This document provides an introduction to medical education in India and outlines recent reforms to the medical education system. It discusses the following key points: 1. The Medical Council of India mandated in 1997 that all medical colleges establish Medical Education Units to promote modern education technologies. Basic Course Workshops have been held since 2009 to train faculty. 2. The aim of the Revised Basic Course workshops is to sensitize teachers to new teaching methods and help them develop skills needed to be effective educators. 3. Issues with the current medical education system include changing student profiles, lack of feedback mechanisms, and privatization of medical education. Reforms aim to create an "Indian Medical Graduate" with defined competencies. 4

1. Medical Education: Introduction
(Revised Basic Course Workshop)
D R S A N J E E V D A V E Y
P r o f e s s o r C o m m u n i t y M e d i c i n e
M E U C o o r d i n a t o r
S M M H , G M C , S a h a r a n p u r ( U P )

2. Revised Basic Course
(RBC ) Workshop

3. Levels of Faculty Development

4. MCI Guidelines( 1997)
• The Medical Council of India, by the MCI Regulations on
Graduate Medical Education, 1997
• Mandatory for all medical colleges to establish Medical
Education Units (MEUs) or departments
• To enable faculty members to avail modern education
technology for teaching.
• In order to boost this activity, Basic Course Workshops in
Medical Education Technologies ---- since 2009 through
selected Regional and Nodal Centres,
• Nodal Centres are upgraded regional Centres located at
medical colleges with required infrastructural and trained
manpower.

6. RBC Workshop Essential ??
• Training employees in the health industry
• --- not only provides ----- opportunity to
evaluate the abilities and skills of your
employees,
• ---also helps to improve their overall
performance while carrying out their
responsibilities at work

7. IMPACT of RBC Workshops?- A Study

9. Aim of RBC Workshop:
• Sensitize teachers ----new concepts in teaching
and assessment methods
• Develop knowledge and clinical skills ---
required for performing the role of competent
and effective teacher, administrator, researcher
and mentor
• Assist clinicians ----to acquire competency in
communication and behavioural skills

10. Objectives of RBC Workshop:
• To improve the quality of medical teaching ----
by training the teachers
• To enable faculty members to ---avail modern
education technology (for teaching UG/PG
Courses)

11. MEDICAL EDUCATION
KEY CONCEPTS

12. Medical Education ?
• Education--------practice of being a medical
practitioner,
• Initial training to become
a physician (i.e., medical school and internship)
• Additional training
• residency, fellowship, and continuing medical
education).
• Medical education and training---- varies---world.
• Various teaching methodologies------used in
medical education-----an active area of
educational research.

15. KEY MODELS OF MEDICAL EDUCATION

23. BRIEF JOURNEY OF MEDICAL
EDUCATION IN INDIA

27. MEDICAL EDUCATION
REFORMS IN INDIA

28. Changing Indian Medical Education System
The proposed undergraduate medical education program
is designed to create an “Indian Medical Graduate”.(IMG)
The Indian medical graduate will have the necessary competencies
(knowledge, skills, and attitudes) to assume his or her role as a
health care provider to the people of India and the world.

32. The doctor patient ratio of 1:1655 in India (WHO norm of 1:1000) -- --
deficit of MBBS.
Government
-------working towards a solution
----- targeting to reach the required ratio,
there is a need to have a relook at the overall medical education.

33. Medical Education in India: Issues
1. Changing student profiles
2. Student attitudes towards different
departments
3. Privatization of Medical Education
4. ‘The practitioner – student’ lack of feedback
mechanisms in medical education from
students

35. Proposed Graduate Medical Regulations
“Indian Medical Graduate” (IMG) possess
requisite
knowledge,
skills,
attitudes,
values and responsiveness, -----so that he or she
may
function appropriately and effectively
as a physician of first contact of the community
while being globally relevant.

38. Phase & year of
MBBS training
Subjects & New Teaching Elements Duration University
examination
First
Professional
MBBS
Foundation Course (1 month)
Human Anatomy, Physiology and
Biochemistry, introduction to Community
Medicine, Humanities,
Early Clinical Exposure, Professional
Development including Ethics
1 + 13 months Ist Professional
Second
Professional
MBBS
Pathology, Microbiology, Pharmacology,
Forensic Medicine and Toxicology
Introduction to clinical subjects,
Professional Development including Ethics
12 months IInd Professional
Third
Professional
MBBS
Part I
Otorhinolaryngology, Ophthalmology,
Community Medicine and Forensic
Medicine and Toxicology
Clinical subjects
Professional development including ethics
13 months IIIrd Professional
(Part 1)
Electives Electives, Skills and assessment 2 months
Third
Professional
MBBS Part II
Medicine, Surgery, Obstetrics and
Gynecology and allied specialties
Professional Development including Ethics
13 months IIIrd Professional
(Part 2)
*Assessment of electives shall be included in internal assessment.
MBBS Phases distribution & Examination

39. Subjects Lectur
es
(hrs)
Small group teachings/
integrated teaching/Tutorial/
Practicals (hrs)
Self directed
learning (hrs)
Total
(hrs)
ANATOMY 220 417 40 677
PHYSIOLOGY 160 310 26 496
BIOCHEMISTRY 80 150 27 257
PSM 20 27 05 52
ECE 94
AETCOM 34
SPORTS 72
TOTAL 1682
MBBS 1st Phase

40. MBBS 2nd Phase
Subjects Lectures
(hours)
Small group learning
(Tutorials / Seminars)
/Integrated learning
(hours)
Clinical
Postings
(hours) *
Self -
Directed
Learning
(hours)
Total
(hours)
Pathology 80 138 - 12 230
Pharmacology 80 138 - 12 230
Microbiology 70 110 - 10 190
Community Medicine 20 30 - 10 60
Forensic Medicine and Toxicology 15 30 - 5 50
Clinical Subjects 75 - 540 615
Attitude, Ethics & Communication
Module (AETCOM)
29 - 8 37
Sports and extracurricular activities - - - 28 28
Total - - - - 1440

41. Subjects Teaching
Hours
Tutorials/ Seminars /Integrated
Teaching (hours)
SDL
(hours)
Total
(hours)
General Medicine 25 35 5 65
General Surgery 25 35 5 65
Obstetrics and Gynecology 25 35 5 65
Pediatrics 20 30 5 55
Orthopaedics 15 20 5 40
Forensic Medicine and Toxicology 25 45 5 75
Community Medicine 40 60 5 105
Dermatology 20 5 5 30
Psychiatry 25 10 5 40
Respiratory Medicine 10 8 2 20
Otorhinolaryngology 25 40 5 70
Ophthalmology 30 60 10 100
Radiodiagnosis and Radiotherapy 10 8 2 20
Anesthesiology 8 10 2 20
Clinical Postings - - - 756
AETCOM 19 06 25
Total 303 401 66 1551

42. MBBS 3rd Phase – Part II
25% of allotted time shall be utilized for integrated learning with pre- and para- clinical subjects and assessed during clinical
subjects examination.
Subjects Teaching
Hours
Tutorials/Seminar
s /Integrated
Teaching
(hours)
Self -
Directed
Learning
(hours)
Total*
(hours)
General Medicine 70 125 15 210
General Surgery 70 125 15 210
Obstetrics and Gynecology 70 125 15 210
Pediatrics 20 35 10 65
Orthopaedics 20 25 5 50
Clinical Postings 792
Attitude, Ethics & Communication
Module (AETCOM)
28 16 43
Electives 200
Total 250 435 60 1780

43. Roles of a Medical Teacher?

45. AT LAST ............................Remember !!!

46. Thank You