Proposed curriculum for MBBS training, why we need to change, the avenues for change and the likely benefits.

1. Moving BEYOND GMER 1997, amended upto July 2017
Proposed Curriculum for MBBS training
The Highlights:
1. Reduction of MBBS training to 4 yrs,
from 4 ½ years.
2. Preponing MBBS commencement to
1st
of July 2018, from 1st
of Sept.
3. Including English, Radiology in the first
phase of MBBS training.
4. Moving towards concise, pro-skill
evaluation- Practical only, Theory +
practical based and MCQ+practical, at
the end of every year.
5. Proposing Phase III/ IIIrd prof Part II
exam as criteria, for PG allotment & as
NExiTtest etc.
6. Phase wise plan for Integrated
teaching to address common medical
needs of our society.
7. Will ensure that every MBBS trainee who graduates, is a clinician first with 100%
employability – a contributor towards accessible and affordable Health for all.
8. The appropriate time tables and appendices have been updated and attached
below.
The drawbacks of our current Graduate Medical Education Training:
1. Our teaching is not professional or Problem solving one. It involves too much of
Didactic teaching, theory examinations and varies across the nation. While this
didactic part can be and is indeed being learnt through Books, Notes, Coaching
classes and Internet, You tube etc. in a far better way.
2. The MBBS curriculum is as such only 4 and ½ years long, but it takes almost 5
calendar years, to complete the same, sheer wastage of most productive years of
our undergraduate students.
3. In Phase I, Anatomy, Physiology and Biochemistry are taught for 48%, 32% and
16% of teaching hrs – but the evaluation stresses on equal marks for all the three.
Similar discrepancies are widely prevalent in other phases, too. Though each
The Benefits,
 It aims to prepare our
Undergaduates for delivery of health
care on the current and projected
trends, 5 years down the line. A
forward looking approach, rather
than the Knee – Jerk reaction.
 Will save 1 Calendar year, for our
younger generation.
 Will ensure that Internship goes as
per its objective, improve delivery of
basic Health care
 Will save precious time and money
of our faculty, institution, Nation.
 Will ensure quality of Physician of
First contact, our MBBS graduates.

2. subject is / may be equally important, but our goal is better delivery of Basic
Health care. So we need to prioritse them.
4. Most of us have learnt and appreciated Anatomy, with the help of Radiology. But
it remains a minor topic.
5. The clinical teaching from day one starts with History taking and continues to do
the same, till the end of MBBS training, it needs extensive revamp.
6. MCI, looks for physical presence of teachers during inspection – numbers only. It
should also seek the actual teaching done, with supporting documents like
Departments time table and Attendance in teaching schedules. With Aadhar
enabled attendance systems, it can be achieved easily.
7. There is a lot of difference among medical graduates from different parts of the
country and even different colleges in the same state / Region.
8. Internship has turned into a futile exercise, with Pre PG selection becoming the
most important priority.
(Parts of GMER 1997, which have been updated,as per my and my
colleagues, are only reciprocated over here)
2. GENERAL CONSIDERATIONS AND TEACHING APPROACH
(1) Graduate medical curriculum should be oriented towards training
students to undertake & understand that they
a. Are Professionals from day one, no matter how deep is
he/she into this training but he/she is expected to help
the needy patients,from day one.
b. Shall bear the responsibilities of a physician of first contact
who is capable of looking after the preventive, curative &
rehabilitative aspect of medicine and promotion of overall
health of the nation.
(2) With wide range of career opportunities available today, a
graduate has a wide choice of career opportunities. The training,
though broad based and flexible should aim to provide an
educational experience of the essentials required for health care in our
country.
(4) The importance of the community aspects of health care and of
rural health care services is to be recognized. This aspect of education &
training of graduates should be adequately recognized in the prescribed
curriculum. Its importance has been systematically upgraded over the past
years and adequate exposure to such experiences should be available

3. throughout all the three phases of education & training. This has to be
further emphasized and intensified by providing exposure to field practice
areas and training during the intership period. The aim of the period of
rural training during internship is to enable the *fresh graduates to
function efficiently under such settings.
(5) The educational experience should emphasize holistic
assessment if Health, instead of only disease and hospital
orientation or being- concentrated on curative aspects. As such all the
basic concepts of modern scientific medical education are to be
adequately dealt with.
(6) The language barrier –As of now MBBS training, involves extensive
use of English. This is at times, a barrier for students who have cleared
their 12th class from Hindi or Regional Languages. Therefore, a two
pronged strategy should be adopted.
a.Basic English language must be taught from day one during the first
semester.
b.Answering in Hindi, Regional languages must be promoted. It’s fairly
accepted, during Viva Voce and Practical examination. It should be
formally accepted for writing theory papers, too.
This will enable better student- faculty engagement, attendance in
departments, ability to communicate and deliver from day one. Gradual
build up of Authentic medical literature and Resources in Hindi and or
Regional Languages – further improving the quality of medical education.
(7) There must be enough experiences to be provided for self learning.
The clinical training should start with health screening among apparently
healthy and clerkship in wards and OPD’s. This will enable them to
recognize the normal trend and when to intervene. The methods and
techniques that would ensure this must become a part of teaching-
learning process.
(8) The medical graduate of modern scientific medicine shall
endeavour to become capable of functioning independently in
both urban or rural environment. He/she shall endeavour to give
emphasis on fundamental aspects of the subjects taught and on common
problems of health and disease avoiding unnecessary details of
specialization.
(9) The importance of social factors in relation to the problem of health

4. and diseases should receive proper emphasis throughout the course and
to achieve this purpose, the educational process should also be
community based than only hospital based. The importance of
population control and family welfare planning should be emphasized
throughout the period of training with the importance of health and
development duly emphasized.
(10) The educational process should be placed in a historic
background as an evolving process and not merely as an acquisition
of a large number of disjointed facts without a proper perspective.
The history of Medicine with reference to the evolution of medical
knowledge both in this country and the rest of the world should form a
part of this process.
(11) Lectures shouldn’t be the prime method of training, they may be
abolished in Clinical subjects - as they are a poor means of
transferring /acquiring information and even less effective at skill
development and in generating the appropriate attitudes. Every effort
should be made to encourage the use of active methods related to
demonstration and on first hand experience. Students will be
encouraged to learn in small groups, through peer interactions so as
to gain maximal experience through contacts with patients and
the communities in which they live. While the curriculum objectives
often refer to areas of knowledge or science, they are best taught in a
setting of clinical relevance and hands on experience for students who
assimilate and make this knowledge a part of their own working skills.
(12) The graduate medical education in clinical subjects should be
based primarily on out-patient teaching, emergency departments and
within the community including peripheral health care institutions.
The out-patient departments should be suitably planned to provide
training to graduates in small groups. The Orientation sessions should be
planned around Subcentres, PHC’s, CHC’s, District Hospitals and OPD’s in
Hospitals associated with the Medical College, rather than mostly limited
to OPD’s, wards, OT’s in associated Hospitals, as is the norm currently.
Exposure to grass roots, peripheral setups is important.
(13) Clinics should be organised in small groups of preferably not
more than 10 students so that a teacher can give personal attention to
each student with a view to improve his skill and competence in handling
of the patients.
(14) Proper records / Log books, of the work should be maintained
which will form the basis for the students' internal assessment and should

5. be available to the inspectors at the time of inspection of the college by
the Medical Council of India.
(15) Maximal efforts have to be made to encourage integrated
teaching between traditional subject areas using a problem based
learning approach starting with clinical or community cases and
exploring the relevance of various preclinical disciplines in both
understanding and resolution of the problem. Every attempt be made to
de-emphasize compartmentalisation of disciplines so as to achieve both
horizontal and vertical integration in different phases.
(16) Every attempt is to be made to encourage students to participate
in group discussions and seminars to enable them to develop personality,
character, expression and other faculties which are necessary for a
medical graduate to function either in solo practice or as a team
leader when he begins his independent career. A discussion group
should not have more than 20 students.
(17) Faculty member should avail modern educational technology while
teaching the students and to attain this objective, Medical Education
Units/ Departments be established in all medical colleges for faculty
development and providing learning resource material to teachers.
(18) To derive maximum advantage out of this revised curriculum, the
vacation period to students in one calendar year should not exceed one
month, during the
course. Summer vacation / winter vacation, if at all allowed
should be restricted to 15 days.
(19) In order to implement the revised curriculum in toto, State
Govts. and Institution Bodies must ensure that adequate financial and
technical inputs are provided.
(20) HISTORY OF MEDICINE – The students will be given an outline on
“History of Medicine”. This should be taught in an integrated manner by
subject specialists and will be coordinated by the Medical Education Unit
of the College.
(21) All medical institutions should have curriculum committee which
would plan curricula and instructional method which will be regularly
updated.
(22) Integration of ICT in learning process will be implemented.

6. (23) Every graduate should get equal opportunity for Postgraduation (
diploma or MD)
3. OBJECTIVE OF MEDICAL GRADUATE TRAINING PROGRAMME:
(1) NATIONAL GOALS : At the end of undergraduate program, the medical
student should be able to :
(a) recognize `health for all' as a national goal and Right to Health, of all
citizens and by undergoing training for medical profession fulfill his/her social
obligations towards realization of this goal.
(b) learn & have working knowledge of National policies on health
and devote himself/herself to its practical implementation.
(c) achieve competence in practice of holistic medicine, encompassing
preventive, curative and rehabilitative aspects of common diseases and promotion
of Health / well being in society.
(d) develop scientific temper, acquire educational experience for proficiency in
profession and promote healthy living.
(e) become exemplary citizen by observation of medical ethics and fulfilling
social and professional obligations, so as to respond to national aspirations.
(2) INSTITUTIONAL GOALS : (I) In consonance with the national goals each
medical institution should evolve institutional goals to define the kind of trained
manpower (or professionals) they intend to produce. The undergraduate
students coming out of a medical institute should:
(a) be competent in diagnosis and management of common health problems
of the individual and the community, commensurate with his/her position as a
member of the health team at the primary or secondary levels, using his/her
clinical skills based on history, physical examination and relevant investigations.
(b) be competent to practice preventive, promotive, curative and
rehabilitative medicine in respect to the commonly encountered health problems.
(c) appreciate rationale for different therapeutic modalities, be familiar with
the administration of the "essential drugs" and their common side effects.
(d) be able to appreciate the socio-psychological, cultural, economic and
environmental factors affecting health and develop humane attitude towards the
patients in discharging one's professional responsibilities.
(e) possess the attitude for continued self learning and to seek further expertise
or to pursue research in any chosen area of medicine, action research and
documentation skills.
(f) be familiar with the basic factors which are essential for the
implementation of the National Health Programmes including practical aspects of
the following:
(i) Family Welfare and Material and Child Health(MCH)

7. (ii) Sanitation and water supply
(iii) Prevention and control of communicable and non-communicable
diseases
(iv) Immunization
(v) Health Education
(g) acquire basic management skills in the area of human resources,
materials and resource management related to health care delivery.
(h) be able to identify community health problems and learn to work to
resolve these by designing, instituting corrective steps and evaluating outcome
of such measures.
(i) be able to work as a leading partner in health care teams and acquire
proficiency in communication skills.
(j) be competent to work in a primary health care setting.
(j) have personal characteristics and attitudes required for professional life
such as personal integrity, sense of responsibility and dependability and ability
to relate to or show concern for other individuals.
(II) All efforts must be made to equip the medical graduate to acquire the
skills as detailed in APPENDIX B.
7. Training Period and Time Distribution : The proposal is as follows
(1) Every student shall undergo a period of certified study extending over
4 academic years from the date of commencement of his study for the
subjects comprising the medical curriculum to the date of completion of the
examination and followed by one year compulsory rotating internship. Each year
will consist of approximately 240 teaching days of 8 hours each college working
time, including one hour of lunch.
(2) The period of 4 years is divided into three phases as follows :-
a) Phase-I / Ist prof 1 yr duration- consisting of Pre-clinical subjects (Human
Anatomy, Physiology, Bio- chemistry, Radiology and Introduction to Community
Medicine.
This shall include 120 hours for introduction to Community Medicine
including Field visits to Rural Health care facility, District Hospital, Vaccination
facility, Sanitation and Drinking water facility and in the Hospitals associated with
the medical college. Thus Ensuring exposure to Health care preservation,
maintenance and delivery from grass roots to the tertiary care centre.
Phase I Subjects Time alloted
Total hrs allotted, Anatomy 660 hrs
240 days of teaching Physiology 440 hrs
8 hrs per day Biochemistry 220 hrs
1 hr of lunch Radiology 120 hrs
240*7 hrs /day = 1680 hrs English 120 hrs
Community Medicine 120 hrs

8. Another 120 hrs to Radiology and English language each. The benefits of
overcoming language barrier, has been highlighted above.
The Radiology should be incorporated extensively. Xrays, USG’s, CT scan’s
and MRI’s, Angiograms should be the norm, during practical teaching in Anatomy.
Rest of the time shall be equally divided between Anatomy (660 hrs) and
Physiology plus Biochemistry combined. (Physiology 2/3, 440 hrs & Biochemistry
1/3, 220 hrs).
b) Phase-II / IInd prof 1 yr duration - consisting of para-clinical/ clinical
subjects.
During this phase teaching of para-clinical and clinical subjects in wards
(Clinical Postings, Clinical CLERKSHIPS, rather than endless History taking
) shall be done concurrently. The postings in clinical subjects (720 hrs) shall consist
of all those detailed below in Appendix –C.
The para-clinical subjects shall consist of Pathology, Pharmacology,
Microbiology, Forensic Medicine including Toxicology and part of Community
Medicine, Related to National Health Programmes.
Out of the time for Para-clinical teaching time allotted to Pathology ( 240
hrs) & Microbiology (120 hrs), Pharmacology (360 hrs), and Forensic Medicine and
Community Medicine combined (120 hrs Forensic Medicine & 120 hrs
Community Medicine).
c) Phase-III / IIIrd prof 2 yr duration
The clinical subjects to be taught during Phase II & III are Medicine and its
allied specialties, Surgery and its allied specialties, Obstetrics and Gynaecology
and Community Medicine.
During this phase teaching of clinical subjects in OPD’s, Casualty,
Labour rooms (Clinical Postings, targeted at the ART OF HISTORY taking
and what to do next, Clinical APPROACH & Case presentation) – should
be the goal.) shall be done concurrently. The postings in clinical subjects (720 hrs)
shall consist of all those detailed below in Appendix –C.
Besides clinical posting as per schedule mentioned herewith, rest of the
teaching hours be divided for didactic lectures, demonstrations, seminars, group
discussions etc. in various subjects. The time distribution shall be as per
Appendix-C.
The Medicine and its allied specialties training will include General
Medicine, Paediatrics, Tuberculosis and Chest, Skin and Sexually Transmitted
Diseases, Psychiatry, Radio-diagnosis, Infectious diseases etc. The Surgery and
its allied specialties training will include General Surgery, Orthopaedic Surgery
including Physio-therapy and Rehabilitation, Ophthalmology, Otorhinolaryngology,
Phase II / IInd Prof Subjects Time alloted
Total hrs allotted, Pathology 240 hrs
240 days of teaching Microbiology 120 hrs
8 hrs per day Pharmacology 360 hrs
1 hr of lunch Forensic Medicine 120 hrs
240*7 hrs /day = 1680 hrs Community Medicine 120 hrs
Clinical Postings 720 hrs

9. Anaesthesia, Dentistry, Radio-therapy etc. The Obstetrics & Gynaecology
training will include family medicine, family welfare planning etc.
( 3 ) The first year (approximately 240 teaching days) shall be occupied by the
Phase I (Pre-clinical) subjects and introduction to a broader understanding of the
perspectives of medical education leading to delivery of health care. No student
shall be permitted to join the Phase II (Para-clinical/clinical) group of subjects
until he has passed in all the Phase I (Pre-clinical subjects) for which he will be
permitted not more than four chances (actual examination), provided four
chances are completed in three years from the date of enrollment.
(4) After passing pre-clinical subjects, 1 year shall be devoted to para-
clinical subjects or Phase II.
Phase II will be devoted to para-clinical & clinical subjects, along with clinical
postings. During clinical phase (Phase III) pre-clinical and para-clinical teaching
will be integrated into the teaching of clinical subjects where relevant.
(5) Didactic lectures should not exceed one third of the time schedule; two
third schedule should include practicals, clinicals or/and group discussions.

10. Learning process should include living experiences, problem oriented approach,
case studies and community health care activities. May be abolished in Clinical
Subjects.
(6) Universities shall organize admission timings and admission process in
such a way that teaching in first semester starts by 1st
of July each year. The
MCI shall issue appropriate amendments and Notifications, accordingly.
(7) Supplementary examination may be conducted within a month from
declaration of result. W e b e i n g i n a t e c h n o l o g y d r i v e n e r a , i t
c a n b e d o n e e a s i l y . So that the students who pass can join the main
batch and the failed students will merge with the subsequent batch to appear in
the subsequent year.
Adequate provisions of Extra classes, can be made so as to make a good of 2-3
months loss in the curriculum of the candidates, passing the supplementary exam.
And hence obviating the need of Detained batches.
(8) A total of Four additional attempts (supplementary exams) must be allowed
while clearing MBBS phase I, II and phase III part one. Regarding, Phase III/ part
2, three attempts – for supplementary exams, or improvement of scores may be
allowed.
8. Phase Distribution and Timing of Examinations:- Not withstanding the
4and ½ yr regulation for degree course, the MBBS is completed only in 5
calendar years ( 1st
of September17 – 31st
Mar 22), while the student had
cleared his 12th
exams before 30 th mar 17.
Therefore, it is of utmost importance that MBBS curriculum be reduced to 4
years and should start by 1 st of July 18 & every year and finish by 30th
June
22, with the arrival of online NEET examinations, it is feasible to do so. This
will save one precious & productive year of our MBBS graduates.
The practice of Detained batches , is a STIGMA - killing the future of candidates in their early
20’s and this practice should be abolished. There are certain issues like,
With reduced faculty requirement, multiple batches, multiple exams ( preuniversity theory
and practicals , followed by university theory and practicals )every year, subsequent copy
evaluation, maintenance of time lines is getting difficult with every passing year.
Therefore, it’s far better to conduct supplementary exams within next month and merge
the successful ones with their own batch and the failures with the subsequent batches, so
that their regular studies, go uninterrupted.

11. 1 2
3
6 7
6 MONTHS 6 MONTHS
1 2
3 4
5 6
7 8
Ist professional
examination (during 11
th
– 12
th
month)
IInd professional
examination (during23th
-24
th
IIIrd professional
Part I (during
35
th
- 36
th
month)
IIIrd professional Part
II (Final Professional
48
th
month).

12. Note:
a) Passing in Ist Professional is compulsory before proceeding to Phase II
training.
b) A student who fails in the IInd professional examination, should not be
allowed to appear IIIrd Professional Part I examination unless he passes all
subjects of IInd Professional examination.
c) Passing in IIIrd Professional (Part I) examination is not compulsory before
entering for part II training, however passing of IIIrd Professional (Part I) is
compulsory for being eligible for IIIrd Professional (Part II) examination.
During third to ninth semesters, clinical postings of three hours duration
daily as specified in the Table below is suggested for various departments, after
Introductory Course in Clinical Methods in Medicine & Surgery of two weeks
each for the whole class.
Clinical methods in Medicine and Surgery for whole class will be for 2
weeks each respectively at the start of 3rd
semester
CHAPTER – IV
12. Examination Regulations
Essentialities for qualifying to appear in professional examinations.
The performance in essential components of training are to be assessed,
based on:
(1) ATTENDANCE
The Attendance of each student, shall be registered only with the help
of Biometric, on the lines of OFAMOS system, however for ease of registration
of attendance a thumb impression based faster system should be adopted.
“(I) ATTENDANCE: 75% attendance in a subject for
appearing in the examination is compulsory inclusive of attendance in
non-lecture teaching i.e. seminars, group discussions, tutorials,
demonstrations, practicals, hospital (Teritary Secondary, Primary) posting
and bed side clinics etc.”
(2) Internal Assessment :
(i) It shall be based on day to day assessment ( see note), evaluation of
student assignment, preparation for seminar, clinical case presentation
etc.:
(ii) Regular periodical examinations shall be conducted throughout the
course. The questions of number of examinations is left to the institution:
(iii) Day to day records should be given importance during internal
assessment :
(iv) Weightage for the internal assessment shall be 20% of the total marks in
each subject :
(v) Student must secure at least 50% marks of the total marks fixed for

13. internal assessment in a particular subject in order to be eligible to appear
in final university examination of that subject.
Internal assessment shall relate to different ways in which students
participation in learning participation in learning process during semesters in
evaluated.
Some examples are as follows:
(i) Preparation of subject for students seminar.
(ii) Preparation of a clinical case for discussion.
(iii) Clinical case study/problem solving exercise.
(iv) Participation in Project for health care in the community ( planning stage to
evaluation).
(v) Proficiency in carrying out a practical or a skill in small research project.
(vi) Multiple choice questions (MCQ) test after completion of a
system/teaching.
Each item tested shall be objectively assessed and recorded. Some of
the items can be assigned as Home work/Vacation work.
(3) UNIVERSITY EXAMINATIONS :
Theory papers will be prepared by the examiners as prescribed. Nature of
questions will be short answer type/objective type and marks for each part
indicated separately.
Practicals/clinicals will be conducted in the laboratories or hospital wards.
Objective will be assess proficiency in skills, conduct of experiment,
interpretation of data and logical conclusion. Clinical cases should preferably
include common diseases not esoteric syndromes or rare disorders. Emphasis
should be on candidate’s capability in eliciting physical signs and their
interpretation.
Viva/oral includes evaluation of management approach and handling of
emergencies. Candidate’s skill in interpretation of common investigative data, x-
rays, identification of specimens, ECG,etc. also is to be evaluated.
The examinations are to be designed with a view to ascertain whether the
candidate has acquired the necessary for knowledge, minimum skills alongwith
clear concepts of the fundamentals which are necessary for him to carry out his
professional day to day work competently. Evaluation will be carried out on an
objective basis.
Question papers should preferably be of short structure/objective type.
Clinical cases/practicals shall take into account common diseases which
the student is likely to come in contact in practice. Rare cases/obscure
syndromes, long cases of neurology shall not be put for final examination.
During evaluation (both Internal and External) it shall be ascertained if the
candidate has acquired the skills as detailed in Appendex-B.
There shall be one main examination in a year and a supplementary to be
held not later than 6 months after the publication of its results. Universities

14. Examinations shall be held as under:-
Phase I / First Professional:-
At the end of Phase 1 (11th
- 12th
month ) training, in the subjects of
Anatomy ( Paper I & II) , Physiology and Bio-Chemistry (Paper I & II combined).
Phase II / Second Professional:-
At the end of Phase II training (23rd
-24th
month) , in the subjects of
Pathology & Microbiology (Combined, paper I & II), Pharmacology (Paper I & II)
and Forensic Medicine ( Practical only).
Phase III / Third Profesional, part I :-
Part 1( 12 months)- at the end of 6 months of training (35-36th
month) , PSM
(along with Obs & gyne, combined) (paper I & II) and ENT, Ophthalmology
(Practical only)
Phase III / Third Profesional, part II :- MCQ based centrally conducted, all over
the country – twice a year.
Part II-(Final Professional, (48th
month) – At the end of Phase III training in
the subjects of Medicine (along with Pediatrics, combined) & Surgery ( along with
Orthopedics,). MCQ based 200 questions, negative marking must be compulsory.
Practical exams, Medicine (including Pediatrics) and Surgery ( Includes
Orthopedics ) and Gyne – Obstetrics.
The centrally conducted MCQ based scoring should be taken as NEET
pre pg score or NExit Score. And those securing more than 50%, should be
considered
1. Eligible for Provisional registration of MBBS / equivalent qualification in case of
FMGE ( who have done MBBS in India as well as for FMGE)
2. Eligible for Eligible for One yr rotatory Internship (MBBS - accomplished in 5th
yr),
3. As a screening test for Employment into Govt health sector, JR ship, PG
admission etc, obviating the need for NEET pre PG / NExit Exam
4. The internship done henceforth should be considered as House Job / first year
resdiency
5. Additional one year specialist training, Diploma in Field of specialization
(accomplished in 6th
yr)
6. Additional two year specialist training with thesis submission – Masters
(accomplished in 7th
yr)
Henceforth, every medical graduate walking out of an Institution will
be a Clinician. And will be able to deliver Health care.
As of today, almost all of MBBS graduates, need additional training (2-6

15. months) before they can be appointed in PHC’s. This incurs an additional
expenditure and wastage of time.
With reduced no. of theory papers and MCQ + Practical based evaluation in
Final MBBS (Third prof part II). The universities will be able to conduct and declare
results on time. The benefit is that the Curriculum, will continue to progress
unabated.
Every graduate who completes his Internship will be able to deliver good
quality health care and will be Employable, an asset for health care of the Nation.
(saving at least a year or 2, within his most productive years).
The role of coaching classes and candidates absconding from
Internship shall end, this alone shall bring a sea change in outcomes of
Undergraduate training – will be fruitful for everyone - the candidate, the
Institution, the Health care scenario and our Nation, too.
Theory papers will be prepared by the examiners as prescribed. Barring for a Long
Question, seeking the Rationale / Applied aspect of the Subject - in every section or each
half of paper. Rest of the questions will be short answer type and marks for each part
indicated separately.
1. The theory paper based evaluation will be retricted to, Anatomy & Radiology
(combined), Physiology & Biochemistry (combined), Pathology and
Microbiology (combined), Pharmacology & Toxicology (combined),
Community Medicine & Obstetrics – Gynecology (combined).
2. The Forensic medicine, ENT and Ophthalmology shall be examined through
practicals only.
3. The Objective questions will form the basis of assessment during Third Prof (Part
II) only.
Practicals/clinicals will be conducted in the Wards and Laboratories. The
objective will be to assess proficiency in skills, conduct of experiment, interpretation
of data and logical conclusion. Clinical cases should preferably include common
diseases and not esoteric syndromes or rare disorders.
Emphasis should be on candidate’s capability in eliciting physical signs and their
interpretation. Clinical cases/practicals shall take into account common diseases which
the student is likely to come in contact in practice. Rare cases/obscure syndromes,
long cases of neurology shall not be put for final examination.”
Note:
1. Passing in Ist Professional is compulsory before proceeding to Phase II training. A
student who fails in any or all subject of Phase I, will be allowed to sit in Supplementary
exam, which shall be conducted within 2 months of declaration of Phase I results.
If he/ she clears the supplementary exam, then he will go to Phase II, else he completes his
studies along with junior batch, and will sit in examination with them only. Obviating the

16. need for Detained and Supplementary batches, all together. ( this is also important because
with reduced faculty requirement, most of the departments can not afford to teach
Detained / Supplementary batches.
2. A student who fails in the IInd professional examination, should not be allowed to
appear IIIrd Professional Part I examination unless he passes all subjects of
IInd Professional examination.
If he/ she clears the supplementary exam, then he will go to Phase III, else he completes his
studies along with junior batch, and will sit in examination with them only.
3. Passing in IIIrd Professional (Part-1) is compulsory for being eligible for IIIrd
Professional (Part II) examination
(4) DISTRIBUTION OF MARKS TO VARIOUS DISCIPLINES :
(A) First Professional examination:(Pre-clinical Subjects):-
(a) Anatomy & Radiology:
Theory-Two papers of 50 marks each (One applied question
of 10 marks in each paper)
100 marks
Oral Viva Anatomy 15 marks
Oral Viva Radiology 15 marks
Practical Anatomy 30 marks
Internal Assesment ( Theory 20 Practical 20) 40 marks
Total 200 marks
Physiology and Biochemistry:
Theory-Two papers of 50 marks each (One applied
question of 10 marks in each paper, Physiology and
Biochemistry, combined)
100 marks
Oral Viva Physiology 15 marks
Practical Physiology 15 marks
Internal Assesment in Physiology( Theory 10 Practical 10 ) 20 marks
Oral Viva Biochemistry
15 marks
Practical Biochemistry 15 marks
Internal Assesment in Biochemistry ( Theory 10 Practical 10
)
20 marks
Total 200 marks
Pass: In each of the subjects, a candidate must obtain 50% in aggregate with a
minimum of 50% in Theory including orals and minimum of 50% in Practicals.
(B) SECOND PROFESSIONAL EXAMINATION; (Para-clinical subjects)

17. Pathology & Microbiology:
Theory-Two papers of 50 marks each (One applied question
of 10 marks in each paper)
100 marks
Oral Viva Pathology 15 marks
Practical Pathology 15 marks
Internal Assesment in Pathology( Theory 10 Practical 10 )
20 marks
Oral Viva Microbiology 15 marks
Practical Microbiology 15 marks
Internal Assesment in Microbiology ( Theory 10 Practical 10 ) 20 marks
Total 200 marks
Pharmacology & Toxicology
Theory-Two papers of 50 marks each (One applied
question of 10 marks in each paper)
100 marks
Oral Viva 30 marks
Practical 30 marks
Internal Assesment ( Theory 20 Practical 20 )
40 marks
Total 200 marks
Forensic Medicine
Oral Viva 30 marks
Practical 30 marks
Internal Assesment ( Theory 20 Practical 20 )
40 marks
Total 100 marks
Pass: In each of the subjects, a candidate must obtain 50 % in aggregate
with a minimum of 50% in Theory including oral and minimum of 50% in
Practicals/clinicals.
(C) THIRD PROFESSIONAL Part One:
Community Medicine & Obstetrics and Gynecology
Theory-Two papers of 50 marks each (One applied
question of 10 marks in each paper, Community
Medicine and Obstetrics and Gynecology,
combined)
100 marks
Oral Viva Community Medicine 15 marks
Practical Community Medicine 15 marks
Internal Assesment in Community Medicine( Theory 10
Practical 10 )
20 marks

18. Oral Viva Obstetrics and Gynecology 15 marks
Practical Obstetrics and Gynecology 15 marks
Internal Assesment in Obstetrics and Gynecology (
Theory 10 Practical 10 )
20 marks
Total 200 marks
Ophthalmology
Oral(Viva) 15 marks
Clinical 15 marks
Internal assessment 20 marks
(Theory –10 Practical-10)
Total 50 marks
Oto- Rhinolaryngology
(C) THIRD PROFESSIONAL Part Two:
Theory Examination: A single MCQ based question paper, with 200-300
MCQ’s, with Negative Marking shall be the basis of evaluation of Clinical
Decision making in Subjects of General Medicine, including Pediatrics,
Psychiatry and Dermatology; General Surgery, including Orthopedics and
Dentistry.
General Medicine, including Pediatrics, Psychiatry, TB
chest and Allied fields
Oral Viva Medicine 15 marks
Practical Medicine 15 marks
Internal Assesment in Medicine( Theory 10 Practical 10 ) 20 marks
Oral Viva Pediatrics 15 marks
Practical Pediatrics 15 marks
Internal Assesment in Pediatrics ( Theory 10Practical 10 ) 20 marks
Total 100 marks
General Surgery, including Orthopedics, Dentistry,
Anesthesiology and Allied fields
Oral(Viva) 15 marks
Clinical 15 marks
Internal assessment 20 marks
(Theory –10 Practical-10)
Total 50 marks

19. Oral Viva General Surgery 15 marks
Practical General Surgery 15 marks
Internal Assesment in General Surgery( Theory 10 Practical
10 )
20 marks
Oral Viva Orthopedics 15 marks
Practical Orthopedics 15 marks
Internal Assesment in Orthopedics ( Theory 10 Practical 10 ) 20 marks
Total 100 marks
Pass: In each of the subjects a candidate must obtain 50% in aggregate with a
minimum of 50% in Theory including orals and minimum of 50% in
practicals/clinicals.
Appendix A, related to Hamily welfare can be replaced with Integrated teaching (
Appendix D)
APPENDIX-B
A comprehensive list of skills recommended as desirable for Bachelor of
Medicine and Bachelor of Surgery (MBBS) Graduate:
1. Clinical Evaluation:
(a) To be able to take a proper and detailed history.
(b) To perform a complete and thorough physical examination and elicit
clinical signs.
(c) To arrive at a proper provisional clinical diagnosis.
(d) To perform thorough antenatal examination and identify high risk
pregnancies.
(e) To Screen for and Diagnose common communicable and Non communicable
illnesses. (Need to update, from PSM)
Communicable diseases like, Malaria, Dengue, Tuberculosis, filariasis,
leprosy, Pelvic Inflammatory diseases, STD’s, cutaneous fungal infections
and Scabies.
Non communicable diseases like Anemia, Malnutrition, Asthma – COPD,
Obesity, Diabetes, Hypothyroidism, hyperthyroidism, Hypertension, Ischemic
heart diseases, Stroke, Nephrotic syndrome,Renal failure and its
complications
II. Bed side Diagnostic Tests:
(a) I n terpretation of tests like CBC, LFT, RFT, Thyroid profile, LIPID, Blood
Glucose levels etc.
(b) to use Rapid diagnostic kits or POS, point of source instruments for diagnosis
of Diabetes, Urine Examination, Pregnancy, malaria, dengue, Hemoglobin
etc.
(c) To read and comment upon ECG.
III. Ability to Carry Out Procedures.

20. (a) To conduct CPR (Cardiopulmonary resuscitation) and First aid in
newborns, children and adults.
(b) To give Subcutaneous (SC) /Intramuscular (IM) /Intravenous (IV)
injections and start Intravenous (IV) infusions.
(c) To pass a Nasogastric tube and give gastric leavage.
(d) To administer oxygen-by mask / Nasal Cannula.
(e) To administer enema
(f) To pass a urinary catheter- male and female
(g) To insert flatus tube
(h) To do pleural tap, Ascitic tap & lumbar puncture
(i) Insert intercostal tube to relieve tension pneumothorax
(j) To control external Haemorrhage.
IV Anaesthetic Procedure
(a) Administer local anaesthesia and achieve Infiltration anesthesia or field
block
(b) Be able to secure airway patency, administer Oxygen by Ambu bag / ET
placement
IV. Surgical Procedures
(a) To apply splints, bandages and Plaster of Paris (POP) slabs;
(b) To do incision and drainage of abscesses;
(c) To perform the management and suturing of superficial wounds;
(d) To carry on minor surgical procedures, e.g. excision of small cysts and
nodules, circumcision, reduction of paraphimosis, debridement of wounds
etc.
VII Paediatrics
(a) To assess new borns and recognise abnormalities and I.U. retardation
(b) To perform Immunization;
(c) To teach infant feeding to mothers; support Breast feeding
(d) To monitor growth by the use of ‘road to health chart’ and to recognize
development retardation;
(e) To assess dehydration and prepare and administer Oral Rehydration
Therapy (ORT)
(f) To recognize ARI clinically;
VIII ENT Procedures:
(a) To be able to remove foreign bodies;
(b) To perform nasal packing for epistaxis;
IX Ophthalmic Procedures:
(a) To remove foreign body
(b) To assess Intraocular pressure
(c) Identify cause of decreased vision
Community Healthy:
(a) To be able to supervise and motivate, community and para-professionals
for coordinated efforts for the health care;

21. (b) To be able to carry on managerial responsibilities, e.g.Magangement of
stores, indenting and stock keeping and accounting
(c) Planning and management of health camps;
(d) Implementation of national health programmes;
(e) To effect proper sanitation measures in the community, e.g.disposal of
infected garbage, chlorination of drinking water;
(f) To identify and institute and institute control measures for epidemics
including its proper data collecting and reporting.
XII Forensic Medicine Including Toxicology
(a) To be able to carry on proper medicolegal examination and documentation
of injury and age reports.
(b) To be able to conduct examination for sexual offences and intoxication;
(c) To be able to preserve relevant ancillary material for medico legal
examination;
(d) To be able to identify important post-mortem findings in common un-
natural deaths.
XII Management of Emergency
(a) T o m a n a g e , A n g i n a , S t r o k e , M I a n d H y p e r g l y c e m i a ,
K e t o a c i d o s i s a n d r e f e r t h e m a p p r o p r i a t e l y t o h i g h e r c e n t r e s .
To manage acute anaphylactic shock;
(b) To manage peripheral vascular failure and shock;
(c) To manage acute pulmonary oedema and LVF;
(d) Emergency management of drowning, poisoning and seizures
(e) Emergency management of bronchial asthma and status asthmaticus;
(f) Emergency management of hyperpyrexia;
(g) Emergency management of comatose patients regarding airways,
positioning prevention of aspiration and injuries
(h) Assess and administer emergency management of burns.
APPENDIX-C
Prescribed Teaching Hours and Suggested Model Time Tables:-
Following minimum teaching hours are prescribed in various disciplines:
A. Pre-Clinical Subjects : (Phase-1- 1 year duration)
Anatomy 660 Hrs.
Physiology 440 Hrs.
Biochemistry 220 Hrs.
Community Medicine 120 Hrs.
English 120 hrs
Radiology 120 hrs
B. Para-Clinical Subjects: (Phase-II- 1 year duration)
Pathology 240 Hrs.
Pharmacology 360 Hrs.
Microbiology 120 Hrs.
each)

22. Community
Medicine 120
Hrs. (including
8 weeks
postings of 3
hrs
Forensic
Medicine
120 Hrs

23. Teaching of para-clinical subjects shall be 4 hrs per day during the Phase II, with 3 hrs
(9-12 pm) dedicated for clinical teaching.
C. Clinical Subjects
1. Clinical postings as per chart attached.
2. Theory lectures, demonstrations and Seminars etc.in addition to clinical postings
as under. The clinical lectures to be held during Phase II
- Gen-Medicine 120 Hours Gen. Surgery 120 Hours
- Paediatrics 60 ” Orthopedics 60 “
- T.B. and Chest 60 “
- Psychiatry 60 “
- Anaesthesia 60 “ Obst & Gynae. 120 “
inclusive
HIV ART 60 hrs
Appendix D: Integrated teaching,
These should be Interdepartmental, well Integrated and Day long activities. The idea
behind is to transfer, Basic Information and to initiate Discussion among different
specialities, for achieving a common goal of Cure, Prevention and Identify areas of
research for addressing the Unmet needs.
Phase 1
Topics for integrated teaching in MBBS Ist prof.
S.no topics Anchor
Departmen
t
Departments to
participate
1 Anemia Physiology Remaining two
out of Anatomy,
Physiology,
Biochemistry,
Radiology,
Pharmacology.(
as needed basis)
2 Jaundice Biochemistry
3 Coronary circulation Anatomy
4 Malnutrition &Starvation Biochemistry
5 Human Genetics Anatomy
6 Acid Base balance Biochemistry
7 Thyroid Anatomy
8 Pancreas Anatomy
9 Stomach Physiology
10 Limbic system, Emotion &
learning
Physiology
11 Growth & Development Anatomy
12 Cerebral ventricles & CSF Physiology
Phase 2
Topics for integrated teaching in MBBS IInd prof.

24. S.no topics Anchor Department Departments to
participate
1 Malaria Microbiology Other than Anchor
departments (out
of Microbiology,
Pathology,
Pharmacology,
Forensic and
Community
medicine)
2 Tuberculosis Microbiology
3 HIV-AIDS Microbiology
4 Thyroid disorders Pathology
5 Diabetes Mellitus Pathology
6 Hypertension Pathology
7 Obesity Pathology
8 Inflammation & Sepsis Pathology
9 Autoimmune Disorders Pathology
10 Suicide Forensic Medicine
11 Sex Related Crimes Forensic Medicine
12 Poisoning Forensic Medicine
13 Medicolegal Procedures Forensic Medicine
14 Universal Immunization
Proggramme
Community medicine
15 Sexually transmitted
Diseases
Community medicine
Phase 3
Topics for integrated teaching in MBBS IIIrd prof. Part One (12 months)
S.no topics Anchor Department Departments to
participate
1 Deafness ENT Other than Anchor
departments (out
of Community
Medicine, ENT,
Ophthalmology
and GYne and
Obstetrics,
Pediatrics
2 Blindness Ophthalmology
3 Nutrition & Screening Community Medicine
4 Reproductive, Maternal,
Newborn, Child and
Adolescent Health
Strategy 2013
Community Medicine
5 NRHM and NUHM Community Medicine
6 Pregnancy Obstetrics and
Gynecology
7 Infertility Obstetrics and
Gynecology
8 Contraception Obstetrics and
Gynecology
9 Postmenopausal
Syndrome
Obstetrics and
Gynecology
Pathology
10 Reproductive and Child
Health Programme
Community Medicine
Phase 3
Topics for integrated teaching in MBBS IIIrd prof. Part two ( 12 months)
S.No. Subject Anchor Department Contributing
Depart
ments
1 Fever Medicine Other than
Anchor
departments
General
2 Ischemic Heart Diseases Medicine / Cardiology
3 Renal Failure Medicine / Nephrology

25. 4 Epilepsy Medicine / Neurology Medicine,
General
Surgery,
Pediatrics,
Psychiatry
and
Orthopedics
Pharmacology
5 Parkinson’s and Alzheimer’s
disease, Care of Elderly
Medicine / Neurology
6 Stroke Medicine / Neurology
7 Obstructive Airway Diseases Medicine / TB & Chest
8 Cancer Oncology or Radiation
Oncology
9 Arthritis – Autoimmune and
Osteoarthritis
Orthopedics
10 Fractures – Traumatic Orthopedics
11 Breast Feeding & Care of
Infant
Pediatrics
12 Diarrhea and Dysentry Pediatrics
13 Pneumonia Pediatrics
14 Depression Psychiatry
15 Mania and Psychotic Illnesses Psychiatry
16 Ano – Rectal Disorders Surgery
17 Managing Tumor Surgery
18 Organ transplantation Surgery
19 Head Injury Surgery / Neurosurgery
20 Congenital malformations Surgery / Pediatric
surgery
21 Urinary Tract Disorders Surgery / Urology
Note
This period of training is minimum suggested. Adjustments where required depending
on availability of time be made.
This period of training does not include university examination period. Extra time available
be devoted to other Sub-specialities.
During semesters 3 to 8 following clinical postings for each student, of 3 hrs. duration is
suggested for various departments after introductory course in Clinical Methods in
Medicine and surgery of 2 weeks each for the whole class.
Subjects 3rd
Sem-
e
s
t
e
r
w
e
e
k
s
4th
Sem-
e
s
t
e
r
w
e
e
k
s
5th
Sem-
e
s
t
e
r
w
e
e
k
s
6th
Sem-
e
s
t
e
r
w
e
e
k
s
7th
Sem-
e
s
t
e
r
w
e
e
k
s
8th
Sem-
e
s
t
e
r
w
e
e
k
s
Total
General
Medicine***
6 - 4 - 4 4 18
Pediatrics 2 - - - 4 2 08
TB
and
Chest
- 2 - - - 2 04
Skin and
STD
- - - - 2 2 04
Psychiatry - 2 2 - - - 04
Radiology* - - - - 2 02
Gen
Surge
ry****
6 - 4 - 4 4 18

26. Orthopaed-
Ics**
- - 4 - 4 2 10
Opthalmo-
logy
- 4 2 4 - - 10
ENT - 4 - 4 - - 08
Obst. &Gyn.
And Family
Planning
4 - 6 4 - - 14
Comm. Med. 4 4 2 4 - - 14
*Casualty 2 - - - 2 - 04
Dentistry - - - - 2 - 02
Total 24 16 24 16 24 16 120
* This posting includes training in Radiodiagnosis and Radiotherapy where existant.
** This posting includes exposure to Rehabilitation and Physiotherapy.
*** This posting includes exposure to laboratory medicine and infectious diseases.
**** This posting includes exposure to dressing and Anesthesia.
***** This includes maternity training and Family medicine and the 3rd semester posting
shall be in Family Welfare Planning.
• Wish to have your feedback.
• Else, kindly send this presentation & word file with your inputs to,
• secy-mci@nic.in
• ug.mci@nic.in
• Undergraduate MBBS Training, direly needs a overhaul.
Regards,