empathy forms the building blocks of new indian graduate medical education regulations

1. DR ANITA RAMESH
PROFESSOR,OBGY DEPARTMENT
VISWABHARATHI MEDICAL COLLEGE
AETCOM

4. AETCOM

5. ATTITUDE
 Refers to a set of emotions,beliefs and
behaviour towards a particular object,person
or event.Influenced by our upbringing.

6. ETHICS
 A system of moral principles that applies value
to the practice of clinical medicine & scientific
research.
 We refer to it in case of any confusion or
conflict
 Ethical where?
PATIENTS
PEERS
MEDICAL INDUSTRY

9. COMMUNICATION

10. IS COMMUNICATION ONLY
VERBAL?

12. WHICH DOMAIN HAS TO BE
STRENGTHENED?

14. KRATHWOHL MODEL
FIVE STEPS
OF
ATTITUDE
FORMATION
RECEIVING
RESPONDIN
G
VALUING
ORGANISAT
ION
CHARACTE
RISATION

15. MCI Revised ME Regulation
2017

16. AETCOM
 The goal of our systems approach is to
produce an IMG who is a PROFESSIONAL.
 PROFESSION:It is an occupation that
regulates itself through systematic,required
training & collegial discipline that has a base in
technical,specialized knowledge & that has a
service rather than a profit organization
enshrined in its code of ethics…….STARR

18. IMG AS A PROFESSIONAL
 Compassionate
 Caring
 Ethical
 Responsive
 Commited to excellence
 Accountable to patients,profession &
community
 Respect for others

19. WHY AETCOM MODULE AS A
CURRICULUM?
 FORMAL….WHAT WE SAY
 HIDDEN…...WHAT WE DO

20. FORMAL CURRICULUM(what we
say)
 Altruism
 Empathy
 Compassion

21. HIDDEN
CURRICULUM(today’s
scenario)
 Failure of communication
 Strong distrust of emotions
 Weariness

22. Todays culture of medicine is
hostile to
altruism,compassion,integrity,fid
elity &self effacement……
COULHEN

23. CAN WE DO SOMETHING?
We can incorporate these
professional values during the
learning process

24. AETCOM MODULE?
 STUCTURED LOGITUDINAL MODULAR
PROGRAMME on attitude,ethics &
communication
 Explicit way of teaching
attitudes,ethics & communication
 Competency based model

25.  PROFESSIONALISM IS A CORE
COMPETENCY in giving accredition to
our IMG
 We have to teach & assess the
professionalism which is challenging but
possible
 To assess we can use both SUBJECTIVE
& OBJECTIVE TOOLS

26. AETCOM MODULE
 Case based module(small group teaching)
 Case scenarios with discussion points
 Distributed over all the years
 Total 54 competencies & 39 core
competencies
 Total 27 modules over 4 years
 140 instructional hours including SDL

27. METHOD ADOPTED
 HYBRID PROBLEM ORIENTED APPROACH
A case scenario intervening with lecture
sessions &SDL
 Uses real life case scenarios or simulated
case scenarios(OPDs,wards,field visits)
 Encourages Problem solving skills
collaborative learning,team work,reflection &
SDL
 Assessment scheme
 Logbook has to be maintained for
documenting competency certified by the
teacher

28. LOG BOOK

29. TEACHING METHOD
 Didactic lecture
 Small group discussion
 DOAP
 Skill teaching methods:paper case,simulated
patients or real patients
 Role model(observe the faculty)
 mentoring

30. ASSESSMENT:3 types of
evaluation
 Process evaluation:process of
teaching learning by case scenario
approach
 Progress evaluation:all through the
course
 Product evaluation:clinical training
& internship

31. METHODS TO ASSESS
EVALUATION
 Professional mini evaluation exercise
 Written tests
 OSCE
 Simulated or standardised patients
 Self assessment
 Assessment by patients
 360 degrees evaluation

32. 4 SECTIONS
2 APPENDEXES
AETCOMMODULE

33. WALKING THROUGH AETCOM
TEACHING AETCOM
 Who
 What
 When and
 How

34. Section 1
Roles,goals &competencies
of an IMG:extract from
GMER,2018
5 star doctor

35. SECTION 2
LEARNING MODULES
Professional year1
Professional year 2
Professional year 3
Professional year 4

36. YEA
R
1st
2nd 3rd 4th
MODU
LE 5 8 5 9 27
HOURS
34h 37h 25h 44h 140
hrs
MODULES &
HOURS

37. SECTION 3
COMPETENCY
ACQUISITION:
SUGGESTED LOG BOOK
PATTERN

38. SECTION 4
FORMATIVE ELEMENTS TO
BE MARKED BY THE TUTOR
(Desirable competencies in attitude
,ethics&comm skills that may be
included in whole or part of formative
assessment of the student)

41. MODULE
1

42. MODULE 2
 2.1 Foundation of communication-2
 2.2 Foundation of bioethics
 2.3 Healthcare as aright
 2.4 Working in a healthcare team
 2.5 Bioethics contd-case studies on patient autonomy &
decision making
 2.6 Bioethics contd-case studies on patient autonomy &
decision making
 2.7 Bioethics contd-case studies on patient autonomy &
decision making
 2.8 What does it mean to be a family member of a sick
patient

43. MODULE 3
 3.1 Foundation of communication -3
 3.2 Case studies in bioethics –disclosure of
medical errors
 3.3 Foundation of communication-4
 3.4 Case studies in bioethics –
CONFIDENTIALITY
 3.5 Case studies in bioethics –FIDUCIARY
DUTY

44. MODULE 4( 9 modules )
 4.1 Foundation of communication 5
 4.2 Case studies in medicolegal and ethical
situations
 4.3 Case studies in medicolegal and ethical
situations
 4.4 Case studies in ethics empathy and doc
patient relationship
 4.5 Case studies in ethics empathy and doc
industry relationship

45. Contd…..
 4.6 Case studies in ethics and doc industry
relationship
 4.7 Case studies in ethics and patient
autonomy
 4.8 Dealing with death
 4.9 Medical negligence

46. CONCLUSION
 Professionalism is a continuous &
incremental process
 Involve students in community based
social service activities
 Develop a robust mechanism of faculty
development
 Teachers influence as a role model
 Strong institutional support

48. OUR SENIORS R ALREADY
DOING IT.COME LET US ALL
JOIN HANDS TO MAKE OUR
FUTURE GRADUATES
FUTURE REAL LIFE
SUPERHEROES.ARE U WITH
ME?

49. MY JADU KI JHAPPI TO ALL OF
U & THANK U FOR BEING
PATIENT LISTENERS