UG- Ophthalmology

OPHTHALMOLOGY

i) GOAL:

The broad goal of the teaching of students in ophthalmology is to provide such

knowledge and skills to the students that shall enable him to practice as a clinical

and as a primary eye care physician and also to function effectively as a community

health leader to assist in the implementation of National Programme for the

prevention of blindness and rehabilitation of the visually

ii) OBJECTIVES

a. KNOWLEDGE

At the end of the course, the student should have knowledge of:

1. Common problems affecting the eye:

2. Principles of management of major ophthalmic emergencies

3. Main systemic diseases affecting the eye: Infections including Tuberculosis,

Leprosy, Sarcoidosis, Syphilis, Thyroid, Diabetes Mellitus, Leukemia, Anemia,

Skin disorders, collagen diseases, Brain tumors, Multiple Sclerosis.

Thrust areas include Cataract, Glaucoma, Corneal blindness, diabetic

retinopathy, HIV, hypertensive retinopathy and retinopathy or prematurity

4. Effects of local and systemic diseases on patient's vision and the necessary

action required to minimise the sequalae of such diseases;

5. Recent advances in ophthalmology, basic knowledge of

• Instumentation

• Etiopathogenesis

• Management

6. adverse drug reactions with special reference to ophthalmic manifestations;

7. magnitude of blindness in India and its main causes;

8. national programme of control of blindness and its implementation at

various levels

9. eye care education for prevention of eye problems

10. role of primary health centre in organization of screening camps

11. Organization of primary health care and the functioning of the ophthalmic

assistant.

12. integration of the national programme for control of blindness with the

other national health programmes;

13. eye bank organization

b. SKILLS:

At the end of the course, the student should be able to:

1. Elicit a history pertinent to general health and ocular status;

2. Able to perform the procedures such as visual acuity testing, examination

of eye, Schiotz tonometry, Staining for Corneal ulcer, confrontation

perimetry, Subjective refraction including correction of presbyopia and

aphakia, direct ophthalmoscopy and conjunctival smear examination and

Cover test.

3. Diagnose and treat common problems affecting the eye; and refer in time for

further management.

4. interpret ophthalmic signs in relation to common systemic disorders;

5. assist/observe therapeutic procedures such as subconjunctival

injection, Corneal/Conjunctival foreign body removal, Nasolacrimal duct

syringing and tarsorraphy;

6. provide first aid in major ophthalmic emergencies;

7. assist to organise community surveys for visual check up;

8. assist to organise primary eye care service through primary health centres;

9. use effective means of communication with the public and individual to

motivate for surgery in cataract and for eye donation;

10. Establish rapport with his seniors, colleagues and paramedical workers, so as

to effectively function as a member of the eye care team.

c. INTEGRATION

The undergraduate training in Ophthalmology will provide an integrated approach

towards other disciplines especially Internal Medicine, Neurosciences, ENT (Otorhino-

laryngology), Paediatrics, General Surgery.

(vi) OPHTHALMOLOGY

An intern shall acquire following skills:-

1. He /she shall be able to diagnose and have knowledge of management of

common ophthalmological conditions such as:-

Trauma, Acute conjunctivitis, allergic conjunctivitis, xerosis, entropion, corneal

ulcer, iridocyclitis, myopia, hypermetropia, cataract, glaucoma, ocular injury and

sudden loss of vision.

2. He shall be able to carry out assessment of refractive errors and advise its

correction;

3. He have knowledge to diagnose ocular changes in common systemic disorders;

4. He/she shall be able to perform investigative procedures such as:-

Tonometry, syringing, direct ophthalmoscopy, subjective refraction and

fluorescein staining of cornea.

5. He/she shall have carried out or assisted the following procedures:-

1. Subconjunctival injection;

2. Ocular bandaging;

3. Removal of concretions;

4. Epilation;

5. Superficial corneal foreign body removal with spud;

6. Suturing conjunctival tears;

7. Enucleation of eye;

8. Emergencies involving eye and adenexa;

He/she shall have knowledge on available methods for rehabilitation of the blind.

CURRICULLUM OF ENT (U.G)

OBJECTIVES:

1. To enable the student to familiarize himself with the common problems related to the subject of

ENT.

2. To enable the student to be competent to evaluate the symptoms, analyze the findings, diagnose

the malady and suggest and implement the treatment modalities to treat the common ENT

conditions.

3. To make the student aware of emergency life saving procedure commonly seen in ENT practice.

4. To make the student aware of the program on prevention of deafness and have knowledge of

methods for screening for early detection of hearing loss.

5. To make learning of the subject of ENT through evoking the curiosity and generate a habit of self

learning which may be utilised to make the learning habit a dynamic one.

6. To enhance the attitude, communication skills, adapt to changing trends in education, learning

method and evolve new diagnostic and therapeutic technique in the subject of ENT.

7. To make the student understand the rational use of pharmaco-therapeutic agents used in treating

ENT diseases and have the knowledge of the common side effects and interactions of commonly

used drugs.

COURSE CONTENT 1. KNOWLEDGE:

TOPIC MUST KNOW

DESIRABLE TO KNOW

• History taking in relation to common complaints encountered in ENT • Examination of Ear, Nose, Oral cavity, Oropharynx, Larynx, Neck • Causes of pain in the Ear • Causes of Ear discharge • Wax • Otomycosis • Otitis externa • ASOM • Otitis Media with Effusion • CSOM- Safe • CSOM- Unsafe • Complication of CSOM • Causes of Hearing Loss • Diagnosis of Hearing Loss • Types of Hearing Loss • Tests for Hearing • Tests for Malingering • Sudden SNHL • Noise induced Hearing Loss • Causes of Facial Nerve Palsy • Bells Palsy • Traumatic lesions of Facial Nerve • Electro-diagnostic tests for Facial Nerve • Causes of Vertigo • Difference between Central and Peripheral vertigo • Otosclerosis • Mennier’s Disease • Acoustic Neuromas • Tumours of Middle Ear and Mastoid • Tinnitus • Basics of Hearing Aid & Cochlear Implant • National Programme for Prevention of Deafness • DNS • Nasal Polyps • Causes of Nasal Discharge • Allergic Rhinitis • Vasomotor Rhinitis

• Acute & Chronic Rhinitis

• Epistaxis: Causes and Management

• Nasopharyngeal Angiofibroma

• Acute & Chronic sinusitis

• Carcinoma of Maxilla

• Neoplasm of Sinuses (other than Maxilla)

• Carcinoma of Nasopharynx

• Diseases of the Salivary Gland

• Ludwigs Angina

• Causes of Dysphagia

• Oral Submucous Fibrosis

• Acute & Chronic Tonsillitis

• Adenoids

• Acute & Chronic Abscesses in relation to Pharynx

• Causes of Hoarseness

• Diagnosis of Voice Disorder

• Acute & Chronic Laryngitis

• Benign lesion of Vocal Cord

• Malignancy of the Larynx & Hypopharynx

• Causes of Stridor

• Laryngeal Paralyses

• Foreign bodies in the Air &Food passage

• Perforation of Oesophagus

• Corrosive burns of Oesophagus

• Motility disorder of Oesophagus

• Emergency Management of Airway

• HIV manifestations in ENT

• Common X-rays / CT scan in ENT

• Instruments used for routine ENT surgery

• Basic principles of surgeries of ENT

• Trauma to the Face and Neck

2. SKILLS:

PROCEDURE PERF. INDEP.

UNDER GUID.

ASSIST. OBS.

The student should be adapt at the: • Skill of using head mirror and know how to

focus light

• Skill of using the different instruments in the ENT OPD as diagnostic tools eg. Tongue depressor, nasal speculum, ear probe, laryngeal mirror, posterior rhinoscopy mirror, ear speculum, tuning fork etc.

• Skill of holding and using the otoscope, to be able to visualize the ear drum and its mobility. The student should be able to distinguish a healthy and unhealthy eardrum, a safe and unsafe ear disease.

• Skill of doing the various tuning fork tests viz. Rinne’s, Weber’s and Absolute Bone Conduction Tests.

• Skill to identify and palpate the anatomical landmarks in ENT.

• Skill to examine the Ear, Nose, Throat and neck.

• Skill to clean the Ear

• Skill of doing ear syringing for wax removal

• Skill of performing routine OPD procedures used for diagnostic and therapeutic methods

• Skill to distinguish the types of hearing loss by learning the analysis of the tuning fork tests, & Audiogram- Pure Tone and Impedence.

• Skill of performance of manoeuvre like Valsalva’s etc.

• Skill of testing the functions of various cranial nerves.

• Skill to perform common vestibular function like spontaneous Nystagmus, Fistula test, positional nystagmus test, Rhomberg test

• Skill for doing the tests for nasal patency

• Skill to be able to perform manoeuvres to maintain and establish airway in the case of emergency.

• Skill to suction a Tracheostomy

• Perform indirect Laryngoscopy and Posterior Rhinoscopy examination.

• Remove foreign bodies from ear and nose

• To perform mastoid dressing

• Perform anterior nasal packing

• Tracheostomy

• Septoplasty

• Tonsillectomy and adenoidectomy

• Myringoplasty

• Myringotomy

• Mastoidectomies- various types

• Oesophagoscopy

• Bronchoscopy

• Basics of Endoscopic Sinus Surgery

• Pure Tone Audiometery

3. GENERAL AREAS TO BE DEVELOPED:

• Communication skills • Analytical and interpretational skills • Access of information • Management of sequelae, long term follow issues • Supportive care • Self help group leadership • Future technology and advances update. • Spoken language in vernacular

These general areas may be address to, in an integrated manner as a part of institutional development thrust areas.

ASSESSMENT METHOD Knowledge:

• Theory papers • Essay type question • Viva-voce

Skills:

• Clinical Case presentation / Methods of Examination • Practical demonstration of techniques

TEACHING LEARNING METHODS- SUGGESTIONS Facilitation of teaching learning methods

• Teaching modules may be developed with an aim of involving the students in the learning process.

• It is suggestive to follow a Symptom- Diagnosis-Management protocol algorithm with adequate space for incorporating the advances in the field.

• For teaching purposes, algorithms may be developed. These could be different for different levels i.e. primary, secondary and tertiary care.

• Once this aspect has been addressed, a diagnosis can reached and this knowledge can be applied in routine clinical practice.

• The formative evaluation should be done by using structured and objective methods while the summative evaluation should be done by a competency based evaluation which should evaluate the subject knowledge, professional competence, skill demonstration, communicational skills and his attitude to new learning skills using the conventional method of evaluation as well as objective structured clinical examination.

• Development of video films to demonstrate the art of history elicitation and examination methods. This will include the history taking as a proffered history and elucidated history.

• The student should be able to take a history in the correct method as demonstrated. This can facilitated by simulating history taking practised on colleagues.

• The examination method could be demonstrated to the large batches by video films. The use of videoendoscopy, otoendoscopy and stroboscopy along with CCTV projection can be encouraged to facilitate teaching large batches which are posted in the departments like ENT since the need to have proper light and limited visual access to the findings presents a problem. The teaching models may be procured and used to demonstrate the findings.

• A skill lab may be developed in the institution. Laryngoscopy, intubations, method of approaching and removing the common foreign bodies in the ear and the nose, skill of performing tracheostomy, anterior and posterior nasal packing, technique of mastoid dressing should be demonstrated.

• The causes of these symptoms should be discussed with the students. A group of students may then be asked to discuss about the various diseases that can lead to the given problem, their specific etiologies, symptoms, signs and treatment.

Hence the classes can be a combination of didactic lectures taken by the teachers on the approach to a problem. The discussion on the various diseases can either be in the form of a lecture by the faculty or in the form of symposia presentation by the students, which will be moderated by the teachers. The end result should be the ability on the part of the student to identify the organ involved, the probable aetiology and an idea of any impending complication and the knowledge of how to manage the problem. The stress of the T-L method should be on developing a symptom based approach, in order to inculcate the habit of relevant history taking, thorough and proper examination as well as stimulation of analytical skills in the student, so that he is able to think of the causes of a particular problem in the patient and follow the correct approach toward the diagnosis, treatment and referral. In order to promote this approach, a modification of the problem based approach may be followed. The suggested structure in ENT is as follows: The curriculum of ENT may be divided into 4 major parts dealing with the 4 subdivisions of the subject, i.e.

1. Ear 2. Nose 3. Throat 4. Head & Neck

Each part could be further subdivided into the various common problem associated with that part. The causes of the same may then be classified:

1. Ear: a. Ear Discharge b. Pain in Ear c. Hearing loss d. Facial Paralysis e. Vertigo f. Tinnitus

2. Nose: a. Nasal obstruction b. Nasal discharge c. Epistaxis d. Mass in the nose e. Headache

3. Throat: a. Sore throat b. Hoarseness c. Dysphagia d. Stridor/ dyspnoea

4. Head & Neck: a. Neck swelling & sinus b. Foreign bodies in the aero-digestive tract c. Neck trauma d. Emergency airway & its management

Each symptom could then be dealt with based on the causes that can be classified, for e.g. a. Ear Discharge:

1. Recent origin 2. Longstanding 3. Purulent 4. Watery 5. Bloodstained

The causes of these symptoms should be discussed with the student. A group of students should then be asked to discuss about the various diseases that can lead to the give problem, their specific etiologies, symptoms, signs and treatment. Hence the classes can be a combination of didactic lectures taken by the teachers on the approach to a problem. The discussion on the various diseases can either be in the form of a lecture by the faculty or in the form of symposia presentation by the students, which will be moderated by the teacher.

COMMUNITY MEDICINE Learning Objectives:

After completion of training, the MBBS student must be:

1. Aware of the physical, social, psychological, economic, and environmental health

determinants of health and disease. 2. Able to think epidemiologically, diagnose totally, treat comprehensively and be able to

function as community and first contact physician. 3. Able to apply the clinical skills to recognize and manage common health problems including

their physical, emotional mental and social aspects at the individual, family and community levels and deal with public health emergencies.

4. Able to identify, prioritize and manage the health problems of the community after making community diagnosis.

5. Able to perform as an effective leader of health team at primary care level, in planning, supervising & monitoring the services of health professionals in health team.

To achieve this, the student should:

a. Inculcate values like compassion, empathy to poor, rational and ethical practice, to ensure quality professional practice.

b. Understand the principles of prevention and control of communicable and non-communicable diseases.

c. Participate actively in epidemiological studies to identify and prioritize health problems of the community. Collect data, analyze, interpret, and apply relevant statistical tests, to make a report.

d. Participate actively in health care service for special groups like mothers, infants, under five children, school children, adolescents and elderly of rural, tribal and urban slum dwellers.

e. Participate actively in investigation of outbreaks/epidemics of various diseases and other public health emergencies.

f. Participate actively in implementation of National Health Programmes. g. Learn and practice principles of behavioural change communication, supervision,

leadership, resource management, health information management, community participation and coordination, administrative functions etc.

h. Continuously upgrade his knowledge, attitude and skills in the subject.

These objectives would be with reference to knowledge, attitude and skills.

Course Contents I. CONCEPTS OF HEALTH AND DISEASE

Course Contents Must Know

Desirable to know

1. Definition, concepts & evolution (history) of Public Health.

2. Definition of health, holistic concepts of health including concept of spiritual health, appreciation of health as a relative concept, dimensions & determinants of health.

3. Characteristics of agent, host and environmental factors in health and disease and the multi factorial etiology of disease.

4. Understanding the concept of prevention & control of disease.

5. Understanding the natural history of disease and application of interventions at various levels of prevention.

6. Introduction to various health indicators. 7. Health profile of India- already in chapter XIV.

II. SOCIAL AND BEHAVIOURAL SCIENCES

1. Concept of Sociology & Behavioral Science, Clinico-socio-cultural and demographic evaluation of the individual, family and community.

2. Assessment of barriers to good health and health seeking behaviour.

3. Role of family in health and disease 4. Socio-cultural factors related to health and disease in

the context of urban and rural societies. 5. Assessment of Socioeconomic status, effect of health

& illness on socioeconomic status 6. Doctor-patient relationship. 7. Social psychology, Community behaviour and

community relationship, Hospital Sociology psychology

8. Social Security 9. Impact of urbanization on health and disease- will be

covered in chapter XIII.

III. ENVIRONMENT AND HEALTH

1. Water: Concepts of safe and wholesome water, sanitary sources of water, waterborne diseases, water purification process. water quality standards.

2. Physical, chemical & bacteriological standards of drinking water quality and tests for assessing bacteriological quality of water.

3. Health hazards of air, water, noise, radiation pollution.

4. Concepts of water conservation, rainwater harvesting & Global warming.

5. Concepts of solid waste, human excreta and sewage disposal.

6. Awareness of standards of housing and the effect of housing on health. 8. Role of vectors in the causation of diseases. 9. Identifying features of vectors and their control

measures. 10. Life cycles of vectors and advantages and limitations

of various vector control measures. 11. Mode of action, application cycle of commonly used

insecticides and rodenticides.

shifted

shifted

IV. HEALTH PROMOTION AND EDUCATION / COMMUNICATION FOR BEHAVIOURAL CHANGE (INFORMATION, EDUCATION, COMMUNICATION)

a. Understand the concepts of Health promotion and Education, IEC, Behavioural change communication, Counseling.

b. Principles & methods of health promotion and education.

c. Barriers to effective communication and methods to overcome them.

d. Various methods of health education with their advantages and limitations.

e. Organizing health promotion and education activities at individual, family and community settings.

f. Evaluation of health promotion and education programme.

V. NUTRITION

1. Common sources of various nutrients and special nutritional requirements according to age, sex, activity, physiological conditions.

2. Nutritional assessment of individual, families and the community by using appropriate method such as: anthropometrics, clinical examination etc.

3. Plan and recommend a suitable diet for the individuals and families as per local availability of foods and economic status, etc.

4. Common nutrition related health disorders (like protein energy malnutrition, obesity, vitamin A deficiency, anemia, iodine deficiency, fluorosis, food toxin diseases) and their control and management.

5. Food fortification, additives and adulteration, food hygiene

6. Social and cultural factors in nutrition and health 7. Important National Nutritional Programmes. 8. National Nutrition policy 9. Nutritional surveillance, education and rehabilitation.

VI. OCCUPATIONAL HEALTH

1. Relate the history of symptoms with specific occupations including agricultural related occupation.

2. Employees State Insurance Act. scheme. 3. Specific occupational health hazards, their risk

factors and its preventive measures. 4. Concepts of ergonomics 5. Diagnostic criteria of various occupational related

diseases. 6. Other legislations related to occupational health.

shifted

VII. BIO-STATISTICS

a. Collection, classification, analysis, interpretation and presentation of statistical data.

b. Application of statistical methods in various study designs.

c. Common sampling techniques, simple statistical methods, frequency distribution, measures of central tendency and dispersion.

d. Applying common tests of significance in various study designs

e. Use of life tables.

shifted

VIII. BASIC EPIDEMIOLOGY

1. Epidemiology: definition, concepts, uses and its role in health and disease.

2. Use of basic epidemiological tools to make a community diagnosis of the health situation, in orders to formulate appropriate intervention measures.

3. Definition of the terms used in describing disease transmission and control.

4. Modes of transmission and measures for prevention and control of communicable and non-communicable diseases.

5. General principles of prevention and control of communicable, non communicable diseases and other health conditions of public health importance.

6. Principal sources of epidemiological data. 7. Definition, calculation and interpretation of morbidity

and mortality indicators 8. Screening of health related attributes & diseases.

Need, uses and evaluation of screening tests. 9. Investigation of an epidemic of communicable

disease and to understand the principals of control measures.

10. Epidemiological study designs & Research Methodologies.

11. Concept of association, causation and biases. 12. Application of computers in epidemiology.

IX. EPIDEMIOLOGY OF SPECIFIC DISEASES: COMMUNICABLE & NON-COMMUNICABLE

Communicable and non-communicable diseases of public health importance, relevant to the region, for which National Disease Control/ Eradication Programmes have been formulated.

Communicable Diseases:

Intestinal infections: Poliomyelitis,* viral hepatitis,* Diarrhoea,* Cholera,* Helminthiasis,* Typhoid*, Amoebiasis & Giardiasis,* Food Poisoning.* Respiratory infections: Acute Respiratory infections*, Measles*, Diphtheria*, Whooping cough*, Tuberculosis*, SARS**, Influenza**, Meningococal Meningitis**, Mumps**. Vector – borne infections: Malaria*, Filaria*, Kala Azar*, Dengue*, Yellow Fever**, Chickengunya fever**. Surface Infections: Sexually Transmitted Diseases*, HIV & AIDS*, Tetanus*, Leprosy*, Scabies*, Pediculosis*. Zoonosis: Rabies, Japanese encephalitis*, Plague*, Kyasanur Forest Disease**, Leptospirosis**, Anthrax**. Hospital acquired infection**

Non-communicable and lifestyle diseases:

Coronary heart disease, Hypertension, Stroke, Rheumatic heart disease, Cancers, Obesity, Diabetes, Blindness, Injury and Accidents.

New emerging diseases: (* Must Know, **Desirable to Know)

1. Extent of problem, epidemiology and natural history of disease 2. Public health importance of particular disease in local

area 3. Influence of social, cultural and ecological factors on

the epidemiology of particular disease. 4. Diagnosing disease by clinical methods, using essential

laboratory techniques at primary care level. 5. Treatment of a case, as per National Programme

guidelines, and also follow up of case. 6. National Health Programme for particular disease. 7. Understand the principles of measures to control a

disease epidemic. 8. Principles of planning, implementing and evaluating

control measures for disease at community level bearing in mind the public health importance of the disease.

9. Training of health workers in disease surveillance, control and treatment, health education

10. Management information system in particular disease.

11. Prevention & Control of new emerging diseases and life style related health problems

12. International Classification of Disease (ICD)

shifted

X. DEMOGRAPHY AND VITAL STATISTICS

1. Concepts of Demography, Demographic cycle, Vital statistics.

2. Definition, calculation and interpretation of demographic indices like birth rate, death rate, fertility rates.

3. Declining sex ratio and its social implication. 4. Population explosion, population dynamics of India. 5. Population control measures. 6. National Population Policy. 7. Sources of vital statistics like census, SRS, NFHS, NSSO etc

XI. REPRODUCTIVE AND CHILD HEALTH

1. Current status of Reproductive and Child Health. 2. Screening of high risk groups and common health

problems. 3. Local customs and practices during pregnancy, childbirth

and lactation, child feeding practices. 4. Organization, implementation and evaluation of

Reproductive child health (RCH) components, including child survival and safe motherhood (CSSM), Universal Immunization Programme (UIP), Integrated Child Development Services Scheme (ICDS), Integrated Management of Neonatal and Childhood Illness (IMNCI), Janani Suraksha Yojna (JSY) & Accredited Social Health Activist (ASHA) under National Rural Health Mission (NRHM) and other existing Programmes.

5. Various family planning methods, their advantages and shortcomings.

6. Medical Termination of Pregnancy and Act (MTP Act) & Pre-Natal Diagnostic Test Act (PNDT Act).

7. Adolescent health. 8. Handicapped child. 9. Gender issues and Women empowerment 10. Organizations, technical and operational aspects of the

National Family Welfare Programme. 11. Genetics & Health

XII. SCHOOL HEALTH

1. Objectives and components of School Health Programme. 2. Activities of the programme : a. Periodic medical examination of the children and the

teachers. b. Immunization of the children in the school. c. Health promotion and education. d. Mid-day meals.

XIII. URBAN HEALTH

1. Common health problems (Medical, Social, Environmental, Economical, Psychological) due to urbanization. of urban slum dwellers.

2. Organization of health services for and in urban slums. 3. National policy on urban health

XIV. HEALTH CARE SYSTEM IN INDIA

1. Concepts of Primary Health Care and Comprehensive Health Care.

2. Health profile of India 3. Health care Delivery System in India and infrastructure

at peripheral, primary, secondary and tertiary care level 4. Job responsibilities of different category of workers in

health system 5. Voluntary Health agencies working in India

Shifted

XV. HEALTH PLANNING, MANAGEMENT AND ADMINISTRATION

1 Concepts of Planning, Management, Public Health Administration.

2 Components of planning a health activity. 3 Classification and understanding of various Qualitative

and Quantitative Health Management techniques. 4 Overview of administration at village, block, district, state

and central level in India 5 Integrated Disease Surveillance Project (IDSP) 6 Health related Millennium Development Goals 7 National Health Policy & National Rural Health Mission

(NRHM) 8 Concepts of Health Economics in health planning and

management. 9 Concepts, scope and methods of Health Audit.

10 Role of Planning Commission and five year plans in development of health sector in India

11 Various health committees of Government of India and their important recommendations.

XVI. DISASTER MANAGEMENT 1. Principles of disaster preparedness and application of these in disaster management 2. Bio-terrorism

XVII. PUBLIC HEALTH LEGISLATIONS

1. Birth and Death registration act, PFA , MTP, CPA, PNDT Child labor act, Human organ act

2. Other public health legislations

XVIII INTERNATIONAL HEALTH

1. Role of various multilateral, bilateral international health organizations like WHO, UNICEF etc.

2. Organizational structure of these organizations 3. International Health Regulation (IHR)

shifted

XIX. BIO-MEDICAL WASTE AND ITS DISPOSAL

1. Classification/ Category, sources, health hazards and treatment of Bio-Medical Waste

2. Application of these principles in different setting of health care delivery system

XX. HEALTH CARE OF ELDERLY

1. Size of elderly population, their common health problems and justification of their special care

2. Screening procedures for early detection of various diseases and disabilities of elderly.

3. Comprehensive health care aspects of elderly 4. National policy for care of elderly

shifted

XXI. MENTAL HEALTH

1. Importance of mental health care in primary care settings.

2. Comprehensive mental health care at primary care settings.

Shifted shifted

SKILLS

Skills Able to do

independently Able to perform under

guidance

Assist Observe

General Skills. The student should be able to: 1. Elicit Clinico-social history. Describe

agent, host and environmental factors determining health and disease.

2. Identify, prioritize and manage common health problems of community.

3. Apply elementary principles of epidemiology in carrying out simple epidemiological studies.

4. Work as a team member in rendering health care.

5. Carry out health promotion and education effectively in the community.

Skills in relation to specific topics 1. Communication: • Should be well versed with the art of

interviewing techniques to elicit the desired information & with art of counseling to counsel.

• The student should be able to communicate effectively with family members at home, patients at clinics or at home; and community.

• Individuals, family or a group for health promotion and education, and also with peers.

2. Team activity: • Work as an effective member of the

team; in planning and carrying out field work like school health, conduct health camps etc.

3. Environmental sanitation: • Able to assess environmental risk

factors and suggest action plan.

+

+

+

+

+

+

+

+

+

+

• Able to collect water and stool samples for microbiological analysis.

• Able to identify insects of public health importance, able to use effective insecticides.

4. Communicable and Non-communicable disease

• Eliciting Clinico-social history and examining the patient for diagnosis and treatment.

• Assessing the severity and/or classifying dehydration in diarrhea, upper respiratory tract infection, dog bite, leprosy, classify tuberculosis (Categorization) and STD.

• Fixing, staining and examining peripheral smear for malaria, sputum for AFB, Hemoglobin estimation, urine and stool examination.

• Adequate and appropriate treatment and follow up of public health diseases and of locally endemic diseases.

• Advice regarding prevention and prophylaxis against common and locally endemic diseases.

• Use of proper screening methods in early diagnosis of certain diseases, applicable at primary care level.

• Able to detect outbreak in early stage, spot mapping, investigation of outbreak, notification of notifiable diseases.

• Surveillance skills development, calculating various health indicators and their interpretations.

5. Reproductive and Child Health: • Antenatal- examination of women,

application of at-risk approach in antenatal care.

• Intranatal care- conducting a normal delivery, referral indications.

• Postnatal- assessment of newborn and mother, promotion of breast feeding, advice on weaning and on family planning.

• Immunization- able to immunize the eligible using desired routes, for providing vaccines.

• Contraception- able to advice appropriate contraceptive method.

• Able to insert any Intra Uterine Device (IUD)

6. Statistics:

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

• Able to draw sample using simple sampling techniques.

• Apply appropriate test of significance. • Calculation of various health indicators

and presentation of data. 7. Nutrition: • Conduct complete nutritional

assessment of individual using clinical, anthropometric and diet survey tools.

• Ability to use and interpret road to health card.

• Advice appropriate balance diet and suggest any dietary modification

• Nutritional promotion and education to specific groups and related to specific nutritional diseases.

8. Occupation Health: • Screening of workers fro any

occupation related health problem. 9. Managerial skills: • Able to make community diagnosis and

take remedial measure for improving health of community.

• Organize antenatal, under five clinics, health education camps.

• Ability to manage Health Management Information System, including maintenance of health records at primary care level.

• Able to show effective leadership, supervision skill not only at primary care level but also in inter-sectoral coordination.

• Ability to manage money, material and manpower at primary care level.

• Ability to do cost benefit and cost effective analysis as per primary care needs.

• Community participation and cooperation skills

10. Basic Laboratory investigation at primary care level

• Hemoglobin estimation • Urine examination for normal and

abnormal constituents. • Thick and thin blood smear for malaria

parasite examination • Peripheral smear for type of anemia • Acid fast staining • Hanging drop examination of stool

sample. • Estimation of Chlorine demand and

Residual chlorine.

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

• Identification of life cycle stages of various insects of public health importance

11. Minor surgical procedures at primary care level

• All types of injection techniques • Common wound dressings • Incision and drainage of abscess under

local anesthesia • Stitching of clean lacerated wounds 12. First Aid, initiation of emergency

care, Triage and referral 13. Transportation of injured and

seriously ill patient from site of first contact. community.

+

+

+

+

+

+

+

Field Visits for Undergraduate medical students:

1. Family Health Advisory Services* 2. Clinico-Social case review* 3. Sub centre, Primary Health Center and Community Health Center/ District Hospital 4. Anganwadi Centre 5. Water, sewage treatment & waste management plant 6. Industry visit 7. Infectious Disease Hospital 8. DOTS Center 9. Malaria Clinic 10. School Health. 11. Milk/ Dairy board, 12. Voluntary Counseling & Testing Center (VCTC) 13. Old Age Home, 14. Rehabilitation Center

*Both these visits are part of community/family orientation posting, as a compulsory community medicine posting. Family and hospital visits are for development of various skills in community and hospital settings

METHOD OF ASSESSMENT:

• Modified essay question, • Short answer questions • MCQs • Problem solving exercises • OSCE, OSPE, OSLER • Epidemiological Exercise, • Records Review. • Checklist, • Research Project reports & • Oral Viva Voce

TEACHING LEARNING METHODS:

• Structured interactive sessions • Small group discussion • Focused group discussion (FGD)

• Participatory learning appraisal (PLA) • Family and community visits • Institutional visits • Practical including demonstrations • Problem based exercises • Video clips • Written case scenario • Self learning tools • Interactive learning • e-modules

TIME OF EVALUATION:

Examination of Community Medicine should be at the end of 7th 9th semester and formative and summative assessment during internship so that we have a basic doctor competent to provide primary care.

LEARNING RESOURCE MATERIALS

• Text books • Reference books • Practical note books • Internet resources • Video films etc.

SUGGESTED TOPICS FOR LEARNING THROUGH e-MODULES

1. History of Medicine and Public Health 2. Environmental health 3. Nutrition (Except public health nutritional program) 4. Epidemiological methods 5. Screening 6. Planning cycle 7. Health Management techniques 8. Entomology 9. Biostatistics 10. Demography 11. Disaster management 12. Bio-medic al waste management 13. International health 14. National health organizations

TOPICS FOR INTEGRATED TEACHING WITH DEPARTMENT OF COMMUNITY MEDICINE AS PARTICIPANT

1. Nutrition 2. Iron deficiency anemia 3. Communicable diseases with National Health programme like a. HIV/AIDS b. Tuberculosis c. Malaria

d. Polio e. Diarrhoeal diseases f. Leprosy g. Zoonotic diseases 4. Lifestyle related diseases with preventive aspects like a. Diabetes b. Hypertension c. Stroke d. Obesity e. Cancers 5. Jaundice 6. Alcoholism 7. Death and Dying 8. Geriatric medicine 9. Adolescent Health 10. Rational drug use 11. Contraception 12. Industrial health 13. Ethical issues

TOPICWISE MARKS DISTRIBUTION IN COMMUNITY MEDICINE

PAPER-I

TOPIC MARKS ALLOTED Concept of Community Medicine 5 Sociology 5 Environment including entomology 10 Biomedical waste Occupational Health Nutrition 10 Basic Epidemiology 10 Health Promotion and Education 10 Demography and Biostatistics 10 TOTAL 60

PAPER-II Communicable and non communicable disease epidemiology 25 RCH & NRHM 10 Health planning, Management, Financing 5 Health care delivery system, Urban Health 10

Disaster management 10 Health legislation Care of elderly Mental Health International Health TOTAL 60 EACH PAPER SHOULD HAVE:

A. Structured essay one question 10 marks B. Remaining structured short essay question 50 divided marks C. Around 50% problem based competency testing (cognitive domain) in theory question

paper D. Each paper shall be of 90 minutes duration

DISTRIBUTION OF MARKS TOTAL MARKS: 300

THEORY 150 Two papers (60 x 2) 120 Internal assessment (20%) 30 PRACTICAL 150 Internal assessment (20%) 30 Viva 20 OSCE (10 X 5) 50 OSPE (5X5) 25 Exercise 15 Family folder/ Project 10 Recommended Books In Community Medicine:

1. Textbook of Preventive and Social Medicine by K Park 19th edition 2. Textbook of Preventive and Social Medicine by Gupta & Ghai 3. Textbook of Preventive and Social Medicine by Gupta & Mahajan 4. Essentials of Community Medicine by Suresh Chandra 5. Introduction to Biostatistics by Sathya Swaroop 6. National Health Programme by Jugal Kishore 7. National Health Programme by D K Taneja 8. Textbook of Preventive & Social Medicine by Sunder Lal, Adarsh, Pankaj. 9. Textbook of Preventive & Social Medicine by T. Bhaskar Rao. 10. Public Health & Preventive Medicine By J. M. Last. 11. Biostatics by A. Indrayan 12. Methods in Biostatics by B.K.Mahajan

EVALUATION:

1. MANY COLLEGES SUGGESTED EVALUATION IN COMMUNITY MEDICINE TO BE DONE AT THE END OF 9TH SEMESTER, WITH OTHER MAJOR CLINICAL SUBJECTS.

2. SUGGESTION RECEIVED FOR TWO PAPERS, AS WAS EARLIER, KEEPING IN MIND VASTENESS & NEED OF THIS SUBJECT.

3. TOTAL MARKS SUGGESTED VARIED FROM 200 TO 400, WITH ALMOST EQUAL DISTRIBUTION OF THEORY & PRACTICAL.

COMMUNITY MEDICINEI. CONCEPTS OF HEALTH AND DISEASECourse ContentsII. SOCIAL AND BEHAVIOURAL SCIENCES V. NUTRITION

XV. HEALTH PLANNING, MANAGEMENT AND ADMINISTRATIONSKILLS Short answer questions