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CRITERIA-I
CURRICULAR ASPECTS
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Criteria-wise Inputs CRITERION I: CURRICULAR ASPECTS 1.1 Curriculum Planning, Design and Development 1.1.1 Does the institution have clearly stated goals and objectives for its educational
program? Yes, as per MCI/DCI norms and University of Delhi guidelines (copy enclosed
as Annexure-1.1 & 1.2). These are listed in the College information booklet 1.1.2 How are the institutional goals and objectives reflected in the academic
programs of the institution?
The curriculum is based on MCI/DCI guidelines and the affiliating University of Delhi (DU) Faculty of Medical Sciences (FMS) syllabus. It is ensured that institutional goals and objectives are reflected in the academic programs of the institution. The aim is to create an 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 and one who understands and provides preventive, promotive, curative, palliative and holistic care with compassion. During the training, topics of special relevance to Indian sub- continent are covered as multidisciplinary symposia and several topics of medical importance are covered in the form of faculty supervised students seminars and debates. The ongoing research projects, at all levels, are important to fill the lacunae of knowledge in various fields of medicine, fulfilling the national and global research demand. Various activities at this institution including participation in games, competitive events like debates, quiz and street plays are aimed at self development and imbibing value based development. There is distinct orientation towards community work and value based conduct for making each student a competent and compassionate doctor.
1.1.3 Does the institution follow a systematic process in the design, development
and revision of the curriculum? If yes, give details of the process (need assessment, feedback, etc.).
The institution follows the curriculum prescribed by MCI and endorsed by Faculty of Medical Sciences (FMS), University of Delhi as its guidelines. From time to time the FMS requests the Heads of the University Departments to revise the existing course or to formulate new courses with the help of the
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members of Courses Committee. These views are then put by the University to the Academic / Executive council of University of Delhi for approval and once approved are endorsed by the University as guidelines towards the curriculum. The Headship of the departments at FMS, including the appointment as Dean, as well as the composition of Courses Committee are by rotation of faculty in the medical colleges under University of Delhi. The FMS holds meetings of its members on several occasions in an academic year, under the chairmanship of the Dean, to debate and implement various issues relating to the medical curriculum of undergraduates and post graduates. Faculty of our institution is part of these committees. Development of curriculum by the institutions for new courses or revision of existing courses is formulated after thorough research of similar programmes at National and International level.
1.1.4 How does the curriculum design and development meet the following
requirements?
∗ Community needs
The curriculum is so designed that the students are oriented to work for the betterment of the community. This is achieved as follows: • The College is attached to the Guru Tegh Bahadur (GTB) Hospital which
caters to the health needs of the community free of cost.
• The Department of Community Medicine (CM) has two Urban Health Training Centres and one Rural Health Training Centre for training of interns and students in community oriented primary health care and rural based healthcare and education. In order to meet the health care needs of the community immunization, antenatal care and OPD services are being provided from these health centres on all working days.
• The CM department has also adopted a village Tikri Khurd, Narela, as its field practice area from where the interns and residents have been active in organizing information, education and communication (IEC) activities and delivering health talks on World AIDS day, TB awareness week, breast feeding week, World Health Day, cervical cancer awareness etc from time to time. The department has carried out various research projects in the catchment areas of these centres to assess the morbidity pattern of the community. In addition, interaction of the undergraduate students with the community during various field postings has inbuilt mechanism of imparting knowledge and awareness among community members.
• The Institute actively participates in implementation of Pulse Polio
Immunization.
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• The Medical Education Unit (MEU) of our institution has founded the Medical Humanities group which conducts various programmes on social issues, like ‘Theatre for the oppressed’. In 2011, this programme was facilitated by Dr Radha Ramaswamy to help community awareness for the issue of dowry. This group also publishes a journal named “Research and Humanities in Medical Education”.
• Cardio-pulmonary Resuscitation (CPR) training is conducted on mannequins for UG students, faculty and technical staff, to help deal with any medical emergency in the community.
• The institute also has Enabling Unit for persons with disabilities as per UGC
guidelines. This is also the first such initiative in any medical college. The Unit was instrumental in successfully persuading MCI to pass directive to all medical colleges in India to be disabled friendly.
∗ Professional skills and competencies
Training on professional skills is undertaken through hospital visits, clinics, skill training in laboratories, simulated skill labs training, CME and workshops. Various departments regularly organize workshops and conferences for skill development in their respective fields. The details are available in the respective departmental SSRs. TELEMEDICINE UNIT University College of Medical Science got its telemedicine unit installed in 2009 and it became operational in 2011. It has been used for live streaming of several CME programs organized by apex institutions namely PGIMER, Chandigarh, SGPGIMS, Lucknow and AIIMS, New Delhi. The telemedicine unit has been part of a multi-centric project under the leadership of Telemedicine unit of AIIMS for development of educational video content for teaching learning activities for undergraduate students. We have also carried on the live transmission of address of the President of India to the educationists across the nation. The expansion of telemedicine for carrying out clinical activities and educational activities for remote areas and peripheral hospitals is under pipeline under the aegis of National Medical College Network of Ministry of Health & Family Welfare, Govt. of India. SKILL LABORATORY Skill Lab of the institute conducts regular training sessions for Interns on suturing, knotting and gowning, for postgraduates students laparoscopic training is done on endotrainer and for undergraduates on examination of breast, catheterization, examination of injury etc.
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∗ Research in thrust / emerging areas Undergraduate students, postgraduate students, residents and faculty are encouraged to undertake research projects through DST, ICMR, UGC etc. At present there are a large number of funded research projects in the institution. The institution also offers Intramural grant to faculty and residents for research. The institute has Central Research Laboratory consisting of Multidisciplinary Research Units (Lab 1, 2, and 3) sponsored by Department of Health Research, Ministry of Health and Family Welfare, Government of India. The laboratory was inaugurated in 2013 and has state of art equipments and designated technical staff to operate and use them. It is used by students, residents and faculty for their research work.
∗ Innovation
Innovation in teaching - training programmes and research activities is encouraged. • The various medical education programmes conducted from time to time
by MEU, for the faculty in the college, introduce them to the use of innovative approaches in teaching. Teachers are using active panels, power point presentations, videos, interactive sessions, quizzes, students seminar etc for teaching.
• Integrated modular teaching is carried out to facilitate assimilation of knowledge in various specialties. As a part of integration, Problem Based Learning (PBL) is followed by some departments to ensure better understanding of subjects.
• Street plays, by the student dramatic society “Manchayan”, take the initiative forward in innovation. PATENTS Various faculty members have patents to their credit. These are: o Dr S.B. Sharma, Department of Biochemistry was granted a U.S. patent
(No 6,428,825 dated 6th August 2002), Indian patent (No.188759 dated May 2003) and product patent (No. 230753 dated February 2009) for the isolation of active anti hyperglycemic principle from the pulp of Eugenia jumbolina in an ICMR project for which she was the principal investigator.
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o Dr Rimi Shukla along with Dr P.S. Murthy and Dr K.M. Prabhu, Department of Biochemistry was granted a patent (No 194849, dated 4th December 2004) on “A process for the preparation of an antidiabetic substance from the bark of Banyan tree”.
o Dr Dinesh Puri along with Dr P.S. Murthy and Dr K.M. Prabhu, Department of Biochemistry were granted a patent in 2004 on “Process of isolation of G II factor, a hypoglycemic principle, from water extract of fenugreek seeds”.
∗ Employability The training provided by the college enables the students to become good doctors and human beings. They join various Public / Private sectors where their skills are greatly appreciated. Emphasis on discipline, character building, developing social responsibilities, compassion and ethical practice of medicine, instilled by the institution, is noteworthy.
1.1.5 To what extent does the institution use the guidelines of the regulatory bodies for developing and/or restructuring the curricula? Has the institution been instrumental in leading any curricular reform which has created a national impact?
The curriculum followed by the institution is based entirely on FMS, DU and
MCI/ DCI guidelines. The college faculty partners with the FMS, DU and MCI / DCI in developing and updating various course programmes. The faculty members of the College are regular members of various boards in FMS (DU) to improve education processes. The Pro-Vice Chancellor of the University of Delhi is a Chairman of the Governing Body of the College. The College provides faculty as examiners and members of several academic boards to various institutions all over India, under the MCI. The faculty of the College is also part of the Expert Committees in Medical Sciences at UPSC, AIIMS, Ministry of Health & Family Welfare, among others, to improve the examination processes and curriculum. Many faculty members are MCI inspectors as well.
1.1.6 Does the institution interact with industry, research bodies and the civil society
in the curriculum revision process? If so, how has the institution benefitted through interactions with the stakeholders?
At this institution research work is encouraged at all levels from undergraduate
students, postgraduate students to teaching faculty and there is vast interaction with several research bodies and fund-givers. Undergraduate students are encouraged to take up Short Term Studentship (STS) sponsored by ICMR and KVPY scheme under DST. PG students apart from their thesis work are encouraged to take up Senior Research fellowships (SRF) under the aegis of ICMR. A large majority of faculty take on research projects of relevance under the aegis of UGC, ICMR, DST, DBT, AYUSH, etc.
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As per the Ethical Guidelines for Biomedical Research on Human participants
by ICMR, the College has constituted the Institutional Ethical Committee – Human Research (IEC-HR) with a multidisciplinary and multispecialty composition consisting of doctors, statisticians, NGO representatives, legal experts, lay persons and philosopher.
Similarly as per the guidelines on the regulation of scientific experiments on
animals, Ministry of Environment and forest (Animal Welfare division), college has constituted the Institutional Animal Ethics Committee (IAEC) having doctors, biological scientists and veterinarian involved in animal care.
These committees are entrusted not only with the initial review of proposed
research protocols prior to intimation of the projects but also have a continuing responsibility of regular monitoring of the approved programmes to foresee compliance of ethical principles during the period of the project, thus involving a lot of interaction with the institution.
1.1.7 How are the global trends in health science education reflected in the
curriculum?
The faculty is selected through Selection Committees of DU, the teaching training infrastructure, IT infrastructure, research facilities, equipment at training hospitals and more than anything else the ‘never say die’ attitude and competitiveness inculcated in the students foster global competencies amongst them. In addition the students are provided opportunities to interact with students and faculty from other reputed national and international medical schools in academic, co-curricular and extracurricular activities so that they are competitive at global level. Regular conferences, seminars and CMEs are held in the institute to appraise students and faculty in the global trends. Problem Based Learning and integrated curriculum to a certain extent are at par with the global trends in health science education.
1.1.8 Give details of how the institution facilitates the introduction of new programs
of studies in its affiliated colleges. Not Applicable (No affiliated college with the institution) 1.1.9 Does the institution provide additional skill-oriented programs relevant to
regional needs? Skill-oriented programmes relevant to regional needs are provided by the
institution as follows:
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The department of Community Medicine has been instrumental in designing the protocol and has also participated in investigation, prevention & control of outbreaks of diseases in East Delhi, where the institution is located.
Regional needs are also taken care of during various presentations made by
interns / PGs / SRs at the Rural Health Training Centres & Urban Health Training Centres, on diagnostic needs of the community as well as nutrition and family welfare interventions.
Community intervention projects are taken up by the undergraduate students
posted in the department. 1.1.10 Explain the initiatives of the institution in the following areas:
∗ Behavioral and Social Science.
Most of the students are residing in the campus and are drawn from all states of the country, across all social strata. This situation brings about a great behavioral change among students. It helps them understand each other very well and fosters oneness and team spirit. There is a great stress on Community Medicine and public health in the curriculum of the college and students actively interact with local community. The students thus are fully conversant with the socio-medical issues and are fully prepared to tackle these issues. The training provided in this institution brings about positive behavioral changes amongst students. A pan India representation of culture & community living and a transparent open system of communication, which allows the voice of the student community to be represented in decision making, fosters a unique culture ethos.
∗ Medical Ethics / Bio Ethics / Nursing Ethics.
Medical ethics is also an important element in both UG and PG curriculum and it is addressed in all the departments. This issue is also addressed in some detail at the Medical Education Technology workshops conducted by MEU as part of student and faculty development. The college has an Institutional Ethical Committee-Human Research and Institutional Animal Ethical Committee (Ethical Committees) which addresses all ethical issues pertaining to research at all levels. Ethical clearance is mandatory for any research project to be operational (Details given in point number 1.1.6).
∗ Practice Management towards curriculum and/or services.
Clinical rotation programmes, hospital visits, operative training and laboratory training is provided every day to the students as a part of the curriculum.
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∗ Orientation to research.
College promotes research work at all levels including form undergraduate, postgraduate and faculty. All the teachers are involved in research activities. There are number of ongoing projects under the aegis of ICMR, DST, DBT, UGC, AYUSH, etc. Various workshops are regularly held in the Institute to promote and inculcate interest towards research among faculty, residents and students. These workshops are based on research methodology, protocol and thesis writing, Workshop on Scientific writing and publishing, faculty development workshop on "How to Obtain Funding for Research", and research workshop for undergraduate students with special emphasis on searching the literature. (Details in point 1.1.4)
∗ Rehabilitation.
There is a dedicated Physiotherapy and Occupational Therapy Unit in hospital college complex which caters to the rehabilitation needs of all inpatients and outpatients. Department of Orthopedics organizes camps on loco-motor disability certification under the aegis of Delhi government/ Government of India on quarterly basis.
∗ Ancient scriptural practices.
Not Applicable
∗ Health Economics.
The College regularly participates with the Min of Health & Family Welfare for discussions on standard treatment guidelines and cost. The budget is allocated by University Grants Commission and other major funding agencies.
∗ Medico legal issues.
The Dept of Forensic Medicine provides medico-legal services in the hospital in the form of conducting postmortems, giving opinion in various medico-legal cases like age determination. They are also involved in various induction programmes for the up gradation of the knowledge of medical and paramedical staff. The department is also giving guest lectures/opinions for various agencies like NHRC, CBI, NICFS, Delhi judicial board, Delhi police and Delhi government etc. They are also
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attending court hearings of various cases of Delhi and NCR for giving their expert opinion. The faculty also conducts CMEs on the medico legal issues in health care. The college consults the Standing Council of DU for various medico legal issues in the College, as and when required.
∗ Enhancement of quality of services and consumer satisfaction.
For consumer satisfaction the institution has enhanced its quality of services as follows: • The department of Community Medicine is in constant interaction with
the community from the Rural & Urban health centres inviting their feedback from time to time and improving the quality of services provided. The Medical Social Workers, Health Inspectors, Health Educators & the ANMs of the department are deployed for the purpose.
• The outreach centre at Tikri Khurd Village, Narela extended its OPD services from three days a week to six days in a week on the demand of the community in order to ensure consumer satisfaction.
• UCMS inculcates strong civic responsibilities among the students.
Community problems are deliberated upon and acceptable solutions found. Patients are treated daily in the OPDs of the hospital.
• Blood donation camps are organized, on a regular basis, by the Blood
bank in association with several NGO’s and active participation of the students and faculty of the institution.
• Donations in cash and kind are also collected by the students and
faculty at the time of natural disasters towards national and international relief organizations.
• In addition there are immunization camps, family welfare camps, eye
camps, audiometric surveys, locomotor disability certification camp, health education activities etc that are regularly conducted for the benefit of the community and both UG and PG students play a very important role in all these activities.
• Various other ongoing programmes are management of biomedical
waste handling and its disposal in hospital wards, OTs, OPDs etc. Also, monitoring for antibiotic sensitivity and suggestions regarding its improvement, as well as programme for hand washing.
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• The students dramatic group “Manchayan” is involved in conducting street plays in the college compound and outside for creating awareness on important issues.
• For providing alternative treatment to consumer, the department of Physiology has been promoting Yoga and benefitting a large section of patients, staff & students of UCMS as well as lay persons via the Yoga centre in the department.
• Department of Obstetrics and Gynaecology periodically organize
awareness campaigns on relevant public health problems like anaemia, antenatal nutrition, HIV in the out-patient department.
1.1.11 How does the institution ensure that evidence based medicine and clinical
practice guidelines are adopted to guide patient care wherever possible?
Emphasis on development of required skills, adequate knowledge and appropriate attitude to practice evidence based medicine and clinical practice guidelines are adopted. A large number of conferences, CMEs & updates and workshops are held in the college in various departments in collaboration with other professional associations and scientific institutes of repute. Students take active part in these activities. In addition most departments organize field visits and hands on training activities for augmenting the academic inputs. The students take part in many scientific presentations and competitions with remarkable success. All the best medical practices available in the field of medical education are practiced. For the development of cognitive domain or the domain of knowledge, the college takes very serious efforts in selecting the faculty. The promotion criteria of the faculty are based on interview at each level where both their teaching skills and research potential is assessed. This ensures availability of motivated and qualified faculty for instruction. In addition learning infrastructure of highest quality is ensured for providing adequate knowledge on latest clinical practice guidelines to students e.g. state of art clinical laboratories, CT/MRI facilities. A structured programme for practical training is ensured by effective use of mannequins, teaching aids, supervised practical and clinical training that ensures required skills. The development of affective domain or appropriate attitude is also ensured by selecting faculty who can be role models.
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1.1.12 What are the newly introduced value added programs and how are they related
to the internship programs?
Value based education is accorded the highest priority in all the academic programs run by the College. Involvement in community work is encouraged.
1.1.13 How does the institution contribute to the development of integrated learning
methods and Integrated Health Care Management?
∗ Vertical and horizontal integration of subjects taught.
All departments conduct teaching-training programs through theoretical inputs, skill based training, journal clubs, workshops, CMEs, multi disciplinary seminars etc and faculty of other departments, related to the subject under discussion, is invited in the interactive and practical sessions. There is a close coordination between various departments for these workshops and CMEs and Guest faculty from other institutions is also invited to speak on the subjects, sharing their knowledge and views. Telemedicine unit was established in our institute in 2011. The unit is affiliated with PGI Chandigarh, KGMU Lucknow, AIIMS New Delhi and National information centre. The sessions are telecast both nationally and internationally thus contributing towards integration of subjects taught (Details given in point number 1.1.4).
∗ Integration of subjects taught with their clinical application. At the clinical level a team approach is adopted and cross referrals are made to come to a collaborative decision making. Multiple specialists join hands by using their skills and knowledge to treat patients. The basic subjects of Anatomy, Physiology and Biochemistry are taught in a clinical oriented way, using graphs & charts and students seminars, so that at the next level of training the clinical subjects are clearly understood. The clinical and paraclinical departments make use of Multidisciplinary seminars, Research presentations and Clinicopathological meets to discuss important clinical aspects at the College level
∗ Integration of different systems of health care (Ayurveda, Yoga, Unani,
Homeopathy, etc.) in the teaching hospital.
Allied systems of health care practiced in the institution and teaching hospital are:
A Yoga and Naturopathy OPD and Lifestyle Intervention Centre is functional in the institute. This facility was set up in the Department of Physiology under the aegis of Central Council for Research in Yoga and
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Naturopathy, Department of AYUSH, Ministry of Health and Family Welfare. A Yoga consultant, two instructors and attendant are posted here who conduct several Yoga sessions throughout the day thus benefitting patients and staff by it. Department of Ayurveda conducts regular OPDs for the last 15 years, every day, and caters to approximately 100 patients daily. It is affiliated to Ayurvedic & Unani Tibbia College, University of Delhi.
1.1.14 How is compatibility of programs with goals and objectives achieved with
particular reference to priority of interface between Public Health, Medical Practice and Medical Education?
• The teaching at this institution is aimed at providing very high quality
medical education with special emphasis on Community Medicine, Preventive and Public Health. Topics of special relevance to Indian sub- continent and those of public health are given special emphasis. The training programme in all departments consists of well knit topics comprising of public health, stress on basic sciences, evidence based medical practice and recent trends in global medical education.
• UCMS and its affiliated GTB hospital provide high quality medical services to population of Delhi and nearby states especially to persons of low socio economic strata. The services are provided free of cost and due to the large number of patients the students get an exposure to diagnosis and management of various disease conditions prevalent in the community.
• Many diagnostic and therapeutic camps are held periodically every year and both medical and surgical treatment are offered to the needy free of cost.
• A village “Tikri Khurd, Narela” has been adopted by the college for community development and provision of quality health care services. Students take active part in providing preventive, promotive and curative health care to the dependent population.
1.2 Academic Flexibility 1.2.1 Furnish the inventory for the following:
∗ Programs offered on campus
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Table showing the programmes on offer in UCMS:
∗ Overseas programs offered on campus There are no overseas programmes on offer in the campus as such, but training sessions may be conducted for overseas students from time to time. In 2011, UCMS conducted 2 training programmes for young researchers from African countries, in different techniques useful in biomedical research, under the joint initiative of Department of Science and Technology (DST) and Ministry of External affairs, GOI under India- Africa Forum Summit 2008.
∗ Programs available for colleges/students to choose from
The medical curriculum does not offer any choices of programmes to the students in the MBBS course or allotted PG course.
S No Programme Level
Name of Programme/ Course
Duration (years)
Entry Qualification
Sanction/ Approved Strength
No of Students Admitted
(a) UG MBBS 4½ +1 12th 150 150 (b) PG MD/MS 03 MBBS 145 145 (c) PG MDS 03 BDS 2 2 (d) UG BSc (Medical
Technology) Radiography
03 12th 15 15
(d) PhD 3-5 MSc/MD/MS
Not specified
(e) Diploma
Diploma in Child Health
2 MBBS 3 (till 2014) Discontinued from session 2015-16
(f) PG MSc Medical Imaging technology) Radiography
02 B Sc Radiography
5 5
(h) In service training
Medical Lab Technology
01 Lab Assistant working in the College
4 4
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1.2.2 Give details on the following provisions with reference to academic flexibility
a. Core options The College, being a medical sciences institution, trains doctors by providing skill based learning environment at the graduate (MBBS) and post graduate (MD/MS) level. Similar skill based learning protocols are followed in BSc and MSc Radiography and MDS courses. The college offers undergraduate courses like MBBS, BSc (Radiography), PG degrees andalso Post doctoral courses like PhD.
b. Elective options
Nil c. Bridge course
Nil d. Enrichment courses
To provide enrichment to the existing curriculum medical education programmes, research methodology courses, basic statistics, computer technology training and micro teaching programmes are some courses offered to faculty and students (Details given at S.No.1.1.4)
e. Credit accumulation and transfer facility
Not Applicable
f. Courses offered in modular form As per professional bodies criteria
g. Lateral and vertical mobility within and across programs, courses and
disciplines and between higher education institutions Nil
h. Twinning programs Nil
i. Dual degree programs Nil
1.2.3 Does the institution have an explicit policy and strategy for attracting students
from ∗ Other states, ∗ Socially and financially backward sections, ∗ International students?
Admission to the college is based on Entrance Examination conducted by Delhi University. Students are drawn from across all states of the country and across all social strata as per DU norms. Some seats are reserved for Delhi students. No international students are admitted by DU for medical courses.
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1.2.4 Does the institution offer self-financing programs? If yes, list them and indicate
if policies regarding admission, fee structure, teacher qualification and salary are at par with the aided programs?
There are no self financing programmes available in the institutions.
Students pay the stipulated fees to the university. Intramural research grants are however provided by the institution to post
graduate students and faculty.
1.2.5 Has the institution adopted the Choice Based Credit System (CBCS) / credit based system? If yes, for how many programs? What efforts have been made by the institution to encourage the introduction of CBCS in its affiliated colleges?
No, not applicable
1.2.6 What percentage of programs offered by the Institution follow:
∗ Annual system ∗ Semester system ∗ Trimester system
All programs followed by the college are as per FMS, DU and MCI and DCI Guidelines which offer Professional System of programs.
MBBS: The students are divided into 9 semesters, of roughly 6 months each, in the 4½ year MBBS course followed by 1 year Internship. 1stProf Examination is held at the end of 2nd semester
2ndProf Examination is held at the end of 5th semester 3rdProf Examination is held at the end of 7th semester (Part I) and 9th semester (Part II).
MD exam is held at the end of 3 years training.
1.2.7 How does the institution promote multi/inter-disciplinary programs? Name a few programs and comment on their outcome.
Being a professional medical college all the programs offered in the college are interdisciplinary.
1.2.8 What programs are offered for practicing health professionals for skills
training and career advancement?
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All courses offered by the college are health care related courses and have great emphasis on development of skills and have a great relevance in community development and orientations.
There is also a provision for study leave to the faculty for super and sub specialization.
1.3 Curriculum Enrichment
1.3.1 How often is the curriculum of the institution reviewed and upgraded for making it socially relevant and/or skill oriented / knowledge intensive and meeting the emerging needs of students and other stakeholders?
The curriculum of the departments in this institution is based on the syllabus of Medical Council of India and Dental Council of India and also the syllabus, rules, regulations and directives of the affiliating University of Delhi. It is reviewed periodically to improve the teaching learning processes within the permissible flexibility. From time to time the FMS requests the heads of the departments at the University to revise the existing course or to formulate new courses with the help of the members of courses committee as per details in point number 1.1.3. Sufficient stress is laid on topics related to recent advances and such exposure is also provided to the students. Topics of special relevance to Indian subcontinent are well covered. A multi and interdisciplinary teaching programme among related specialties is also carried out. Regular updates, CMEs and symposia are organized centrally and department wise, with active participation from students to maintain the relevance of the curriculum.
1.3.2 During the last four years, how many new programs were introduced at the UG
and PG levels? Give details. ∗ multi/inter-disciplinary ∗ programs in emerging areas
The new PG programmes introduced by the institution are: 1. MDS in Pedodontics started in 2011, recognized by DCI in 2014. 2. M.Sc. (Medical Imaging Technology) Radiography started in 2010.
1.3.3 What are the strategies adopted for the revision of the existing programs? What percentage of courses underwent a syllabus revision?
The College conducts professional medical courses. The syllabus for the same is stipulated by various councils and affiliating university as mentioned earlier. At the level of institution, the syllabi are regularly upgraded by incorporating the recent advances.
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1.3.4 What are the value-added courses offered by the institution and how does the institution ensure that all students have access to them?
UCMS strives to engage its medical students, and the teaching and non-teaching staff, with the ‘humanities’. The Medical Education Unit (MEU) formed the ‘Medical Humanities Group’ (MHG) on 1st April 2009 which is the first such initiative in any medical college in our country. ‘Medical humanities’ is an inter-disciplinary way of looking at medical education and practice through the lens of philosophy, theology, art, drama, films, history, literature, anthropology, and other subjects of humanities. The vision is to blend humanities with the sciences in medical education.
The mission of this unit is to promote the softer skills, the essential humane touch, which is marginalized while learning science-centric skills. Society needs doctors who will respond sensitively to both the physical and the emotional needs of their patients; doctors too should preferably engage with patients with all of themselves – their minds, their hearts and their emotions – as persons who are able not only to heal, but also to feel and think, explain and understand and cope.
The MHG at UCMS has used a variety of interventions like films, literature, street theater, poetry, theater of the oppressed, graphic medicine, and disability studies to help health professionals explore health and illness from multiple perspectives, that of the health care-provider and of the health seeker. The group also has its own open access, peer-reviewed, online international journal ‘Research & Humanities in Medical Education’ which can be accessed at www.rhime.in. MEU also conducts multidisciplinary modular teaching, based on a WHO module, designed by three faculty members of this institute, on ‘Prevention and Control of Injury’. This module is currently in its eighth year and is part of the regular curriculum to ensure that this value added service reaches all the students. The institute also has an ‘Enabling Unit’ for persons with disabilities, as per UGC guidelines. This is also the first such initiative in any medical college. The Unit was instrumental in successfully persuading MCI to pass directives to all medical colleges in India to be disabled- friendly.
1.3.5 Has the institution introduced skills development programs in consonance with the national health programs?
The institution has introduced many such programs: The department of Community Medicine organizes training programs & CMEs for the healthcare providers on a regular basis like:
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• Training of doctors and nurses in Infant & Young Child Feeding. • Demonstration by Food & Nutrition Board on Preparation of
Complementary Food for Anganwadi workers & mothers of children < 5 years.
• Training of the Interns in Screening for Refractive Errors & Cataract for Eye Camps.
• Training of Interns in Screening for non-commercial diseases. • Training of residents in monitoring of Pulse Polio Immunization rounds in
Delhi. • Training of Interns & Residents by MCD staff in screening for mosquito
breeding sites for prevention and control of dengue and malaria. • CMEs for Prevention & Control of Rabies
Posting of post graduate students of the department under programs like RNTCP, visit to NCDC, NIHFW and other agencies add to skill development as well. Department of Community Medicine has ongoing projects on Concurrent Evaluation of the Reach, Effectiveness and Impact of Janani Shishu Swasthya Abhiyan (JSSA) in Jharkhand and Achieving MDG5: INCLEN Pilot Study on Governance of Health Systems in Ethiopia. Various consultants from Department of Community Medicine and Pediatrics are part of the Breastfeeding Promotion Network of India as a Trainer for Training of Trainers for Infant and Young child feeding counseling for doctors and nurses. Department of Obstetrics and Gynecology has several national programmes like Antenatal thalassemia screening programme, HIV and PPTCT programme under DSACS and NACO, National birth defect registry and national cervical cancer screening programme, JSY, JSSK PPIUCD and other Family welfare programmes. Department of Medicine has several ongoing projects on Indian prevention of Diabetes. Study like “A multi-centric, randomized, controlled trial of yoga and fenugreek in the prevention of type 2 diabetes mellitus”, Indian Prevention of Diabetes Study (IPDS), Study of prevalence of diabetes, pre-diabetes, gestational diabetes mellitus and diabetes risk factors in urban Delhi and Registry of people with Diabetes in India with young age at Onset” Phase 2. Department of Pharmacology is a part of the Pharmaco-vigilance Programme of India (PvPI).
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Faculty from the Department of Community Medicine has been a part of Expert Group for National Certification Committee for Polio Eradication for Field Visit, India Expert Advisory Group on Polio. Faculty from Department of Medicine is member of the advisory committee of Centre for Promotion of Nutrition Research and Training with special focus on North-East, Tribal and Inaccessible population. Faculty from Department of Microbiology is a member Technical Resource Group, Department of AIDS Control, Ministry of Health & Family Welfare, Govt. Of India, New Drug Advisory Committee, DCGI and Member of Rapid Response Team, State Surveillance Unit for Integrated surveillance Project, DHS, Delhi. Faculty from Department of Physiology has been a part of Member of National AIDS Committee (NACO), constituted by Ministry of Health and Family Welfare, GOI. Faculty from Psychiatry is a member of ICD-11 trail by W.H.O, Drug Controller General of India, Ministry of health and family welfare.
1.3.6 How does the institution incorporate the aspects of overall personality
development addressing physical, mental, emotional and spiritual well being of the student?
UCMS trains and prepares its students to become excellent medical professionals. Emphasis is also on personality development and mental & physical fitness. According to MCI guidelines institute has constituted a “Mentoring cell” to oversee and involve faculty and senior students as ‘Mentors’ for the ‘Freshers’. This cell is constituted at the end of every academic year, where applicants are invited from faculty and students to join the mentoring cell as mentors for the succeeding academic year. The Mentor-mentee programme was introduced to foster friendly relation between students and faculty members. Students were also introduced to the concept of Medical Ethics. The study of medicine is exciting, but also challenging and every medical student experiences stress at one time or the other which may be brought on by academic factors or may be personal. The situation may become over-whelming and might impact academic achievement. Any access to support, provided by the institution, has been reported to be helpful. The University College of Medical Sciences is committed to assisting students develop tools to deal with stress and other difficulties. The Mentoring Program is one such initiative in this direction. Mentoring, more than teaching, helps students be successful. The mentor can enhance the mentee’s sense of confidence and increase his or her self-esteem by simply being genuinely interested in the mentee’s
20
development. Mentors experience greater productivity, career satisfaction, and personal gratification. The institute also has a well organized Physical Education Department which caters to the physical activity/ well being of the undergraduate and postgraduate students as well as faculty. There is provision for indoor and outdoor activities including Billiards. To balance-out the academic pressures the college also holds cultural activities, twice a year, in which students / residents / faculty not only enjoy the events but also get an opportunity to actively participate and showcase their talent.
1.3.7 Does the curriculum provide for adequate emphasis on patient safety, confidentiality, rights and education?
There are regular updates, seminars, lectures and clinical rotations apprising students and faculty about patient safety, confidentiality, rights and education. The following measures are taken to provide emphasis on patient safety, confidentiality, rights and education:-
• Quality manual and quality assessment programmes and workshops • Various committees e.g. Hospital Infection Control Committee,
Institutional Ethics Committee • Display boards, brochures, pamphlets for information on patient
rights and education. • IEC activities carried out at the OPD’s.
1.3.8 Does the curriculum cover additional value systems?
The Medical Humanities group has started a journal RHiME which is devoted to the Humanities in Medical Education. To reach out to authors and readers from around the world the journal has an international Advisory Board. ‘Medical Education’ encompasses all aspects of teaching and learning medicine. It includes the transfer of knowledge, attitudes and skills related to health promotion, disease prevention, its treatment, and rehabilitation. ‘Medical humanities’ is an inter-disciplinary way of looking at medical education and practice through the lens of philosophy, theology, art, drama, film, history, literature, anthropology, and other humanities subjects. The vision is to blend humanities with the sciences in medical education
Mission of this unit is to promote the softer skills, the essential humane touch, which is marginalized while learning science-centric skills. Society needs doctors who will respond sensitively to both the physical and the emotional needs of their patients; doctors too should preferably engage
21
with patients with all of themselves – their minds, their hearts and their emotions – as persons who are able not only to heal, but also to feel and think, explain and understand and cope. To this end, RHiME will strive to explore ways to mainstream humanitarian concepts, and interlink them with the sciences. The narratives, the prose, original research, poems, and the visual art content of the journal will attempt to remind the significance of the humanities in medical education.
In addition, there is an Enabling Unit which promotes various other skills like photography. Workshops are organized regularly e.g. ‘Blind with camera workshop, Infinite ability, Enabling Unit, UCMS on August 27-28 Conference Centre, University of Delhi.
Other programme like ‘Theatre for the oppressed’ was facilitated by Dr. Radha Ramaswamy on 23-24 August 2011 to help community awareness for social issues.
1.4 Feedback System 1.4.1 Does the institution have a formal mechanism to obtain feedback from
students regarding the curriculum and how is it made use of?
Yes, Students give feedback on curriculum and teaching-learning methods regularly. All suggestions and outcomes are discussed during the meetings of various committees like Governing body of the College, College Academic Committee, also at various administrative, coordination and welfare committee meetings. In addition there are Courses committees and research committees for every department at Delhi University where amendments in the curriculum or pattern of examination is discussed. Accordingly, classes/structured teaching is modified. The college is constantly striving for excellence in all fields and all valid suggestions and outcomes of analysis are taken very seriously. Issues that can be addressed locally are immediately acted upon and those requiring administrative decisions at higher levels are forwarded to higher authorities. The university is apprised of outcomes and suggestions during periodic meetings of the Dean & other administrative authorities with the university officials. In addition many of the heads of the departments are members of various universities committees like Courses and Curriculum Committees, as well as Research Boards, and these issues are also discussed during these meetings. The college also has representatives in the university academic bodies and Board of Studies. The university takes academic and administrative inputs from the college on a regular basis.
22
1.4.2 Does the institution elicit feedback on the curriculum from national and
international faculty? If yes, specify a few methods such as conducting webinars, workshops, online discussions, etc. and their impact.
Not Applicable, since the curriculum is dictated by professional bodies
1.4.3 Specify the mechanism through which affiliated institutions give feedback on
curriculum and the extent to which it is made use of. Not Applicable (No affiliated institution)
1.4.4 Based on feedback, what are the quality sustenance and quality enhancement
measures undertaken by the institution in ensuring the effective development of the curricula?
Based on feedback the college has embarked on a plan to create a learning environment through IT resources. Thus, E-learning modules and internet facilities have been developed to ensure effective development of the curriculum.
1.4.5 What mechanisms are adopted by the management of the institution to obtain
adequate information and feedback from faculty, students, patients, parents, industry, hospitals, general public, employers, alumni and interns, etc. and review the activities of the institution?
Information and feedback on the activities of the institution are obtained and reviewed as follows:
(a) Faculty-during departmental and interdepartmental meetings and meetings with the Principal
(b) Students- periodically from undergraduates & postgraduates particularly
after completion of the course both at college level and at departmental level.
(c) Alumni-during alumni meets and also informally. (d) Parents - informally during Annual Day and as and when parents meet
Principal / Dean FMS / Faculty / administrative officers. (e) Community Feedback - obtained by means of the National ranking of
our Institute done by various organizations from time to time. (f) Employers/industries – NA
23
(g) Patients - during OPDs and clinical rounds in the wards. (h) General public -during interaction with them informally in OPDs and in
the wards. (i) Academic peers- Being a professional college all the teaching
programmes are reviewed by academic peers, analysis of university results and inspection by various councils. There are annual inspections by the MCI to review the academic programmes and administration of the college. The last MCI inspection for both UG and PG seats was conducted in April 2014.
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,1tlt~Delti~ ~~I?dtAugust,2008,~.," "" .'" ,
No. DE-130·2007 - In<'~.i ·~·oftbe,;.pbw.,re conferred by Section 20 of the DentistsAct, 1948, the Dental Couneil. with ~'PI'eViOU8 approval of the Central Government.hereby ,makes the fOllOwing;!' " enta/cot:tections to the DCI's Revised MDSCourseRegulatIons, 2007:- ,
;5i{{,~·t;1. Short title' and COIlUll.' •.•• at-
';:·J;;.~0::{*I',~.:t~?These.R· ",a,'~y;"~;*~ed Dental Council of India Revised MDSCourse (' ,,'driierit),·ti~1ations. 2008. .
'Y<""I'f.:/',,;,lc.:,:->., _'. "..., .
They s~~e into force 'on the date of their publication in the OfficialGazette. ,";jrf,:;' .
':"'!')'CAD IC CTIVITIES', speclallty·wlae,cra4_"";,_.,., ..,;,,id MDa Course Reeutation, ~007, theon.:ii.··•• d.:.
.;~-,.::.ij\ .
• • "C1J:'1'l(at pag. 67 of the Regulations).
Written examination shall consist of four"~~stion papers each of three hours duration.Tota);"marks for each paper will be 100. Paperef1'fJ'"'l'hdIII shall consist of two long questions~~;nnng 20 marks each and 6 short essayqj'~stions each carrying 10 marks.
Written examination shall consist of fourq~estion papers each of three hours duration.1'otillmarks for each paper will be 1.Q. Paper I,lland III shall consist of two Jong questionsc~g '20 marks each and 5 short essayquestions canying 7 marks each.
ACAI)qi~(~.·:,iI. 55,61 .86)
Undej,'.:.fIe.dlng,
~,' ..'i;.",,, i,,'Work .•.• ~<p.g. Ro. 55) - after 3" Year- J'lfth•••,\c••
"~$'r\'{;W '" , .For - M~teiumce of;, work diaryfLog book as
ptescnDed RGtMS
Read- Maintenance of work diary/Log book' aspre8Cribed~y 'the concerned Univer~ity towhich the colleg~is affiliated.
Y.ar by Y•••. pl'Oln.mme(a~P8c. No. 61) - after m Y.u.
For - It is· desirable .•to enter General Surgical skillsand operativcprocedure that are observed,assisted orperfc)fInedin the Log Book in the
format as given by RGUHS in the revisedoMinance OO"erningMDSDegreecourse.
Read- It is desira1;>leto enter General Surgical skillsand operative, procedure that are observed,assisted otperformed in the l.og Book in theFormat as givt::~;bythe concerned University inthe revisedc:>rdinance Governing MDS Degreecourse.
DlnertatioD(atpac. No.8~) ,
For-( a)TheProtocol\f9rDissertation ,sho\l1d be811QmittedOi\9,rjbefore the end qf six monthsfrc)m:the da..~<,qf",~dmissionas per calendar ofevents to tbe~gistrar, ~iv Gandhi Universityof Health$¢iel1qe8, Karnataka, through properchannel. '
. .. . '. I .
Read-(a)The ProtoC91·.cor Dissertation should besubri:rittedoniorbeforethe end of,six mOnthsfrom,the date Of admission to the Regis6-ar of 'the concernef:1Vniversityto ~hich the coUegeisaffiliated as~tthe calendar of events notifiedbY.theUniversitYconcern~. '
For-(b)Thecompleteddiasertation should be submitted6nionths before the final eXamination as perca1end~ of~vent~to the Registrar (Evaluation),~jiv Gan<lp.i't1J:1iversityof, Health Sciences,Karnataka,'thrOUghproper channel. '
Read-,(b)Tile completeq "dissertation should besubmitted six months before the finalexamination~~per calendar of events to theRegistrar (lil"fil.\uation) of the Universityconcernedf()wpich the college is affiliatedthro~ pr()per¢hannel.
'/ IThe other contents remain unchanged. , /
, [ADVf-lWlV/ExtyJ98aOO8]
~·iGEN. (Retd.) Po N. AWASTHl, Seey.Principal Revl-.ed lIDS Co1ll'll. ...~tlou,,' 2~ .•• re pubH.h.d in PUt-OI, ''Section 4, Gazett. orlDdla, ~or4~, OD 21""~1Ii.b.1", 2007.
Printed by the Mlnl&er. 00Yt. of Iadia Prell. RinI .Road,' M~. New Dclbi-llOO64IIld Published by the Controller of PUblications. DCJIh~"UOO54.
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