Competency 1-The student should be competent to educate, demonstrate and

Counsel to mothers about early initiation of breast feeding

Objectives

1. (Who will, how much, How well, what , by when)`At the end of

MBBS, a student should be able to educate the mothers about the

importance of early initiation of breast feeding`

2. `At the end of MBBS, a student should be able to counsel mothers

about the importance of early initiation of breast feeding`

Objective Domain Suggested T/L Suggested

Method Assessment
Method
By the end of MBBS phase 1, Cognitive Interactive lecture, Long essay
all the students should be able Case and problem Short note
to answer seven questions on based learning for True/False
Physiology and Biochemistry small group MCQ
of Breast milk. discussions (10-15
students) or by
seminar by the
students
By the end of MBBS phase Psychomotor Demonstration OSCE
II, all the students should be
able to demonstrate good
position, correct attachment
and effective suckling as per
the checklist.
By the end of MBBS phase Affective Role-play in Mini CEX
III, all the students should be standardized settings
able to demonstrate
empathetic, effective and
respectful initiation of breast
feeding in a lactating mother
as per the ALPAC scale (Ask,
Listen, Praise, Advice and
Confirm).
Competency 2: Phase 3 Student should be able to provide an effective treatment to patients

suffering from nutritional anemia.

Objectives:

 Cognitive Domain: 3rd phase student should be able to enlist at least 3 clinical

signs and symptoms with relevance to the patho--physiology of nutritional

anaemia

 Affective Domain: 3rd phase student should be able to counsel the patient

regarding diet and treatment in nutritional anaemia effectively

 Psychomotor Domain: 3rd phase student should be able to elicit at least 3

important clinical signs of nutritional anemia in a given patient

Teaching-Learning Methods

 To achieve the Cognitive domain: A large group lecture with the help of a

PPT and a video for half an hour to a 100 student group of phase 3 students

 To achieve Affective domain: half an hour role play depicting the effective

communication skills with an available standardized check list to see whether the

role play is properly done and reflective writing of what they have learned.

 To achieve the psychomotor domain: a bed side small group demonstration of

signs for a group of 20 students 15-20 min each when available or standardized

patient

Assessment:

 To assess Cognitive domain: Short essays, MCQs

 To assess Affective domain: OSCE/Standardized patient

 To assess psychomotor domain: Standardized patient

Competency 3: Phase 3 students should be able to deliver the immunization services.

Objectives:By the end of community medicine posting, phase III students should be able

to

1. Describe the NIS (Dose, Route and Schedule) with 100% accuracy (Cognitive Domain)
2. Administer subcutaneous vaccine (injection) correctly at least 2 out of 3times.
(Psychomotor Domain)
3. Counsel the mothers/care takers about the effectiveness of the measles vaccine with 80%
accuracy. (Affective domain)
Teaching Learning Methods to be adopted can be

Cognitive domain
 Small Group Learning
 Team Based Learning
 Lecture: Interactive Didactic Lectures
Affective domain
 Role plays
 Reflection on experience
Psychomotor
 Skill lab demonstration followed by hands-on training
 Observation during actual immunization sessions.
 Video review of learner.
Assessment method

Cognitive domain
 Written: Structured long essay, case scenario, MCQs

Affective domain
 Clinical observational assessment.

Psychomotor
 Clinical observational assessment.

 DOPS on demo model in skill lab with certification if successful.

Competency 4 : At the end of the module, the intern should be able to provide good quality

care of terminally ill.

Objectives: By the end of module the intern should be able to:

1. To enumerate 10 needs of terminally ill patients (C)

2. To counsel terminally ill patients on pain management in a simulated environment

according to checklist (A)

3. To apply fentanyl patch for pain management in simulated environment in 5 steps. (P)

1. Objective

1. To enumerate 10 needs of terminally ill patients (Cognition)

T/L method:

Short group discussion-Case based discussion for 20 Interns for 15 mins by Anaesthetist,

Oncologist, General medicine faculty Assessment method: Short Essay

2. Objective

2. To counsel terminally ill patients on pain management in a simulated environment

according to checklist(A)

T/L method: • Focused Small Group Discussion (15 mins): • Videos , Role-play

Assessment method: (Show How, Does) OSCE- Objective Structured Clinical Examination

3rd Objective

3. To apply fentanylpatch for pain management in terminally ill patients in 5 steps.

(Psychomotor)

T/L method: • Simulation based

Assessment method: OSCE- Objective Structured Clinical Examination

Competency 5: At the end of the field posting the phase 3 MBBS student should be able to

effectively counsel an antenatal woman and her family about the importance of regular and

adequate antenatal care

Objectives At the end of the posting the phase 3 student should be able to

1. Enumerate all the available antenatal services

2. Describe in detail the importance of various components of the

different antenatal services

3. List at least 80% of the complications due to inadequate

antenatal care

4. Counsel the antenatal woman and her family about the

importance of antenatal care, fulfilling all the items in the checklist, at

least 4 out of 5 times, in a simulated environment

Objectives Domain Teaching Learning Resources

methods
1.Enumerate all the available Cognitive++++ Interactive lectures Lecture hall
Projector
antenatal services Chalk board
White board and
2.Describe in detail the importance of Cognitive++++ markers
Trained faculty
Time 1 hours
various components of the different

antenatal services

3.List at least 80% of the Cognitive++++

complications due to inadequate

antenatal care

4.Counsel the antenatal woman and Affective++++ SGD using role plays, Time 4 hours for each
Psychomotor++ videos, video small group
her family about the importance of Cognitive++ recording and
antenatal care, fulfilling all the items reinforcement of
some of the students,
in the checklist, at least 4 out of 5 observation of
counselling sessions
times, in a simulated environment by medical officers
and medico-social
workers in the health
centres.

Assessment methods

Objectives 1, 2 and 3 will be assessed through written exams comprising of long and short

answer questions and MCQs

Objective 4 will be assessed through OSPE and DOPS

Competency 6

Demonstrate the techniques of asepsis and suturing in a simulated environment

Objectives:

At the end of phase III

1. Student should be able to identify materials related to suturing.

2. Student should be able to describe the steps of asepsis in suturing.
3. Student should be able to suture the wound using simple sutures with 95 %
approximation.

Teaching- learning method:

Bed side teaching,
Small group discussion,
DOAP in skill lab
Four step wise approach

1. Demonstration
2. Deconstruction
3. Comprehension
4. Performance
Assessment method:

360 degree feedback, OSCE.