The document outlines the goals of the proposed undergraduate medical education program in India. The program aims to create "Indian Medical Graduates" with the necessary competencies to serve as primary care physicians for their communities in both urban and rural areas of the country. It defines key terms like goals, roles, and competencies. The curriculum will focus on developing competency-based learning and assessing students based on their demonstration of skills, knowledge, attitudes, and values across seven domains of competence like clinical skills and professionalism.

1. MEU WORKSHOP
The IMG
Goals, Roles and Competencies

5.  Proposed Graduate Medical Regulations
 “Indian Medical Graduate” (IMG) possessing 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.

7. Learning objectives
 Define goal, roles and competencies and explain the
relation with each other
 Elaborate the principles of competency based learning
 Be sensitized to the goals, roles and global
competencies developed by MCI

8. Definitions
Goal: A projected state of affairs that a person or system
plans to achieve
- Where do you want to go?
- What do you want to become?

9. Definitions
Competency:
The habitual and judicious use of
communication, knowledge, technical skills,
clinical reasoning, emotions, values, and
reflection in daily practice for the benefit of the
individualand community being served
- What should you be able to do?
Eg. Provide first aid to a trauma victim

10. Competencies
 Specific, measurable competencies are identified
and guided by the needs of the community
 Learners will work towards them until they are
achieved
 Core competencies are identified prior to the
course commencement and the entire curriculum is
built around these competencies

11.  Competency: An observable ability of a health
professional, integrating multiple components -
knowledge, skills, values and attitudes
 Competent: Possessing the required abilities in all
domains in a certain context at a defined stage of
medical education or practice
 Competence: Entails more than the possession of
knowledge, skills and attitudes. It requires you to apply
these abilities in the clinical environment to achieve
optimal results

12. The seven domains of competence
 Clinical skills and patient care
 Professionalism
 Scientific and clinical Inquiry
 Interpersonal and communication skills
 Systems of health care
 Continuous improvement of care through reflective practice
 Medical knowledge

13. Group work
Merits and demerits of the present curriculum

14. The present curriculum - Demerits
“Becomes a theoretician but not a clinician
He achieves high marks in exams
Targets a high rank in PG entrance exam
But fails to serve the need of community as a basic
family physician”

15. What is good in present curriculum?
 Includes teaching 'something of everything'
 It provides a comprehensive knowledge base
 Time bound - so one can plan the future
 Students will not remain under the impression that '
one day I will learn' which could be possible if it is
time free
 Provides a wide knowledge base
 Learners can build their practice

16. Dialogue…
What is CBME?

17. CBME vs traditional curriculum

18. Teaching a resident to suture correctly
 Identify differing suturing techniques
 Identify when to use different techniques
 Demonstrate various suturing techniques

19. Management of hypertension
 1st year - be able to define blood pressure, and describe the
mechanisms involved in the regulation of blood pressure
 2nd year - describe patho-physiological mechanisms and enlist
drugs for the treatment of high blood pressure + describe these
drugs
 3rd year -decide appropriate line of treatment
 4th year- appropriately manage a case of hypertension

20. If I can demonstrate satisfactory skills to wash vegetables, cut
vegetables, light the gas stove, keep vessels on stove, add oil
and spices, play with vessels on stove etc. then, there still
remains no guarantee that I would prepare a delicious sambar
which will satisfy the people to whom my preparation is being
served to.


21.  The proposed undergraduate medical education program
 is designed to create an “Indian Medical Graduate”. 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.
 The goals of the M.B.B.S. training program are to create
 doctors - with requisite knowledge, skills, attitudes, values and
 responsiveness, so that they may function appropriately and
 effectively as a Basic Doctor, physicians of first contact for the
 community in the primary care setting both in urban as well as
 rural areas of our country.