The document discusses electives in an undergraduate medical curriculum. It defines electives as brief optional courses students can choose based on their interests and career preferences. The objectives are to provide diverse learning experiences and opportunities for self-directed learning. Students complete two 2-week elective blocks, with the first in a basic science lab or research and the second in a clinical department. A variety of elective topics are provided as examples. Assessment includes maintaining a 75% attendance rate and log book to be eligible to graduate.

3. Lets have some activity

11. Electives

12. Objectives
• Explain the rationale of Electives
• Enumerate pedagogical advantages of Electives
• Curricular governance of Electives
• Types and example of Electives
• Assessment of Electives

13. Introduction
A learning experience created in the curriculum to
provide an opportunity for the learner to explore,
discover and experience areas of interest in the
profession

14. What is Elective?
• Brief course made available to learner during
undergraduate study period
• Students can choose from available options depending
upon
✔their interest
✔career preferences

15. Advantages of Electives
• Allow flexibility and choice during study period
• Opportunity to explore interest area to supplement future study
• Develop self directed learning skills
• Opportunity for direct experience of working in interest areas
• Develop deep learning & critical thinking through reflection
• Have a student centric component in curriculum
• Identify career path by direct experiences in diverse areas

16. Relevant extract from GMER
9.3. Electives
9.3.1. Objectives: To provide the learner with opportunities:
a) For diverse learning experiences,
b) To do research/community projects that will stimulate
enquiry, self-directed, experiential learning and lateral
thinking

17. Curricular Delivery - 9.3.2 & 9.3.3
• One months designated for elective rotations
• After completion of examination at end of third MBBS part I
and before commencement of third MBBS part II
• Compulsory for learners to do an elective
• Time for electives not to be used to make up for
• Missed clinical postings, Shortage of attendance or
• Any other purposes

18. 9.3.4 - Structure
a) The learner shall rotate through two elective blocks of 02
weeks each
b) Block 1 shall be done in a pre-selected preclinical or para-
clinical or other basic sciences laboratory OR under a
researcher in an ongoing research project

19. 9.3.4 - Structure
c) Block 2 shall be done in clinical department (including
specialties, super-specialties, ICUs, blood bank & casualty)
from list of electives available in institution OR
as a supervised learning experience at a rural or urban
community clinic
d) Institutions will pre-determine number & nature of electives,
names of supervisors, number of learners in each elective
based on local conditions, available resources & faculty

20. Curricular governance
9.3.5 Each institution will develop own mechanism for
allocation of electives
9.3.6 It is preferable that list of elective choices are made
available to learners in beginning of academic year
9.3.7 Learner must submit a learning log book based on both
blocks of the elective

21. Curricular governance
9.3.8 75% attendance in the electives and submission of log
book maintained during elective postings is required for
eligibility to appear in final MBBS examination
9.3.9 Institutions may use part of this time for strengthening
basic skill certification

22. Each elective should have:
• Defined learning objectives
• Identified preceptor
• Timetable of activities
• List of learning resources
• Provision to be part of the team
• Prerequisites if any, to be completed before joining
• Defined formative assessments
• Requirements for portfolio & log book entry
• Program evaluation by stakeholders
1- Planning the Learning Experience

23. Examples of Block 1- Learning Experiences
Laboratory Experience Community outreach experience
Pathology Assisted living
Microbiology, Virology Hospice care
Biochemistry School Health programs
Genetics Maternal and child health outreach
Molecular biology Community outreach for National Health
Programs
Immunology
Pharmacovigilance and clinical pharmacology Research
Infection Control Student initiated research
Others Participation in faculty research
Bioinformatics / Tissue engineering Community and epidemiologic surveys
Computer & artificial intelligence in health care

24. Clinical Specialty Experience Superspecialty experience
Emergency room Hematology, Oncology, Rheumatology
Intensive Care unit Endocrinology and Diabetes
Psychiatry Nephrology
Adolescent Reproductive Heath issues Neurosurgery
Neonatology Cardiology / Cardiac Surgery
Dermatology GI surgery
Health care quality and safety Organ Transplant Anesthesia
Rehabilitation and palliative care Urban or Rural community experience
Sports medicine Rural Community Health Center
Clinical Ethics Primary Health Center
Corporation health clinic
Selected private primary care clinic
Examples of Block 2 - Learning Experiences

25. 7- Assessment
• Electives compulsory, 75% attendance mandatory
• Successful completion of items require log book entry and their
submission
• also an eligibility to take final examination
• Students to be assessed in between and at end of elective
• Feedback, comments and /or grades by faculty mentor

26. 7- Assessment
• Assessment elements could include
• participation in grand rounds, seminars, case records
• submission of assignments, reflection on learnings
• preparation of abstracts for research posters, design
• participation in patient education programs etc.
• Performance of students in electives to contribute towards
internal marks

27. Thank You