Medical Council of India


Undergraduate Education Working Group 2010




Medical Council Of India


Quality Improvement

Capacity Building

(Performance based)

Curriculum Reformation - Restructure & Optimize - Vertical & Horizontal integration - Flexible : expanding learning opportunities - Skill development Quality Accreditation GrGrants and funding - Cuboids and - Conical shapes  Ideas of rolling and sliding
Faculty Development Programme Define Career path Inter disciplinary appointments Dual /Adjunct Appointments Tapping consultant Pool who have left Govt. service - Retired Teachers - Increasing the age of Superannuation - New Pool from Young Teachers from proposed new PG Course
100 80 60 40 20 0

1. Increasing Training capacity of doctors
Adopting District hospitals into Medical Colleges


Increasing Seats in existing medical colleges

Faculty Incentives Financial Grants and funding Grants and funding

Public Private Partnerships for hospitals

New Medical setups

Govt. colleges and Govt. hospitals

New Hospitals & New colleges

2. Medical Teachers

East West North

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Equitable Distribution of Doctors in Urban-Rural Areas IMPROVING QUALITY OF MEDICAL CARE FOR PATIENTS 3 .Sufficient Number of Doctors .Improved Doctor: Patient Ratio .EXPECTED OUTCOMES Short Term Middle Term Long Term Improved and Revised Curriculum Improved Quality of Existing Colleges Sufficient Number of Trained Teachers Motivating Career Pathways for Students and Teachers Improved Health Parameters Detailed Capacity Building Plan Improved Health Care Faculty Development Programmes in Place .Improved Medical Education .

The burden of diseases in India is still large. To evolve a roadmap for the direction of medical education in India in alignment with national needs. to work on parallel tracks for immediate solutions and long term improvement in a steady. the same is not true for new methods and strategies in medical education. India has the highest number of medical colleges in the world. 3. There is a need to create systems and standards that establish and promote state-of-the-art medical education. national statistics reveal wide disparities between different states as also rural/urban areas with regard to access to basic medical services and quality health care. though recent advances in medicine have been understood and adopted by medical and other health science institutions. Curricular reform to systematically address the issues and develop strategies to strengthen the medical education and health care system is a logical next step. both generalist and specialist. and deficiencies in the quality of medical education. In the light of deteriorating medical education standards in the country.Medical Council of India Curricular reform in Undergraduate Medical Education INTRODUCTION The Government of India recognises Health for All as a national goal and expects medical training to produce capable "Physicians of First Contact" towards meeting this goal. To evolve a broad policy regarding the emphasis. 4. To address the above challenges. the Board of Governors.. The globalization of education and health care and India’s potential as destination for education and quality health care has brought the issue into sharper focus. so that Indian medical graduates from all institutions are comparable to the best from anywhere in the world. duration and curricular changes that could be adopted as future strategies to make medical education in India comparable to global standards. Even though there has been some improvement. phased manner. This unprecedented growth has occurred in the past two decades in response to increasing health needs of the country. However. The most significant challenge for regulatory bodies has been to balance the need for more medical colleges with the maintenance of quality standards. To evolves strategies and futuristic plans so that medical education in India is innovative and is able prepare undergraduates to be able to perform in the changing scenario of medical science. There is an urgent need to build capacity in this area. inequitable distribution of manpower and resources. These are attributed to physician shortage. Additionally. Medical Council of India constituted the undergraduate and postgraduate working groups in July 2010 to develop a Vision 2015 in alignment with the following mandate. 2. 4 . 1. the Indian health care and medical education is facing systems and standards challenges.

5 . Ansari Nagar. New Delhi 110 002. Professor. Chander Mohan. Kempegowda Institute of Medical Sciences. Professor & Head. Nilima Kshirsagar. Director. Sudha Salhan. BLK Memorial Hospital. Vellore. Army Hospital (Research and Referral) New Delhi. New Delhi . Department of Surgery. Department of Interventional Radiology. Bangalore. 6. Professor & Head. Vice Principal and Professor and Head. Prof. 8. of Radiodiagnosis. Brig. Dr. Prof. Pusa Road. 5. Department of Anatomy. Payal Bansal.110005. All India Institute of Medical Sciences. Christian Medical College.M. Prof. Dindori Road. Department of Obstetrics & Gynaecology. 7. Department of ObGyn.MCI Undergraduate Education Working Group 2010 MEMBERS 1. Prof. Nashik 3. Dept. Sandeep Guleria. Kaul. Prof. Bahadurshah Zafar Marg. J. Maharashtra University of Health Sciences. Senior Consultant and Head. Associate Professor and Incharge.Vasantha Kumar. Banashankari II Stage. Department of Medical Education & Technology. George Mathew. Maulana Azad Medical College. S. 2. New Delhi 110 029. Pune 411 027. Convenor . Vardhman Mahavir Medical College & Safdarjung Hospital. New Delhi 110 029. Mhasrul. 4. Principal & Professor in GI Surgery. SM Former Professor and Head. Prof. Ex-Vice Chancellor. MUHS Regional Centre.

2. 1. To evolve a roadmap for the direction of medical education in India. To evolves strategies and futuristic plans so that medical education in India is innovative and is able to meet the demands of national needs while preparing undergraduates to be able to perform in the changing scenario of medical science. THE UNDERGRADUATE WORKING GROUP MANDATE   To review present status To rationalize and propose reforms 6 . In the light of deteriorating medical education standards in the country. To evolve a broad policy regarding the emphasis.MEDICAL COUNCIL OF INDIA’S MANDATE FOR MEDICAL EDUCATION The Board of Governors. Medical Council of India constituted the undergraduate and postgraduate working groups to develop a Vision 2015 in alignment with the following mandate. duration and curricular changes that could be adopted as future strategies to make medical education in India comparable to global standards. phased manner. 4. 3. to work on parallel tracks for immediate solutions and long term improvement in a steady.

Clerkship / Student Doctor Method Of Clinical Training Introduction of Electives . Early clinical exposure – Clinical teaching from 1st year onwards c. Lab Sciences. Sports Medicine. Genetics. Research Methedology. e. a.Examples . Ethics & Legal Medicine. Need for more doctors : The current doctor population ratio in India is 1:1700 when compared to a world average of 1. Assisted Reproductive Technology. HIV Medicine. Restructing of MBBS course .5: 1000. Accident and Emergencies (A&E).4+1 model of training (4 years course with 6 months elective+ 1 year internship). The committee came to a consensus that targeted doctor population ratio should be 1: 1000 by 2031. Human Nutrition etc. PharmacoKinetics/Pharmacodynamics/Pharmacoeconomics. Ethics and Medical Education etc. Tissue Culture. 7 . it was felt that the current intake of medical colleges and the critical mass of doctors should be doubled at least to achieve this target. For achieving this target taking into consideration existing medical colleges in the country. Tissue Processing Computer and Computer Applications. Community Projects. Improving quality of training: This is proposed as the following measures:I. Converting conventional education into competency based module to develop the skill sets of the basic doctor: b.EXECUTIVE SUMMARY Summary of Present Status 1.Bio Informatics. Integrated Modular Teaching both Vertical & horizontal INTEGRATION SCHEME CLINICAL SCIENCES CLINICAL 20% 60% 80% 40% 20% PARA CLINICAL 80% PRE CLINICAL BASIC SCIENCES d. 2. Ethics. Immunology. 1+1+2+1.

Increasing the pool of young teachers by increasing postgraduate output. Solutions for manpower shortage (particularly the teaching faculty) a. GOI. m-learning & Simulation. Planning Commission and . capacity building of faculty and increased manpower can be produced with world standards with the help of necessary infrastructure and faculty development programmes.A mandatory & desirable comprehensive list of skills would be planned and recommended for Bachelor of Medicine and Bachelor of Surgery (MBBS) Graduate. Secondary hospital exposure: Each medical college would be linked to the local health system including CHCs.f. Contemporary approaches to education such as Skills lab. Impact An improved and revised curriculum. j. taluk hospitals and primary health care centres that can be used as training base for medical students. SUGGESTED INTERVENTIONS: This shortage of doctors can be addressed through a three stage strategy . Faculty development programme e. Interdisciplinary appointments d. Increasing the age of superannuation in specific areas h.Short Term Solutions (Immediate). Flexibility in Curriculum Setting up of learning facilitation centres and a national strategy for large-scale faculty development is necessary to be instituted immediately. h. KEY AGENCIES FOR EXPECTED POLICY CHANGES – Ministry of Health. Certification of skills is necessary before licensure. Expected outcomes  Improved need based and well aligned curriculum  Bridging of gap between need and availability of doctors  Well co-ordinated. Employment of retired teachers g. The committee also feels that this will result in the improved quality of the existing colleges. Tapping the consultant pool in government service departments b. Dual / adjunct appointments c. contemporary education methods  Better student learning  Better health of society 8 MCI. Introduction of skills development and training . i. g. Defining career paths f. e-learning. sufficient number of teachers and will create motivating career pathways for both students and teachers. This should result in an overall improvement in the healthcare of our country with improved health parameters. Medium Term Solutions (Lag period of 2-3 years) and Long Term Solutions (Lag period up to 5 years) as given in main document.

923 1:1. the committee reviewed existing data from the MCI and the public domain to arrive at its conclusions.THE UNDERGRADUATE WORKING GROUP REPORT The working group set out on its task with the following goal :  To review present status with regard to national health needs vis-à-vis medical education  To rationalize and propose reforms in undergraduate medical education REVIEW OF PRESENT STATUS Need For Curricular Reforms The reasons for need for reforms in the current MBBS course in India:  The MBBS graduate does not feel equipped with adequate skills and competence to take care of the common problems at the secondary and primary level. The current doctor population ratio in India is 1:1700 when compared to a world average of 1.5: 1000. For this exercise. The reforms have to be based on both successes within India. The past curricular revisions have mostly added to the existing content without undertaking the exercise to remove what is obsolete/outdated.484 1: 1.063 1:951 1:844 Singapore Japan Thailand UK USA Germany 1:714 1:606 1:500 1:469 1:350 1:296 9 .000 1:1. as well as models of medical education that have addressed similar issues in other countries. The committee came to a consensus that targeted doctor population ratio should be 1: 1000 by 2031. This exercise needs to be taken up in a detailed and extensive manner and make the curriculum as efficient as possible. This is reflected in the low number of graduates who go into practice at the end of their MBBS training and the lack of manpower in rural areas and in primary health centres and taluk hospitals.( Detailed proposal for curricular reform given ahead )   Need For More Doctors An initial in-depth analysis of the current situation of doctor manpower in the country was done. Table 1 : Doctor population ratio around the world Somalia Pakistan Egypt China Korea Brazil 1:10.

it was felt that the existing medical colleges in the country will be unable to meet this need and therefore current intake of medical colleges and the critical mass of doctors needs to be doubled at least to achieve this target.000 and with the current intake of doctors. Table 2 : Predicted Population (India) Over The Next 3 Decades* 2011 1203711 2021 1380214 2031 1546158 2041 1695051 *At an annual Growth rate 1.4 In view of the projected increase in population. MEDIUM TERM SOLUTIONS In 2-3 years: Upgrading existing larger district hospitals and augmenting their infrastructure to become community medical colleges through private public partnership or public private partnership. equipment and clinical load and to augment infrastructure in relation to clinical load by attaching established medical colleges to district level hospitals or secondary hospitals run by government agencies.The next exercise that the working group undertook was to estimate the need for medical doctors to achieve this target.54 lakhs . Currently there are 330 medical colleges with an intake of approximately 35. the shortfall of doctors by 2031 is estimated at 9. The working group looked at the existing number of medical colleges. The cost to government estimates are proposed as Expected Policy Changes. LONG TERM SOLUTIONS Up to 5 years : Starting new medical colleges and hospitals preferably in states and underserved areas with doctors and medical colleges. SHORT-TERM SOLUTIONS Immediate – Increasing the intake in existing medical colleges wherever there is adequate infrastructure of teachers. the current intake of medical colleges and the critical mass of doctors that will be needed to achieve this target. 10 .

Increasing the pool of young teachers by increasing postgraduate output. Dual / adjunct appointments c. Faculty development programme e. Defining career paths f. Interdisciplinary appointments d. Tapping the consultant pool in government service departments b. 11 . Table 3 : Additional Requirement of Teaching Faculty Subject Anatomy Physiology Biochemistry Pharmacology Pathology Microbiology Forensic Medicine Community Medicine Medicine Surgery Obs & Gynae Psychiatry Dermatology Anaesthesia ENT Ophthalmology Orthopaedics Radiology Total Current Need 2000 2000 2000 2000 2000 1600 2000 2400 2000 2000 1600 800 800 1600 800 80 1600 1000 29400 Current Shortfall 1000 1000 600 600 600 500 1500 500 200 200 160 80 80 160 80 800 160 100 6340 Projected Need 2000 2000 2000 2000 2000 1600 2000 2400 2000 2000 1600 800 800 1600 800 960 1600 1000 Total Additional Need 3000 3000 2600 2600 2600 2100 3500 2900 2200 2200 1760 960 960 1760 960 800 1760 1100 35740 The strategies that were identified and suggested are: a. Increasing the age of superannuation in specific areas h.TEACHER SHORTAGE: The next issue that the working group deliberated on was to address the problem of teacher shortage in medical colleges. Employment of retired teachers g.

the “BASIC DOCTOR” (Annexure I) The committee recommends the following for consideration for implementation: A 4+1 model of training (4 years course + 1 year internship). rote learning and recall rather than competency d.Improving Quality of Training The next major issue that the working group deliberated on was to improve the quality of training from what is the current existing model so that the graduates are efficient. No mandatory service period at the end of undergraduate training and lack of linkage of undergraduate to postgraduate training. laboratory sciences and clinical medicine. Selection of students from rural and underserved backgrounds. Early clinical training from I MBBS with continuity to secondary and primary care c. Lack of training in family medicine g. In this case. Integrated curriculum in starting from the first yearwith. Continuous assessment with specific focus on evaluating skills and competence f. Assessment system’s focus on summative assessments at the end of each stage. Decentralisation of clinical training through clerkship model/student doctor to the secondary and primary level. Family medicine or Generalist Medical Practice as a core component of the curriculum. Discipline based curriculum and lack of integration between basic and laboratory science and clinical medicine c. Goal of training is not focused on providing health care to needy and disadvantaged b.vertical and horizontal integration between basic. Majority of clinical training occurs in large teaching hospitals with insufficient practical training at secondary and primary care level f. Lack of development of clinical competency e. e. who are motivated to work in areas of need b. The process of curricular change necessarily needs to start with the basic foundation of defining the end product. g. The lacunae of the CURRENT MBBS training are: a. Partnerships between medical college and other health care facilities in the community Restructuring and optimizing the current MBBS course. 1+1+2+1 12 . Strategies that have been successful in other countries : a. competent and responsive to national and international needs. d.

Pathology.clinical and research electives 13 .Forensic medicine Year 3 and 4. Anaesthesia. Psychiatry Elective options. Paediatrics. Structure and Duration of the Course 4 year course + 1 year internship (which includes 6 months of electives) The course would be of 4 years duration with one year internship and provision for elective periods of 6 months before or after internship. Group A: Year1. Physiology and Biochemistry. Obstetrics and Gyanecology. Radiology. Skills lab b. m-learning d.Anatomy. Surgery. The time thus saved can lead to shorter duration (as given below) as well as time for electives. Orthopaedics. e-learning c. professionalism and ethics. STD and Dermatology. Accident and Emergency Medicine. Simulation 7) Redefine assessment and acquisition of skills It is important to remove the redundancy in the curriculum and adopt a more integrated approach. Year 2. Family Medicine and Community health Group C : Year 2.This strategy is advocated along with other curricular restructuring as follows : 1) Clinical teaching from 1st year onwards 2) Integrated modular teaching both horizontal and vertical 3) Clerkship / student doctor model of clinical postings 4) Secondary hospital exposure 5) Introduction of Professionalism and Ethics 6) Using contemporary approaches to education such as a.Medicine. Microbiology and Pharmacology Group B: Year 4.ENT and Opthalmology. Curriculum can be divided into core and non-core with the non-core part of the curriculum be made elective or applied.

of hours ( x 40) 800 800 800 800 800 800 800 800 6. vertical integration between disciplines. the gaps between theory and practice and between hospital based medicine and community medicine.Proposed timeframe in MBBS curriculum structure (to 4 years) Table 4 : Teaching time for MBBS Curriculum Semester First MBBS (1 year) Second MBBS (1 year) Third MBBS (2 years) 1 2 3 4 5 6 7 8 Total Weeks 20 20 20 20 20 20 20 20 160 No. Basic and laboratory sciences (integrated with their clinical relevance) would be maximum in first year and will progressively decrease in second and third year as the curriculum progresses.400 INTEGRATION SCHEME CLINICAL SCIENCES CLINICAL 20% 80% PARA CLINICAL 60% 80% 88 40% 20% PRE CLINICAL BASIC SCIENCES The innovative curriculum would be structured to facilitate horizontal. MEDICAL ETHICS AND PROFESSIONALISM Medical professionalism forms the basis of contact between doctors and society and so it is imperative that professionalism and Ethical issues in practice should be incorporated into medical curriculum 14 . The essentials of basic and laboratory sciences would be taught in first year and built on in subsequent years.

abdomen . pharmacology (toxicology). certain subjects will need extra lectures from first year onwards e. Legal experts can be called for medico-legal issues. New Delhi . making decisions and taking responsibility. approximately 8 radiology lectures can be included in anatomy to teach students cross sectional anatomy of brain. without changing the number of lecture hours (by integration) Forensic Medicine can be effectively taught during Gynaecology & Obstetrics (rape. CLERKSHIP / STUDENT DOCTOR METHOD OF CLINICAL TRAINING The need for clinical training through clerkship method In the first 4 ½ years students learn history and examination and clinical diagnosis. surgery (injuries). mitral stenosis. This model can be adopted by other colleges as well.Need to review curriculum Similarly. Professionalism and ethics curriculum will be a mandatory part of the curriculum and will be integrated throughout the MBBS Course. assault and injury cases. students are also not provided adequate practical involvement in work in internship. They a learn a lot of theory related to investigations and management. basic clinical skills and professionalism. In the several medical colleges the students learnt basic clinical skills through half a day exposures once a week or once in two weeks with individual doctors at the level of primary care. It will be done as a co-ordinated effort by basic science and clinical faculty. There would be sufficient clinical exposure at the primary care level integrated with the learning of basic and laboratory sciences. focusing on communication. with a foundation course. The focus of MBBS clinical skills development is on the examination of patients that are “exam cases” for the final examination.The foundation courses will be taken during the first and second year and rest of the curriculum will be taught along with the clinical subjects. interviewing skills and basic examination skills through skills laboratories and students practicing examination on each other. 15 . Infection control section in hospital in now an important component and should be included. This practice is being already being followed by Maulana Azad Medical College. paraplegia. Details of this are being worked out by expert committees constituted by MCI in co-ordination with undergraduate working group. These cases and not the common clinical problems that are seen in general practice at the primary and secondary level. rape. In many medical colleges. but are not involved in the process of work. The clinical training would start in first year. Chronic liver disease. both horizontal and vertical integration will be used for making the curriculum more efficient and student friendly. (Annexure II) EARLY CLINICAL EXPOSURE Most medical colleges across the world start clinical training in year I with communication. assault). Introduction of case scenarios for classroom discussion/ case-based learning. fetal anatomy during embryology teaching etc during first year itself. suicide/homicide. eg. Thus.g. Forensic medicine skills can be acquired during internship such as documentation of medico-legal cases of alcoholism.

60 mA X-Ray machines should be replaced by 100mA machines and CT scans should be at least 16 slices or higher. Need to review requirement of infrastructure. and takes partial patient care under responsibility as a team member. examination. management of common ambulatory and emergency conditions. Annexure III . During sub-internship. the age old dark room technology for processing of X Ray films should be replaced by digital technology (Computed radiography/ if possible by direct digital technology). Significant part of training to take place at primary and secondary level with compulsory family medicine training d. a frame shift is required in clinical training in the following ways: a. Learning through clerkship method by involvement in process of care as a team member. The sub-intern is below the level of intern. seminars and clinical case discussions to support practical learning during clerkship. in investigation. Focus on common problems seen in outpatient and emergency setting b. This will also necessitate changes in infrastructure and staff accordingly which will also be required to be amended. equipment and faculty in some subjects Keeping in view the advances in all spheres of medicine. management and basic procedures c.Model clerkship posting TRAINING IN SECONDARY HOSPITAL SETTING Each medical college should be linked to the local health system including CHCs. NEWER DISCIPLINES AND REVIEW OF INFRASTRUCTURE. 16 . Moreover. Students have lectures. procedural skills. the earlier Image intensifier systems for fluoroscopy should be replaced by radiofluoroscopy equipment (this will enable long term storage of digitalised data which can be utilised for both research & training subsequently. Learning is by practical involvement in the process of care of patients. taluk hospitals and primary health care centres that can be used as training base for medical students. including IMNCI and NSSK should be an integral part of this curriculum. The existing national initiatives. Parts of clinical training should be core requirements and others as elective postings Description of the clerkship method of clinical training In the clerkship method students are posted to respective departments as a clerk or sub-intern. Students take care of patients under the supervision of the registrar and consultant both in the out-patient and in-patient setting and emergency setting. EQUIPMENT AND FACULTY REQUIREMENT Family medicine or Generalist Practice of Medicine needs to be an essential undergraduate subject taught by specialists at the level of secondary and primary care. Similarly. there is an inescapable need to review the requirement of infrastructure. students have specific objectives of learning in relation to history.In order for the MBBS course to provide sufficient skills development for competent practice. equipment and faculty in most of subjects due to introduction of newer technology and changed training needs EXAMPLES – In case of radiology. particularly with respect to Millenium Development Goals and Health Ministry initiatives like the RCH component of NHRM.

The undergraduate curriculum should reflect these changes e. dose calculation administering the drugs through various routes of administration. Each institution should be encouraged to conduct its own faculty training programme and the completion of this training must be made mandatory. Experimental pharmacology practical in animals may require to be replaced by modern techniques using videos and simulations.Every Medical College Activities/Functions :  Teachers Training Programmes – Level 1    Patient Simulation Centre : Level 1 Skills Training Centre : Level 1 E-Learning/Digital Learning Resource Centre 17 . the committee strongly recommends that Learning Facilitation Centres are set up in many parts of the country for faculty development and training. MEDICAL TEACHERS CAPACITY BUILDING IN EDUCATION This above strategy will not be efficiently implemented without faculty development to familiarize teachers with this methodology of teaching. Specific Training Programmes will be designed to help faculty and institutions implement the new curriculum New programmes will be developed through multi-level system of courses and workshops. basic to advanced. ORGANISATIONAL STRUCTURE Level 1 Centre : EDUCATION UNIT Number . Considerable advances have taken place in laboratory techniques in microbiology. molecular diagnostic techniques. A national strategy for large scale faculty development is necessary to be instituted immediately. Some techniques have become redundant and outdated. the training will have to be focused to clinical skills e. The following courses can be envisioned to begin with: Level I – 3-day Basic Introductory Course Level II – 6 month Advanced (Certificate) Course Level III –1 Year Train-the-trainer (Diploma in ME) Level IV – 2 Year Masters’ Programme in Health Professions Education Specialized theme based courses/workshops – 5 to 10 day workshops in Medical Education and a wide range of CME/CPD Programmes and Workshops. managing and preventing adverse reactions. specific train-the-trainer programmes and workshops on specific topics and for specific faculty groups. The techniques relating to drugs and toxin estimations could be set up. optimising the choice of drug and dose.g. recognising. Hence.In Pharmacology.g.

Health University Department     Teachers Training Programmes – Level 2 Patient Simulation Centre : Level 2 Advanced Skills Training Facility :Level 2 Distance Education : Co-ordinating Centre for Courses.. Learning Resource Centre for multi-institutional use Assessment Centre : Standardised Patient Training Centre.Level 2 Centre : EDUCATION DEPARTMENT Number . including clinical skills Education Research Centre : Conducts educational research in collaboration with Colleges.Trains students. Management of Distance Education. Exam /testing Centre for skills. Universities. at least – one per 10 medical colleges Location – Any medical college that fulfills minimum requirement for the centre.One / state. Learning Resource Centre with Journals. In larger states.4 – 5 in country – Region wise       Faculty Development Activities : Level 3 and Level 4 Programmes Skills Training : Level 3 . faculty and in-service professionals Distance Learning – Testing and Development of Materials. National Bodies Quality Assurance Unit : Collaborates with Accrediting Body and facilitates Quality assurance pogrammes in medical colleges LEVEL 4 Centre : National Centre for Medical Education Research and Training – Apex Centre  Guidelines for Regulation of Minimum Standards  Guidelines for Accreditation  Maintains Database AND Learning /E Resource Centre  National Exam Co-ordinating Centre LEVEL 4 1 Centre Medical Council of India M Health Sciences University Department / Medical College with Advanced MEU with full time faculty LEVEL 3 – 5 Centres LEVEL 2 – 40 Centres Medical College with Advanced Educational Facilities and Health Sciences University Departments 18 LEVEL 1 – 400 Centres MEDICAL COLLEGES . Books and E-Resources as specified LEVEL 3 Centre : AUTONOMOUS CENTRE with MCI/Central funding Autonomous Centre under Health Sciences University/ Large/Tertiary Care College Number .

Table 5 : Activities at Various Levels of Faculty Development Centres S. Normal Labour Management and Conduct of Delivery. Faculty will incorporate new teaching-learning methods and improve educational systems in their own institutions. The courses should be tailored to meet the requirement for various levels of competence and variety of skills. These should be a compulsory part of clinical training of all undergraduates. 2 3 ACTIVITIES Teachers Training Skills Training Patient Simulation Centre E. who can come for skills training accompanied by their teachers.5 X400 Coordinating Centre MUST crore 5 crore X40 Course Material Development MUST 20 crore X5 Central Consortium of Books/Journals/ E-Resources and Accreditation Accreditation 100 Crore X1 TOTAL . Basic Life Support Skills. Level 1 training facility is mandatory for all medical colleges. 19 .No 1.Learning & Resource Centre Distance Education Programmes CPD/CME Programmes Establishment LEVEL 1 LEVEL 2 LEVEL 3 Diploma/Masters Programme Level 3 Level 3 LEVEL 4 Orientation Workshops Exam Centre Exam Centre Basic Level Advanced 1 Level 1 Level 2 Level 1 Level 2 4 Yes Yes Yes 5 5. interns and residents. 2. LEVEL 1 – Basic Surgical Skills. Faculty with specialized skills will participate in activities of their affiliated Centre/Unit ESTABLISHMENT OF SKILLS TRAINING CENTRES The skills development centres will consist of:  A simulation laboratory for developing basic clinical. 3. Procedural Skills. BUDGET Can do 1. procedural and surgical skills.  A laparoscopic training facility for acquiring basic skills in laparoscopy  The facility will be also to open to undergraduate and postgraduate students. Faculty will apply and use educational principles in their day-to-day teaching and planning of teaching to make it more student-centered. Faculty will be able to conduct basic workshops in their own institutions 4.1000 Crores EXPECTED OUTCOMES: 1.

collection. a variety of electronic resources including interactive multimedia and self assessment packages for students. 20 . hosting a web page . Course will include Microsurgical Skills Courses. journals. Physiology and other physiology competencies. KEY AGENCIES FOR EXPECTED POLICY CHANGES – MCI. LEVEL 3 – These will be available for multi-institutional use. The advanced centre facility will also be made available to instiutions affiliated to the University at nominal rates. Level 2 skills training centres are desired in each medical college. Level 3 is to be offered only in regional skill training centres and above. infrastructure and equipment requirement at each level. LIBRARY AND DISTANCE LEARNING CENTRE In all centres. excel sheet maintenance and a basic training in SPSS software. this facility will be utilized by teachers who attend course and programmes ar these centres. It will be equipped with books.LEVEL 2 – Advanced Life Support and Refresher Level 1 Courses. these could be conducted in collaboration with regional centres. Interns should have a mandatory Level I Certification before they get their Licensure degree A detailed document regarding the training programmes. however if there are financial constraints. The above courses/workshops on Research methodology and computer skills will need to be organized by the individual institutes themselves. Neonatal and Paediatric Resuscitation Skills. GOI. Pharmacology. The minimum duration of the exposure to these techniques should be at least 3 days. Basic Laparoscopic Skills Course. organization and analysis of data to prepare a budding faculty member for guiding the thesis/research work in their subsequent work profile. A mandatory course on epidemiology for at least 2 days should also be incorporated into the capacity building. Advanced Laparoacopic Skills Courses and Human Patient Simulators for Anaesthesia. minimum activities. IMPARTING COMPUTER SKILLS These would include power point presentations. Planning Commission and Ministry of Health. minimum faculty and staff with budget is attached as Annexure IV RESEARCH METHODOLOGY There should be a workshop on learning the nuances of research in terms of principles.

Recurring budegets for salaries and other expenses for existing colleges = 1330 Crore 3. Revise minimum requirement of faculty. Curricular Reforms 3. 1. Learning facilitation centres Level 1 Colleges = 600 Crore Level 2 =200 Crore Level 3 = 100 Crore Level 4 = 100 Crore 4. Budgetary requirements. Upgrading existing districts hospital – 30 x 100 = 3000 Crore 2. HIV medicine. District Colleges = 1050 Crore (10. bed. Geriatric Medicine.EXPECTED POLICY CHANGES Table 6 : Role of Policy Makers Medical Council of India 1. Remove unitary complex requirements Planning Commission Government of India 1. equipment and infrastructure 4. upgradation of infrastructure of existing colleges 300 Crore 2. 21 . There should be options for distance education towards a Fellowship or Diploma in areas like Diabetic care. Build new colleges – 70 x 100 = 7000 Crore 4. Hospital management etc. Coordination with hospitals and colleges.5 x 100) 3. so that the graduates will continue their learning and enhances their skills in areas beyond what is available in their regular curriculum. New Colleges = 3500 Crore (70 x 50) 5. Redefine teaching staff cadre and eligibility 2. Learning facilitation centers = 1000 Crore POST MBBS EDUCATION AND SUPPORT One of the factors in the reluctance of fresh graduates to serve in secondary or primary hospitals is professional isolation and lack of educational support. Hospital infection control.

CONCLUDING REMARKS Thus the working group is of the opinion with an improved and revised curriculum and detailed capacity building of faculty. sufficient number of teachers and will create motivating career pathways for both students and teachers. increased manpower can be produced which is equal to world standards. 22 . This should result in better alignment of medical education with health needs and an overall improvement in the healthcare of our country with improved health parameters. The group also feels that this will result in the improved quality of the existing colleges. provided the necessary infrastructure and faculty development programmes are put in place.

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