse.
 Describe histological basis
of hemoptysis in cardiac
failure.
Skill:
 Illustrate histological
structure of different parts
of respiratory system
 Give two points of
identification of each part
on slide.
EMBRYOLOGY
Development of Correlate the  Describe the development LGIS MCQs/SAQs
Respiratory development of of trachea. /SEQs/Viva
system respiratory system voce/ OSPE

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 with its congenital  Correlate the various types
anomalies. of tracheoesophageal
fistulae with their
embryological basis & justify
their relationship with
polyhydramnios.
 Explain different stages of
lung maturation.
 Enumerate factors
important for normal lung
development
 Explain embryological basis
and prevention of
respiratory distress
syndrome in a premature
infant.
Development of Correlate the  Describe the development LGIS MCQs/SAQs
vertebral development of of vertebral column, ribs, /SEQs/Viva
column, ribs, and vertebral column, ribs voce/ OSPE
and sternum.
sternum and sternum with
their related  Explain the embryological
congenital anomalies basis of Vertebral defects
(Klippel-Feil Syndrome,
Spina bifida, Chordoma,
variations in number of
vertebrae, Hemivertebrae,
Rachischisis), Rib defects
(Accessory ribs, Fused ribs,
Cervical rib) and Defects of
sternum
Gross Anatomy
Recap of gross anatomy of lungs, pleura and respiratory movements

List of Practicals
1. Trachea
2. Lungs

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 PHYSIOLOGY
Topic Learning Outcomes Learning Instructional Assessment
Objectives/Contents Strategies tools
Introduction to  Correlate the anatomy  Understand the functional Lectures/ MCQ/SAQ/
respiratory of respiratory tract anatomy of respiratory
SGD/ CBL structured
system with its functions tract
 Appreciate the role of  Discuss the functions of viva
conductive and gas various parts of respiratory
exchange zones of system
lungs  Highlight the non-
respiratory functions of
respiratory tract
 Understand the functions
of nose
Pulmonary  Analyze the mechanics  Discuss the variations in Lectures/ MCQ/SAQ/
mechanics -I of respiration pleural and alveolar
SGD/ CBL structured
 Analyze lung volume pressure causing inspiration
and pressure changes and expiration viva
during quiet and  Draw the graphical changes
forceful breathing in alveolar + intrapleural +
transpulmonary pressure
taking place during
respiration
Pulmonary  Enlist the major and Lectures/ MCQ/SAQ/
mechanics -II accessory muscles of
SGD/ CBL structured
respiration
 Discuss the role of viva
respiratory muscles during
quiet and forceful
respiration.
Pulmonary  Explain factors  Explain the factors involved Lectures/ MCQ/SAQ/
compliance determining in keeping lungs and chest
SGD/ CBL structured
pulmonary wall compliant
compliance, lung  Appreciate the role of viva
volumes, lung surfactant in minimizing
capacities and alveolar fluid surface
pulmonary capillary tension and preventing
dynamics collapse of lungs

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  Discuss pathophysiology of
respiratory distress
syndrome in infants
 Understand the concept of
work of breathing
Lung volumes  Enlist and derive the Lectures/ MCQ/SAQ/
and capacities normal lung
SGD/ CBL structured
volumes/capacities
 Understand the concept of viva
static v/s dynamic lung
volumes/capacities
 Draw and explain the
normal spirogram
Pulmonary  Discuss the Starling forces Lectures/ MCQ/SAQ/
capillary that govern the dynamics
SGD/ CBL structured
dynamics of fluid exchange across
lung capillary membranes viva

Dead space and  Explain factors  Grasp concept of dead Lectures/ MCQ/SAQ/
alveolar determining dead space and alveolar
SGD/ CBL structured
ventilation space and alveolar ventilation
ventilation  Discuss effect of dead viva
space on alveolar
ventilation
Nervous  Compare the chemical  Study different group of Lectures/ MCQ/SAQ/
regulation of and neural regulation neurons composing
SGD/ CBL structured
respiration of respiration during respiratory center
rest and exercise  Understand the control of viva
 Correlate ventilation inspiratory Ramp signal and
with perfusion in respiratory rhythm through
different lung zones these centers.
 Discuss the role of
pneumotaxic center in
respiration
 Draw the reflex pathway of
hering-breuer inflation
reflex
Chemical  Differentiate between the Lectures/ MCQ/SAQ/
regulation of peripheral and central
SGD/ CBL structured
respiration chemoreceptors & their
viva

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 stimulation by changes in
PO2, PCO2 and H+
VA/Q ratio-I  Describe two causes of Lectures/ MCQ/SAQ/
abnormal V/Q distribution.
SGD/ CBL structured
 Define anatomic and
physiological shunts, and viva
physiologic dead space
(wasted ventilation).
 Describe the consequences
of each for pulmonary gas
exchange
Pulmonary  Differentiate between Lectures/ MCQ/SAQ/
blood flow pulmonary & systemic
SGD/ CBL structured
circulation
 Study the pulmonary blood viva
flow and effect of
hydrostatic pressure on it
 Discuss the 3 zones of
pulmonary blood flow
Gas Laws Compare the different  Explain concept of partial Lectures/ MCQ/SAQ/
modes of gas transport in pressure gradients and
+ Respiratory SGD/ CBL structured
blood their effect on gas
membrane and
exchange viva
Factors
 Evaluate the effects of
affecting
Fick’s law, Boyle’s law,
diffusion of
Dalton’s law and Henry’s
gases
law on gas exchange
 Know the differences in
partial pressures of alveolar
and atmospheric air
 Understand the renewal of
alveolar air by atmospheric
air
 Study the layers of
respiratory membrane
 Differentiate between
diffusing capacities of
various gases through
respiratory membrane
based on their sizes,

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 concentration gradients
and solubility coefficients.
 Discuss the factors affecting
gas diffusion through
respiratory membrane
Oxygen  Discuss the effect of Lectures/ MCQ/SAQ/
transport-I difference in partial
SGD/ CBL structured
pressures governing the
oxygen diffusion from viva
alveoli to blood and tissues
Oxygen  Discuss the role of Lectures/ MCQ/SAQ/
transport-II Hemoglobin in oxygen
SGD/ CBL structured
transport
 Draw the normal oxygen- viva
hemoglobin dissociation
curve and discuss how
different affinities of Hb at
different partial pressures
of oxygen result in sigmoid
shape curve
 Elaborate the factors that
shift oxygen-hemoglobin
dissociation curve
Carbon dioxide  Identify the various Lectures/ MCQ/SAQ/
transport I + II chemical forms in which
SGD/ CBL structured
CO2 is transported in blood
as carbaminohemoglobin, viva
dissolved and in bcarbonate
form
 Study the normal CO2
dissociation curve
 Explain the concept of
109aldane effect, Bohr
effect + chloride shift
Abnormal Distinguish between  Identify and discuss Lectures/ MCQ/SAQ/
breathing various respiratory different factors causing
SGD/ CBL structured
patterns abnormalities abnormal breathing
(irritants, brain edema, viva
anesthesia)

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  Explain the
pathophysiology of Cheyne-
Stokes breathing
 Discuss sleep apnea
Fluid in pleural  Understand mechanism of Lectures/ MCQ/SAQ/
cavity development of pulmonary
SGD/ CBL structured
edema and pleural effusion
 Discuss edema safety viva
factors
 Classify edema based on its
various causes and discuss
its pathophysiology
Restrictive lung Differentiate between  Discuss Basic respiratory Lectures/ MCQ/SAQ/
diseases Restrictive and abnormality, effect on lung
SGD/ CBL structured
Obstructive lung diseases volumes & capacity
on physiological  Compare physiological viva
background differences between
Restrictive and Obstructive
lung diseases
Obstructive  Discuss Basic respiratory Lectures/ MCQ/SAQ/
lung diseases abnormality, effect on lung
SGD/ CBL structured
volumes & capacity
 Compare physiological viva
differences between
Restrictive and Obstructive
lung diseases
Hypoxia + Describe Hypoxia +  Classify hypoxia based on Lectures/ MCQ/SAQ/
Hyperbaric Hyperbaric oxygen etiology into hypoxic,
SGD/ CBL structured
oxygen therapy therapy stagnant, anemic and
histotoxic types. viva
 Discuss the effects of
hypoxia on the body
 Correlate the significance of
oxygen therapy in different
types of hypoxia with their
etiology
 Understand the working
and clinical/therapeutic use
of this therapy
Practicals Examine respiratory Examine respiratory system on Practical OSPE/ ATP
system on an SP in a an SP in a proper sequence of

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 proper sequence of inspection, palpation,
inspection, palpation, percussion and auscultation
percussion and
auscultation

Study the spirometer and Identify parts of Spirometer Practical OSPE/ ATP
operate the instrument and its uses

Record of Tidal Volume, • Record Tidal Volume, Practical OSPE/ ATP

Inspiratory Reserve Inspiratory Reserve
Volume and Expiratory  volume, and Expiratory
reserve volume by using reserve volume, vital
Student’s spirometer and capacity by using Student’s
kymograph, and label it. spirometer and Kymograph
and label it
Record the forced  Record the forced Practical OSPE/ ATP
expiratory volume by expiratory Volume by
using Student’s Spirogram using Student’s spirometer
and Kymograph and label
it
 Calculate & interpret the
FEV1/FVC ratio
Measure Peak Expiratory Measure Peak Expiratory Flow Practical OSPE/ ATP
Flow Rate (PEFR) and Rate (PEFR) by Wright’s peak
report the reading expiratory flow meter

To analyze respiratory Interpret ABG reports to Practical OSPE/ ATP

acidosis and respiratory diagnose respiratory acidosis
alkalosis with the help of and respiratory alkalosis
Arterial Blood Gases
(ABG) report

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 BIOCHEMISTRY
Topic/ Learning Outcomes Learning Objectives/Contents Instructional Assessment
Theme Strategies Tools
Vitamins Relate the  Classify various types of Lecture/ SGD/ MCQ/ SAQ/
knowledge of water vitamins CBL SEQ
soluble and fat
soluble vitaminsfor  Discuss chemistry, sources,
understanding of its biochemical functions, daily
deficiency and allowance, deficiency
excess manifestations and toxicity of
manifestations water soluble vitamin C
 Discuss chemistry, sources,
biochemical functions, daily
allowance, deficiency
manifestations and toxicity of
water soluble vitamin (B 1, B2
and B3)
 Discuss chemistry, sources,
biochemical functions, daily
allowance, deficiency
manifestations and toxicity of
water soluble vitamins (B 5, B6
B7)
 Discuss chemistry, sources,
biochemical functions, daily
allowance, deficiency
manifestations and toxicity of
water soluble vitamins (B 9 and
B12)
 Discuss chemistry, sources,
biochemical functions, daily
allowance, deficiency
manifestations and
hypervitaminosis of fat soluble
vitamin A
 Discuss chemistry, sources,
biochemical functions, daily
allowance, deficiency
manifestations and
hypervitaminosis of fat soluble
vitamin D

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  Discuss chemistry, sources,
biochemical functions, daily
allowance, deficiency
manifestations and
hypervitaminosis of fat soluble
vitamin E & K
Phospholipi Appraise the  Chemistry and structure of Lecture/ SGD/ MCQ/ SAQ/
ds chemistry & phospholipids. CBL SEQ
metabolism of  Elaborate the phospholipid
phospholipids and synthesis and degradation.
Relate the  Discuss related metabolic
knowledge of disorders.
phospholipids in
respect to
respiratory system
Respiratory Relate the Chemistry & biomedical Lecture/ SGD/ MCQ/ SAQ/
Proteins knowledge of significance of respiratory CBL SEQ
biochemical basis of proteins (alpha 1 anti trypsin)
respiratory proteins

Practicals Estimate Ascorbic Estimation of Ascorbic acid in Practical OSPE

acid in orange juice orangejuice by titration.
by titration

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 MEDICINE
Learning
Instructiona Assessment
Topic/ Theme Learning outcomes Objectives/Contents
lstrategies tool
Asthma Identify clinical Respiratory Disease Lectures/SGD/CBL Formative
presentation of asthma /Patient/ video assessment
clips
COPD Correlate Obstructive Obstructive Airway Lectures/SGD/CBL Formative
Airway Way Disease with Way Disease /Patient/ video assessment
Clinical Manifestations clips
Restrictive Lung Correlate Restrictive Lung Restrictive Lung Lectures/SGD/CBL Formative
Disease/interstitial Disease with Clinical Disease: /Patient/ video assessment
lung diseases manifestation (dyspnea) clips
Pulomonary Describe Pulmonary Explain clinical Lectures/SGD/CBL Formative
embolism embolism and its clinical presentation of /Patient/ video assessment
presentation pulmonary clips
embolism

Respiratory Acidosis Explain resp acidosis and

& alkalosis alkalosis
Pulmonary Describe pulmonary
hypertension hypertension and its clinical
presentation

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 SURGERY
Learning Instructional Assessment
Topic/ Theme Learning outcomes
Objectives/Contents strategies tool
Thoracic 1. Apply knowledgeof 1. Interpret various clinical Lectures/SGD/CBL MCQ
trauma in anatomy to findings on chest
general understand clinical examination in patients
findings inpatients presenting with thoracic
presenting with trauma
thoracic trauma and 2. Describe and interpret
other thoracic clinical findings on chest
surgical problems examination in various
2. Describe principles thoracic surgical
of chest intubationin problems other than
treatment of trauma
thoracic injuries 3. Describe principles of
chest intubation in
treatment of thoracic
injuries
Surgical aspect 1. Apply knowledge of Lectures/SGD/CBL
of various anatomy to understand
diseases effects of trauma to
related to chest different organs of thorax
wall and 2. Explain surgical aspect of
contents of various diseases of chest
wall, lungs and pleura
thoracic cavity-
3. Appraise signs of
an overview
different mediastinal
diseases in light of
regional anatomy
Radiological 1. Identify normal X-ray Chest Lectures/SGD/CBL
aspect of features of soft and
different bony tissuesof
diseases of thorax on chest X-
chest rays
2. Interpret findings
related to various
chest diseases of
chest including
trauma on chest
X-rays

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 MBBS YEAR I
BLOCK III
MODULE VII
MUSCULOSKELETAL SYSTEM – II
Duration: 05 weeks

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 Integration of Disciplines in Module

Anatomy

Physiology Biochemistry

 General
Courses
 Research
Surgery Methodology
Medicine
Radiology

MODULE PLANNING COMMITTEE

Module Coordinator
To be filled by the institutes
Members

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 Preamble
The locomotor system is responsible for locomotion, support and protection to the human body. This
system consists of osteology (the study of bones), arthrology (the study of joints), and myology (the
study of muscles) of lower limb
Apart from attending daily scheduled sessions, students should engage in self-directed learning to
achieve the desired objectives
Learning Outcomes
By the end of this module, student should be able to apply the knowledge of gross and developmental
anatomy of bones, joints, muscles and neurovascular bundle of lower limb in interpreting the basis
of common relevant clinical conditions

List of Proposed Themes for integrated sessions (at least one/week)

Theme

Waddling Gait
Swollen knee joint
Foot drop
Numbness in leg

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 GENERAL HISTOLOGY
TOPIC/THEME LEARNING COURSE CONTENT/LEARNING MIT ASSESSMENT
OUTCOMES OBJECTIVES TOOLS

Bone Correlate Knowledge: LGIS MCQs

microscopic • Describe the origin, Practical SEQs/SAQsOSPE
structure of bone histological structure, and Viva Voce
functions of the following:
and cartiage with
 Osteoprogenitor cells
their function and  Osteoblasts
dysfunction  Osteocytes
 Osteoclasts
• Describe the characteristic
histological features of
osteon
• Define periosteum and
endosteum
• Differentiate between
primary and secondary
bone.
• Apply knowledge of
histology to explain clinical
conditions like osteomalacia,
osteopetrosis and osteitis
fibrosa cystica.
Skill:
• Identify the structure of
compact and spongy bone
under the light microscope
Illustrate the microscopic
structure of compact and
spongy bone with two
identification points of each.
Cartilage Knowledge: Practical MCQs
• Differentiate in tabulated SEQs/SAQsOSPE
form the types of cartilage Viva Voce
with reference to
composition, arrangement
of chondrocyte, interstitial
matrix, and distribution.
Skill:
 Identify different types of
cartilage under the
microscope

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 Illustrate the types of cartilage
with two identification points of
each
EMBRYOLOGY
Development Correlate the  Describe the events in the LGIS MCQ/SEQ/OSPE/
of limbs development of development of limbs VIVA VOCE
limbs with the  Identify teratogens causing
related congenital limb defects
anomalies  Explain the embryological
basis of following Limb
Defects:
o Amelia,
o Meromelia,
o Phocomelia
o Micromelia
o Micromelia
o Syndactyly,
o Brachydactyly,
o Polydactyly,
o Ectrodactyly
o Cleft hand & foot
o Osteogenesis imperfecta
o Marfan syndrome
o Congenital absence of
radius,
o Amniotic bands
o Transverse limb
deficiencies
o Congenital hip
dislocation
o Club foot
o Clinical significance of
ossification centers in
determining the bone
age

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Development Correlate the  Explain the development of LGIS MCQ/SEQ/OSPE/
of muscles development of skeletal, cardiac, and VIVA VOCE
muscles with its smooth muscles
anomalies  Describe the patterning of
muscles
 Describe the embryological
basis of various types of
congenital anomalies
(Poland sequence, Prune
belly syndrome, muscular
dystrophy)
Birth defects Identify the  Enlist the congenital LGIS MCQ/SEQ/OSPE/
congenital malformations associated VIVA VOCE
malformations with the following
associated with teratogens:
various common o Infectious agents
teratogens (Rubella virus,
cytomegalovirus, herpes
simplex virus, varicella
virus)
o Physical agents (X-Rays,
hyperthermia)
o Chemical agents
(Thalidomide, phenytoin,
opioids, warfarin, ACE
inhibitors, Alcohol,
Vitamin A)
o Hormones (Androgenic
Agents, DES, Maternal
diabetes, Maternal
obesity)

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Hip bone, Appraise the  Demonstrate the anatomical SGD MCQ/SEQ/OSPE/
femur topographic position of hip bone, femur, VIVA VOCE
Tibia, fibula orientation of tibia fibula & patella.
Patella major bones of  Determine side of bone.
lower limb, their  Identify important bony
attachments and landmarks and attachments
their articulations. of hip bone, Femur, tibia and
fibula on gross inspection
and radiographs.
 Appraise the importance of
blood supply of head of
femur in relation to age
related complications of
fractures of femoral neck.
Hip joint Apply anatomical 
Describe the articular SGD/CBL
knowledge of hip surfaces, types, capsule,
joint in various ligaments, synovial
clinical scenarios. membrane, nerve supply,
blood supply and important
relations of hip joint
 Analyze movements of hip
joint (muscles responsible
for these movements, axis of
movements, limiting factors)
Fascia of Correlate the  Trace the lining of fascia Lata SGD MCQ/SEQ/OSPE/
lower limb attachments, and on the skeleton highlighting VIVA VOCE
modifications muscles enclosed and
superficial & deep saphenous opening.
fascia of lower limb  Describe the formation,
with their clinical extent & importance of
significance iliotibial tract.
Gluteal region Correlate the  Demonstrate the major SGD/CBL MCQ/SEQ/OSPE/
topographic functions of muscles of VIVA VOCE
anatomy of gluteal region.
muscles and  Describe formation of
neurovascular greater and lesser sciatic
structures of foramina and enumerate
Gluteal region with

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 their clinical structures passing through
conditions. them.
 Enumerate the nerves
entering gluteal region and
comprehend the origin,
important relations &
muscles innervated by each.
 Describe the effects of injury
to superior, inferior gluteal
and sciatic nerves with
emphasis on various gaits
 Enumerate structures deep
to gluteus Maximus.
 Locate appropriate site of
intragluteal injection with
anatomical reasoning
Thigh Correlate the  Explain the contents of all SGD/CBL
muscular and fascial compartment of thigh
neurovascular (muscles, neurovascular
contents of all bundle, lymph nodes)
compartments of  Describe the extent,
thigh with relevant boundaries, & contents of
clinical scenarios. adductor canal.
 Distinguish different
swellings in front of thigh
(inflamed lymph nodes,
femoral hernia, inguinal
hernia)
 Appraise the precautionary
measures in development of
femoral hernia.
 Describe the functions of
muscles of thigh to
understand the
displacement of fragments
of fractured femoral neck
Femoral Correlate the gross  Recognize the topography
triangle anatomy of and contents of femoral
femoral triangle triangle in a sequential order

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 and femoral sheath  Describe division of femoral
with its clinical sheath into different
significance compartments while naming
their contents
 Relate anatomical
knowledge of Femoral canal
and femoral ring with
femoral hernia.
 Justify anatomical basis of
presence of femoral nerve
outside the femoral sheath.
 Describe the area of
drainage of different groups
of inguinal lymph nodes.
Popliteal Explain the  List the structures forming SGD/CBL MCQ/SEQ/OSPE/
fossa location, various boundaries of VIVA VOCE
boundaries & popliteal fossa.
contents of  Identify the contents of
popliteal fossa popliteal fossa in a
sequential order
 Illustrate the genicular
anastomosis
Knee joint Relate the gross  Describe the type, articular SGD/CBL MCQ/SEQ/OSPE/
anatomical surfaces, capsule, ligaments VIVA VOCE
knowledge of knee (intra- & extra- articular),
joint to relevant synovial membrane, nerve
injuries supply, blood supply,
important relations of knee
joint.
 Demonstrate various
movements of knee joint
(axes, limiting factors and
muscles involved).
 Explain mechanism of
locking and unlocking of
knee joint while foot is off or
on the ground.

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  Correlate various types of
bursae (communicating and
non-communicating bursae)
to their clinical significance.
 Identify the role of vastus
medialis in stability of
patella.
 Explain various meniscal
injuries
 Explain the structure and
mechanism of knee joint
movements
Leg Apply the  Describe the contents of SGD/CBL MCQ/SEQ/OSPE/
knowledge of gross three fascial compartment VIVA VOCE
anatomy of leg in of leg (muscles,
analyzing relevant neurovascular bundle,
clinical scenarios lymph nodes)
 Justify the role of soleus as
peripheral heart with
anatomical reasoning
 Justify various clinical
presentations in injury to
lateral side of knee joint (e.g.
fracture of neck of fibula)
Ankle joint Correlate the  Describe the articular SGD/CBL MCQ/SEQ/OSPE/
anatomical surfaces, type, capsule, VIVA VOCE
knowledge of ankle ligaments, synovial
joint with relevant membrane, nerve supply,
ankle injuries blood supply of ankle joint
 Elucidate the various
movements of the joint
(axes, limiting factors and
muscles involved).
 Explain important relations
of ankle joint with emphasis
on structures related to
various retinacula.

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  Justify the sensory /motor
loss associated with tibial
nerve entrapment in tarsal
tunnel syndrome.
 Describe the anatomical
basis of ankle sprain.
 Identify the arrangement of
tendons, arteries, and
nerves in the region of ankle
joint (in relation to
retinacula of ankle) in the
given model/ prosected
specimen.
Foot Correlate the  Explain the topographic
anatomical anatomy of dorsum of foot.
knowledge of foot  Explain various layers of sole
with its clinical of foot in a sequence
significance  Describe the arches of foot
 Describe the mechanism of
inversion and eversion of
foot.
Cutaneous Correlate the  Describe the cutaneous SGD MCQ/SEQ/OSPE/
innervation of knowledge of nerves of lower limb. VIVA VOCE
lower limb dermatomes of  Illustrate the cutaneous
lower limb to nerves/dermatomes of
sensory loss. lower limb
 Justify the sensory loss in
various nerve injuries of
lower limb with focus on
cutaneous innervation.
Nerves & Correlate the  Outline the location and SGD MCQ/SEQ/OSPE/
plexuses of distribution of formation of lumbar and VIVA VOCE
lower limb lower limb nerves sacral plexus.
with effects of  List branches of plexuses
relevant nerve innervating lower limb
injuries.  Illustrate lumbar & sacral
plexus.

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  Interpret the clinical
presentation of various
nerve injuries (sciatic,
femoral, obturator, common
peroneal, superior gluteal,
inferior gluteal)
 Correlate the lower limb
nerve injuries to common
fractures.
Arterial Correlate the  Describe the origin, SGD MCQ/SEQ/OSPE/
supply of blood supply of relations, and main VIVA VOCE
lower limb lower limb with branches of arteries
effects of (Femoral, gluteal, and
occlusion or Obturator) with their area of
damage. distribution.
 List the vessels participating
in trochanteric and cruciate
anastomosis with clinical
significance of these
anastomoses.
Venous Correlate the  Describe the venous SGD MCQ/SEQ/OSPE/
drainage of anatomical drainage of lower limb VIVA VOCE
lower limb knowledge of (superficial and deep veins)
superficial & deep  Describe the formation,
veins of lower limb course, tributaries, and
with their surgical termination of great and
significance. small saphenous veins.
 Explain a case of varicose
veins with emphasis on
predisposing factors, causes,
clinical presentations, role of
valves and perforators)
 Describe the importance of
great saphenous vein in
CABG.
Lymphatic Appreciate the  Apply the knowledge of SGD MCQ/SEQ/VIVA
drainage of clinical importance lymphatic drainage of lower
lower limb of lymphatics in limb to locate the site of
lower limb infection or malignancy.

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Prosected Demonstrate gross Skill: SGD OSPE
Specimens/ anatomical  Identify muscles &
Models features of lower neurovascular structures of
limb on the lower limb on the give
models & models & prosected
prosected specimen.
specimens
Surface Locate the site of Attitude: SGD OSPE
marking deeply placed  Mark the nerves and vessels
structures of lower of lower limb on the surface
limb on skin. of given subject with the
help of important bony
landmarks exhibiting
effective communication
skills, professionalism &
ethics.
List of Bone
Practicals Cartilage

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 PHYSIOLOGY
Learning Instructional Assessment
Topic/ Theme Learning outcomes
Objectives/Contents strategies tool

Exercise Summarize the  Correlate the various Lectures/ MCQ/SAQ/

physiology-I respiratory and muscle metabolic systems
SGD/ CBL structured
cardiovascular used as energy substrates
adjustments in body with the type of exercise viva
during exercise i.e. aerobic and
anaerobic.
 Explain how each of the
following can alter
exercise performance:
types of exercise, muscle
fatigue, VO2max,
anaerobic threshold,
gender, and age
 Discuss concept of oxygen
debt.

Effect of exercise  Explain oxygen Lectures/ MCQ/SAQ/

on respiration and consumption and
SGD/ CBL structured
cardiovascular pulmonary ventilation
system during exercise viva

 Discuss the respiratory

changes and body’s
regulation of respiration
during exercise

Acclimatization at Discern the  Understand the Lectures/ MCQ/SAQ/

high altitude respiratory mechanism of
SGD/ CBL structured
adjustment at high acclimatization of the
altitude, in deep sea body to low O2 viva
and space and
 Identify and explain the
analyze various
causes of natural
maladjustments in
acclimatization in natives
unusual
of High altitude
environment
 Study the principles of
acclimatization

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Hazards of high  Explain the change in Lectures/ MCQ/SAQ/
altitude/AMS & composition of air at high
SGD/ CBL structured
CMS altitude and the effects of
low oxygen pressure on viva
the body
 Discuss the change of
alveolar PO2 at different
elevations
 Explain the causes &
clinical features of Acute
Mountain Sickness, High
Altitude Pulmonary
Edema, & High Altitude
Cerebral Edema
 Identify various treatment
modalities for
AMS/HAPE/HACE

Space physiology  Differentiate between Lectures/ MCQ/SAQ/

positive and negative “G”
SGD/ CBL structured
 Discuss the effects of
acceleratory forces on viva
body in space
Deep sea  Discuss pressure changes Lectures/ MCQ/SAQ/
Physiology-I in sea depth
SGD/ CBL structured
 Discuss O2 and CO2
toxicity occurring at high viva
pressures in sea depth
Deep sea  Discuss the Lectures/ MCQ/SAQ/
physiology-II pathophysiology, effects
SGD/ CBL structured
and treatment of
Caisson’s disease viva
 Understand the
functioning of SCUBA
Artificial  Identify Lectures/ MCQ/SAQ/
Respiration mechanisms/types of
SGD/ CBL structured
artificial respiration
 Understand the viva
therapeutic indications of
putting a person on
ventilator
 Get an overview of
ventilator settings

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 BIOCHEMISTRY
Learning Instructional Assessment
Topic/ Theme Learning Objectives/Contents
outcomes strategies tool
Mineral & Apply the basic  Classify minerals  Lectures MCQ/SAQ/SEQ
Trace knowledge of  Write down the sources,  SGD
Elements minerals for biochemical role and related
understanding
their related diseases of Macro minerals
disorders (Na, K, Ca, Cl, PO4,Fluorine,
Sulphur) in humanbody
 Write down the sources,
biochemical role and
related diseases of Micro
minerals (Fe, Zn, Mg, Se, I,
 Cu, Cr, Cd, Mn)
Muscle Discuss the  Metabolism of branched chain  Lectures MCQ/SAQ/SEQ
amino acids metabolism of amino acids  SGD
and Creatine  Explain synthesis and
Specialized degradation of creatine
Products of
amino acids
Protein Analyze the  Classify Amino acids and Lectures/SGD
MCQ/ SAQ/
Structure significance of explain their Biochemical
and Function SEQ
different amino functions
acids in  Discuss amino acid
biomedical field isomers
 Explain the buffering
action of amino acids
Analyze the  Discuss protein structure
significance of and levels of protein
different proteins organization
in biomedical  Elaborate Protein
field misfolding
Separation techniques for
proteins ( gel
electrophoresis,
chromatography, salting
out)
Fibrous proteins Analyze the  Discuss in detail the
Lectures/ MCQ
biochemical biochemical structure and
SGD
significance of collagen function of collagen and SAQ/SEQ
and elastin along with elastin
their related disorders  Related disorders

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Globular proteins Understand the  Overview of globular
Lectures/ MCQ
structure & functions heme proteins
SGD
of globular proteins  Globin gene organization SAQ/SEQ
(myoglobin)  Myoglobin structure &
function
Practicals Serum Electrolyte Analyzer Practical OSPE

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 MEDICINE
Learning Instructional Assessment
Topic/ Theme Learning outcomes
Objectives/Contents strategies tool
Mountain sickness/ Correlate adaptive Mountain sickness/ LGIS/ SGD/CBL/ Formative
HAPE/HACE mechanisms of high HAPE/HACE Video clips assessment
altitude with clinical
manifestations
Caisson’s disease Identify clinical Caisson’s disease LGIS/ SGD/CBL/ Formative
(Decompression presentation of (Decompression Video clips assessment
sickness) Caisson’s disease sickness)
O2 therapy in Comprehend the O2 therapy in respiratory LGIS/ SGD/CBL/ Formative
respiratory failure significance of O2 failure Video clips assessment
therapy in respiratory
failure
Poliomyelitis & Recognize Poliomyelitis Introduction to LGIS/ SGD/CBL/ Formative
Gullain Barrie & Gullain Barrie Poliomyelitis & Gullain Video clips assessment
syndrome syndrome Barrie syndrome
Duchenne muscular Recognize Duchenne Introduction to LGIS/ SGD/CBL/ Formative
dystrophy/ Becker’s muscular dystrophy/ Duchenne muscular Video clips assessment
muscular dystrophy Becker’s muscular dystrophy/ Becker’s
muscular dystrophy
dystrophy
Gout Identify clinical Gout LGIS/ SGD/CBL/ Formative
presentation of Gout Video clips assessment

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 SURGERY
Learning
Instructional Assessment
Topic/ Theme Learning outcomes Objectives/Contents
strategies tool
Lower limb- foot Explain the significance LGIS/ SGD/CBL Formative
arches of foot arches assessment

 Describe the clinical

Varicose veins presentation of
varicose veins
 Discuss the disorders of
Disorders of foot
foot
Knee joint disorders  Discuss the knee joint
disorders
Fractures/dislocations  Discuss fractures and
dislocations
Sciatic nerve injuries  Discuss the signs and
symptoms of sciatic
Femoral hernia nerve injuries
 Discuss femoral hernia
Disorders of hip joint
 Describe the disorders
of hip joint
Radiology Correlate skeletal a. Enumerate the LGIS/ SGD/CBL OSPE
framework of lower limb commonly used
with its radiological imaging
appearance techniques used
in clinical practice
to diagnose
fractures,
dislocations &
sprains inlower
limb
b. Explain the basic
principles of
different
densities on X-
rays

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 c. Identify
appearance of
bone, cartilage,
air, fluidand fat
on x-rays
d. Identify different
bones of lower
limb on Ap and
Lateral view of X-
rays
e. Identify fractures ,
dislocations and
sprains in lower
limb injuries and
corelate with
likely important
nerve and vessels
damage

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 Research Methodology
Course Outline

Blocks Topic/ Theme Learning Outcomes Learning Instructional Assessment

Objectives/Contents strategies Tool
I Introduction Discuss historical Meaning, historical LGIS/ SGD MCQ/ SEQ
to research background of research background, introduction to
in medicine medical research,
important terminologies
Importance of Discuss significance of Evidence based practice, LGIS/ SGD MCQ/ SEQ
research research in medicine application in health
sciences
Introduction Explain the process and Overview of process of LGIS/ SGD MCQ/ SEQ
to research requirements of a good research, characteristics of
process research for a doctor a good research, qualities of
a good researcher
Types of Classify different types of Basic and applied; LGIS/ SGD MCQ/ SEQ
research research and its quantitative and
applications qualitative, observational
and interventional studies
II Research Able to identify research Identification of research LGIS/ SGD MCQ/ SEQ
problem and a problem. problem.
good research Formulate a good Criteria of selection of
question research question research topic
Title rationale Able to justify the Characteristic of a good title LGIS/ Group MCQ/ SEQ
& objectives research study title with & Justification of topic assignment
of the study reference to objectives Formulation of SMART
research objectives.
Introduction Identify different types Data types LGIS/ Group MCQ/ SEQ
of variable and of data and variables Define and identify assignment
data different types of
Qualitative and
Quantitative variables.
Independent and
dependent variables
III Literature Able to search scientific Purpose and types of LGIS/ Group MCQ/ SEQ
Review literature related to the literature medical literature assignment
chosen topic from (original study. Case study
medical data basis and systematic review, Meta-
digital library/ from analysis);
internet/ library Sources of information
Libraries - provide access to
many types of resources

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  Internet / Databases
 Books

Journals /Conference
proceedings
Literature Perform scientific Search techniques, use of LGIS/ Group MCQ/ SEQ
search literature search on keywords, Boolean assignment
selected topic by using searching
different technique/
methods.  Understand the steps in
conducting a systematic
review
 Develop an answerable
question using the
“Participants
Interventions
Comparisons Outcomes”
(PICO) framework
 Interpret the results of
meta-analyses

Operational Formulate operational Formulation of operational LGIS/ SGD MCQ/ SEQ

definition definition and research definition of impotent
Hypothesis hypothesis variables.
Types of research
hypothesis

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 ISLAMIC STUDIES

DESCRIPTION
This course is designed to provide students with a comprehensive overview of the fundamental
aspects of Islam, its beliefs, practices, history and influence on society. It will further familiarize
the students with a solid foundation in understanding Islam from an academic and cultural
perspective. Through this course, students will have an enhanced understanding of Islam's
multifaceted dimensions which will enable them to navigate complex discussions about Islam's
historical and contemporary role, fostering empathy, respect, and informed dialogue

S No. Learning Outcomes Course Contents Instructional Assessment

By the end of this course, strategies Tool
students will be able to:
1. Lecture/ EA: MCQs
 Demonstrate enhanced Introduction to Islam: Presentation/ Large and SEQs
knowledge of Islamic  Definition of Islam and its group Interactive
foundational beliefs, core beliefs. session (LGIS)/SGD IA: quizzes,
practices, historical  The Holy Quran presentation
s,
development, spiritual (introduction, revelation
assignments,
values and ethical and compilation). group
principles.  Hadith and Sunnah projects and
 Describe basic sources of (compilation, reflective
Islamic law and their classification, and writing
application in daily life. significance).
 Identify and discuss  Key theological concepts
contemporary issues and themes (Tawhid,
being faced by the Prophethood, Akhirah
Muslim world including etc.).
social challenges, gender Sirah of the Holy Prophet
roles and interfaith (Peace Be Upon Him) as
interactions. Uswa-i-Hasana:
 Life and legacy of the Holy
Prophet PBUH.
 Diverse roles of the Holy
Prophet PBUH (as an
individual, educator,
peace maker, leader etc)
2.
Islamic History and
Civilization:

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  World before Islam.
 The Rashidun Caliphate
and expansion of Islamic
rule.
 Contribution of Muslim
scientists and
philosophers in shaping
world civilization
3.
Islamic Jurisprudence (Fiqh):
 Fundamental sources of
Islamic jurisprudence.
 Pillars of Islam and their
significance.
 Major schools of Islamic
jurisprudence.
 Significance and principles
of Ijtihad.
4.
Family and Society in Islam:
 Status and rights of
women in Islamic
teachings.
 Marriage, family, and
gender roles in Muslim
society,
 Family structure and
values in Muslim society
5.
Islam and the Modern
World:
 Relevance of Islam in the
modern world
(globalization, challenges
and prospects).
 Islamophobia, interfaith
dialogue, and
multiculturalism.

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  Islamic viewpoint towards
socio-cultural and
technological changes.

SUGGESTED INSTRUCTIONAL / READING MATERIALS

1. "The Five Pillars of Islam: A Journey Through the Divine Acts of Worship" by Muhammad
Mustafa Al-Azami.
2. "The Five Pillars of Islam: A Framework for Islamic Values and Character Building" by
Musharraf Hussain.
3. "Towards Understanding Islam" by Abul A' la Mawdudi.
4. "lslami Nazria e Hayat" by Kliurshid Ahmad.
5. "An Introduction to Islamic Theology" by John Renard.
6. "Islamic Civilization Foundations Belief & Principles" by Abul A' la Mawdudi.
7. "Women and Social Justice: An Islamic Paradigm" by Dr. Anis Ahmad.
8. "Islam: Its Meaning and Message" by Khurshid Ahmad.

Note: This course is compulsory for Muslim and optional for non-Muslim undergraduate
students. Non-Muslim students can opt for any course of at least the same or more credits in
subjects such as religious studies, ethics, theology, comparative religion, Christian ethics, etc

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 Teaching of Holy Quran
Background
1. It is evident from every aspect that Islam is not merely a religion, rather it is a conduct of life.
To live a life that is pious, virtuous and true to the values of humanity, one will always find
refuge under the umbrella of Islam. Moreover, the prime source of guidance that Islam offers
to all those who seek Truth is Quran. As Quran is the prime source of guidance for all the
humanity, especially Muslims, therefore, it is the duty of parents, colleges and universities to
ensure that the students get proper Quran education. The Qur'an is a very important
component of human life because the Qur'an is revealed by Allah to fulfill one of the basic
principles of human life; need to achieve salvation and happiness in the world and in the
hereafter. To achieve this basic human need, man needs guidance (al-huda), explanation (al
bayan), warning and distinguishing between good and bad.
2. The significance of teachings of Quran can’t be denied by any means. The right teachings of
Quran and its understanding at this level is very crucial and important. Army Medical College
is ready to shoulder this sacred responsibility through a serious, well thought out and
deliberated plan to proceed further.
Allocation of Time
3. It is suggested that teachings of Quran should be introduced from 1 st Yr MBBS as a pilot
project in linear method spreading from MBBS 1st – 4th yr. Suggested allocation of time/no of
pd is as under:
Ser Yr Time Hours Allocated Responsibility

a. 1st Yr MBBS Every Fri for 25 25 Dept of Islamic

Wks Studies
b. 2nd Yr MBBS “ 25 “

c. 3rd Yr MBBS “ 25 “

d. 4th Yr MBBS “ 25 “

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Teaching Methodologies (Areas to be focused)
5. Following areas may be focused and emphasized during class discussions and explanation of
each Surah: -
a. Brief background and history of each Surah’s revelation.
b. Explanation of intellectual and scientific content of the Qur’an.
c. Reinforcement of the spiritual dimensions of man.
d. The tapping of the historical incidents for evaluation.
e. The expounding of the mysteries of the creation.
f. Relating historical incidents narrated in Quran with today’s life.
g. Enlightening students regarding commandments of Allah related to day to day life
matters, importance of ethics in profession and empathy
Assessment
6. Proficiency of students in understanding of Quran may be evaluated through any of following
methods:
a. MCQs and SEQs based question papers
b. Quizzes through Google Forms
c. Viva / Oral Examination
d. Assignments
e. Group Presentations

Recommended Tafaseers
a. Aasan Tarjuma Quran by Mufti Taqi Usmani
b. Ziya – ul - Quran by Pir Muhammad Karam Shah al-Azhari
c. Tafsir ibn Kathir
d. Ma’ariful Qur’an by Muhammad Shafi Usmani
e. Tafhim-ul-Quran by Abul Ala Maududi

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 EXPOSITORY WRITING

DESCRIPTION

Expository Writing is a sequential undergraduate course aimed at refining writing skills in various
contexts. Building upon the foundation of the pre-requisite course, Functional English, this course
will enhance students' abilities of producing clear, concise and coherent written texts in English.
The course will also enable students to dissect intricate ideas, to amalgamate information and to
express their views and opinions through well-organized essays. 'Hie students will further be able
to refine their analytical skills to substantiate their viewpoints using credible sources while
adhering to established ethical writing norms. Additionally, the course will highlight the
significance of critical thinking enabling students to produce original and engaging written texts .

Learning Outcomes Course Contents Instructional Assessment

By the end of this course, strategies Tool
students will be able to:
• Understand the Introduction to Expository Writing: Lecture/ EA: SEQs
essentials of the writing • Understanding expository writing Presentation/ IA:
process integrating pre- (definition, types, purpose and Large group presentations,
Writing, drafting, applications) Interactive assignments,
editing and proof • Characteristics of effective expository session group projects,
reading to produce writing (clarity, coherence and (LGIS)/SGD case studies,
well-structured essay s. organization) reflective
• Demonstrate mastery • Introduction to paragraph writing. writing, report
of diverse expository The Writing Process: writing and
types to address • Pre-writing techniques (brainstorming, research
different purposes and free-writing, mind-mapping, listing, oriented writing
audiences. questioning and outlining etc.)
• Uphold ethical practices • Drafting (three stage process of drafting
to maintain originality techniques)
in expository writing • Revising and editing (ensuring correct
grammar, clarity, coherence,
conciseness etc.)
• Proof reading (fine-tuning of the draft)
• Peer review and feedback (providing
and receiving critique)
Essay Organization and Structure:
• Introduction and hook (engaging
readers and introducing the topic)
• Thesis statement (crafting a clear and
focused central idea)

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 • Body Paragraphs (topic sentences,
supporting evidence and transitional
devices)
• Conclusion (types of concluding
paragraphs and leaving an impact)
• Ensuring cohesion and coherence
(creating seamless connections
between paragraphs)
Different Types of Expository Writing:
• Description
• Illustration
• Classification
• Cause and effect (exploring causal
relationships and outcomes)
• Process analysis (explaining step-by-
step procedures)
• Comparative analysis (analyzing
similarities and differences)
Writing for Specific Purposes and
Audiences:
• Different types of purposes (to inform,
to analyze, to persuade, to entertain
etc.)
• Writing for academic audiences
(formality, objectivity, and academic
conventions)
• Writing for public audiences (engaging,
informative and persuasive language)
• Different tones and styles for specific
purposes and audiences
Ethical Considerations:
• Ensuring original writing (finding
credible sources, evaluating
information etc.)
• Proper citation and referencing (APA,
MLA, or other citation styles)
• Integrating quotes and evidences
(quoting, paraphrasing, and
summarizing)
• Avoiding plagiarism (ethical
considerations and best practices)
Practical Applications and Capstone
Project
• As part of the overall learning
requirements, students will be required

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 to build a writing portfolio having a
variety of expository texts and present
the same at the end of the course
showcasing proficiency in expository
writing

Text Book:
1. "The St. Martin's Guide to Writing" by Rise B. Axelrod and Charles R. Cooper.
2. "They Say /1 Say: The Moves That Matter in Academic Writing" by Gerald Graff and Cathy
Birkenstein.
3. "Writing Analytically" by David Rosenwasser and Jill Stephen
4. "Style: Lessons in Clarity and Grace" by Joseph M. Williams and Joseph Bizup.
5. "The Elements of Style" by William Strunk Jr. and E.B. White.
6. "Good Reasons with Contemporary Arguments" by Lester Faigley and Jack Setzer.
7. "Writing to Learn: How to Write - and Think - Clearly About Any Subject at All" by William
Zinsser.
8. "The Norton Field Guide to Writing" by Richard Bullock, Maureen Daly Goggin, and
Francine Weinberg.
9. "The Art of Styling Sentences" by Ann Longknife and K.D. Sullivan.
10. "Writing Today" by Richard Johnson-Sheehan and Charles Paine,

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 CLINICAL PHOTOGRAPHY AND VIDEOGRAPHY

Learning Learning Objective/Content Instructional Assessment Teaching

Outcomes Strategies Tool Faculty
1st Year (25 Hours)
At the end of module, student should be able to:
Recognize the Introduction to Clinical  Lecture/ EA: MCQs,  Guest
significance and Photography and Presentation SAQs and SEQs Speaker
ethical protocols Videography  Faculty of
of Clinical  Significance of clinical IA: quizzes, Behavioral
Photography photography and presentations, Sciences
and Videography videography in healthcare assignments,
system group projects,
 Ethical Protocols in case studies,
healthcare system reflective
writing and
student
Differentiate Understand Fundamentals  Lectures/Presentations
portfolios
between various of Photography  Interactive Video
types,  Types of Camera Vignettes
equipment and including specifications
 Large group Interactive
operating  Understanding exposure
techniques of (aperture, shutter speed, session (LGIS)
camera ISO)
 Composition and framing
techniques
 Lighting considerations
Capture high- Understand Fundamentals  Lectures/Presentations
quality images of Videography  Interactive Video
and videos of  Camera types and Vignettes
medical specifications for video
 Large group Interactive
procedures, recording
patient  Understanding frame session (LGIS)
interactions, and rates, resolution, and
other relevant video formats
clinical scenarios  Composition and framing
at workplace. techniques for video
 Lighting considerations
for video
 Audio recording and
considerations

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Select camera Discuss Apparatus and  Lectures/Presentations
apparatus and Operation  Interactive Video
equipment  Choosing appropriate Vignettes
wisely cameras and lenses
 Large group Interactive
 Additional apparatus
 Setting up a clinical session (LGIS)
photography workspace
followed by videography
Demonstrate the Comprehend Active Patient  Lectures/Presentations
awareness of Participation and Sanction  Documentaries, Short
cultural, social,  Building rapport with Films and Videos (e.g.
and individual patients
on common ethical
factors  Obtaining informed
influencing consent for photography dilemmas)
patient and videography  Role-playing with peers
participation  Explaining the purpose  Case-Based Learning
and potential use of (CBL)
visual documentation
Shoot Describe Medical Imaging  Lecture/
standardized Approaches Presentation
clinical images  Standardized views and  Interactive Video
keeping in mind angles for different body
Vignettes
the advantages areas
and limitations  Close-up and macro
of different photography
imaging  Photographing wounds,
modalities. scars, and skin conditions
 Incorporating
photography in patient
examinations
Use video Understand Videography  Lecture/
recording Modalities in Clinical Presentation
techniques at Settings  Interactive Video
workplace for  Capturing medical
Vignettes
diagnostic, procedures and surgeries
educational, and  Planning and recording
research patient interviews
purposes.  Recording and presenting
clinical presentations

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Organize & Handling and Cataloging of  Lecture/
Catalog visual Images and Videos Presentation
media in  File formats and  Interactive Video
patients’ records resolution for images and
Vignettes
meticulously. videos
 Naming, organizing, and
archiving visual
documentation.
 Integrating photographs
and videos into patient
records
Modify images & Image and Video  Lecture/
videos in Optimization and Presentation
accordance with Modification  Interactive Video
ethical &  Basic editing techniques
Vignettes
professional for photographs and
guidelines videos
 Removing identifying
features and patient
information
 Ethical considerations in
image and video editing
Publish research Understand Research and  Lecture/
papers on Academic Visual Record Presentation
impact of adding Keeping  Interactive Video
visuals in  Using photography and
Vignettes
patients’ records videography for research
and publications
 Integrating visuals into
case reports and
presentations
 Guidelines for image and
video selection and
presentation
Analyze the legal Discourse Legal and Ethical  Lecture/
& ethical Perspectives Presentation
implications of  Laws and regulations  Interactive Video
photography & related to visual
Vignettes
videos in clinical documentation
practice  Confidentiality and
privacy protection
 Consent forms and
documentation

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 Hands-on Workshops and  Lecture/
Clinical Scenarios Presentation
Apply theory to  Hands-on practice with  Large Group
practice in clinical photography and
Interactions
simulated & videography equipment
clinical settings.  Case-based discussions  Worksheets
on appropriate visual  Roll Plays
documentation  Field Project
techniques  Interactive Video
 Feedback and critique on Vignettes
photography and
videography skills

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 STRATEGIES FOR ENHANCED AND ADVANCED LEARNING (SEAL)

What is a SEAL?
"Strategies for Enhanced and Advanced Learning" (SEAL) is a series of interactive sessions
designed to help newly inducted Medical and Dental undergraduates develop strategies that
facilitate the active learning process. Through these sessions, students will learn how to learn
and how to practically use what they have learned, enabling them to accomplish tasks more
effectively and efficiently in both academic and non-academic settings.

Why do we need SEAL?

Health education requires learners to become increasingly autonomous in their learning
processes. To truly internalize knowledge, students must develop skills that initiate, guide, and
control the search for information, as well as its processing and storage. Learning strategies are
specific actions taken by the student to make learning easier, faster, more enjoyable, self-
directed, and more effective and transferable to new situations. As each student has a different
learning style and varying strengths, these sessions will help them bypass their areas of weakness
and rely on their areas of competence. Ultimately, fostering and improving students' learning
strategies is essential to improve performance.
Vision:
"To empower students to become lifelong learners who are capable of achieving maximum
results with minimal effort"
Mission:
The mission is to empower newly inducted undergraduates to become life-long learners by
enhancing and advancing their learning strategies, aiding in the automatic retrieval of basic skills,
improving their attention in learning situations, and fostering self-awareness, motivation, and
self-concept.
Learning Strategies
SMART Strategies of Learning include:
• Problem-solving strategies
• Critical thinking strategies
• Motivational and emotional strategies
• Time management strategies
• Study skills strategies
 Essential IT Skills
• Revision/Reinforcement strategies
• Organizational strategies
• Metacognitive strategies
Specific Learning Outcomes
At the end of this series, students will be able to:
• Demonstrate the application of the learning process.
• Identify their own areas of strength and weakness to improve their learning.
• Utilize essential IT skills in accordance with present digital age

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 • Demonstrate both Millar’s & Pareto’s Principles as learning strategies for academic
improvement.
• Develop and apply meaningful and lifelong learning habits.
• Apply emotional intelligence in everyday settings.
• Demonstrate effective organization of learned material for quick retrieval.
• Apply time management skills to maximize their efficiency despite a busy schedule.
• Utilize collaborative learning processes to enhance performance.

Table of Specification

Sr. Specific Learning C P A % TLA Assessment

no. outcome
1 Demonstrate application 5 3 2 10 Presentation+ Formative- Online
of the process of learning Hands-on exercises group activity & peer
with help of online assessment
Assignment/
Podcast
2 Identify own areas of 5 3 2 10 Hands-on exercises Formative &
strengths and weaknesses
Assignment / Summative. Practical
to enhance learning.
Podcast Demonstration of each
required skill.
3 Utilize essential IT skills in 2 4 4 10 Group activity/ Formative- Online
accordance with present Assignment/ group activity & peer
digital age. Podcast assessment
4 Demonstrate both 3 5 2 10 Presentation + Formative- Online small
Millar’s & Pareto’s hands-on group discussions
Principles as learning Assignment / assessed by the
strategies for academic Podcast facilitator.
improvement.
5 Develop & apply 3 3 6 10 Presentation + Summative-
meaningful and lifelong hands-on exercise Presentation & peer
learning habits Assignment / assessment
Podcast

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6 Use metacognitive 2 4 4 10 Presentation+ Summative-
strategies to promote Group Activities Presentation & peer
deep learning Assignment / assessment
Podcast
7 Apply emotional 1 4 5 10 Presentation+ Summative-
intelligence in day-to-day
Group Activities Self and peer
settings.
Assignment / Assessment and
Podcast feedback via Google
forms
8 Demonstrate effective 3 4 4 10 Presentation+ Formative- Online small
organization of learned Group Activities group discussions
material for quick Assignment / supervised by the
retrieval Podcast facilitator
9 Apply time management 2 3 5 10 Presentation/ Summative
skills to extract & multiply Group Activities Problem-solving
it despite the busy Assignment / activities
schedule. Podcast
Use collaborative learning 5 3 2 10 Presentation Summative
10 processes to enhance Small group Team-based work
performance discussion & Group
Activity
Assignment /
Pod Cast

C = Cognitive Domain, P= Psychomotor Domain, A= Affective domain, MIT = Mode of transfer

of information, % = Weightage & Importance of learning outcome

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Tentative 6 months’ schedule

S/No Week Topic Facilitator Assessment/

Podcast
1 1st Week "Mindful Teaching: Strategies for
Fostering a Culture of Awareness"
2 rd
3 Week "Creating Inclusive Learning
Spaces: Best Practices and
Strategies"
3 th
5 Week "Time is on Your Side: Time
Management for Personal Growth"
4 7th Week "The Power of Feedback: Giving
and Receiving Constructive
Criticism"
Formative Assessment
5 th
9 Week "Using Technology to Enhance
Learning: Strategies and Tools"
6 th
11 Week "The Science of Motivation:
Understanding and Harnessing
Motivation for Learning"
7 th
13 Week "Creating Engaging and Interactive
Learning Activities"
SUMMATIVE ASSESSMENT
8 th
15 & 16 th Assessment Written/Practical/
week Viva / Interview

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 PROFESSIONALISM
Instructional
Learning Outcomes Learning Objectives/ Content Assessment Tool
Strategies
Appreciate the White Coat Ceremony Ceremony Self-assessment
transition to the medical Hippocratic oath and oath of a through feedback
profession Muslim physician proformas
Analyze the historical History of medicine SGD Formative
development of medicine as a Early Greek
discipline Persian era
Use principles of effective Use study skills for learning long Create a study
learning for metacognition being texts timetable,
a self-learner managing
schedule
Recognize the importance of  Introduction to medical LGIS/SGD/ Potfolio
professional identity professional identity Concept map
 Attributes of professionalism
 Significance of professional
identity in medical education

Practice reflective writing for  Learning via PBLs CBLs Roel of SGD/ reflective
self-improvement facilitator, role of learner writing

LEADERSHIP AND MANAGEMENT

Discuss the role and significance  Leadership and Management Case study, group Assignment /
of leadership and management  Followership projects /SGD Group project
in daily life  Leadership styles
Appraise a sense of collective  Team effectiveness variables;
identity  Team performance;
 Group cohesion;
 Collective efficacy; and
 Job satisfaction.
Develop a sense of team work  Team building, Wellness , self- SGD/videos
and collegiality care.
Discuss the factors affecting Human development of SGD
personality development Personality, Emotional
Intelligence
Recognize an apply the  Time management LGIS/SGD/ case
strategies of time management  Managing study schedules study

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 TABLE OF
SPECIFICATION
st
1 YEAR MBBS

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 First Professional MBBS Examination - 2024
PAPER - I
Weightings; MCQs (70 %) & SEQs/SAQs (30%)
Total Marks: 150 Marks;
 Marks of theory paper = 120
 Time Allowed = 03 hrs
 Internal assessment (20%) = 30
 Pass Marks = 75
 Part-A: 85 x MCQs (1 mark each) (85 Marks) Time = 1 hr 40 min
 Part-B: 07 x SEQs/ SAQs (5 Marks Each) (35 Marks) Time = 1 hr 20 min
(*Minimum of 4 x SEQ should be given)
Subjects (min 50 % in each subject)

Anatomy (including Physiology (including 5 MCQ Biochemistry (including 3

No. Modules
5 MCQ of Surgery) of Medicine) MCQ of Medicine)

MCQs SAQ/SEQs MCQs SAQ/ SEQs MCQs SAQ/ SEQs

06
1 Foundation-I 05 1 04 -

2 MSK-I 15 03 10 - 16 1

3 Haematology- I 04 15 1 10 1
Total 25 3 x 5 = 15 30 2 x 5 = 10 30 2 x 5 = 10

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 First Professional MBBS Examination - 2024
PAPER - II
Weightings; MCQs (70 %) & SEQs/SAQs (30%)
Total Marks: 150 Marks;
 Marks of theory paper = 120
 Time Allowed = 03 hrs
 Internal assessment (20%) = 30
 Pass Marks = 75
 Part-A: 85 x MCQs (1 mark each) (85 Marks) Time = 1 hr 40 min
 Part-B: 07 x SEQs/ SAQs (5 Marks Each) (35 Marks) Time = 1 hr 20 min
( *Minimum of 4 x SEQ should be given)
Subjects (min 50 % in each subject)

Anatomy (including 5 Physiology (including 5 MCQ of Biochemistry (including

No. Modules MCQ of Surgery) Medicine) 3 MCQ of Medicine)

MCQs SAQ/SEQs MCQs ¤ SAQ/ SEQs MCQs SAQ/ SEQs

Heart 10 1
1 CVS 30 2 30 2
Circulation 15 2
Total 30 2 x 5 = 10 25 3 x 5 = 15 30 2 x 5 = 10

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 First Professional MBBS Examination - 2024
PAPER - III
Weightings; MCQs (70 %) & SEQs/SAQs (30%)
Total Marks: 150 Marks;
 Marks of theory paper = 120
 Time Allowed = 03 hrs
 Internal assessment (20%) = 30
 Pass Marks = 75
 Part-A: 85 x MCQs (1 mark each) (85 Marks) Time = 1 hr 40 min
 Part-B: 07 x SEQs/ SAQs (5 Marks Each) (35 Marks) Time = 1 hr 20 min
(*Minimum of 4 x SEQ should be given)
Subjects (min 50 % in each subject)

Anatomy (including 5 Physiology (including 5 Biochemistry (including 3

No. Modules
MCQ of Surgery) MCQ of Medicine) MCQ of Medicine)

MCQs SAQ/SEQs MCQs SAQ/ SEQs MCQs SAQ/ SEQs

1 Respiratory 07
20 12 02
System
02 02
2 MSK II 23 10 13 01
Total 30 2 x 5 = 10 30 2 x 5 = 10 25 3 x 5 = 15

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 Module wise distribution of MCQs & SEQS

Anatomy
 MCQ ratio of Recall & Application shall be 50%: 50%
 Questions of Surgery will be included in application component Of MCQs
MCQs SEQs/ SAQs
Module Topics Total Distribution

BLOCK I
Cell
2
Epithelium
Gametogenesis
Foundation I 2
Chromosomal aberrations 06
Development 1st wks 1
Introduction- Planes & Terms 1
Musculoskeletal Connective tissue 2
System - I Muscular Tissue 1
Neurology 1, Development 2nd wks 1 03
Bones and joints of upper limb 15 2
Pectoral region & Scapular region 2
Axilla & Arm 3
Forearm & Hand 2
Cutaneous innervation, Blood supply &
2
lymphatic drainage of upper limb
Hematology Development - 3rdwk 04 2
Embryonic period (third to eighth week) 2
BLOCK II
CVS Histology of Lymphoid organs 3
Histology of Circulatory System 2
Fetal period, Placenta and fetal membranes 3
Multiple pregnancy 1
Development of body cavities 2
Development of CVS 5
Fetal circulation 30 1 02
Osteology of ribs, sternum & thoracic
1
vertebrae
Thoracic wall, Diaphragm, Respiratory
3
movements

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 Thoracic cavity, Mediastinum 6
Pericardium& Heart 3
BLOCK III
Respiratory Histology of Respiratory System 1
System Development of respiratory system,
3
vertebral column, ribs & sternum 07
Gross Anatomy of Trachea, Lungs and Pleura 3
Histology of Bone
3
Histology of Cartilage
Development of Limbs
Development of Muscular system 3 02
Birth defects
Bones & Joints of lower limb 23
3
Musculoskeletal
Gluteal region 3
System - II
Thigh 3
Popliteal fossa & leg 3
Foot 3
Cutaneous innervation, Blood supply &
2
lymphatic drainage of lower limb
Total 85 7

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 PHYSIOLOGY

 MCQ ratio of Recall & Application shall be 50%: 50%

 Questions of Medicine will be included in application component Of MCQs
Topic MCQs
Modules SEQs/ SAQs
Total Distribution
Block-I
Foundation of Functional Organization of human
Medicine body & control of internal 01
environment 05
The cell & its functions 01
01
Transport through cell membrane 02
Genetics control of cell function 01
MSK-1 Nerve 10 06
Muscle 04
Hematology Composition & functional of blood 01
RBSc 03
WBCs 04 01
15
Blood Group 03
Hermostasis 04
Block-II
Cardiovascular Heart
System
Cardiac muscles, valves & functions 01

Cardiac cycle & Arrhythmias 02

Heart sounds & murmurs 01 01
Coronary circulation & MI 02
10
ECG 03
Congenital heart diseases 01
Circulation
Hermodynamics of systemic
circulation, local and peripheral blood 04
flow & capillary Dynamics
Edema 15 01
02
Arterial Blood Pressure 03
Cardiac Failure 02
Circulatory Shocks 03
Cardiac output and venous return 02
Block-III

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Respiratory System Applied physiology of respiratory
03
system
Pulmonary circulation, pulmonary
03
edema, pleural fluid
20
Principal of gas exchange 03
Regulation of respiration 03
Gas transport 03
Respiratory insufficiency 05
MSK – II Exercise physiology 03
Acclimatization at high altitude 03 02
Space physiology 01
Deep sea physiology & other
10 01
hyperbaric conditions
Artificial respiration 01
Nerve conduction studies &
Electromyography 01
Myopathies & Neuropathies
Total 85 07

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 BIOCHEMISTRY (2024)
 MCQ ratio of Recall & Application shall be 50%: 50%
 Questions of Medicine will be included in application component Of MCQs
Modules Topic MCQs SEQs/ SAQs
Total Distribution
Block-I
Foundation I Biochemistry of Cell 04 4
MSK-I Bioenergetics 2
Chemistry of Carbohydrates 4
Digestion & absorption of 2
Carbohydrates
16 01
Enzymes 2
Metabolism of Carbohydrates 6
Haematology I Porphyrins & Haemoglobin 4
Plasma Proteins 4
Immunoglobins 2
10 01
Block-II
CVS Enzymes 4
Chemistry of Lipids 8
Digestion & Absorption of Lipids 4
Metabolism of Lipids 30 14 02
Block-III
Respiratory Vitamins 5
System Phospholipids 4
Respiratory Proteins 12 3 02
MSK-II Minerals & Trace elements 7
Muscle amino acids and 2
Specialized Products of amino
acids 13 01
Protein Structure and Function 2
Fibrous proteins 2
Globular Proteins
Total number of questions 85 07
Total Marks 85 35

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 Integrated Practical Exam Cycle

Subject No. of Stations IPE Marks Viva Voce IA 20% Total

Time: 4 minutes
Anatomy
(5 Stations)
Observed

20 20 10 50

Unobserved 2 2 2
Physiology
(5 Stations) Observed
20 20 10 50

Unobserved 2 2 2
Biochemistry
(5 Stations) Observed

20 20 10 50
Unobserved 2 2 2

Total 15 stations (24 spots) 60 60 30 150

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 Integrated Practical Exam – I
Subjects (min 50 % in each subject) – 4 minutes for each station
Marks of Practical and Viva = 120
Internal Assessment = 20 %
Total marks = 150

Modules
Physiology Biochemistry
Observed /
Observed Unobserved Unobserved
Performance
Foundation 2x4 6 x2 1 2
MSK I (8 Marks) (12 Marks ) 2 2
Haematology - 1 2
Total 2x4 6 x2 (12 Marks ) 2 x 4 (8 Marks) 6 x2 (12 Marks )
(8 Marks)

Anatomy
Topics OBSERVED UN-OBSERVED TOTAL
Station-1 Station-2 Station-3 Station-4 Station-5 MARKS
Gross Surface Osteology 8 spots 2 spots 09
Anatomy Marking (0.5 Radiology
each) (0.5 each)
Marks 02 02 04 01
Histology Slide Viva Identification 08
identification 4 slides (01
each)
Marks 01 03 04
Embryology 6 spots 03
(0.5 each)
Marks 03
TOTAL 04 04 04 04 04 20
MARKS

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 Integrated Practical Exam – II
Subjects (min 50 % in each subject) – 4 minutes for each station
Marks of Practical and Viva = 120
Internal Assessment = 20 %
Total marks = 150

Modules Physiology Biochemistry

Observed Unobserved Observed / Performance Unobserved

2x4 6 x2 (12 Marks ) 2 x 4 (8 Marks) 6 x2 (12 Marks )

CVS
(8 Marks)
Total 2x4 6 x2 (12 Marks ) 2 x 4 (8 Marks) 6 x2 (12 Marks )
(8 Marks)

Anatomy
Topic OBSERVED UN-OBSERVED TOTAL
Station-1 Station-2 Station-3 Station-4 Station-5 MARKS
Gross Surface Osteology 8 spots 2 spots 09
Anatomy Marking (0.5 Radiology
each) (0.5 each)
Marks 02 02 04 01
Histology Slide Viva Identification 08
identification 4 slides (01
each)
Marks 01 03 04
Embryology 6 spots 03
(0.5 each)
Marks 03
TOTAL MARKS 04 04 04 04 04 20

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 Integrated Practical Exam – III
Subjects (min 50 % in each subject) – 4 minutes for each station
Marks of Practical and Viva = 120
Internal Assessment = 20 %
Total marks = 150

Modules Physiology Biochemistry

Observed /
Observed Unobserved Unobserved
Performance
Respiratory System 2 x 4 (8 Marks) 6 x2 (12 Marks ) 1 4
MSK II 1 2
Total 2 x 4 (8 Marks) 6 x2 (12 Marks ) 2 x 4 (8 Marks) 6 x2 (12 Marks )

Anatomy
Topic OBSERVED UN-OBSERVED TOTAL
Station-1 Station-2 Station-3 Station-4 Station-5 MARKS
Gross Surface Osteology 8 spots 2 spots 09
Anatomy Marking (0.5 Radiology
each) (0.5 each)
Marks 02 02 04 01
Histology Slide Viva Identification 08
identification 4 slides (01
each)
Marks 01 03 04
Embryology 6 spots 03
(0.5 each)
Marks 03
TOTAL 04 04 04 04 04 20
MARKS

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 Annex-A
Internal Assessment (2024)

Photo Remedial measures as needed

Name: _____________________________ Roll No: _________________

Class: _____________________________ Subject: __________________
Contact Details: _____________________________
Blocks Theory/ Continuous End of Pre annual Final IA
Practical assessment (15%) Block
(20%)
exam
Theory; mid modular,

Teachers Comments
modular, class tests, CBLs Marks
(30%)

Student
obtained/

*Attendance
etc)

(10%)
Practical; Practical 100 x 20
performance, Assignment
completions, Attitude,
Ethical work habits,
Communication, Practical
copy etc)

Marks obtained Marks Sign/ Date

obtained

Block-I Theory 15% 30% 10% 45%

Practical 15% 30% 10% 45%

Block-II Theory 15% 30% 10% 45%

Practical 15% 30% 10% 45%

Block-III Theory 15% 10% 30+45= 75%

Practical 15% 10% 30+45= 75%
Internal Continuous assessment + EOB exam+ Attendance + Pre annual = 15+30+10+45 = 100
Assessment

Rationalize Marks obtained/100 x 20

to 20 %

*Attendance > 90 % = 10, 85-89% = 9, 80-84% = 8, 75-79% = 7

HOD Signature: ___________________ Assistant Controller Signature: _____________

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 Annex-B
PROPOSED ROTATION PLAN FOR OSCE/ VIVA

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