The document outlines the AETCOM initiative aimed at enhancing the curriculum for Indian medical graduates by emphasizing key competencies such as communication, ethics, and lifelong learning. It includes structured modules for each professional year, detailing the roles and responsibilities of a clinician, leader, and communicator within the healthcare system. Additionally, it addresses the hidden curriculum and proposes formal assessments to ensure competency acquisition and the development of professional attitudes.

1. AETCOM Introduction
Dr Devender
MAMC

2. IMG – Core Competencies
Professional Life Long Learner
Clinician
LeaderCommunicator

3. Alignment of Skill to Values
Knowledge Skill
Attitude
Values
Indian Medical Graduate

4. Curriculum Gap
Intended Curriculum
What we student to acquire
Taught Curriculum
Engage student with intended
curriculum
Experienced Curriculum
Differs from student to student
Assessed Curriculum
Assessing what we want them to
learn
Achieved Curriculum
Competencies students acquired
after undergoing course

5.  Formal – what we say
 Hidden – what we do
Curriculum

6. Classical Approach
• Role modelling
• Mentorship
• Professional apprenticeship

7. Direct Approach to Teach
• Domains of attitude and communication
• Emphasis on Ethics
• Stage appropriate opportunity for experiential
learning and reflection

8. ATCOM Module
 Case based module
 Case scenarios with discussion points
 Structured program
 Distributed over all years
 ? Assessment

9. AETCOM Module
• 5 Sections
• 2 Annexures

10. Section I
• Enumerates the roles of the IMG
– Clinician
– Leader and member of the core health care
system
– Communicator
– Life long learner
– Professional

11. SECTION II

12. Learning modules
for
Professional year I
• Number of modules 5
• Number of hours 34
• Sessions are interdependent
• Self guided learning
• Interactive discussions
• Closure session with reflection
• Assessment

13. Learning modules
for
Professional year -2
• Number of modules 7
• Number of hours 35

14. The foundation of communication – 2
The foundation of bioethics
1. Health care as a right
2. Working in a health care team
3. Bioethics contd - The cover up. Case study on
patient autonomy and decision making
4. Bioethics contd – Life machine.
5. Bioethics contd – Who is the doctor?
6. What does it mean to be family member of
the sick patient

15. Learning module
for
professional year 3
• Number of modules 5
• Number of hours 25

16. Foundation of communication 3
1. Case studies in bioethics – Disclosure of
medical errors
2. Seeking immunity
3. The foundation of communication -4
4. Case study in bioethics - Confidentiality
5. Case study in bioethics – Fiduciary duty

17. Learning modules
for
professional year -4
• Number of modules
• Number of hours 45
• The foundation of communication 4

18. 1. Case study in medical –legal and ethical
situations – Child’s child
2. Case study in medical –legal and ethical
situations - The angry brick kiln owner
3. Case studies in ethics empathy and the doctor
patient relationship
4. Case studies in ethics and the doctor – industry
relationship
5. Case studies in ethics and the doctor – The offer
6. Case studies in ethics and patient autonomy –
The cruel parents
7. Dealing with death

19. Section III
• Additional list of desirable competencies in
attitudes and communications
• Non core

20. Section IV
• Competency Acquisition Log
• Suggested log book pattern

21. SECTION V

22. Appendix I
• List of competencies in AT COM
• 1 – 39 Core competencies
• 40 -53 non core (Desirable) competencies

23. Appendix 2
• Communication skills rating scale from
Kalamazoo consensus statement

24. Assessment of Learning
• Provide feedback to improve learning
• Facilitator observe (facilitates learning)
• Corrective measure (including counseling
initiated) if performance below expected

25. Revitalizing professionalism
 Cognitive base
 Experiential learning
 Continuity
 Role Modeling
 Mentorship

26. Sometimes you put
walls up, not to keep
people out
But to see who cares
enough to break them
down
Socrates

27. Definition of Profession
• An occupation
– that regulates itself through systematics, required
training and collegial discipline
• That has a base in technical, specialized
knowledge & skills
• That has a service rather than a profit
orientation
• Enshrined in its code of ethics

28. FORMAL CURRICULUM
 Empathy
 Compassion
 Altruism
} What we
Say or desire

29. Hidden curriculum (Today)
 Weariness
 Strong distrust of emotions
 Failure of communication

30. Walking through AETCom
Teaching AETCom:
• Who
• What
• When and
• How

31. What does it mean to be a
doctor
8 (6 +2 hrs of self directed
learning)
Assessment not required
What does it mean to be a
patient
8 (6 +2 hrs of self directed
learning
Formative assessment –
Written and oral
Summative - SAQ
The doctor patient
relationship
7 hours (5 +2hrs for self
directed learning)
Formative
Summative
Foundation of
communication
7 hours (5 +2hrs for self
directed learning
Formative
Summative may be
deferred
The cadaver as our first
teacher
4 (2+2)hrs Formative
Summative may not be
required

32. Desirable competencies of AETCOM
• These may be included in whole or in part of
the formative assessment of the student

33. List the competencies required for the
above roles
• Clinician
• Leader and member of
the core health care
system
• Communicator
• Life long learner
• Professional
• 15 core competencies
• 6 core competencies
• 3 core competencies
• 5 core competencies
• 5 core competencies