Modified spm logbook

2
Community Medicine Logbook
MBBS
Competency-Based Medical Education
Narayana Medical College
Chintareddypalem,
Nellore-524003(AP)

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The faculty of the Department of Community Medicine, Narayana Medical
College prepared this logbook according to the guidelines prescribed for the
Competency-Based Medical Education by the Medical Council of India, for
undergraduate students. MBBS students from the academic year 2019-20
onwards need to follow the guidelines for recording logbook entries. This log
book aims to create a standard protocol for documenting the achievement of
selected competencies listed in the Competency-Based UG Curriculum (2018)
and the Regulations on Graduate Medical Education, 2019, Part II.
The instructions given herewith are guidelines to be strictly followed by all
the MBBS students.

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Faculty:
1. Dr. S P Rao
Professor and Dean, Department of Community medicine
Narayana Medical College & Hospital, Nellore – 524 003
2. Dr. V. Chandrasekhar
Professor & Head Department of Community Medicine,
Narayana Medical College, Nellore - 524 003
3. Dr. C. Kumar
Professor Department of Community Medicine,
4. Dr. C. Jyothi
Professor Department of Community Medicine,
5. Dr. S. Bhaskar
Associate Professor Department of Community Medicine,

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Narayana Medical College
Chintareddypalem, Nellore
Personal Details:
Name of the student :
Date of admission to MBBS Course :
Date of beginning of the current phase :
Reg: No. (College ID)
Reg. No. (University ID)
:
:
Permanent Address :
Email ID :
Mobile Number :

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LOGBOOK CERTIFICATE
This is to certify that the candidate Mr/Ms …………………………………… Reg.No
……………………….….,admitted in the year 2019-20 in the Narayana Medical
College, Nellore has satisfactorily completed / has not completed all
assignments / requirements mentioned in this logbook for MBBBS course in
the subject of Community Medicine during the period from……………………..
to ……………………………..
She /He is/is not eligible to appear for the summative (University) assessment
as on the date given below.
Signature of Faculty
Name and Designation
Countersigned by Head of the
Department
Principal/Dean of the College
Place:
Date:

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Prologue
There is an urgent need for the community medicine logbook based on the
recommendation of the Medical Council of India. The present logbook is prepared,
keeping in mind the objectives of community medicine in the CBME curriculum. The
teaching and learning of community medicine continue for three phases of MBBS,
and this logbook aligns the purposes with these phases. The logbook identifies the
community medicine competencies necessary for each phase of the MBBS course.
The CBME competencies in community medicine are rearranged in these phases,
starting from simple to complex in an ascending manner. The competencies about
psychomotor skills need documentation in the logbook. The time required to gain
these competencies and sub-competencies is an essential factor in reorganizing the
competencies in community medicine.
The Graduate Medical Regulations, 2019, specifies the job responsibilities of a
medical officer working at Primary Health Centre/ Community Wellness Centre. These
responsibilities need integration with the objectives of community medicine taught
during the course. Medical graduates need training during the MBBS course to make
them ready for the intended job. The psychomotor skills necessary in community
medicine for the medical officer are an integral part of the training. These skills
mainly comprise of those related to epidemiology, statistics, communication, health
economics and health administration. The logbook identifies the competencies related
to these areas in different phases.
This book categorically specifies the learning competencies during the clinical
postings in community medicine. There are no certifiable competencies in CBME for
the community medicine subject. However, the authors attempted to spell out the
certifiable competencies necessary for community medicine.
All the faculty members and postgraduates of the community medicine department,
Narayana Medical College actively participated in the discussions. This book is the
result of their invaluable constructive criticism and suggestions.
S P Rao
Dean
Narayana Medical College, Nellore

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GENERAL INSTRUCTIONS
1. The logbook is a record of the academic / co-curricular activities of the
designated student, who would be responsible for maintaining his/her log.
2. The student is responsible for getting the entries in the logbook verified by
the faculty in-charge regularly.
3. Entries in the logbook will reflect the activities undertaken in the department
& have to be scrutinised by the Head of the concerned department.
4. The logbook is a record of various activities by the student like:
a. Overall Participation &Performance
b. Attendance
c. Participation in sessions
d. Acquisition of selected competencies
5. The logbook is the record of work done by the candidate in that
department/speciality. The college should verify it before applying the
students for the University Examination.

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INDEX
No Description of the course Page numbers
From To
1.0 Introduction
12 25
2.0 AETCOM Module
26 32
3.0
Competencies in Community Medicine
33 36
Psychomotor Skills
37 38
Competencies Integrated Session
39 39
Clinical Postings
40 40
Competencies during Unit Postings
41 50
Demonstrable Skills Learnt
51 55
Skills Not successfully Completed
56 57
Documentation of Field/Clinic Visits
58 60
4.0 Formative Assessment
61 63
5.0 Extracurricular activities
64 66
6.0 Sports / Physical Education
67 68
7.0 Attendance Summary
69 70

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There shall also be a much greater emphasis on
preventive healthcare and community medicine
in all forms of healthcare education
National Education Policy, 2020

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1.0 Logbook for the MBBS Curriculum
Introduction
A vital aspect of the new Competency-Based UG Curriculum is the emphasis
on the acquisition of competencies as a requisite for progression in the
course. Active learning process by the student and his/her advancement to
the achievement of competencies/pre-determined tasks need
documentation. A record of activities completed and competencies acquired
is necessary to ensure that the learner has acquired the key competencies.
The logbook forms an integral part of the formative/continuous assessment
program. This document outlines the means and processes to create and
record such activities in the form of a unified logbook. The process
illustration is through examples based on the principles of formative
evaluation. The logbook contains formats which are suggestive. Institutions
can develop their process and records based on local requirements
incorporating the significant elements outlined in this document.
Glossary
Logbook: is a verified record of the progression of the learner documenting
the acquisition of the requisite knowledge, skills, attitude and/ or
competencies.
Portfolio is a collection of learner’s progression in tasks and competencies.
A portfolio is an evidence of events documented in the logbook. It includes
selected assignments, self- assessment, feedback, work-based and in-
training formative assessments, reflections and learnings from planned
activity in the Curriculum. The maintenance of portfolio is desirable. If
portfolio is not possible to be maintained, an annexure to logbook
can be used for documenting details.

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Activity: This term refers to a predefined task performed by learners that
contributes to the achievement of stated objectives or competencies.
Remedial: Remedial is a planned activity aimed at correcting deficits that
prevent a learner from achieving an intended outcome.
Feedback: Feedback is a formal active interaction performed at the
completion of an observed activity (or activities) intended to facilitate
positive change, growth and improvement of the learner through guided
reflection of activity (ies) performed.
The faculty will determine the competencies that need to be part of the
logbook. Skill competencies that have Performance ‘(P)’ automatically qualify
to be in the logbook most of the time. Selected skill competencies with
Shows How ‘(SH)’ in the psychomotor and communications domains will
require a logbook entry.
Certain competencies which require documentation of self-directed learning -
reflections, narrative and creative writing experiences, participation in group
activities such as seminars, symposia etc. may be included in the logbook.
Competencies that require documentation of collected clinical or laboratory
experiences, pre-determined patient or community interactions such as field
visits may also be included in the logbook. Successful documentation and
submission of the logbook is a prerequisite for being allowed to take the final
summative examination (GMER 11.1.1.b.7).
The competencies addressed during Foundation Course should be entered in
the logbook of the first professional year. Since AETCOM is a longitudinal
program, it should find a place in the logbook of each professional year or
have its own logbook spreading across the years. It is important that the
logbook reflects the spirit and purpose of the Competency driven Curriculum,
captures and documents the acquisition of chosen competencies and the
progress of the student without being unwieldy and inefficient.

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Note that all elements of the competency need not be addressed by an
activity. Also, the objectives of the competency need not be met in one
session. Often multiple sessions are required with progressive enhancement
of knowledge or skills leading to the acquisition of the competency. Indeed,
this can take place in sessions spread over two or more phases.
The faculty will determine the level of achievement or criteria that will
determine satisfactory (meets expectations) completion of the activity and
contribute towards the acquisition of the competency. The faculty will use a
numerical score but should determine the pass or satisfactory score. The
faculty will also prescribe what a learner should do if he or she does not meet
the expectations and hence has not successfully completed the activity i.e.
should he or she repeat the activity? should there be remedial training after
x number of repeats? etc.

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1.1 Logbook for Community Medicine
Competency based Community medicine learning would include designing
and implementing hospital and community based (hybrid) medical
education curriculum that focuses on the desired and observable ability in
real life situations. The objectives of the Community Medicine education
should be oriented towards molding medical graduates with sufficient
knowledge and skills in various aspects of Primary Health Care, Public
Health and Preventive Medicine with emphasis on Research activities.
In order to effectively fulfil the roles of Indian Medical Graduate (IMG), the
medical student would have obtained the following set of competencies
while learning community medicine:
A. Clinician:
1.0 The student should understand and able to provide preventive,
promotive, curative, palliative and holistic care with compassion.
1.1 Student should demonstrate knowledge of behavioral and social
perspective in disease causation, management and prevention.
1.2 Demonstrate knowledge of abnormal behavioral and social
perspective in disease causation, management and prevention.
1.3 Understand the humanitarian principles that influence health care.
1.4 Demonstrate knowledge of national and regional health care policies
including the National Health Mission that incorporates National Rural
Health Mission (NRHM) and National Urban Health Mission (NUHM),
frameworks, economics and systems that influence health promotion,
health care delivery, disease prevention, effectiveness,
responsiveness, quality and patient safety.
1.5 Demonstrate ability to elicit and record from the patient, and other
relevant sources, including relatives and caregivers. This history
needs to be complete and relevant to disease identification, disease
prevention and health promotion.

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1.6 Demonstrate ability to elicit and record from the patient, and other
relevant sources including relatives and caregivers, a history that is
contextual to gender, age, vulnerability, social and economic status,
patient preferences, beliefs and values.
1.7 Able to perform a physical examination that is complete and relevant
to disease prevention and health promotion.
1.8 Demonstrate the ability to discuss that is contextual to gender, social
and economic status, patient preferences and values in diseased and
non-diseased individuals.
1.9 Demonstrate effective rationalistic problem solving, judgment and
ability to interpret and integrate available data to address patient and
community problems, generate differential diagnoses and develop
individualised / community management plans that include
preventive, promotive and therapeutic goals.
1.10 Demonstrate the ability to choose the appropriate diagnostic/
therapeutic/ prognostic tests and interpret these tests based on
scientific validity, cost-effectiveness and clinical context.
1.11 Demonstrate ability to prescribe and safely administer appropriate
individual/ family and community therapies including nutritional
interventions, pharmacotherapy and interventions based on the
principles of rational drug therapy, scientific validity, evidence and
cost that conform to established national and regional health
programmes and policies for the following: i) Disease prevention, ii)
Health promotion and cure, iii) Pain and distress alleviation, and iv)
Rehabilitation.
1.12 Demonstrate ability to provide a continuum of care at the primary
and/or secondary level that addresses chronicity, mental and physical
disability.
1.13 Demonstrate familiarity with basic, clinical and translational research
as it applies to the care of the patient and community.

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B. Leader and member of the health care team and system:
2.0 Work effectively and appropriately with colleagues in an inter-
professional health care team respecting diversity of roles,
responsibilities and competencies of other professionals.
2.1 Recognise and function effectively, responsibly and appropriately
as a health care team leader in primary and secondary health care
settings.
2.2 Educate and motivate other members of the team and work in a
collaborative and collegial fashion that will help maximise the
health care delivery potential of the team.
2.3 Access and utilise components of the health care system and
health delivery in a manner that is appropriate, cost effective, fair
and in compliance with the national health care priorities and
policies, as well as be able to collect, analyse and utilise health
data.
2.4 Participate appropriately and effectively in measures that will
advance quality of health care and patient safety within the health
care system.
2.5 Recognise and advocate health promotion, disease prevention and
health care quality improvement through prevention and early
recognition: in a) life style diseases and b) cancers, in
collaboration with other members of the health care team.
C. Communicator with patients, families, colleagues and community
3.0 Demonstrate ability to communicate adequately, sensitively,
effectively and respectfully with patients in a language that the
patient, family members and community understands and in a
manner that will improve satisfaction and health care outcomes.

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3.1 Demonstrate ability to establish professional relationships with
patients and families that are positive, understanding, humane,
ethical, empathetic, and trustworthy.
3.2 Demonstrate ability to communicate with patients in a manner
respectful of patient’s preferences, values, prior experience,
beliefs, confidentiality and privacy.
3.3 Demonstrate ability to communicate with patients, colleagues and
families in a manner that encourages participation and shared
decision-making.
D. Lifelong learner committed to continuous improvement of
skills and knowledge.
4.0 Demonstrate ability to perform an objective self-assessment of
knowledge and skills, continue learning, refine existing skills and
acquire new skills.
4.1 Demonstrate ability to apply newly gained knowledge or skills in
providing health care.
4.2 Demonstrate ability to introspect and utilise experiences, to
enhance personal and professional growth and learning.
4.3 Demonstrate ability to search (including through electronic means),
and critically evaluate the medical literature and apply the
information in improving the healthcare.
4.4 Be able to identify and select an appropriate career pathway that is
professionally rewarding and personally fulfilling.
E. Professional who is committed to excellence, is ethical,
responsive and accountable to patients, community and the
profession
5.0 Practice selflessness, integrity, responsibility, accountability and
respect.

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5.1 Respect and maintain professional boundaries between patients,
colleagues and society
5.2 Demonstrate ability to recognize and manage ethical and
professional conflicts.
5.3 Abide by prescribed ethical and legal codes of conduct and practice
5.4 Demonstrate a commitment to the growth of the medical
profession as a whole.
This logbook is also having pages dedicated to participation in Foundation
Course (in first phase) and AETCOM activities (in all phases). This book is
meant for all phases of the MBBS curriculum till the student appears for
the summative examination in community medicine subject. This book
must be submitted before the examination and available for university
examiners to review, if necessary or at random.
The final summary page at the end of the logbook indicates the
quantitative expression as to the percentage of achievement of
competencies at various levels.

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1.2 Explanation of each column in the logbook table
1. The number of the competency addressed includes the subject initial
and number (from Vol. I, II, or III of the UG Curriculum) e.g., AN2.1
2. Name of activity-
e.g., Seminar on Liver or Group discussion or Session 1 of CPR (if the
institution has numbered each activity, the number may be entered)
3. Date the activity gets completed
4. Attempt at activity by learner: Indicate if:
a. First attempt (or) only attempt.
b. Repeat ( R ) of a previously done activity.
c. Remedial activity (Re) based on the determination by the faculty.
5. Rating - Use one of three grades:
a. Below expectations(B)
b. Meets expectations(M)
c. Exceeds expectations(E)
6. Decision of faculty
a. C: activity is completed, therefore closed and can be certified,
if needed.
b. R: activity needs to be repeated without any further intervention.
c. Re: activity needs remedial action (usually done after repetition
did not lead to satisfactory completion).
7. Initial (Signature)of faculty indicating the completion or other determination.
8. Initial (Signature) of the learner if feedback has been received.

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1.3 Core Competencies Required in Community Medicine during
MBBS course
The competencies required in community medicine according to the competency
based medical education curriculum of Medical council of India are described as
below. MCI CBME curriculum do not specify the certifiable competencies in
community medicine. The skills component of the competencies are described in
this logbook. These skills need to be assessed in the formative assessment through
logbook. The summative assessment in the form of practical examination at the end
of the third-year terminal University examination need to be conducted to certify.
As there is no clarity on the skills required for community medicine, there is an
urgent need to identify these skills. Some of these skills are complimentary to those
certifiable skills in other departments eg. Some of them are exclusive to
community medicine. The competencies and the subject areas specified under the
CBME.
No Subject Area
No. competencies Certifiable
Procedural
SkillsKnowledge Psychomotor
1 Concept of Health and Disease 8 2 2
2 Relationship of social and behavioral
to health and disease
2 3 3
3 Environmental Health Problems 9 1 1
4 Principles of health promotion and
education
2 1 1
5 Nutrition 8 2
6 Basic statistics and its applications 1 3
7 Epidemiology 5 4
8 Epidemiology of communicable and
non- communicable diseases
6 1
9 Demography and vital statistics 6 1
10 Reproductive maternal and child
health
9 0
11 Occupational Health 5 0
12 Geriatric services 4 0
13 Disaster Management 4 0
14 Hospital waste management 3 0
15 Mental Health 3 0
16 Health planning and management 4 0
17 Health care of the community 5 0
18 International Health 2 0

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19 Essential Medicine 3 0
20 Recent advances in Community
Medicine
4 0
TOTAL
These community medicine exclusive competencies are classified under 5 major
areas.
1. Technical Skills:
Student should be conversant with the basic computer skills, such as
familiarity with MS Office Excel, and common data analysis applications are a
must. Medical student must be proficient with excel and health information
management systems. They must understand biostatistics in order to
practice statistical methods and reasoning to analyse and address public
health problems. Public health Biostatistics software programs (epiinfo)
involve the basic concepts of devising questionnaire, entering data, and
analyse data in the form of tables and graphs.
Students need to develop the analytical/Assessment Skills focusing on
identifying and understanding the categories of data, and turning them into
information for action. They must be able to assess the community health
needs and develop community health assessments, and use this evidence for
decision making.
2. Socio-Cultural Competency Skills:
Cultural Competency Skills focus on understanding the role of cultural and
traditional factors in maintenance of health and disease. Student should be
able to understand and respect the cultural diversity. Medical student need to
understand that for any program planning, need assessment is a
prerequisite. They should be skillful to elicit and collect data on social,
cultural and demographic profiles from individuals in hospital and community
members. They must also be able to appreciate the socio-cultural factors and
their role in health & disease. Student should understand and tactful in
eliciting and assessing the socio-economic status. They should intelligently be
able to detail the Healthcare seeking behavior of individuals and community.
They should be able to bear in mind these factors while planning,
implementing and assessing the public health programs. They must be able

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to incorporate these factors while imparting training to the health care
workers.
3. Health Economics and Health Management Skills:
Financial Planning and Management Skills focus on engaging all stakeholders
to address community health needs, leveraging public health and health care
funding mechanisms, motivating personnel, evaluating and improving
program and improve hospital performance specifically health care services
utilisation.
4. Assessing the Public Health Needs:
Students are expected to be proficient in assessment of health status of
community and evaluating the community health needs. They need to
understand and practice sampling methods, sample selection while assessing
the community healthcare needs. They also should be well versed with the
economics of public health intervention measures and the methods of
measurement. They must be able to appreciate the community linkages
avenues for community partnership and involvement.
5. Communication & Interpersonal Skills:
These skills are crucial for the success of all public health activities. Strong
communication skills help to understand core values, efficiently interact with
co-workers and strategically design information exchange processes. They
must know how to apply strategy-based communication principles in different
environments. They should understand the relationship between
communication principles and behaviour modification at the individual and
community level.
They should be efficiently counsel individuals on health aspects like
breastfeeding, contraception, supplementary feeds, disease prevention and
health promotion.
6. System thinking & Leadership skills:
Leadership and Systems Thinking Skills focus on incorporating methods for
collaboration among public health personnel. Students are expected to devise
methods to control situations of healthcare emergency eg. Epidemics. They

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should be able to articulate how various changes in public health systems,
such as different inputs and outputs, can be accurately measured. Knowing
how to create strategies to improve or alleviate these impacts is critical.
MBBS CBME curriculum aims to prepare “Indian Medical Graduate” (IMG)
possessing requisite knowledge, skills, attitudes, values and responsiveness,
so that she or he may function appropriately and effectively as a physician of
the first contact of the community while being globally relevant. In other
words, the MBBS curriculum should be able to produce graduates who can
work effectively & efficiently at the Primary Health Care Centre/ Community
Wellness Centers. The Indian Public Health Standards also emphasised that
the PHC services should be more responsive and sensitive to the needs of the
community.
Medical graduates study community medicine and are certified to have
achieved the psychomotor skills necessary for community medicine at the
end of 3 ½ years of their 4 ½ year MBBS course. However, the CBME
curriculum is devoid of identifying the certifying psychomotor competencies
in community medicine. The logbook contains the certifiable psychomotor
competencies achievable during their course of study. These skills
assessment will be during the University Summative examination conducted
at the end of their prescribed period of study in community medicine.
The psychomotor competencies described below are from the CBME
curriculum prescribed for community medicine. They are aligned with the job
responsibilities to be performed by the MBBS graduate at the PHC/CWC.
The psychomotor skills are as follows.
A. Public health functions for health promotion, prevention and disease
surveillance.
1. Able to monitor the collection of population-based data and plan for
organising healthcare services based on the need assessment.
2. Identify and perform Community-level action for health promotion
prevention (Addressing the issues of social and environmental determinants
of health; Coordinating and working in a team; Training healthcare workers).
3. Able to conduct Disease Surveillance (including outbreak investigation).

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B. Managerial functions for the efficient functioning of the PHC/CWC.
1. Proficient in preparing, analysing and interpreting the service delivery work
output.
2. Able to estimate and maintain proper inventory control
The Psychomotor skills delineated in the logbook falls into these two major
categories. Students should understand the importance of these aspects of
community medicine. The faculty will devise assessment (formative and
summative) methods for these psychomotor competencies.
During the internship period, the intern’s posting will be at the District level, taluk
level and Primary Health Centre/ Community Wellness centre level hospitals.
During this period, the intern will acquire & achieve competence to deal with the
health problems effectively with individual and the community level in the context
of primary health care through hands-on experience.

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2.0 AETCOM Competency
1. Competency identified:
a. AETCOM module 1.4 (also included as IM 26.20)
Ability to communicate to patients in a patient, respectful,
non- threatening, non- judgmental and empathetic manner
2. Name of activity:
i. Large group session- 2hours
ii. Self-directed learning with documentation of personal reflection-
2 hours
iii. Small group discussions – 2hours
iv. Discussion and closure – 1hour
3. Components of activity:
a. Introductory large group sessions on the principles of
communication.
b. Self-directed/Guided learning by students on the importance
and techniques of effective communication.
c. Small group sessions on improving communication. These
sessions can include either videos or role play highlighting
common mistakes in patient - doctor communication and
allowing students to identify these mistakes and discussing
on how to correct them.
d. Closure session with reflection by students in a small group
based on sessions 1, 2 and 3 and with emphasis on learning
done and future directions.

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4. Criteria for successful completion of activity:
Active participation in 3 a, b & c
Assessment of reflections by peer groups / mentors
5. Numerical scoring for activity: Not required
6. Documentation of activity in portfolio or Annexure of logbook:
Required. Document reflection
7. Recommended action when learner is unsuccessful
i. Provide feedback
ii. Allow repeat / discuss chance to improve in subsequent sessions.
iii. If repeat x 2 is unsuccessful learner must review video available
/ work with the faculty prior to retaking the activity.
8. Any other comments
Student reflections may be part of the portfolio as a record of the
activity done.

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2.1 Guidelines for Case Discussion
A hybrid problem-oriented approach is one of the most effective ways for students to
explore the various facets of “real life issues” that will confront them in their careers.
In addition to problem solving skills, case discussions promote collaborative learning,
team work, reflection and self-directed learning. The cases presented in this booklet
represent competencies that lend themselves best to this form of learning.
The figure on the following page explains the suggested format of the hybrid problem-
based learning method:
1. Two or more learning sessions are recommended for each session with ample
time for self-directed learning and other learning activities between each
session.
2. A case is introduced into a small group and the facilitate or facilitates a small
group discussion where,
a. initial reactions of the group to the case is obtained
b. the underlying ethical, legal and societal principles of the case are elicited
c. learning objectives for the case are developed
d. learning tasks are assigned for members of the learning groups
e. learning resources are identified
 The suggested location for such a session is a small group discussion area
which requires a small table with seating for 8 – 10 students
 Suggested duration for such a session is 1hour
 A board with chalk or marker is also required
3. Learning occurs in between sessions by the learners through following:
 Self-directed learning by study of identified learning resources
 Self-directed learning through study of online learning resources
 Identification of legal, ethical and social precedents for the given settings
 Obtaining opinion from seniors in the profession on their impressions on
the settings

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4. Reinforcement of the fundamental concepts underlying the case can be done
through a large group learning session (lecture or equivalent) in between the
small group sessions.
5. In the second session, the small group discussion is focussed on closure of the
case (or the part of the case) for which learning objectives were identified for in
the first session. The facilitators may guide the discussion based on the ethical,
legal, societal and communication aspects of the case. The group discusses the
case, based on the learning done in between the session and provides
suggestions and alternatives on the approach for doctors to follow. It must be
reiterated that there may not be one correct way to resolve a case. The
approach will be to allow students to reflect, make a choice and defend their
choice, based on their values and learning.

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Student narrative
The student narrative is a learning method that focuses on the following skills:
a. Elicit, observe and record data.
b. Reflect on the data at a higher level of thinking and derive opinions
and conclusions.
c. Communicate the observations and conclusions in a written and
verbal form and expand on and defend the conclusions with
colleagues and teachers.
d. Form new experiences and conclusions based on this discussion.

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AETCOM Competencies Table 1. AETCOM
Subject: AETCOM Third Year MBBS
Grading: ***= Completed (C) Repeat (R) Remedial (Re): **= Below (B) Meets (M) Exceeds (E) OR Numerical
Score: *= First only (F) Repeat (R) Remedial (Re)
l
This competency is completed by various activities on a longitudinal basis through various phases and hence it is important
that the logbook is maintained/ available through the phases.
1 2 3 4 5 6 7 8
Name of Activity
Expectations
Rating **
Decision
of faculty
***
Initial of
faculty and
date
Feedback
Received
Initial of
learner
Competency Date Attempt at
# addressed completed activity*
AETCOM 1.4
Demonstrate ability to communicate to patients in a
patient, respectful, non-threatening, non- judgmental and
empathetic manner
AETCOM 2.1
patient, respectful, non-threatening, non- judgmental and
empathetic manner
AETCOM 2.4
Demonstrate ability to work in a team of peers and
superiors
AETCOM 2.4
Demonstrate respect in relationship with patients, fellow
team members, superiors and other health care workers
AETCOM 2.5
Identify, discuss and defend socio-cultural and ethical
issues as it pertains to patient autonomy, patient rights
and shared responsibility in health care
AETCOM 2.8 Demonstrate empathy in patient encounters
AETCOM 3.1
patient, respectful, nonthreatening, non-judgmental and
empathetic manner

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Competencies
Community Medicine

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3.0 Specific Competencies: Community Medicine
General:
Each of the competencies specified below for Community Medicine must be
read in conjunction with the goals of the medical education. The logbook
emphasises the documentation of the skill training either demonstrated/
observed/ performed/ assessed. Student is advised to attend and gain
from the hands-on training, symposia, seminars, small group discussions,
problem-oriented and problem-based discussions and self-directed
learning. Learners are also encouraged to take active part in and shared
responsibility for their learning. The specific Community Medicine
competencies delineated below are to be considered as the sub
competencies to those described in the initial pages of this logbook.
The MBBS graduate must demonstrate:
1. Understanding of the concept of health and disease.
2. Understanding of demography, population dynamics and disease burden in
National and global context.
3. Comprehension of principles of health economics and hospital management.
4. Understanding of interventions to promote health and prevent
diseases as envisioned in National and State Health Programmes.

35
3.1 Clinical Postings under Department of Community Medicine:
The Competency-Based curriculum envisages the medical student to
undergo four weeks of clinical posting during the second year and six
weeks of clinical posting in community medicine during the third year.
Unlike the other clinical departments, community medicine
department is not having any independent outpatient department or
inpatient facility at the teaching hospital. However, outpatient clinics
and inpatient facility are available at the selected independent Rural
Health Training Centres (RHTC) managed by the Department of
Community Medicine. Outpatient services are provided at the Urban
Health Training Centre (UHTC) and are available in all medical
colleges. Hence, training medical students in clinico-social medicine
at these centres is feasible. The competencies specified by the CBME
curriculum for community medicine also require departmental posting
wherein impart training in computer applications in clinical medicine
and research to students.
The logbook contains a provision to document 4 weeks and six weeks
of clinical posting details including the competencies learnt. It also
denotes the assessment of these competencies during the clinical
posting by the faculty members. Divide the four-week clinical posting
into two weeks of clinical posting in General medicine ward & OPD
wherein students are trained in eliciting history about the social,
environmental and economic factors of the individual and family.
During this training, demonstrate the social, ecological and financial
aspects influencing the health and disease and discuss in detail.
Students will ascertain the nutritional status of the individuals and
their family members. During the clinical posting, various methods of
anthropometry can be demonstrated and discuss the merits and

36
demerits. Based on these measurements, students can devise indices
for disease risk assessment.
Another two weeks of posting is in the department wherein students
can be trained in data collection, manipulation, cleaning and
categorisation. In the departmental laboratory, students will learn
Data analysis and data representation utilising the computers. They
will also learn how to enter the data, preparation of tables, graphs
and the interpretation of these tables and graphs. Faculty will
demonstrate the application of appropriate significance tests for the
qualitative and quantitative data with the help of computers.
There are mandatory six weeks of community medicine clinical
posting during the third year. It consists of four-week duration
posting in hospital and two-week duration posting at the rural health
training centre.
The first two weeks of Clinical work emphasises the management of
the communicable and non-communicable disease in General
Medicine wards. The second two weeks of clinical work in a base
teaching hospital is specifically with obstetrics & gynaecology and
Paediatrics wards. The final two weeks of clinical posting at the Rural
Health Training Centre is for understanding the health care delivery
system and health programs.
During these clinical postings, students are expected to achieve the
following competencies as per the CBME curriculum.

37
3.2 Psychomotor skills
An example of a psychomotor skill that has to be acquired in Phase 2 is
given here step-wise, from identifying the competency to the logbook
entry required.
1. Competencies identified:
a.CM5.2: Demonstrate the correct method of performing a
nutritional assessment of individuals, families and the
community by using the appropriate method.
b.PE9.6: Assess and classify the nutrition status of infants,
children and adolescents and recognize deviations.
It is desirable to break down the competency into objectives
so that learning sessions can be devised accordingly.
2.Name of activity:Examination of the nutritional status in normal persons.
a. Attend a DOAP session on CM5.2. The correct methods of nutritional
assessment of individuals including anthropometry, clinical features,
biochemical investigations and inventory methods are discussed and
demonstrated. Students will observe the methods of anthropometry
and the techniques to be followed while measuring height, weight,
midarm circumference, waist and hip circumferences. They will have
to also observe the measurement of skin fold thickness. The
demonstration is followed by discussion focussing on the merits and
demerits of each method and their clinical significance.
b. Attend integrated session with department of paediatrics on PE9.6.
followed by practical session on anthropometric measurements.
c. Review video available.

38
d. Demonstrate (by student) anthropometric examination, clinical signs,
skin fold thickness in a volunteer or standardized patient accurately.
e. Calculate various indices based on height, weight, waist & hip
circumference. Interpret a set of given patterns of anthropometric
measurements and indices accurately.
4. Criteria for successful completion of activity
a Demonstration of examination and procedure aspre-specified.
b Interpretation of anthropometric and nutritional indicators
including the biochemical test results provided accurately.
5. Numerical scoring for activity
Not required.
6. Documentation of activity in portfolio or Annexure of logbook
Required.
7. Recommended action when learner is unsuccessful
a. Provide feedback
b. Allow repeat
c. If repeat x 2 is unsuccessful, learner must review video available
/work with the faculty prior to retaking the activity.
Equipment required to be listed.

39
Competencies Table 2. Integrated Sessions:
Subject: Nutrition & Health First Year MBBS
Sub Item: Demonstration, Observation, Assist and Perform (DOAP)
Grading: ***= Completed (C) Repeat (R) Remedial (Re): **= Below (B) Meets (M) Exceeds (E) OR Numerical Score: *= First only
(F) Repeat (R) Remedial (Re)
1 2 3 4 5 6 7 8
Competency Name of Date Attempt at Expectations Decision Initial of Feedback
# addressed#
Activity completed: activity Rating ** of faculty Received
*
faculty and date Initial of
*** learner
Assessment of a patient with SAM, and MAM, diagnosis, Community
classification. Clinic
Patient with SAM, and MAM management including
community based intervention, rehabilitation and Community
prevention
Clinic
Describe, discuss and interpret pulmonary function tests
DOAPand their role in community health
Discuss various vitamin deficiencies(Vitamin A, D, C, B
DOAP
complex), and their prevention & management in
community
Discuss various mineral deficiencies (Iron, Calcium &
DOAP
Iodine deficiencies)and their prevention & management
in community and
#= Competency addressed might have been sub divided into two or three sub competencies and taught/ learnt in different days/ sessions; in
such cases, indicate all the specific dates.

40
Clinical posting in Community Medicine :
Year
Duration in weeks Duration in weeks
Signature of
section Head
Signature of
Head of the
DepartmentDepartment Clinic
Clinic
(Medicine)
Clinic
(OBG & Paed)
Extramural
II year
2 weeks
2 weeks
III Year
2 weeks
2 weeks
2 weeks

41
Competencies Table 2a. Unit Posting: Department & Extra-departmental 15 days
Subject: Concept of Health & Disease Second Year MBBS
1 2 3 4 5 6 7 8
Competency
Name of
Activity
Date
completed
Attempt at Expectations Decision Initial of Feedback
# addressed#
activity Rating ** of faculty faculty Received
*
*** and date Initial of
learner
Describe the steps and perform clinico socio-cultural and
DOAPdemographic assessment of the individual
Describe the steps and perform clinico socio-cultural and
DOAPdemographic assessment of family and community
Describe the socio-cultural factors, family (types), its role
DOAPin health and disease & demonstrate in a simulated
environment
Describe the socio-cultural factors, family (types) and the
DOAPcorrect assessment of socio-economic status
Describe and demonstrate in a simulated environment the
DOAPassessment of barriers to good health and health seeking
behaviour

42
Describe and demonstrate the correct method of performing a
nutritional assessment of individuals by using the appropriate
method DOAP
Describe and demonstrate the correct method of performing a
nutritional assessment of families and the community by using
the appropriate method
DOAP
Plan and recommend a suitable diet for the individuals and
families based on local availability of foods and economic
status, etc in a simulated environment for communicable
diseases eg. Hepatitis
DOAP
status for non communicable diseases eg. Diabetes Mellitus DOAP
status for non communicable diseases eg. Cardiovascular
diseases
DOAP
Describe the socio-cultural factors, family (types), its role in
Diabetes mellitus, Cardiovascular diseases and Hepatitis DOAP
#= Competency addressed might have been sub divided into two or three sub competencies and taught/ learnt
in different days/ sessions; in such cases, indicate all the specific dates

43
Competencies Table 2b. Unit Posting: Department 15 days
Subject: Epidemiology & Statistics Second Year MBBS
1
2 3 4 5 6 7 8
Competency Name of Date Attempt at Expectatio Decision Initial of Feedback
# addressed#
Activity complet activity ns Rating of faculty faculty Received
ed:
*
** *** and date Initial of
learner
Describe and discuss the principles and demonstrate the
DOAPmethods of collection, and classification of statistical data
Discuss & demonstrate the methods of data analysis,
DOAPinterpretation and presentation of statistical data
Describe, discuss and demonstrate the application of
DOAPelementary statistical methods including test of
significance in Descriptive study designs
DOAPelementary statistical methods including test of
significance in Analytical study designs (eg. Cohort study)
DOAP
elementary statistical methods including test of
significance in Analytical study designs (eg. Experimental
study)

44
Enumerate, discuss and demonstrate Common sampling
DOAPtechniques, simple statistical methods, frequency
distribution, measures of central tendency and dispersion
Enumerate, discuss and demonstrate Common sampling
DOAPtechniques, simple statistical methods, frequency
distribution, measures of dispersion
Define, calculate and interpret morbidity indicators based
DOAPon given set of data
Define, calculate and interpret mortality indicators based
DOAPon given set of data
Enumerate and evaluate the need of screening tests DOAP
Describe and demonstrate the steps in the Investigation
DOAPof an epidemic of communicable disease and describe the
principles of control measures
Describe and demonstrate the application of computers in
DOAP
epidemiology (Designing Questionnaire, Collection of
data, Entering the data, Cleaning of data, missing data,
Compilation of data, preparation of Tables, Graphs
including epidemic curves)
Identify and describe the identifying features and life
DOAPcycles of vectors of Public Health importance and their
control measures

45
Competencies Table 2c. Unit Posting: Department & Extra-departmental 15 days
Subject: Communicable & Non Communicable Diseases Third Year MBBS
Sub Item: Demonstration, Observation, Assist and Perform (DOAP) & Small Group Discussion (SGD)
1 2 3 4 5 6 7 8
Competency Name of Date Attempt at Expectations Decision Initial of Feedback
# addressed#
Activity completed activity Rating ** of faculty faculty Received
:
*
learner
Educate and train health workers in disease surveillance,
DOAPcontrol & treatment
Educate and train health workers in health education DOAP
Define, calculate and interpret demographic indices
DOAPincluding birth rate and death rate.
Define, calculate and interpret demographic indices
DOAPcomprising of fertility rates
Demonstrate Infection control practices and use of
DOAPPersonal Protective Equipment (PPE) in hospital and
laboratory
Demonstrate Infection control practices and use of
DOAPPersonal Protective Equipment (PPE) in specific areas like
Operation theatre, ICU and Burns ward

46
Demonstrate ability to use local resources (data collection
SGD& monitoring; provision of health care) whenever required
like in mass disaster situations
Demonstrate ability to use local resources whenever
DOAPrequired like in mass disaster situations specifically
requirement and establishment of Control Room
Assessment and monitoring of Hospital logistics
DOAPspecifically focussing on Drugs in case of disaster and in
normal situations
Role of financial resources in health care provision at
SGDindividual and community level
Counsel the patient and family on prevention of various
SGDinfections due to environmental issues
Elicit document and present a medical history that helps
DOAP
delineate the aetiology of these diseases that includes the
evolution and pattern of symptoms, risk factors, exposure
through occupation and travel

47
Competencies Table 2d.Unit Posting: Department & Extra-departmental 15 days
Subject: Maternal & Child Health Third Year MBBS
1 2 3 4 5 6 7 8
Competency Name of Date Attempt at Expectations Decision of Initial of Feedback
# addressed#
Activity complet activity Rating ** faculty faculty Received
ed:
*
learner
Counsel in a simulated environment, contraception and
DOAPpuerperal sterilisation
Describe and demonstrate the screening for cervical
DOAPcancer in a simulated environment
Describe and demonstrate the screening for Breast cancer DOAP
in a simulated environment
Elicit history on the Complementary Feeding habits SGD
Elicit, document and present an appropriate nutritional
DOAPhistory and perform a dietary recall in case of Pregnant
and lactating women
Elicit, document and present an appropriate nutritional
DOAPhistory and perform a dietary recall in case of infants and
under-five children

48
Calculate the age related Calorie requirement in health
DOAPand disease and identify gap
Assess and classify the nutrition status of infants, children DOAP
and adolescents and recognise deviations
Plan an appropriate diet in health and disease DOAP
Conduct Antenatal examination of women independently Bedside
and apply at-risk approach in antenatal care Clinic
Provide intra-natal care and conduct a normal Delivery in Skill
a simulated environment Lab
Perform Postnatal assessment of new-born and mother,
provide advice on breast feeding, weaning and on family Bedside
planning Clinic
#= Competency addressed might have been sub divided into two or three sub competencies and taught/ learnt in
different days/ sessions; in such cases, indicate all the specific dates

49
Competencies Table 2e. Unit Posting: Extramural posting 15 days
Subject: Health Care system Third Year MBBS
1 2 3 4 5 6 7 8
Competency Name of Date Attempt at Expectations Decision of Initial of Feedback
# addressed#
Activity completed activity Rating ** faculty faculty Received
* ***
and date Initial of
learner
Observe the implementation of the program by Visiting
DOAPthe Rural Health Centre
Observe the Administration the UIP vaccines DOAP
Assess the vaccine requirement and observe the logistics
DOAPof vaccines at Primary Health Centre
Observe the role of financial status and resources in
SGDhealth care seeking behaviour
Educate health care workers on national programs of
DOAPTuberculosis and administering and monitoring the DOTS
Recognise the impact of OAD on patient’s quality of life,
SGDwellbeing, work and family
Assess the needs and fulfilment methods (Money,
SGDManpower, Material, Minutes and Motivation) at Primary
Health Centre to provide Universal Health Care

50
Educate health care workers on national programs of
DOAPTuberculosis and administering and monitoring the DOTS
Demonstrate an understanding of patient’s inability to
SGDchange working, living and environmental factors that
influence progression of airway disease
Visit a Child Developmental unit and observe its
SGDfunctioning
Counsel and educate mothers on the best practices in
DOAPComplimentary Feeding
Identify children with under nutrition as per IMNCI criteria DOAP
and plan referral

51
Competencies Table 3a. Demonstrable Skills Learnt:
Subject: Public health functions for health promotion, prevention and disease surveillance. Second Year MBBS
Sub Item: Bedside Clinics & Small Group Discussion (SGD)
1 2 3 4 5 6 7 8
Attempt
at
activity
*
Expectations
Rating **
Decision
Initial of
Feedback
Competency Name of Date of Received
# addressed#
Activity completed faculty faculty Initial of
*** and date learner
Socio-cultural and demographic profile data coaction from Bedside
individual in hospital and community clinic
Socio-cultural factors and their role in health & disease Bedside
clinic
Assessment of Socio-economic status Bedside
clinic
Health Seeking behaviour Bedside
clinic
Barriers to good health
SGD
Insects of Public Health importance identification
DOAP
Other Zoonotic diseases and the control measures of the
DOAP
source and animal
Vector Control measures identification, Implementation
DOAP
Economics of intervention measures and their
DOAPmeasurements

52
Competencies Table 3b. Demonstrable Skills Learnt:
Subject: Managerial functions for the efficient functioning of the PHC/CWC. Third Year MBBS
Sub Item: Small Group Discussion (SGD) and Demonstrate, Observe, Assist ad Perform (DOAP)
1 2 3 4 5 6 7 8
Attempt at
activity
*
Expectations
Rating **
Decision
of faculty
***
Initial of
Feedback
Competency Name of Date(s) Received
# addressed#
Activity completed faculty Initial of
and date learner
Indicators for Evaluation of Health Promotion and
DOAP
Education Program and their interpretation
Community Nutritional Assessment techniques
DOAP
Therapeutic Nutrition and Nutritional rehabilitation to Bedside
individuals & family clinic
Analysis of data in the form of graphs, tables and charts
DOAP
on computer
Interpretation of graphs, tables and charts
DOAP
Tests of Significance (parametric data) on computer
DOAP
Tests of Significance (nonparametric data) on computer
DOAP
Sampling Techniques on computer
DOAP
Calculation of Morbidity, mortality indicators & their
DOAP
interpretation on computer

53
Evaluation of Screening Tests on computer
DOAP
Investigation of Epidemic (health Disaster) and
DOAPinterpretation of data display
Disease Surveillance Methods
SGD
Vital Statistics (Birth, Death, Fertility) on computer, their
DOAPinterpretation
Training health workers in Health Management
DOAP
Information System
Hospital logistic maintenance data and interpretation
DOAP

54
Competencies Table 3c. Skills Learnt in association with other Departments:
Subject: Integration vertical Third Year MBBS
Sub Item: Small Group Discussion (SGD), Demonstrate, Observe, Assist ad Perform (DOAP), Role Play &
Self Directed Learning
1 2 3 4 5 6 7 8
Competency
#addressed
Name of
Activity Date(s)
completed
Attempt at
Activity
*
Expectations
Rating **
Decision
of faculty
***
Initial of
faculty
and date
Feedback
Received
Initial of
learner
Hospital Infection Control Practices: Environmental Self
Directed
Personal Protective Equipment Bedside
clinic
Disaster Management: Assessment methods Self
Directed
Occupational Diseases: Hazards prevention
SGD
International Travel Regulations & Diseases control
SGD
measures: Screening, Vaccines
Counselling family for environmental health Community
Clinic
Counselling family for contraception Role play
Cancer screening among women: Cervical, breast Bedside
clinic

55
Eliciting Complimentary feeding habits history
Project
Counsel and educate mothers on best practices in Bedside
complimentary feeding clinic
Planning appropriate Diet in Health & Disease: Bedside
Diabetes, Hepatitis, CV diseases, Post-operative clinic
At Risk Pregnancy approach: Assessment Community
Clinic
Conducting Normal Delivery
Skill Lab
Postnatal mother Assessment: screening & services Bedside
required clinic
Neonatal assessment: screening & services required Bedside
clinic
Counselling on breast feeding Roleplay
Understanding Patients concerns to change the working,
SGDliving, environmental factors that influence progression
of airway disease
Working in the hospital as a team SGD

56
Competencies Table 3d. Skills: student has not successfully completed the activity:
Subject: Psychomotor Skills Third Year MBBS
Sub Item: Small Group Discussion (SGD), Demonstrate, Observe, Assist ad Perform (DOAP), Role Play &
Self Directed Learning
1 2 3 4 5 6 7 8
Competency Name of Date(s) Attempt
Expectations
Rating
**
Decision Initial of Feedback
# addressed Activity completed at of faculty Received
activity faculty and date Initial of
learner

58
3.2 Documentation of field or clinic visit
Pre-specified activities that are part of the Curriculum need to be captured in the
logbook. One such example is a community visit or specialised clinic visit.
1. Competencies identified
PE 3.7 Visit to Child Developmental Unit and observe functioning
2. Name of activity
Visit to Child Developmental Unit and observe functioning
a. Activity is planned
b. Learner visits center in small groups
c. A briefing session is provided
d. Learner understands organisation, team work, services provided, criteria
for referral
e. Learner observes care provided to children
f. Learner interacts with team members
g. A debrief of learning done is provided
h. Learner writes a summary of observation and reflection
4. Criteria for successful completion of activity
Activity completed and documented in logbook
Summary of observations placed in portfolio or Annexure to logbook
5. Numerical scoring for
activity Not required
6. Documentation of activity in portfolio or Annexure of logbook Required.
Document narrative of visit and learnings
7. Recommended action when learner has not completed
the task satisfactorily
a. N/A

59
Competencies Table 3e. Skills Learnt:
Subject: Field visits Third Year MBBS
1 2 3 4 5 6 7 8
Date
completed
Competency
# addressed
Name of
Activity
Attempt at
activity
*
Expectations
Rating **
Decision
of faculty
***
Initial of
faculty
and date
Feedback
Received
Initial of
learner
Visit to Child Developmental Unit and observe functioning
DOAP
Dietary Survey in family and community DOAP
Calculation of calorie requirement in Physiological
DOAPconditions like children, pregnant women, lactating
mothers
Calculation of calorie requirement in Physiological
DOAP
conditions like geriatric population
Calculation of calorie requirement in diseases eg.
DOAP
Diabetes, Hepatitis, Cardiovascular disease, and in Cancer
Nutritional assessment of children in Anganwadi, School DOAP
Community Survey for Children with respiratory disease
DOAP
Applying IMNCI criteria
Observing implementation of RCH program
DOAP

60
Administration of UIP vaccines
DOAP
National Tuberculosis Elimination Program NTEP Educating
DOAP
Health workers at PHC, SC
Assessing the quality of life among individuals suffering
DOAP
from OAD, Diabetes, MI, Disability

62
Formative Assessment in Community Medicine Logbook Table 4a:
Subject: Community Medicine Third Year MBBS
*Assessment: A= Excellent (≥75%); B= Good (60-74%); C= Average (50-59%); and D= Below Average (<50%)
Grading :
Health Programmes.
1 2 3 4 5
Competency
# addressed
Assessment*
Numerical
Scores
Signature of
Student
Initial of faculty
and date
Understanding of the concept of health and disease A/B/C/D
Understanding of demography, population dynamics and
disease burden in National and global context
A/B/C/D
Comprehension of principles of health economics and
hospital management
A/B/C/D
Understanding of interventions to promote health and
prevent diseases as envisioned in National and State A/B/C/D

63
Formative Assessment Scores/ Grades
Community Medicine
No
Theory Practical
Viva
Grand
Type of Phase &
Date
Essay MCQ Laboratory/
Exercises
Logbook Total Faculty
Signature
Assessment Conducted
(150) (50) (50) (25) (25) (300)
1 Periodic Exam I
2 Periodic Exam II
3 Periodic Exam II
4 Periodic Exam III
5 Periodic Exam III
6 Pre University III

64
Extracurricular academic
&
Co-academic activities

65
Competencies Table 5a. Training/ Extracurricular Academic activities:
Subject: workshops/ conferences/ certificate courses/ training programs/ online courses/NHD/Quiz
Third Year MBBS
Sub Item: Devise posters/ models/ specimen/ videos/ photos/ Animation; Making wall journals; Writing
scientific article; Participating in work shop/ conference when possible; Giving short talk (presentation);
Participation in Quizzes/ competitions; Any other activities which might have a good scientific effect
1 2 3 4 5
Activity Involved in
Venue &
Date Learning experience Reflection
Initial of
faculty
and date

66
Competencies Table 5b. Training/ Extracurricular Co-Academic activities:
Subject: Participation in souvenir/Gatherings/Meets/Entertainment fair/Competitions/Student
Activities I/II/III year (s) MBBS
Sub Item: Writing articles for general purpose, literature, poems, designing, cartoons, organizing student
gatherings, display of talen in singing, dancing, play (theatrical, steet).
1 2 3 4 5
Activity involved in Venue & Date Learning experience Reflection
Initial of faculty and
date

67
Sports /Physical Educational Activities

68
Competencies Table 6a. Sports/Physical Educational Activities
Subject: Participation in Sports/NSS/NCC/University sports Meet I/II/III year (s) MBBS
Sub Item: Participation in sports meet/National service scheme /National cadet cords /others
1 2 3 4 5
Activity involved in Venue & Date Learning experience Reflection
Initial of faculty and
date

70
Attendance summary
Phase Activity Details
No.Hours
conducted
No. hours
attended
% of
attendance
Signature
Of student
Signature
Of faculty
I
Theory
Lecture
Integrated
sessions
Practical
Clinics
Laboratory
Field visits
Others (SDL,
Seminar
Project)
II
Theory
Lecture
Integrated
sessions
Practical
Clinics
Laboratory
Field Visits
Others (SDL,
Seminar
Project)
III
Theory
Lecture
Integrated
Sessions
Practical
Clinics
Laboratory
Field visits
Others (SDL,
Seminar,
Project)

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