Medical College Accreditation Standards and Inspection (2021) 19 05 202

Accreditation Standards &
Inspection Document
2021 DRAFT
For
MEDICAL COLLEGE
UPTO 100 ADMISSIONS PER YEAR
i Medical College Accreditation Standards and Inspection 2021

Introduction
The Pakistan Medical Commission was created by the act of parliament vide PMC Act
2020. The National Academic medical and dental board was created through this act
as part of the commission.
The National Medical and Dental Academic Board of the Pakistan Medical
Commission (PMC) constituted the Committee on Accreditation and Curriculum
(CAC) to:
1. To develop accreditation standards for medical colleges throughout Pakistan to

ensure comprehensive, structured, and uniform medical teaching in line with the
international standards.
2. To develop inspection/assessment documents to grant accreditation for MBBS
and BDS programs for under-graduate medical education.
The CAC conducted multiple meetings and formulated comprehensive forms for the
year 2021 for this purpose. These documents were reviewed and commented upon
by senior medical teachers, medical educationists and institution heads from the
length and breadth of Pakistan. The final drafts were discussed extensively in the full
sessions of the National Academic Medical & Dental Board (NAB) and finally
approved.
Section 1 comprises of the accreditation standards which have been developed as a

principled guideline to be followed by all medical teaching institution of Pakistan.
Section 2 comprises of inspection documents for the medical colleges. The content
of the first section will remain the same for all documents concerning accreditation
and inspection however section 2 will vary according to different circumstance and
needs.
These documents will go a long way in aligning the medical and dental
undergraduate education to the rest of the world. These documents have been
prepared with the WFME 2020 standards in mind and are compliant to all its
requirements.
The current WFME standards focus upon principles and allow for the development
of local (national) standards according to the needs of a region. The PMC document
contains 12 standards developed in line with our national requirements. A
comparison of WFME 2020 and PMC 2021 standards is as under:
ii Medical College Accreditation Standards and Inspection 2021

Comparison of WFME 2020 and PMC 2021 Standards
WFME Standards PMC Standards
1. Mission and values Standard 1: Mission Statement
2. Curriculum Standard 4: Standard 6: Standard 5:
Curricular Curricular Educational
Organization Management Contents
3. Assessment Standard 7: Assessment
4. Students Standard 8: Students
5. Academic staff Standard 9: Faculty
6. Educational resources Standard 11: Governance, Services and Resources
7. Quality assurance Standard 10: Program Standard 2: Outcomes
Evaluation and
Continuous renewal
8. Governance and administration Standard 11: Governance, Services and Resources
Standard 3: Institutional Autonomy and Academic Freedom
Standard 12: Research and Scholarship
During preparation of this document, Infrastructure requirements, facilities,

faculties, and curriculum were reviewed and updated in line with the national and
international requirements. The committee deliberated upon all aspects with special
reference to recent advances and reforms in medical and dental education both
nationally and internationally. The main objective was to provide medical and dental
students an environment that is conducive to learning.
Based on various recommendations and suggestions, the following important

additions have been made:
iii Medical College Accreditation Standards and Inspection 2021

RESEARCH CELL
A mandatory fully functional department with required faculty and infrastructure.
INTRODUCTION OF CLINICAL COMPETENCIES IN MBBS

30 competencies have been incorporated at clerkship level. They will be properly
taught and assessed and duly certified before appearing in the final examination.
INTRODUCTION OF CLINICAL COMPETENCIES IN HOUSE JOB
48 competencies have been incorporated in one-year house job; these will be

taught, assessed, and certified.
HEC MODULES
6 modules with 39 credit hours as per guidelines of HEC for general subjects have
also been added.
ONLINE TEACHING AND ASSESSMENT

A complete department and faculty for online teaching and assessment has been
added.
ANTI-HARASSMENT POLICY
As per Government / HEC guidelines has been included.
CRITICAL CARE AND NEUROSURGERY

Both specialties made mandatory with dedicated faculty and teaching hours.
SKILLS LAB
Mandatory with TORs, dedicated faculty and timetable.
MANDATORY AMBULANCE BAY AND DROP OFF PLACE FOR NON-AMBULATORY PATIENTS
For the safe transfer of patients to and from the hospital.
MANDATORY CPD/CME
iv Medical College Accreditation Standards and Inspection 2021

As a part of continuous learning and keeping updated.
This is an ongoing process and these documents in due course will be modified and
amended accordingly. We hope that the teachers, students, and general public will
benefit from this change and hopeful that they will result in improvement of
medical teaching and finally patient care.
v Medical College Accreditation Standards and Inspection 2021

LIST OF INDEPENDENT REVIEWERS
1. Prof. Dr. Arshad Javaid, Ex-Vice Chancellor Khyber Medical University Peshawar
2. Prof. Dr. Mohammad Hafizullah, Ex-Vice Chancellor Khyber Medial University
Peshawar
3. Prof. Dr. Idress Anwar, Rawalpindi Medical University Rawalpindi
4. Prof. Dr. Rukhsana Zuberi, Aga Khan University Karachi
5. Prof. Dr. Umer Farooq, Ayub Medical College Abbottabad
6. Prof. Dr. Rizwan Azami, Ex-Professor Aga Khan University Karachi
7. Prof. Dr. Rizwan Khan, Aga Khan University Karachi
8. Prof. Dr. Sahibzada Mahmood Noor, Lady Reading Hospital Peshawar
9. Prof. Dr. Najib-Ul-Haq, Peshawar Medical College Peshawar
10. Maj. Gen. Jawad Khaliq Ansari (Retd), (Principal / Dean Foundation University
Medical College, Islamabad
11. Maj. Gen. Saleem Ahmed Khan (Retd), National University of Medical Sciences
Rawalpindi
12. Prof. Dr. Mukhtiar Zaman, Principal Rehman Medical College Peshawar
13. Prof. Dr. Shahid Malik, Principal University College of Medicine and Dentistry
Lahore
14. Prof. Dr. S.M. Tariq Rafi, Vice Chancellor Jinnah Sindh Medical University Karachi
15. Prof. Dr. Aamir Zaman Khan, Vice Chancellor Fatima Jinnah Medical University
Lahore
16. Prof. Dr. Khalid Masud Gondal, Vice Chancellor King Edward Medical University
Lahore
17. Lt. Gen. Azhar Rashid (Retd), Riphah International University Rawalpindi
18. Prof. Dr. Muhammad Saeed Qureshi, Vice Chancellor Dow University of Health
Sciences Karachi
19. Prof. Dr. Mahmud Aurangzeb, Dean Khyber Medical College Peshawar
20. Prof. Dr. Shehzad Akbar, Khyber Girls Medical College Peshawar
21. Prof. Amjad Taqweem, Peshawar
22. Prof. Dr. Lubna A Baig, Jinnah Sindh Medical University Karachi
23. Prof. Dr. Rehan Ahmed Khan, Riphah International University Rawalpindi
24. Maj. Gen. Syed Nusrat Raza, Principal Army Medical College, Rawalpindi.
25. Dr. Sadaf Khan, AKU, Karachi
vi Medical College Accreditation Standards and Inspection 2021

ACKNOWLEDGEMENTS
Pakistan Medical Commission acknowledges the essential and critical contribution of
following subject specialists and qualified medical educationists to the extensive
review of the PMC inspection proforma for Medical College for 100 MBBS Students,
2021.
i. Prof. Aamir Bashir HOD Forensic Medicine, LMDC.
ii. Prof. Abdul Majeed Chaudhry, Principal and Professor of General Surgery,
LMDC.
iii. Prof. Aqib Sohail, Principal LMDC (Dental section),
iv. Prof. Arif Tajammul, Principal, AIMC, Professor of Obstetrics &Gynaecology.
v. Prof. Asma Shafique, HOD Orthodontics, LMDC.
vi. Prof. Khalid Javed Rabbani HOD of Urology, LMDC.
vii. Prof. Mian Muhammad Shafique, HOD of Ophthalmology, LMDC.
viii. Prof. Nabeela Shami, HOD of Obstetrics & Gynae, LMDC.
ix. Prof. Nadeem H. Butt, Professor of Ophthalmology, AIMC.
x. Dr. Imdad Ali, Coordinator, Pakistan Medical Commission
xi. Dr. Nighat Nadeem, Assistant Professor of Medical Education, LMDC.
xii. Dr. Muhammad Kamran Iqbal AIMC Lahore
xiii. Prof. Sadia Iqbal HOD Oral Pathology, LMDC.
xiv. Prof. Seema Daud HOD of Community Medicine, LMDC.
xv. Prof. Shahid Sarwar Professor of Medicine, AIMC.
xvi. Prof. Shazia Nilofar Ibnerasa, HOD of Pathology, LMDC.
xvii. Prof. Tayyab Abbas HOD of General Surgery, AIMC.
xviii. Dr. Wasif Majeed Chaudhry, Associate Professor of General Surgery, LMDC.
xix. Brigadier Dr. Dilshad Ahmed khan, Professor of Pathology, National University
of Medical Sciences (NUMS), Rawalpindi.
xx. Brigadier Dr. Tahir Aziz Ahmed, SI (M), Retd. Professor of Immunology,
Consultant Immunologist, Shifa International Hospital, Islamabad.
xxi. Professor Riffat Shafi, Professor of Physiology, Shifa College of Medicine
(SCM), Islamabad.
xxii. Dr. Asma Hafeez, Professor of Anatomy, HITECH Medical College, Taxila.
xxiii. Professor Huma Musarrat Khan, Professor of Anatomy, Foundation University
Medical College (FUMC), Rawalpindi.
xxiv. Dr. Abida Shaheen, Professor of Pharmacology, Shifa College of Medicine
(SCM), Islamabad.
xxv. Dr. Afrose Liaqat, Assistant Professor of Biochemistry, Shifa College of
Medicine (SCM), Islamabad.
vii Medical College Accreditation Standards and Inspection 2021
xxvi. Dr. Amir Rashid, Professor of Biochemistry, Army Medical College, Rawalpindi.
xxvii. Professor Sajida Shah, Professor of Community Medicine, Shifa College of
xxviii.Professor Faiza Kazi, Professor of Pathology, Foundation University Medical
College (FUMC), Rawalpindi
xxix. Professor Riffat Nadeem Ahmad, Professor of Pathology, Shifa College of
xxx. Dr. Safina Ahmad, Assistant Professor of Pathology, Shifa College of Medicine
(SCM), Islamabad.
xxxi. Dr. Muhammad Arshad, Associate Professor of Forensic Medicine, Shifa
College of Medicine (SCM), Islamabad.
xxxii. Prof. S H Waqar Prof of Surgery SZABMU Islamabad
xxxiii.Dr. Fouzia Sultana Medical Educationist SZABMU Islamabad
xxxiv. Dr. Zainab Abdulla SZABMU Islamabad
xxxv. Dr. Rehma Sarfaraz SZABMU Islamabad
xxxvi.Dr. Zarmina Saga SZABMU Islamabad
viii Medical College Accreditation Standards and Inspection 2021

LIST OF ABBREVIATIONS
NMDAB National Medical and Dental Academic Board

CAC Curriculum and Academics Committee
MBBS Bachelor of Medicine and Bachelor of Surgery
BDS Bachelor of Dental Surgery
PMC Pakistan Medical Commission
HEC Higher Education Commission
CME Continuous Medical Education
CPD Continuous Professional Development
TOR Terms of Reference
HOD Head of Department
SOP Standard Operating Procedure
I.T Information Technology
ENT Ear Nose and Throat
SECP Securities and Exchange Commission of Pakistan
FDP Faculty Development Program
MHPE Master’s in health Professions Education
NA Not Applicable
CAD Computer Assisted Design
IPD In-Patient Department
OPD Out-Patient Department
OR Operation Room
MOU Memorandum of Understanding
ix Medical College Accreditation Standards and Inspection 2021

TABLE OF CONTENTS
SECTION 1 (Accreditation Standards) Title xv
Introduction xvi
List of PMC standards for accreditation of Medical & Dental xvii
colleges in Pakistan
Standard 1: Mission statement xviii-xix
Standard 2: Outcomes xx-xxi
Standard 3: Institutional autonomy and academic freedom xxii
Standard 4: Curricular organization xxiii
Standard 5: Educational contents xxiv-xxv
Standard 6: Curricular management xxvi
Standard 7: Assessment xxvii
Standard 8: Student xxviii-xxx
Standard 9: Faculty xxxi
Standard 10: Program evaluation and continuous renewal xxxii-xxxiii
Standard 11: Governance, services and resources xxxiv
Standard 12: Research and scholarship xxxv
SECTION 2 (Medical college inspection document) Title xxxvi
1. Medical College Convener SOPs 1
1.1 Purpose 1
1.2 Needed Resources 1
1.3 Role and Responsibilities of the Convener 1-3
2. Medical College Management Session 4
2.1 Purpose 4
2.2 Location 4
2.3 College Participants 4
2.4 Surveyor(s) 4
2.5 Standards/Issues Addressed 4
2.6 Documents/Materials Needed 4-5
2.7 How to Evaluate 5
2.8 Evaluation Questions 5-8
3. Curricular Organization and Curricular Management 9
Session
3.1 Purpose 9
3.2 Location 9
3.4 Surveyor(s) 9
x Medical College Accreditation Standards and Inspection 2021
3.6 Documents/Materials Needed 10
3.7 Procedure 10
3.10 Assessment 19-21
3.11 Program Evaluation (Curricular Document) 21-30
4. Infrastructure Tour 31
4.1 Purpose 31
4.2 Location 31
4.3 Tour Participants 31
4.4 Surveyor(s) 31
4.5 Standards/ Issues Addressed 31
4.7 Procedure 31
4.8 How to Prepare 32
4.9 Evaluation Questions 32
4.10 College Covered Area 32-33
4.11 Seating Requirements 33-34
4.12 Hostel Requirements 34
4.13 Other Requirements 34-35
5. Biomedical Tour 36
5.1 Purpose 36
5.2 Location 36
5.4 Surveyor(s) 36
5.5 Standards/ Issues Addressed 36
5.7 Procedure 36
5.10 Anatomy (Dissection Hall) 37
5.11 Anatomy (histology Laboratory) 37
5.12 Anatomy (Museum) 38-39
5.13 Physiology 39-42
5.14 Biochemistry 42-43
5.15 Pharmacology 43
5.16 Pathology 43-45
5.17 Community Medicine 45-46
5.18 Forensic Medicine 46
xi Medical College Accreditation Standards and Inspection 2021
5.19 Documentation Review 46-47
5.20 Skills Lab 47-48
6. Medical College Safety Tour 49
6.1 Purpose 49
6.2 Location 49
6.4 Surveyor(s) 49
6.6 Documents/ Materials Needed 49-50
6.7 Procedure 50
7. Student Session 55
7.1 Purpose 55
7.2 Location 55
7.4 Surveyor(s) 55
7.5 Standards/ Issued Addressed 55-56
7.6 Documents/ Materials Needed 56
7.7 Procedure 56
7.10 Students Interview 58-59
8. Faculty Session 60
8.1 Purpose 60
8.2 Location 60
8.3 Faculty Participants 60
8.4 Surveyor(s) 60
8.5 Standard/Issues Addressed 60-61
8.7 Procedure 61-62
8.10 Medical Institution Staffing Section 64
8.11 General Requirements 64-65
8.12 Basic Sciences 65
8.13 Anatomy 65
8.14 Physiology 65
xii Medical College Accreditation Standards and Inspection 2021
8.16 Pharmacology 66
8.17 Pathology 66-67
8.18 Forensic Medicine 67-68
8.19 Behavioral Sciences 68
8.20 Medical Education 68
8.21 Community Medicine 68-69
8.22 Clinical Sciences 69
8.23 General Medicine 69
8.24 General Surgery 69
8.25 Obstetrics and Gynecology 69
8.26 Ophthalmology 69-70
8.27 ENT 70
8.28 Pediatrics 70
8.29 Orthopedics 70
8.30 Psychiatry 70
8.31 Dermatology 70-71
8.32 Cardiology 71
8.33 Pulmonology 71
8.34 Nephrology 71
8.35 Neurology 71
8.36 Gastroenterology 71
8.37 Medicine and Allied Specialty 71-72
8.38 Accident and Emergency 72
8.39 Anaesthesia 72
8.40 Critical care 72
8.41 Radiology 72
8.42 Neurosurgery 72
8.43 Surgical and Allied Specialty 72-73
8.44 Support Documents 73-74
9. Medical College Facilities Tour 75
9.1 Purpose 75
9.2 Location 75
9.4 Surveyor(s) 75
9.7 Procedure 76
9.8 How to Prepare 76-77
xiii Medical College Accreditation Standards and Inspection 2021
9.10 Physiology 77
9.12 Anatomy 78
9.13 Pharmacology 78-79
9.14 Pathology 79
9.15 Forensic Medicine 79-80
9.16 Skills Lab 80
Annexure 1 81-85
Annexure 2 86-91
Annexure 3 92-103
xiv Medical College Accreditation Standards and Inspection 2021

xv Medical College Accreditation Standards and Inspection 2021
Introduction
This accreditation framework reproduces the standards adopted and approved by Pakistan
Medical Commission (PMC), developed in line with the standards prescribed by the World
Federation of Medical Education (WFME). A few changes have been made in the framework
considering the latest principles and standards of WFME:
-
• In student session, the word ‘disabled’ is replaced with ‘differently-abled’. Standards to
this effect will be essential.
• Electives for the students at local, regional, and international levels will be an essential
standard.
• Exchange programs for the students will be considered as a quality standard.
• Government policies to be followed where applicable in leave and other administrative
issues.
• In faculty sessions, leadership related training, education or qualification will be
considered as quality standards.
This updated framework also highlights how the results of evaluation impact the functioning of
medical and dental colleges in Pakistan. Evaluation tools shall be developed by the Evaluation
Committee to ensure objectivity and transparency, in line with the requirements of the standards.
xvi Medical College Accreditation Standards and Inspection 2021

PMC Standards for accreditation of Medical & Dental Colleges in Pakistan
Standard 1: Mission Statement
Standard 2: Outcomes
Standard 3: Institutional Autonomy and Academic Freedom
Standard 4: Curricular Organization
Standard 5: Educational Contents
Standard 6: Curricular Management
Standard 7: Assessment
Standard 8: Students
Standard 9: Faculty
Standard 10: Program Evaluation and Continuous renewal
Standard 11: Governance, Services and Resources
Standard 12: Research and Scholarship
xvii Medical College Accreditation Standards and Inspection 2021

STANDARD 1: MISSION STATEMENT
Essential Standards
A medical/dental college must have a written institutional mission statement, which:
1.1 is aligned with the vision of the university with which it is affiliated or of which it is a
constituent institution.
1.2 demonstrates a clear institutional commitment to social accountability, achievement
of competencies and addresses the health needs of Pakistan.
1.3 is developed with stakeholders’ participation (for example faculty members, staff,
students, university, health ministry officials).
1.4 is known to all stakeholders.
Quality Standards
A medical/dental college should have a written institutional mission statement, which:
1.1s Aims at professional development and a commitment to life-long learning
Annotations Mission
DEFINITION: Mission Statement: A characteristics of an ideal mission statement: Mission

statement must be:
1. Brief
2. Focused (towards the main targets of the institution)
3. Realistic SAMPLE: ABC medical college’s mission is to produce competent, research-oriented
doctors who can serve the local and global communities equally adeptly and professionally.
Social Accountability
xviii Medical College Accreditation Standards and Inspection 2021

Social accountability of healthcare institutions is their responsibility towards the community and
their graduates. It is the responsibility of the medical/dental colleges and universities to meet the
health care needs of the country through provision of quality education, research and service
delivery. This service delivery is not restricted to the tertiary care teaching hospital, but these
institutions should take ownership of defined populations (especially marginalized populations)
and improve the health status of those communities.
xix Medical College Accreditation Standards and Inspection 2021

STANDARD 2: OUTCOMES
Essential Standards
The medical/dental college must develop outcomes that:

2.1 Are in congruence with the mission of the institution.
2.2 Incorporate the knowledge, skills and professional behavior that the students will
demonstrate upon graduation.
2.3 Are contextually appropriate for health care delivery in Pakistan.
2.4 Have been developed in consultation with all stakeholders.
2.5 Are known to all stakeholders.
2.6 Are reviewed and revised in the light of program evaluation.
Quality Standards
The medical/dental college should:
2.1s Define the outcomes of the program which differentiates the institution from other similar
institutions.
Annotation Outcomes
1. Outcomes are statements of intention, just like objectives.
2. Outcomes provide a clear idea of what the learners are expected to do (perform) at the end of
the entire learning period (e.g., at the end of the MBBS/ BDS program). Hence, they provide an
overview (and not details) of what the learner is expected to do upon completion of the education
program in which he/ she is enrolled.
3. The number of outcomes is far less than the number of objectives. Usually, outcomes range
between 5 to 7 for an extended program.
EXAMPLE: By the end of the (MBBS/ BDS) program, graduates will be able to:
• Manage common, non-critical conditions independently
• Assist in the management of critically ill patients
• Demonstrate professional, ethical and culturally appropriate behavior
xx Medical College Accreditation Standards and Inspection 2021

• Advocate health promotion and disease prevention
• Work effectively in a health care team
• Demonstrate clear and efficient written and verbal communication abilities
Annotation for 2.2

Professionalism refers to ethical practices and behaviors as defined by the professions including
but not restricted to honesty, integrity, fairness and demeanor befitting a medical/dental graduate.
Annotation for 2.1s

Outcomes are a set of statements which summarize the expected results at the end of the
educational program (MBBS/ BDS). Every institution must have a reason for existence. This reason
should be its unique feature which sets it apart from other institutions. An institution may wish to
lay emphasis on training its graduates within the community, or on providing state-of-the-art high
technology training via skills labs or aims at producing doctors’ adept at practical research. Such
unique features must be clear in the outcomes; such statements must be present which help
provide an identity to the program and to the institution.
xxi Medical College Accreditation Standards and Inspection 2021

STANDARD 3: INSTITUTIONAL AUTONOMY AND ACADEMIC FREEDOM
Essential Standards
The medical/dental college must have institutional autonomy to:
3.1 formulate and implement policies to ensure smooth execution of its educational outcomes.
3.2 develop a system for ensuring that the policies are implemented.
3.3 allocate and appropriately use resources for implementation of the curriculum.
Quality Standards
The medical/dental college should have institutional autonomy to:
3.1s select, design and implement its curriculum that is based on best evidence, medical/dental
education and meets the standards set by PMC.
xxii Medical College Accreditation Standards and Inspection 2021

STANDARD 4: CURRICULAR ORGANISATION
Essential Standards
The medical/dental college must:
4.1 have a curriculum aligned with the university vision, institutional mission and local and national
needs, for contextual relevance
4.2 clearly document the sequence of courses along with their rationale for the sequence
4.3 develop and implement a curriculum which meets the standards of PMC
4.4 develop and implement a curriculum which is outcome-based, patient-centred, community-
relevant, and promotes health and prevents diseases
4.5 encourage students to link concepts of basic and clinical disciplines
4.6 ensure that clinical sciences get at least half of the time of the undergraduate program
4.7 ensure systematic and organized learning in clinical settings
Quality Standards
4.1 s incorporate a horizontally and vertically integrated curriculum.
4.2 s incorporate innovative educational strategies such as self-directed learning, independent
learning, inter-professional learning, use of e-technology and simulations.
4.3 s have student-selected optional components (electives) as part of the curriculum
4.4 s implement a curriculum which also incorporates active learning as an educational strategy
Annotations
• Active learning is any instructional strategy in which students are required to do meaningful
activities and think about their learning during the class in order to achieve the session’s objectives.
• Educational strategy means teaching method or instructional method, for example lecture or
tutorial or small group discussion.
• Outcomes are statements describing what students can do at the end of the program
• Patient-centeredness keeps the curriculum focused on issues of the patient and not around
diseases. It aims to produce doctors who deal with patients as humans and not as carriers of
disease. It helps graduates provide holistic care to the patients.
xxiii Medical College Accreditation Standards and Inspection 2021

STANDARD 5: EDUCATIONAL CONTENTS
Essential Standards
5.1 ensure that educational content is decided in consensus by a group of relevant subject experts
including faculties of basic, clinical, behavioral and community health sciences
5.2 ensure that the content and its delivery are aligned with the competencies and/ or outcomes
agreed upon by the institution
5.3 ensure that the content that is taught and assessed is relevant to practice for a general
practitioner
5.4 have a document describing the content, extent and sequencing of courses and other
components of the curriculum (curricular map)
5.5 include the following along with the basic, clinical & community health sciences:
a. Behavioral sciences
b. Communication skills
c. Forensic medicine and toxicology
d. Islamiyat and Pakistan studies
e. Patient safety
f. Professionalism, medical and Islamic ethics
g. Research
h. Evidence-based medicine
i. Infection control
j. IT skills
5.6 ensure that the curriculum includes applied basic sciences relevant to general practice
5.7 ensure that the students spend sufficient time in planned contact with patients in relevant
clinical settings
5.8 ensure that a representative from the department of medical education is present to facilitate
the process of content agreement
Quality Standards
xxiv Medical College Accreditation Standards and Inspection 2021

5.1 s Include topics like study skills, leadership and principles of management in the program
5.2 s Ensure that the students spend sufficient time in planned contact with patients and
community in relevant clinical and community settings.
xxv Medical College Accreditation Standards and Inspection 2021

STANDARD 6: CURRICULAR MANAGEMENT
Essential Standards
The medical / dental college must:
6.1 have a curriculum committee duly represented on the institutional organogram
6.2 have process of:
defined terms of reference (TORs) for the curriculum committee including the
a. planning, implementation and evaluation of the curriculum in order to ensure that
educational outcomes are achieved.
b. planning, implementation and evaluation of innovations in the curriculum
c. ensuring representation of at least one member from the Department of Medical Education
with a postgraduate qualification in medical education recognized by the PMC
6.3 ensure that adequate supervision of learning experiences is provided throughout required
laboratory work, skills labs, chair-side teaching, clinical rotations and field visits
6.4 develop logbook or study guides which clearly specify overall objectives of the course and
terminal objectives for every teaching session.
6.5 disseminate logbook or study guides to the students and faculty (preferably on-line as well)
xxvi Medical College Accreditation Standards and Inspection 2021

STANDARD 7: ASSESSMENT
Assessment is an essential and integral part of educational process. Its outcome bears importance
for both students as well as for the faculty and institution. For students, its importance lies in the
fact that it affects the decisions of pass and fail, ranking, awards and distinctions, and issue of
transcripts. For the faculty, assessment provides the grounds for substantiation of their teaching
methodology and achievement of educational outcomes. For the institution, it provides the
essential and sound grounds for program evaluation and brings forth important input for
curriculum development and evolution.
Essential Standards
The medical / dental college must:

7.1 develop appropriate and contextual policies for assessment of students.
7.2 ensure that assessments cover knowledge, skills and attitudes
7.3 use a wide range of assessment methods
7.4 define a clear process of assessment
7.5 ensure that the assessment practices are compatible with educational outcomes and
instructional methods.
7.6 implement pre-, per- and post- exam quality assurance procedures in assessment by the
university with which the college if affiliated or is a constituent of
7.7 use external examiners to ensure fairness
7.8 use a system for appeal of results
7.9 ensure assessments are externally evaluated
Quality Standards
The medical / dental college should:
7.1s use standard setting methods for examination items.
xxvii Medical College Accreditation Standards and Inspection 2021

STANDARD 8: STUDENT
As consumers of institutional services, students are the most important stakeholder group in higher
education. The institutions must engage their students in the management, delivery and evaluation
of their services. They should be consulted, given certain rights and responsibilities in all academic
matters that concern them. This section provides a set of essential (must) and quality (should)
standards for undergraduate medical/dental education in Pakistan.
Essential Standards
8.1 follow the admission policy in congruence with the national regulations/guidelines.
8.2 have student support programme addressing financial needs.
8.3 ensure that students have access to counselling to address their psychological, academic and/
or career needs.
8.4 ensure confidentiality of students’ academic and medical records.
8.5 ensure student representation and appropriate participation in educational committees and
any committee where they can provide meaningful input.
8.6 have access to their records and appeal’s process in case of discrepancies.
8.7 have clear policies, funding, technical support and facilities regarding co- curricular
opportunities for the students.
8.8 have a policy and practice to systematically seek, analyze and respond to student feedback
about the processes and products of the educational programmes.
8.9 provide access to health services to all the students.
8.10 ensure a fair and formal process for taking any action that affects the status of a student.
8.11 have policies and code of conduct that is known to all students.
8.12 have clearly defined transfer policy in line with the PMC regulations
8.13 have documented policy on forbidding students from partaking in any political activity
8.14 have infrastructure for differently abled students.
8.15 provide scholarships/bursaries to students based on clearly defined criteria.
8.16 have provision for national & international student bodies and organizations elections.
xxviii Medical College Accreditation Standards and Inspection 2021

Quality Standards
8.1 s have student exchange mechanism regionally and internationally.
Annotations
Student support programme means loans schemes and debt management counselling to address
their financial needs.
Needy students means students who are on merit and can provide an evidence that they do not
have enough funds to continue their studies. The institutional academic council might define
criteria and consider the cases on merit basis.
Academic counselling would include addressing questions related to the student’s choice of
selected components/electives
Career counselling would include guidance related to achieving their career goals and entry into
postgraduate programs
Confidentiality means available only to members of the faculty and administration on a need to
know basis. Laws concerning confidentiality of record need to be kept in view.
Committees include all educational, management and disciplinary committees. This includes
development of the mission and vision, policy guidelines, curriculum committees, academic council
and service delivery.
Areas of appeals include admission, attendance, assessment, promotion, demotion or dismissal

processes and products of the educational programmes means curriculum, teaching and learning
processes.
Fair and formal process includes timely notice of the impending action, disclosure of the evidence
on which the action would be based, an opportunity for the medical student to respond and an
opportunity to appeal
Status of student means that can affect his/her educational progression for example admission,
promotion, demotion, graduation or dismissal
Disability means any physical disability which may not affect his/her ability to actively contribute
as a member of healthcare team. The institutional medical team should decide it on case to case
basis.
xxix Medical College Accreditation Standards and Inspection 2021

Scholarships/bursaries mean reduction in fee or free education based on performance. The
institutional academic council might define some criteria and select on merit.
Transfer policy and exchange mechanisms means policies devised by the affiliating university for
transfer and student exchange in congruence with PMC guidelines & government policies.
xxx Medical College Accreditation Standards and Inspection 2021

STANDARD 9: FACULTY
Essential Standards
9.1 have documented job description
9.2 have faculty recruitment, selection, promotion and retention policies based on the
policies/criteria provided by the PMC and universities’ statutory bodies.
9.3 have sufficient trained faculty to meet the medical educational needs as per PMC regulations.
9.4 have faculty fulfilling its various roles
9.5 have faculty development program (FDP) with clear goals aligned with faculty and program
needs
9.6 have opportunities for national CME/CPD activities
9.7 have documented policy on forbidding faculty from partaking in any political activity.
9.8 All the essential faculty members should be registered Medical practioners, however, the
additional faculty members can be non-doctors.
Quality Standards
9.1 s ensure that the institution’s leadership is qualified by education, training and experience
9.2 s have the program for training the trainers
9.3 s have evidence-based educational innovation in faculty development approaches
9.4 s link the annual appraisal/performance report (including research output) of faculty with their
promotion
9.5 s provide opportunities for international CME/CPD activities
xxxi Medical College Accreditation Standards and Inspection 2021

STANDARD 10: PROGRAM EVALUATION AND CONTINUOUS RENEWAL
The evaluation of programs overlaps with quality assurance requirements of the Higher Education
Commission (HEC), that has mandated every higher education institute (HEI) to adopt the quality
assurance standards and procedures.
The PMC encourages the universities for ensuring quality assurance and compliance with PMC and
HEC standards.
Essential Standards
10.1 ensure processes and schedules for review and update of all academic activities through an
established mechanism of program evaluation.
10.2 regularly review results of evaluation and student assessments to ensure that the gaps are
adequately addressed in the curriculum in consultation with curricular committee.
10.3 allocate resources to address deficiencies and continuous renewal of programs.
10.4 have program evaluation in compliance with PMC accreditation standards
10.5 ensure that students, faculty and administration are involved in program evaluation.
10.6 have mechanism for curriculum monitoring and progressive improvements.
10.7 ensure that amendments based on results of program evaluation findings are implemented
and documented.
Annotations
Program evaluation: Gathering, analysis and interpretation of information, using valid and reliable
methods of data collection, from all components of the program. The process of evaluation should
serve to make judgments about its effectiveness in relation to the mission, curriculum and intended
educational outcomes.
Academic activities: These include all formal educational experiences of the learner during his
enrolment in the institute.
Gaps: This refers to deficiencies in the fulfilment of curricular standards as defined in PMC standard
4.
Renewal of programs: This refers to modifications made in the program by incorporating results
of program evaluation.
xxxii Medical College Accreditation Standards and Inspection 2021

Curriculum Monitoring: This implies supervising and proctoring processes of curricular
development and implementation.
xxxiii Medical College Accreditation Standards and Inspection 2021

STANDARD 11: GOVERNANCE, SERVICES AND RESOURCES
Essential Standards
11.1 have hierarchical system of academic governance.
11.2 have mechanisms for dissemination of all policies and procedures related to governance,
services and resources
11.3 have clear roles/authority of Dean and /or Principals and HOD’s as per PMC rules
11.4 have adequate and safe buildings and structures for medical/dental college, teaching hospital
and housing facilities as per PMC initial evaluation
11.5 have satisfactory and functional IT and library facilities
11.6 have adequate financial resources for institutional requirements
11.7 have fulfilled all legal requirements
11.8 have mechanisms for addressing disciplinary issues
11.9 have incorporated the principles of social accountability in the medical/dental college
11.10 have an established department of medical education
11.11 have health, fitness, and faculty support and cafeteria facilities
11.12 have documented policy ensuring clinical work or procedures and cost of any material used
during training and studentship is not charged to the students
11.13 provide any information as an applicant or recognized institution to PMC council as and when
required
11.14 report dropout of students to PMC council in the first two years for adjustments to maintain
total admission strength
Quality Standards
11.1 s Establish a nursing college within ten years of its recognition
11.2 s Establish an institute for allied health professionals or paramedics within ten years of its
recognition
xxxiv Medical College Accreditation Standards and Inspection 2021

STANDARD 12: RESEARCH AND SCHOLARSHIP
Essential standards
12.1 have a research advisory committee that can facilitate faculty and students on research.
12.2 have research as an integral part of the curriculum.
12.3 provide opportunities for research to the students and faculty.
Quality standards
12.1 s have a research cell led by an appropriately qualified faculty member and with adequate
support staff that can guide faculty and students on research.
12.2 s demonstrate a commitment to continuing scholarly productivity.
12.3 s provide opportunities for multi-disciplinary and applied research.
Annotations
Medical research and scholarship encompass scientific research in basic, biomedical, clinical,
behavioural, public health, social sciences and health professionals education.
Medical scholarship means the academic attainment of advanced medical knowledge and inquiry.
It must meet these criteria: i) The work must be made public. Ii) The work must be available for
peer review and critique according to accepted standards. Iii) The work must be able to be
reproduced and built on by other scholars. The examples would include original papers, systematic
reviews, scoping review, meta-analysis, literature reviews, concept and innovative papers,
different publications such as short communications, teaching innovations, developing course
documents, developing and maintaining the online curricular documents, and preparing teaching
material and presenting it for peer- review.
The research component within the curriculum would be ensured by research activities within the
medical school itself or its affiliated institutions, and by the scholarship and scientific competencies
of the teaching staff.
xxxv Medical College Accreditation Standards and Inspection 2021

xxxvi Medical College Accreditation Standards and Inspection 2021
PAKISTAN MEDICAL COMMISSION
1. MEDICAL COLLEGE CONVENER SOPs
INSPECTOR: SENIOR FACULTY MEMBER (ASSOCIATE PROFESSOR OR ABOVE)
1.1 PURPOSE
The purpose of this document is to define the roles and responsibilities of
Inspection Convener of PMC.
1.2 NEEDED RESOURCES
• Meeting Room
• Computers/laptops with access to institution records.
• Printer
• Internet facility (Wi-Fi connectivity).
• Adequate stationary
1.3 ROLE AND RESPONSIBILITIES OF THE CONVENER
Each Medical College inspection shall be collaborated through an onsite
convener. His/her roles and responsibilities include;
1. To know the complete inspection process and understand his/her own

responsibilities.
2. To lead the team on the inspection day and arrange meeting at the institution
before the inspection starts to set the ground rules and plan activities for the
day in a closed session with the team.
3. Convener will have a clearly defined communication method to

communicate with the team members. The convener will exchange the
mobile numbers with the whole team to ensure timely communication as
needed by the convener.
Medical College Accreditation Standards and Inspection (2021) 19.05.2021 1|P a g e

4. Will ensure that each member of the inspection team clearly understands
his/her role.
5. Will ensure that all the sessions are carried out in the most professional and
ethical framework.
6. During the initial session, he/she shall print (or use IT for marking on various
inspection areas) all the forms for the inspection, sign and date each page
and handover these signed forms to their respective inspectors.
7. Will lead the opening meeting with the hospital management and Dean (if
applicable) and ensure that the meeting is limited to 10 minutes.
8. The convener will use this time to introduce the inspection team, request the
presence of institutional staff to accompany the inspectors during the
inspection and will formally start the inspection.
9. The convener and his team will fill a disclosure affidavit before initiating the
inspection.
10. The convener will request during the opening for availability of the meeting
room with requirements mentioned earlier in the document till the end of
inspection.
11. The final meeting will be attended only by the inspection team and no
institutional representation.
12. Ensure that the inspectors completely fill out their forms during the
inspection.
13. At the end of the day, all inspectors will gather for the closed session in the
room requested for the session and shall upload the data (where possible).
14. After uploading the forms, the inspectors shall sign and date each page of
their respective forms and hand over these forms to the convener.
15. The convener will place all these forms in an envelope and shall seal and sign
them.
16. Sealed and signed envelope shall be sent through the coordinator to the PMC
head office Islamabad on the same day via courier service and receipt shall
be submitted to PMC on return from the inspection. The coordinator will also
share a soft or paper copy of the invoice with the convener.

17. Convener will ensure time management during introductory meetings and
will guide the team members to appropriate solutions when there are
technical delays.
18. Convener can call for emergency meeting when an unwanted situation arises
and has the authority to request suspension of the inspection if there is any
safety concern raised by the inspection team.
19. If the convener decides on requesting suspension of the ongoing inspection,

he/she shall call the relevant authority at PMC and shall inform them of the
situation.
20. At the end of the initial session, the convener shall start his/her scheduled
rounds.
21. The convener after the inspection will fill an evaluation form for entire team.

1. MANAGEMENT SESSION
INSPECTOR: MEDICAL COLLEGE MANAGEMENT EXPERT
2.1 PURPOSE
Session to be conducted by the Convener with discussion on management and
resources of the college including organizational relationships of college with
university and teaching hospital(s); organization of staff; interaction of dean with
college’s governance organization, councils, committees and academic
departments; Financial status and projections; Research programs and funding;
and the status of facilities for education, research, and patient care. The
adequacy of finances for the achievement of the school’s mission is discussed;
recent financial trends and projections for various revenue sources are also
reviewed with the leadership of the college.
2.2 LOCATION
Principal/Dean’s Office or Committee Room
2.3 COLLEGE PARTICIPANTS

▪ Dean and/or Principal of the college
▪ Finance Manager or equivalent of the college
▪ Representation from the university with which the college is affiliated
or is a constituent college of
▪ Leadership of the teaching hospital
2.4 SURVEYOR(S)
Medical College Management Expert
2.5 STANDARDS ADDRESSED

• Standard 8: Student (8.1 and 8.10)
• Standard 9: Faculty (9.6, 9.7) and (9.4s)
• Standard 11: Governance, Services and Resources (11.1, 11.2, 11.3, 11.4, 11.6,
11.7, 11.8)
2.6 DOCUMENTS / MATERIALS NEEDED

• Medical College ownership/control or minimum 33 years lease document
• Ownership/control evidence of Hospital beds
• SECP registration (if applicable)
• Financial statement reflecting working capital
• Budget document
• Annual audited financial reports
• Evidence of utilization of FDP (faculty Development Program) funds
• Organogram of the college and relationship with the university
• TORs of curriculum committee
• College’s faculty development program
2.7 HOW TO EVALUATE

To evaluate the compliance to relevant standards, review the documents
provided by the college. Based on the review, conduct a leadership interview
session with the following list of questions:
SR. 2.8 EVALUATION QUESTIONS COMPLIANCE

NO
YES NO NA TYPE SCORE
1. Has the medical college been established in a

building owned or acquired on lease for at
MANDATORY
least 33 years by the legal entity?
(Ownership document)
2. Has the medical college ownership and
control of at least 50% of the total hospital
MANDATORY
beds?
(Ownership document, where applicable)
3. Does the college have administrative control
MANDATORY
over 500 beds and the entire faculty?
4. Is the total student to bed ratio as per PMC
guidelines? MANDATORY
(500 beds per 100 students)
5. Does the medical college have a contract with
hospital(s) for rest of the beds that the
hospital does not own, valid for at least 10 MANDATORY
years? (If applicable, please provide evidence
of control)
6. Is the Public Medical College approved by the
MANDATORY
respective Govt. Authority? (If applicable)
7. Is the company which owns the Private
Medical College registered with the Security
MANDATORY
and Exchange Commission of Pakistan
(SECP)?
8. Does the medical college have a minimum
working capital equivalent to number of
MANDATORY
students x one month fee of each student?
(for private colleges)
9. Does the college invest equivalent of 1% of
the total annual fee into an endowment fund,
MANDATORY
utilization of which is regulated by PMC or
HEC? (for private colleges)
10. Does the college have its account audited by
a third party? MANDATORY
(Report to be submitted to PMC)
11. Does the college report dropout students to
PMC in the first two years, to maintain a MANDATORY
record of total admission strength?
12. Are all the teaching hospitals within 35km of
the medical college premises and are within
MANDATORY
60min of travel under normal traffic
conditions?
13. Does the college have governance structure
MANDATORY
compliant with the notified regulations?
14. Does the college have a standardized budget
MANDATORY
development process?
15. Is the budget development process
collaborative and takes into account the
MANDATORY
requirements of curriculum delivery bythe
faculty?
16. Does the budget have resources allocated for
MANDATORY
implementation of curriculum/training?
17. Does the budget have resources allocated to
address deficiencies and continuous renewal MANDATORY
of training programs?
18. Is the program evaluation in compliance with
MANDATORY
PMC accreditation standards?
co-curricular activities, minimum of PKR 5000
MANDATORY
per student per year (check evidence of
expenditure too)
faculty development program for national
MANDATORY
CME/CPD, minimum or equivalent of PKR
50,000 per department per year?
21. Does the budget have resources for financial
support of students, with minimum 5%
deserving students with good academic MANDATORY
record as determined by scholarship
awarding committee getting 25% discounts?
22. Does the budget correlate with the audited
accounts of the previous year – taking into ESSENTIAL 1
account the number of students?
23. Is there a policy ensuring clinical work or
MANDATORY
procedures and cost of any material used
during training and studentship are not
charged to the students?
24. Are HR policies developed and applicable to
the college staff? MANDATORY
25. Is there a documented anti-harassment

policy as per government guidelines? MANDATORY
26. Is the admission policy developed? MANDATORY

27. Is the admission policy in line with national
MANDATORY
regulations?
28. Is there a mechanism to ensure that the
vision of the university and the mission of MANDATORY
the college remain aligned?
29. Is there a mechanism to ensure that the
social accountability, achievement of
competencies, and health needs of Pakistan MANDATORY
are addressed in the mission statement of
institute?
30. Are professional development and
commitment to lifelong learning reflected in MANDATORY
the mission statement?
31. Are faculty members aware of the curricular
outcomes of the college and able to retrieve MANDATORY
them from appropriate document?
32. Is there a mechanism at the teaching hospital
to ensure adequacy of clinical facilities for the MANDATORY
program?
33. Are all graduates given an opportunity for
MANDATORY
paid house job in the affiliated hospital?
34. Is there a structured hierarchy defined for the
institution? (Organogram of the institution MANDATORY
and of various departments)
35. Is there a structured process to disseminate
policies developed by the institutional
leadership related to governance, services,
ESSENTIAL 1
and resources?
36. Are the roles and authorities of the Dean and
or Principal clearly defined in his/her job
MANDATORY
description, that are in alignment with PMC
regulations?
37. Are the roles and authorities of the Head of
departments clearly defined in his/her job
MANDATORY
description, that are in alignment with PMC
regulations?

38. Are the respective Standard Operating
Procedures (SOPs-Curriculum/ Teaching
MANDATORY
Program) available as a document for each
department?
39. Are the legal requirements related to the
medical institution fulfilled at the primary MANDATORY
survey and still valid?
40. Is there an established mechanism to address
disciplinary issues? MANDATORY
41. Has the institution incorporated community

visits, medical camps etc.? QUALITY 2
42. Is there a department of medical education at

the institution? MANDATORY
43. Is there a process to allow women to take

maternity leaves as per Govt. Rules? MANDATORY
44. Is there a process to ensure health needs of

faculty are met? MANDATORY
(Entitlement/Insurance / health allowance, etc.)
45. Is there a fitness center/ Gym with required
equipment and coaching staff for the
students and the faculty with separate
QUALITY 2
sessions defined for males and females?
46. Are there adequate facilities and equipment
for indoor and outdoor games? ESSENTIAL 1
TOTAL 7
MANDATORY 41
ESSENTIAL 3
QUALITY 2

3. CURRICULAR ORGANIZATION &MANAGEMENT SESSION
INSPECTOR: HEALTH PROFESSION EDUCATION EXPERT (at least MHPE or equivalent qualified)
3.1 PURPOSE
This session is to be conducted by the Health Professional Education expert with
the relevant leadership of the medical college to review educational objectives,
outcome measures and how they are integrated throughout the curriculum. The
session also focuses on curriculum design, content coverage, and methods of
teaching and evaluation of student performance. Evidence of implementation of
curriculum is reviewed.
The scope of this session covers relevant leadership of the medical college that
constitute the curriculum committee to review curriculum management and
program evaluation and discussion of the system for implementation and
management of the curriculum, adequacy of resources and authority for the
educational program and its management, and methods for evaluating the
effectiveness of the educational program and evidence of success in achieving
objectives. Evidence of effective management is reviewed.
3.2 LOCATION
College Committee Room

Members of the curriculum committee
3.4 SURVEYOR
Health Profession Education Expert (at least MHPE or equivalent qualified)

• Standard 1: Mission Statement (1.1, 1.2, 1.3, 1.4)
• Standard 2: Outcomes (2.1, 2.2, 2.3, 2.4, 2.5, 2.6)
• Standard 3: Institutional autonomy and Academic freedom (3.1)
• Standard 4: Curricular Organization (4.1, 4.2, 4.3, 4.6)
• Standard 5: Educational Contents (5.1, 5.2, 5.5, 5.6, 5.7)
• Standard 6: Curricular Management (6.1, 6.2 a b and c, 6.3)
• Standard 10: Program Evaluation and Continuous Renewal (10.1, 10.5, 10.6,
10.7)

3.6 DOCUMENTS/MATERIALS NEEDED
• Document outlining mission of the institution
• Document outlining vision of the university
• Organogram of the institution reflecting curriculum committee
• Terms of reference of the Curriculum Committee including its structure
• Minutes of meeting reflecting discussion on curriculum and how the changes
are made based on feedback and evaluation by the various stakeholders
• Curriculum Document
• College’s policy on electives for students and record of student selected
electives
• College’s study guides or logbook
• College's document showing timetable
• Program Feedback
• Program evaluation results
• List of all current or previous (last 12 months) research projects
3.7 PROCEDURE
The surveyor shall look at the development methodology, structure,
implementation, and review and feedback integration mechanism of the
curriculum. Curriculum committee structure and its TORs shall also be discussed
in this session. The surveyor will engage in discussion with the curriculum
committee members and will request evidence against standards based on the
questionnaire given below.
3.8 HOW TO EVALUATE

provided by the college. Based on the review, conduct a Curricular
Organization/management interview session with the following list of questions
answered:

NO.
1. Are the curricular outcomes developed in

alignment with the mission statement of the MANDATORY
institution?
2. Are the curricular outcomes developed in
MANDATORY
alignment with the university vision?
3. Are the curricular outcomes developed with
MANDATORY
the involvement of students? (Evidence of
Medical College Accreditation Standards and Inspection (2021) 19.05.2021 10 | P a g e
involvement e.g., meeting minutes,
feedback, etc.)
4. Was faculty involved in development of
curricular outcomes? (Evidence of
MANDATORY
involvement e.g., meeting minutes,
feedback, etc.)
5. Do the outcomes of curricular document
address knowledge, skill and attitude ESSENTIAL 1
(professional behavior)?
6. Are outcomes of curricular documents
evident in institution’s prospectus and/or ESSENTIAL 1
websites?
7. Is there sufficient evidence to ensure that
content is addressing the outcomes ESSENTIAL 1
identified by the organization?
8. Are health problems prioritized in line with
national health vision and Sustainable
Development Goals (SDGs) in the
ESSENTIAL 1
curriculum?
9. Are the results of review incorporated or
addressed in curriculum?
ESSENTIAL 1
10. Is the program reviewed at least once every
five years or earlier as needed?
ESSENTIAL 1
11. Are the internal review findings shared with
the stakeholders?
ESSENTIAL 1
12. Do the features of the program differentiate
this institute from other similar institutes?
ESSENTIAL 1
13. Are different learning strategies being
implemented?
ESSENTIAL 1
14. Are the policies for smooth execution of
educational outcomes developed ESSENTIAL 1
autonomously by the institution?
15. Does the institution have autonomy to
formulate policies for execution of the ESSENTIAL 1
educational outcomes?
16. Does the institution have autonomy to
implement policies for execution of the ESSENTIAL 1
educational outcomes?
17. Is there a mechanism to ensure that policies
for smooth execution of educational
outcomes are implemented by the
ESSENTIAL 1
institution?
18. Is a clearly documented sequence of courses
evident and the rationale for the sequence ESSENTIAL 1
part of the curriculum document?

19. Is there a document describing the content,
extent and sequencing of courses and other ESSENTIAL 1
components of curriculum? (Curricular Map)
20. Is there representation of basic sciences on
MANDATORY
the curricular committee?
21. Is there representation of clinical sciences on
MANDATORY
22. Is there representation of behavioral
MANDATORY
sciences on the curricular committee?
23. Is there representation of community
MANDATORY
medicine on the curricular committee?
24. Is there a research cell led by an
appropriately qualified faculty member, and
MANDATORY
with adequate support staff that can guide
faculty and students on research?
25. Does the college demonstrate a
commitment to continuing scholarly ESSENTIAL 1
productivity (e.g., teaching innovation, etc.)?
26. Does the college provide opportunities for
multi-disciplinary and applied research ESSENTIAL 1
activities?
27. Are study skills taught and evident in the
curricular document?
ESSENTIAL 1
28. Are leadership skills part of the curricular
document?
ESSENTIAL 1
29. Are management skills part of the curricular
document?
ESSENTIAL 1
30. Is the curricular document structurally
MANDATORY
aligned with the PMC curriculum guidelines?
31. Does the curricular document provide
guidelines to complete the 39 credit hours of
study for subjects relating to humanities as MANDATORY
prescribed by HEC (Ref; HEC undergraduate
policy 2020; Annexure 1)?
32. Are there ancillary aides such as mannequins,
models, videos, libraries, simulators,
simulated patients or other such ESSENTIAL 1
methodologies employed to ensure early
clinical experience?
33. Are pre-clinical subjects taught with clinical
relevance (case scenarios etc.)?
ESSENTIAL 1
34. Are small group discussion session used as a
learning strategy?
ESSENTIAL 1
35. Are community visits arranged for the
students (Documented evidence required)?
ESSENTIAL 1
36. Is the curricular document designed to
address knowledge needs of subjects/topics?
ESSENTIAL 1
address skills needs of subjects/topics?
ESSENTIAL 1
address attitude needs of subjects/topics?
ESSENTIAL 1
39. Are the lectures interactive?
(Review lesson plans and attend a 10 minutes ESSENTIAL 1
session on the day, where applicable)
40. Are there opportunities for students for self-
directed or independent learning such as ESSENTIAL 1
online lectures or video tutorials, etc.?
41. Are electives (student-selected components)
part of the curriculum?
(4-weeks in summer vacations-national/ ESSENTIAL 1
international, range of other acceptable
modes of electives)
42. Are clinical rotations/clerkships scheduled for
each of the clinical subjects?
ESSENTIAL 1
43. Does the curricular document ensure
systematic and organized learning in clinical ESSENTIAL 1
settings?
44. Does the implemented curriculum
incorporate active learning as educational ESSENTIAL 1
strategy?
45. Does the curriculum structure address
knowledge, skills and attitude/ behavior
required by a general practitioner with MBBS
ESSENTIAL 1
qualification?
46. Are there opportunities for students to spend
sufficient time in planned contact with ESSENTIAL 1
patients in relevant clinical settings?
47. Are there opportunities for students to spend
sufficient time in planned contact with
patients and community in relevant clinical
ESSENTIAL 1
and community settings?
48. Is there a curricular committee structure
evident in the organogram of the MANDATORY
organization?
49. Are the Terms of Reference documented for
MANDATORY
50. Do the TORs include;
Planning, implementation and evaluation of
MANDATORY
the curriculum in order to ensure that
educational outcomes are achieved?
Planning, implementation and evaluation of MANDATORY
innovations in the curriculum?

Ensuring representation of at least one
member from the Department of Medical MANDATORY
Education with a post-graduate qualification
recognized by PMC in medical education?
53. Is there evidence of implementation of the
MANDATORY
TORs through various meeting minutes?
54. Is the learning being supervised throughout
the curriculum management as evident by ESSENTIAL 1
the schedules of the teachers, lab staff etc.?
55. Are study guides developed, clearly
mentioning the overall objectives of the
course and terminal objectives of each
ESSENTIAL 1
teaching session?
56. Are the logbooks developed for the students
MANDATORY
and available for review?
57. Are the study guides disseminated amongst
the faculty?
ESSENTIAL 1
58. Does the Department of Medical Education
perform Program Evaluation as per guidelines
of PMC/HEC (documentary evidence to be
ESSENTIAL 1
provided where applicable)?
59. Traditional curriculum: Does the Anatomy
curriculum (including embryology, histology,
MANDATORY
gross anatomy etc.) include 500 dedicated
hours of study?
60. Integrated system: Is Anatomy (including
embryology, histology, gross anatomy etc.)
MANDATORY
content being covered during comparable
hours (500) of teaching?
61. Traditional curriculum: Does the Physiology
curriculum include minimum 400 dedicated MANDATORY
hours of study?
62. Integrated system: Is Physiology content
being covered during comparable hours (400) MANDATORY
of teaching?
63. Traditional curriculum: Does the
Biochemistry curriculum include minimum MANDATORY
200 dedicated hours of study?
64. Integrated system: Is Biochemistry content
of teaching?
Pharmacology curriculum include 300 MANDATORY
dedicated hours of study?

66. Integrated system: Is Pharmacology content
of teaching?
67. Traditional curriculum: Does the Pathology
curriculum (including general pathology,
MANDATORY
special pathology, hematology, parasitology,
etc.) include 500 dedicated hours of study?
68. Integrated system: Is Pathology (including
general pathology, special pathology,
hematology, parasitology, etc.) Content MANDATORY
being covered during comparable hours (500)
of teaching?
69. Traditional curriculum: Does the Forensic
Medicine and Toxicology curriculum include MANDATORY
70. Integrated system: Is Forensic Medicine and
Toxicology content being covered during MANDATORY
comparable hours (100) of teaching?
71. Traditional curriculum: Does the ENT
curriculum include 150 dedicated hours of MANDATORY
study?
72. Integrated system: Is ENT content being
covered during comparable hours (150) of MANDATORY
teaching?
Eye/Ophthalmology curriculum include 150 MANDATORY
74. Integrated system: Is Eye/Ophthalmology
content being covered during comparable MANDATORY
75. Traditional curriculum: Does the Gynecology
and Obstetrics curriculum include 300 MANDATORY
76. Integrated system: Is Gynecology and
Obstetrics content being covered during MANDATORY
77. Traditional curriculum: Does the Community
Medicine curriculum include minimum of 200 MANDATORY
78. Integrated system: Is Community Medicine
hours: 200 hours of teaching?
79. Traditional curriculum: Does the Research
Methodology and Evidence based Medicine
MANDATORY
curriculum include 100 dedicated hours of
study?

80. Integrated system: Is Research Methodology
and Evidence based content being covered MANDATORY
during comparable hours (100) of teaching?
81. HEC prescribed modules: Does the curriculum
clearly accommodate general courses for Arts
and Humanities for 39 credit hours as
MANDATORY
prescribed in HEC guidelines for the
undergraduate students to be completed in
first two years (Annexure 1)?
82. Traditional curriculum: Does the General
Surgery curriculum include 600 dedicated MANDATORY
hours of study?
83. Integrated system: Is General Surgery content
of teaching?
Anesthesiology curriculum include 75 MANDATORY
85. Traditional curriculum: Does the Critical Care
study?
86. Integrated system: Is Anesthesiology content
of teaching?
87. Integrated system: Is Critical Care content
of teaching?
88. Traditional curriculum: Does the Orthopedics
and Traumatology curriculum include 100 MANDATORY
89. Integrated system: Is Orthopedics and
Traumatology content being covered during MANDATORY
neurosurgery curriculum include 50 MANDATORY
91. Integrated system: Is neurosurgery content
of teaching?
92. Traditional curriculum: Do minimum of three
specialties, from the surgical specialties listed
below, include 150 dedicated hours of study?
• Cardiac Surgery
MANDATORY
• Vascular surgery
• Pediatric Surgery
• Thoracic Surgery
• Urology
• Plastic Surgery
• Spinal surgery
93. Integrated system: Do minimum of three
from list above have content being covered MANDATORY
94. Traditional curriculum: Does the General
Medicine curriculum include 500 dedicated MANDATORY
hours of study?
95. Integrated system: Is General Medicine
96. Traditional curriculum: Do minimum of three
specialties, from the medical specialties listed
below, include 150 dedicated hours of study?
• Rheumatology
• Geriatrics MANDATORY
• Child Psychiatry
• Endocrinology
• Clinical Oncology
• Infectious Diseases
97. Integrated system: Do minimum of three
from list above have content being covered MANDATORY
98. Traditional curriculum: Does the Psychiatry
study?
99. Integrated system: Is Psychiatry content
of teaching?
100. Traditional curriculum: Does the Emergency
Medicine curriculum include 50 dedicated MANDATORY
hours of study?
101. Integrated system: Is Emergency Medicine
102. Traditional curriculum: Does the Dermatology
study?
103. Integrated system: Is Dermatology content
of teaching?
104. Traditional curriculum: Does the Cardiology
study?

105. Integrated system: Is Cardiology content
of teaching?
Pulmonology curriculum include 50 dedicated MANDATORY
hours of study?
107. Integrated system: Is Pulmonology content
of teaching?
108. Traditional curriculum: Does the Nephrology
study?
109. Integrated system: Is Nephrology content
of teaching?
Gastroenterology curriculum include 50 MANDATORY
111. Integrated system: Is Gastroenterology
112. Traditional curriculum: Does the Pediatrics
study?
113. Integrated system: Is Pediatrics content being
covered during comparable hours (300) of MANDATORY
teaching?
114. Traditional curriculum: Does the Family
Medicine curriculum include 100 dedicated QUALITY 2
hours of study?
115. Integrated system: Is Family Medicine
content being covered during comparable QUALITY 2
116. Traditional curriculum: Does the Behavioral
Sciences and skills include 150 dedicated MANDATORY
hours of study?
117. Integrated system: Is Behavioral Science and
skills being covered during comparable hours MANDATORY
(150) of teaching?
118. Traditional curriculum: Does the Self-Directed
Learning curriculum include 500 dedicated ESSENTIAL 1
hours of study?
119. Integrated system: Does Self-Directed
Learning have 500 dedicated hours of study?
ESSENTIAL 1
120. Is the curriculum spanning over a minimum of
MANDATORY
6000 hours?

121. Is there a mechanism to receive feedback
MANDATORY
about the curriculum from students?
122. Is there a mechanism to receive feedback
about the curriculum from faculty?
ESSENTIAL 1
123. Is there a mechanism to integrate student
feedback into the curriculum? (Evidence of ESSENTIAL 1
changes made)
124. Is there a mechanism to integrate faculty
feedback into the curriculum? (Evidence of ESSENTIAL 1
changes made)?
125. Is there a mechanism for curriculum
monitoring and progressive improvements?
ESSENTIAL 1
126. Are amendments based on results of program
evaluation findings implemented and ESSENTIAL 1
documented?
127. Does the institution provide learning
opportunities that are over and above the
PMC requirements and are commendable in
QUALITY 2
terms of Faculty requirements?
128. Does the institution provide learning
opportunities that are over and above the
PMC requirements and are commendable in
QUALITY 2
terms of Innovative teaching methodologies?
129. Does the curriculum cater for achievement of
30 competencies as defined in Annexure-2 of
MANDATORY
this document?
Formally assessed, documented and certified.
3.10 ASSESSMENT
SR. NO EVALUATION QUESTIONS COMPLIANCE
Are there appropriate and contextual

1.
policies for assessment of students?
ESSENTIAL 1
Is the assessment structured to assess the

2.
knowledge of students on the subject?
ESSENTIAL 1

3.
skills of students on the subject?
ESSENTIAL 1
4.
attitude of students on the subject?
ESSENTIAL 1
Does the Continuous internal assessment

5. MANDATORY
carry 20% of overall weightage?

Does the Final external assessment carry
6. MANDATORY
80% of overall weightage?
Are external examiners involved in
7. MANDATORY
assessment?
Is there a method to ensure that
assessment methodologies are in
8. MANDATORY
alignment with Table of Specifications
(TOS)?
Are the assessment methodologies
9.
defined?
ESSENTIAL 1
Are there any formative methodologies for
10.
assessment?
ESSENTIAL 1
Are there summative methodologies for
11.
assessment?
ESSENTIAL 1
Are Multiple choice questions, and/or
12. Short Answer Questions and/or Short ESSENTIAL 1
Essay Questions used as assessment tool?
Are Objective Structured Practical Exam
13. (OSPE) part of assessment in the non- ESSENTIAL 1
clinical years?
Are Objective Structured Clinical Exam
14. (OSCE) part of assessment in the clinical ESSENTIAL 1
years?
Are portfolios/logbooks used as part of
15. MANDATORY
assessment?
Does the assessment consist of Mini-
Clinical Evaluation Exercise (Mini-Cex) or
16.
Work Placed based assessment in clinical
ESSENTIAL 1
years?
Are long cases part of the assessment in
17.
the clinical years?
ESSENTIAL 1
Are simulated patients or standardized
18.
patients, part of assessment?
QUALITY 2
Are assessment methods compatible with
19. educational outcomes and instructional ESSENTIAL 1
methods?
20. Is there a mechanism for appeal of results? ESSENTIAL 1
Are standard setting methods used for
21.
examination items?
ESSENTIAL 1
Is there a mechanism to take student
22.
feedback on assessment strategies?
ESSENTIAL 1
Is there a mechanism to take teacher
23.
feedback on assessment strategies?
ESSENTIAL 1
Is the student feedback communicated to
24.
faculty?
ESSENTIAL 1

Is the feedback utilized to improve
25.
assessment methodologies?
ESSENTIAL 1
Are there any pre-assessment quality
assurance procedure (e.g., item flaws
26. assessment) in place by the university with ESSENTIAL 1
which the college is affiliated or is a
constituent of?
Are there any per-assessment quality
assurance procedure (e.g., content
27. validity) in place by the university with ESSENTIAL 1
which the college is affiliated or is a
constituent of?
Are there any post-assessment quality
assurance procedure (e.g., item analysis,
28. examiners feedback) in place by the ESSENTIAL 1
university with which the college is
affiliated or is a constituent of?
3.11 PROGRAM EVALUATION (WHERE APPLICABLE)

CURRICULAR DOCUMENT
SR. NO. COMPLIANCE
EVALUATION QUESTIONS TYPE SCORE
YES NO NA
1. Are program outcomes written in MANDATORY

the institution’s prospectus and/or
websites?
(Evidence: this should be checked on the institutional/
hospital’s website. The program outcomes may also
be part of the training manual which must be
distributed to all trainees/ House officers/ students)
2. Are the program outcomes aligned
to the institutional mission
statement? ESSENTIAL 1
(Match the outcomes with the institution’s mission
statement and see if the former is linked with the
latter. This is a subjective decision)
3. Are the program outcomes aligned
to the University vision? (Match the
outcomes with the institution’s mission statement and
ESSENTIAL 1
see if the former is linked with the latter. This is a
subjective decision)
4. Are the program outcomes
developed with the involvement of ESSENTIAL 1
students? (Evidence of involvement e.g. meeting
minutes, feedback, etc.)

5. Was faculty involved in
development of program MANDATORY
outcomes? (Evidence of involvement e.g.
meeting minutes, feedback, etc.)
6. Do the program outcomes address
knowledge, skills and attitudes
(professional behavior)? (Read the ESSENTIAL 1
outcome to find out how well, if at all, these three
areas are addressed in the outcomes)
7. Is the planned and implemented
curriculum the same?
ESSENTIAL 1
(Match the study guides with the
time table)
8. Is there a clear description of
course sequence and rationale for
each course? ESSENTIAL 1
(There must be a document which shows in what
sequence the various courses will be taught. In case of
a hospital, there should be a training manual in which
the sequence of content is clearly shown)
9. Is there a curricular map,
comparing the course content with ESSENTIAL 1
the program outcomes? (This table
should be shown by the institution/ hospital)
10. Does the institution have a pre-
defined, approved minimum
proportion of the curriculum ESSENTIAL 1
implemented online?
(Document with a plan for online teaching and
assessment)
11. Does the institution have
approved systems in place for the
development and implementation
of online education (e.g. Online ESSENTIAL 1
Academic Committee etc.)?
(Documents showing approvals for infrastructure,
human resource hiring etc. needed for implementing
the online education plan)
12. Does the institution have
approved policies and strategies to
monitor legal, ethical, and safe
behavior related to technology ESSENTIAL 1
use?
(Policies with approval for procurement of software,
ethical guidelines for students and faculty)

13. Are there institutional policies and
quality assurance procedures for ESSENTIAL 1
online education?
(Approved policies and SOP documents)
14. Are there approved policies &
strategies for faculty and student
training for online education? ESSENTIAL 1
(Approved policy and strategy documents for training
for both)
15. Is there evidence that the faculty
has been trained in online ESSENTIAL 1
education?
(Training plan, evidence of attendance)
16. Is there evidence that the students
have been trained in online ESSENTIAL 1
education? (Training plan, evidence of
attendance)
17. Are the Terms of Reference for the
curricular committee approved by ESSENTIAL 1
a competent authority?
(Document of approval)
18. Is there evidence of a functional
curriculum committee to oversee
curricular implementation? ESSENTIAL 1
(Approved minutes of meetings and decisions
implemented)
19. Is there representation of basic
sciences on the curricular MANDATORY
committee?
(Curriculum Committee member list with disciplines)
20. Is there representation of
behavioral sciences on the MANDATORY
curricular committee? (Curriculum
Committee member list with disciplines)
21. Is there representation of
community medicine on the MANDATORY
curricular committee? (Curriculum
Committee member list with disciplines)
22. Is there representation of clinical
sciences on the curricular MANDATORY
committee? (Curriculum Committee member
list with disciplines)
23. Is there representation of medical
MANDATORY
education on the curricular

committee? (Curriculum Committee member
list with disciplines)
24. Are student-centered teaching
strategies used?
(Study guide, Timetable, curriculum committee
ESSENTIAL 1
meeting minutes approving student centered strategy
for implementation)
25. Are online teaching methods
used? (Study guide, Time table, curriculum ESSENTIAL 1
committee meeting minutes approving online
teaching)
26. Are community visits arranged for
the students? QUALITY 2
(Study guide, Time table, plan for visits)
27. Is there evidence that students are
allowed to attend electives of their
choice as part of the program? ESSENTIAL 1
(Elective policy and list of students approved for
electives)
28. Are clinical rotations/clerkships
scheduled for each of the clinical
subjects? ESSENTIAL 1
(Approved schedule of rotations and attendance, copy
of log books, grade books etc.)
29. Do study guides clearly mention
objectives for each teaching ESSENTIAL 1
session?
(Study guides)
30. Are study guides disseminated to
the students and faculty?
(It is preferred that the study guides, training plans be ESSENTIAL 1
on official websites. Alternatively, there must be
evidence that students and faculty have received such
documents)
31. Are learning resources (e.g.
mannequins, models, videos,
MANDATORY
simulators etc.) used to support
clinical learning?
32. Are the total teaching hours a
minimum of 6000 for MBBS? MANDATORY
(Evidence of teaching time distribution in the
program)
33. Does Anatomy (including
embryology, histology, gross
MANDATORY
anatomy etc.) include minimum of

34. Does Physiology include minimum
MANDATORY
of 400 dedicated hours of study?
35. Does Biochemistry include
minimum of 200 dedicated hours MANDATORY
of study?
36. Does Pharmacology include
of study?
37. Does the Pathology (general
pathology, special pathology,
hematology, parasitology, etc.) MANDATORY
include minimum of 500 dedicated
hours of study?
38. Does Forensic Medicine and
Toxicology include minimum of MANDATORY
39. Does Community Medicine include
minimum of 200 dedicated hours
MANDATORY
of study (excluding Research
Methodology)?
40. Does Research Methodology and
Evidence based Medicine include
MANDATORY
minimum of 100 dedicated hours
of study?
41. Do the clinical sciences carry at
least half of the weightage of MANDATORY
curriculum? (Contact hours etc.)
42. Does ENT include minimum of 150
MANDATORY
43. Does Ophthalmology include
of study?
44. Does Gynecology and Obstetrics
include minimum of 300 dedicated MANDATORY
hours of study?
45. Does the Pediatrics course include
of study?

46. Does General Surgery include
of study?
47. Does Anesthesiology include
minimum of 75 dedicated hours of
MANDATORY
study (exclusive of General Surgery
hours)?
48. Does Critical care include
MANDATORY
study (exclusive of General Surgery
hours)?
49. Does Orthopedics and
Traumatology include minimum of
100 dedicated hours of study MANDATORY
(exclusive of General Surgery
hours)?
50. Do minimum of three specialties,
from the surgical sub- specialties
listed below, include minimum of
150 dedicated hours of study
(exclusive of General Surgery
hours)?
• Cardiac Surgery MANDATORY
• Vascular Surgery
• Pediatric Surgery
• Thoracic Surgery
• Urology
• Plastic Surgery
• Spinal Surgery
51. Does General Medicine include
of study?
52. Does Psychiatry include minimum
of 50 dedicated hours of study
MANDATORY
(exclusive of General Medicine
hours)?
53. Does Emergency Medicine include
MANDATORY
study (exclusive of General
Medicine hours)?
54. Does Dermatology include 50
dedicated hours of study
MANDATORY
hours)?
55. Does Cardiology include 50
MANDATORY
hours)?
56. Does Pulmonology include 50
MANDATORY
hours)?
57. Does the Nephrology include 50
MANDATORY
hours)?
58. Does Gastroenterology include 50
MANDATORY
hours)?
59. Do minimum of three specialties,
from the medical sub-specialties
listed below, include minimum of
150 dedicated hours of study
hours)?
Endocrinology MANDATORY
Rheumatology
Neurology
Medical Oncology
Clinical Hematology
Geriatrics
Rehab Medicine
60. Does Behavioral Sciences and
other skills include minimum of MANDATORY
61. Does the Family Medicine have a
minimum of 100 dedicated hours QUALITY 2
of study?

62. Are a minimum total of 500 hours
allotted for Self-Directed Learning MANDATORY
in all 5 years of study?
63. Are there documented and
approved assessment policies and MANDATORY
plan?(Approved assessment plan)
64. Does the Continuous/internal
assessment carry 20% of overall MANDATORY
weightage?
(Approved assessment plan)
65. Are suitable assessment tools used
to assess knowledge, skills and ESSENTIAL 1
attitudes?(Approved assessment plan)
66. Are external examiners invited for
assessment? ESSENTIAL 1
(Policies and SOPs for inviting externals. Evidence of
externals being invited in previous exams)
67. Is there a table of specification for
every examination? MANDATORY
(Copy of ToS)
68. Is there evidence that the Table of
Specifications (TOS) is according to ESSENTIAL 1
the assessment plan?
(Match ToS with assessment plan)
69. Is there evidence of formative
assessment taking place regularly?
(Schedule of formative assessment, sample of
ESSENTIAL 1
assessment, proof of written feedback given to
students by a faculty etc.)
70. Are portfolios/logbooks used as
part of assessment? ESSENTIAL 1
(Samples of logbooks filled by students and signed by
relevant faculty)
71. Are there any quality assurance
procedures employed (e.g. item
review) prior to examination? ESSENTIAL 1
(Attendance and minutes of meetings held for item
review)
72. Is faculty development conducted
to support the faculty in item
writing? ESSENTIAL 1
(Proof of faculty development sessions on Item
writing- attendance sheet, session plan)
73. Is post-exam analysis carried out
ESSENTIAL 1
routinely as part of quality
assurance mechanism (e.g. item
analysis)?
(Data analyses excel sheets or SPSS files, result
reports)
74. Is the result of internal assessment
finalized based on post-exam ESSENTIAL 1
analysis?
(Pre- and post-analysis result)
75. Is there a mechanism for appeal of
results? ESSENTIAL 1
(Approved appeals policy and SOPs, applications of
appeals from students and decision report)
76. Is there a mechanism to take
student feedback on assessment ESSENTIAL 1
strategies?
(Filled feedback forms on assessment)
77. Is there a mechanism to take
examiner feedback on assessment ESSENTIAL 1
strategies?
(Filled feedback forms on assessment)
78. Is student feedback
communicated to faculty and to ESSENTIAL 1
other relevant stakeholders?
(Emails and/ or letters to faculty containing feedback)
79. Is there evidence that feedback is
utilized to improve the assessment
system? ESSENTIAL 1
(Committee decisions regarding amendment in
assessment based on feedback from faculty and/ or
students, difference in assessment practice before and
after the feedback)
80. Is there a documented and
approved program evaluation MANDATORY
plan?
(Approved evaluation plan)
81. Is there a documented & approved
mechanism for the conduct of MANDATORY
program evaluation?
(Approved SOPs regarding process of evaluation)
82. If the institute has graduated at
least one batch, is there evidence
that the program has been ESSENTIAL 1
evaluated periodically?
(Filled feedback forms, summary reports of feedback)

83. Is there any evidence that
curricular/ course / training
amendments have been made on
the basis of evaluation/ feedback ESSENTIAL 1
data?
(Documents showing changes before and after
feedback)
84. Is there a mechanism to receive
feedback about the curriculum/
courses / training from students? ESSENTIAL 1
(Approved policies and SOPs about obtaining
feedback)
85. Is there a mechanism to receive
feedback about the curriculum/ ESSENTIAL 1
course from faculty? (Approved policies
and SOPs about obtaining feedback)
TOTAL 123
MANDATORY 126
ESSENTIAL 109
QUALITY 7

4. INFRASTRUCTURE TOUR
INSPECTOR: ARCHITECT/CIVIL ENGINEER/CIVIL INSPECTOR
4.1 PURPOSE
This tour is conducted by the Architect. The focus of this tour is to evaluate
adequacy of infrastructure in terms of space, seating requirements, hostel and
other facilities for medical education. The architect will review the map (CAD)
and will ensure that the infrastructure is in alignment with the drawings and its
corroboration with PMC requirements.
4.2 LOCATION
All facility areas.
4.3 TOUR PARTICIPANTS

▪ One representative from administration
▪ One representative from project team (if available)
4.4 SURVEYOR(S)
Architect/Civil Engineer/Civil Inspector

Standard 11: Governance, Services, and resources (11.4, 11.5)

(Documents to be submitted before the inspection and inspected by the
designated surveyor at PMC before physical examination).
▪ CAD Map of the facility
▪ Seating plan of the facility
▪ Hostel facilities design
4.7 PROCEDURE
The surveyor(s) will visit the hospital to ensure that the infrastructure is sufficient
and adequately spaced to meet the needs of the students, faculty and other staff.
Visit will cover IPD, OPD, OR and critical areas including other operational
areas/units of the facility in general. These visits will include comparison of
map/drawings to the actual structure.

4.8 HOW TO PREPARE
provided by the college. Based on the review, conduct an infrastructure
tour/session with the following list of questions answered:
SR. NO. 4.9 EVALUATION QUESTIONS COMPLIANCE
4.10 COLLEGE COVERED AREA

1. Is the total covered area of the teaching
college must be at least 60,000 sq. ft.? MANDATORY
2. Does the college have a purpose-built

building?
QUALITY 2
3. Does the college have a Learning Resource
Centre with at least 1,100 sq. ft. of the MANDATORY
covered area of the college?
4. Does the college have an auditorium with
at least 5000 sq. ft. of the covered area of MANDATORY
the college?
5. Does the college have at least 5 lecture
halls each with 1,500 sq. ft. to MANDATORY
accommodate 100 students?
6. Does the college have at least six
demonstration / small group rooms with
MANDATORY
250 sq. ft. each to accommodate 25
students?
7. Does the college have two Common
Rooms, one for boys and one for girls,
MANDATORY
combined with at least 2000 sq. ft. of the
8. Does the college have a Day-Care Room
with at least 400sq. ft. of the covered area MANDATORY
of the college?
9. Does the college have a student’s cafeteria
with at least 2000 sq. ft. of the covered MANDATORY
area of the college?
10. Does the college have separate toilet
facilities for males and females? MANDATORY

11. Does the college have Administration
Offices (comprising of Principal Office, Vice
Principal Office, Committee Room, Faculty
Room, IT Department Room, Student
MANDATORY
Section Office, Security Office, Waiting
Area, Support Staff Offices, Finance Office,
and Maintenance Office) with at least 3500
sq. ft. of the covered area of the college?
12. Does the college have an Anatomy
Museum with at least 500 sq. ft. of the MANDATORY
13. Does the college have Anatomy
Demonstration Hall with at least 1000 sq. MANDATORY
ft. of the covered area of the college?
14. Does the college have a Pathology
15. Does the college have a Forensic Medicine
16. Does the college have at least 5 multi-
purpose labs for Histology, Physiology,
Biochemistry, Pharmacology, Pathology MANDATORY
and Community Medicine with at least
1000 sq. ft. each?
17. Does the college have Skill Development
Lab with at least 1500 sq. ft. of the covered MANDATORY
area of the college?
18. Does the college have separate offices for
Professors and Associate Professors with MANDATORY
adequate space?
19. Does the college have adequate circulation
spaces to meet emergency, safety and MANDATORY
disability requirements?
20. Is there any associated dental college may
utilize the same basic sciences laboratories
MANDATORY
and lecture halls, provided separate
adequate faculty is available?
4.11 SEATING REQUIREMENTS
21. Does the college have seating capacity for
20% of total student strength in the MANDATORY
Learning Resource Centre?
22. Does the college have seating capacity of
equivalent of student strength in each class MANDATORY
in each of the 5 Lecture Halls?

at least 25 individuals in each of the 6 MANDATORY
Demonstration / Small Group Rooms?
5% of total student strength in Common MANDATORY
Room for Boys for 5 year’s tenure?
5% of total student strength in Common MANDATORY
Room for Girls for 5 year’s tenure?
20% of total student strength in Students MANDATORY
Cafeteria for 5years tenure?
30 individuals in Committee Room? MANDATORY

50 students in Anatomy Demonstration MANDATORY
Hall?
50 students in each of the 5 multi-purpose
labs for Histology, Physiology, MANDATORY
Biochemistry, Pharmacology, Pathology
and Community Medicine?
30. Does the college have separate
workstation for each faculty member of
Basic Sciences inside college building; with MANDATORY
separate offices for Associate Professors
and above?
4.12 HOSTEL REQUIREMENTS
31. Does the boys’ hostel have the capacity to
house at least 20% of the total male MANDATORY
student strength?
32. Does the girls’ hostel have the capacity to
house at least 30% of the total female MANDATORY
student strength?
33. Does the hostel have television and
MANDATORY
internet access?
34. Does each hostel have the indoor games
ESSENTIAL 1
facilities?
4.13 OTHER REQUIREMENTS
35. Does the college provide teaching in an
environment with comfortable room
MANDATORY
temperature (18 to 26 degrees Celsius) in
lecture halls, demonstration areas,

laboratories and learning resource centres
under conditions of full occupancy?
36. Does the college have functioning
computers for 30% of seating capacity with
MANDATORY
access on all computers to the HEC digital
library in the Learning Resource Centre?
37. Does the college have Wi-Fi connectivity all
across the campus, with access to every
MANDATORY
student and faculty Wi-Fi connectivity
must allow access to HEC digital library?
38. Does the college have at least one multi-
sports ground or an MOU to show such a
ESSENTIAL 1
facility is available and in use, as per the
requirements of HEC?
39. Does the college have/provide transport
facility, either owned or hired, to at least
20% of the total student strength 30 MANDATORY
faculty members and 30 other staff
members?
40. Does the college have/provide students a
counselling cell, staffed with a clinical ESSENTIAL 1
psychologist?
41. Does the college have a good access road
MANDATORY
to its premises (at least 20 ft or more)?
42. Does the college have sufficient parking
space for the faculty and students?
ESSENTIAL 1
TOTAL 6
MANDATORY 37
ESSENTIAL 4
QUALITY 1

5. BIOMEDICAL TOUR
INSPECTOR: BIOMEDICAL ENGINEER
5.1 PURPOSE
This tour is conducted by the Biomedical Engineer. The focus of this tour is to
evaluate adequacy of equipment and relevant material required for provision of
appropriate medical education.
5.2 LOCATION
All facility areas (Medical College)

▪ One representative from biomedical department
5.4 SURVEYOR(S)
Biomedical Engineer

Standard 11 Governance, Services and Resources: (11.4)

▪ Periodic Preventive Maintenance Schedule (PPM) Schedule
▪ Machine/equipment Logs
▪ Per machine logbook
▪ Downtime Report
5.7 PROCEDURE
The surveyor(s) will visit the medical college and the hospital to ensure they are
available in adequate numbers, are functional and are in use. Equipment
inventory will be audited, and the log of machines will be checked for their
quality control.
5.8 HOW TO PREPARE

provided by the college. Based on the review, conduct a comprehensive tour of
the hospital to verify its equipment’s. On Day two college tour, remember to
conduct a paired tour with basic sciences nominee to ensure that educational
material mentioned in checklist is close to what is required by PMC.

NO
5.10 ANATOMY: (DISSECTION HALL)

Does the Anatomy Demonstration Hall have
1. MANDATORY
a facility for cadavers or equivalent?
Does the dissection hall have at least four
2. appropriate dissecting instruments for two QUALITY 2
cadavers available?
Does the dissection hall have at least six
3. QUALITY 2
operational full dissection tables available?
Does the dissection hall have at least eight
4. half-dissection tables available under active QUALITY 2
use at all times?
Does the hall have adequate seating
5. ESSENTIAL 1
arrangement and teaching aids?
Does the hall have smart boards and cyber-
6. QUALITY 2
anatomy facilities for teaching?
5.11 ANATOMY: (HISTOLOGY LABORATORY)

Does the lab have at least three histology
7. slide sets available and under active use at all MANDATORY
times?
Does the lab have at least twenty-five
8. binocular microscopes available under active MANDATORY
use at all times?
Does the lab have at least one slide
9. projecting microscope available under active MANDATORY
use at all times?
Does the lab have at least one computer with
10. internet facility available, functional and in MANDATORY
use?
Does the lab have adequate seating
11. ESSENTIAL 1
arrangement, functional and in use?
5.12 ANATOMY: (MUSEUM)

Does the museum always have at least five
12. torso (Male and Female) models available, MANDATORY
functional and in use?

Does the museum always have at least one
13. cross sectional torso model available, MANDATORY
Does the museum always have at least eight
upper limb (muscles, vessels, nerves and
joints) anatomical models available,
14. ESSENTIAL 1
functional and in use out of which at least
four should be of full limbs, available,
functional and in use.
lower limb (muscles, vessels, nerves and
joints) anatomical models available,
15. ESSENTIAL 1
functional and in use, out of which at least
four should be of full limbs, available,
functional and in use.
Does the museum always have at least seven
head and neck (muscles, vessels, nerves and
16. ESSENTIAL 1
joints) anatomical model available,
Does the museum always have at least four
17. models of eye, four of ear and four of nose, ESSENTIAL 1
available, functional and in use?
Does the museum always have at least ten-
18. brain anatomical model available, functional ESSENTIAL 1
and in use?
19. histology models available, functional and in ESSENTIAL 1
use?
Does the museum always have at least three
20. models of general embryology and two sets ESSENTIAL 1
of models of development of any systems?
21. pelvis models available, functional and in ESSENTIAL 1
use?
22. abdominal viscera models/ prosected ESSENTIAL 1
specimen available, functional and in use?
23. liver models / prosected specimen available, ESSENTIAL 1
24. kidney models / prosected specimen ESSENTIAL 1
Does the museum always have at least six
25. CVS models, four heart models other than ESSENTIAL 1
those present in torso available, functional

and in use? Prosected specimens will not be
considered.
26. respiratory system models / prosected ESSENTIAL 1
specimen available, functional and in use?
Does the museum always have at least Major ESSENTIAL
27. bones of at least eight disarticulated 1
skeletons (human / artificial)?
28. articulated skeletons available, functional ESSENTIAL 1
and in use?
Does the museum always have at least three
29. articulated vertebral columns available, ESSENTIAL 1
Does the museum always have one
30. anatomical chart of every system available, ESSENTIAL 1
31. cross sectional body model available, ESSENTIAL 1
Does the museum always have anatomy
movies with soft copies of teaching movies/
32. ESSENTIAL 1
simulators, e.g., dissection movies, available,
Does the museum always have at least two
33. white boards available, functional and in use ESSENTIAL 1
for teaching purpose?
5.13 PHYSIOLOGY
Does the lab have at least fifteen
34. sphygmomanometers available, functional ESSENTIAL 1
and in use?
Does the lab have at least fifteen microscope
35. ESSENTIAL 1
Binoculars available, functional and in use?
Does the lab have at least twenty haemocyto
36. ESSENTIAL 1
meters available, functional and in use?
37. haemoglobin meters available, functional ESSENTIAL 1
and in use?
Does the lab have at least ten complete
38. ESSENTIAL 1
perimeters available, functional and in use?
Does the lab have at least twenty-five ESR
39. ESSENTIAL 1
pipettes available, functional and in use?
Does the lab have at least twenty percussion
40. ESSENTIAL 1
hammers available, functional and in use?

Does the lab have at least three oxygen
41. cylinders with flow meters available, ESSENTIAL 1
Does the lab have at least thirty clinical
42. thermometers available, functional and in ESSENTIAL 1
use?
Does the lab have at least ten student
43. ESSENTIAL 1
kymographs available, functional and in use?
Does the lab have at least three ECG
44. ESSENTIAL 1
machines available, functional and in use?
Does the lab have at least one centrifuge
45. ESSENTIAL 1
machine available, functional and in use?
Does the lab have at least five
46. microhaematocrit reader available, ESSENTIAL 1
Does the lab have at least two
47. microhematocrit centrifuge available, ESSENTIAL 1
Does the lab have at least thirty
48. stethoscopes available, functional and in ESSENTIAL 1
use?
Does the lab have at least three data
49. acquisition system available, functional and ESSENTIAL 1
in use, with at least one power lab?
Does the lab have at least ten finger pulse
50. ESSENTIAL 1
oximeter available, functional and in use?
Does the lab have at least twenty
51. stopwatches available, functional and in ESSENTIAL 1
use?
Does the lab have at least twenty-five tuning
52. forks of different frequencies available, ESSENTIAL 1
Does the lab have at least fifteen vision
53. Essential type charts/ Snellen's charts ESSENTIAL 1
Does the lab have at least ten Ishihara charts
54. ESSENTIAL 1
Does the lab have at least two weighing
55. ESSENTIAL 1
machines available, functional and in use?
Does the lab have at least five audiometer
56. ESSENTIAL 1
Does the lab have at least two examination
57. ESSENTIAL 1
couches available, functional and in use?
58. Does the lab have at least ten Jaeger's chart? ESSENTIAL 1
Does the lab have at least two
59. ESSENTIAL 1
ophthalmoscope?
Does the lab have at least one refrigerator?
60. ESSENTIAL 1
Does the lab have at least a stethoscope
61. (complete), with assembly available, ESSENTIAL 1
Does the lab have at least 10 assorted
62. ESSENTIAL 1
torches available, functional and in use?
Does the lab have assorted tourniquets
63. ESSENTIAL 1
Does the lab have one water bath available,
64. ESSENTIAL 1
Does the lab have sufficient graduated
65. beakers of various sizes and appropriate ESSENTIAL 1
glass rods?
Does the lab have at least 30 Tiles or Glass
66. slides available, functional and in use for ESSENTIAL 1
blood grouping?
Does the lab have assorted capillary tubes
67. (heparinised) available, functional and in ESSENTIAL 1
use?
Does the lab have one treadmill or an
68. aergometer cycle available, functional and in ESSENTIAL 1
use?
Does the lab have assorted capillary tubes
69. ESSENTIAL 1
(plain) available, functional and in use?
Does the lab have assorted centrifuge
70. tubes with cork available, functional and in ESSENTIAL 1
use?
Does the lab have assorted EDTA tube
71. ESSENTIAL 1
Does the lab have assorted ESR pipette
72. ESSENTIAL 1
Does the lab have adequate number of
73. ESSENTIAL 1
magnifying glasses?
Does the lab have assorted Petri dishes
74. (various sizes)? ESSENTIAL 1
Does the lab have one spirit lamp/gas burner

75. available, functional and in use? ESSENTIAL 1
Does the lab have 5 sets of antisera A, B and

76. ESSENTIAL 1
D available, functional and in use?
Does the lab have one cedar wood oil
77. ESSENTIAL 1
Does the lab have one distilled water
78. ESSENTIAL 1

Does the lab have one bottle of HCL?
79. ESSENTIAL 1
Does the lab have one bottle of Leishman's
80. stain available, functional and in use? ESSENTIAL 1
Does the lab have one bottle of methylated

81. ESSENTIAL 1
spirit available, functional and in use?
Does the lab have one bottles of platelet
82. solution (Ree’s and Ecker's solution) ESSENTIAL 1
Does the lab have one set of pregnancy test
83. ESSENTIAL 1
kits available, functional and in use?
Does the lab have assorted pregnancy strips
84. ESSENTIAL 1
Does the lab have one bottle of RBC solution
85. ESSENTIAL 1
Does the lab have one bottle of WBC solution
86. ESSENTIAL 1
Does the lab have one bottle of xylene
87. ESSENTIAL 1
5.14 BIOCHEMISTRY
Does the lab have at least two clinical PH
88. ESSENTIAL 1
meters available, functional and in use?
Does the lab have at least one large size
89. ESSENTIAL 1
incubator available, functional and in use?
Does the lab have at least two electronic
90. ESSENTIAL 1
balance available, functional and in use?
Does the lab have at least one thermal cycler
91. ESSENTIAL 1
Does the lab have at least one
92. electrophoresis available, functional and in ESSENTIAL 1
use?
Does the lab have at least ten glucometers
93. ESSENTIAL 1
Does the lab have two bench top centrifuge
1. At least 2x Microlab functional, available
and in use?
94. 2. At least 10x microscopes functional, ESSENTIAL 1
available and in use?
3. At least 1x Refrigerator functional,
available and in use?
Does the lab have at least one water
95. distillation unit (10 Litres) available, ESSENTIAL 1
Does the lab have at least one electric water
96. ESSENTIAL 1
bath available, functional and in use?
Does the lab have at least ten stopwatches
97. ESSENTIAL 1
Does the lab have at least one hot box oven
98. ESSENTIAL 1
5.15 PHARMACOLOGY
Does the lab have at least five audio-visual
facility and assorted experimental CDs for
99. ESSENTIAL 1
pharmacology practical is available,
functional and in use? Teaching aids
Does the lab have BP apparatus available,
100. ESSENTIAL 1
Does the lab have at least 4 stethoscopes and
101. 15 kymographs available, functional and in ESSENTIAL 1
use?
Does the lab have at least two electronic
102. ESSENTIAL 1
balance available, functional and in use?
5.16 PATHOLOGY
Does the lab have at least twenty-five
103. microscope binoculars available, functional ESSENTIAL 1
and in use?
Does the lab have at least one Microscope
multi head (5 piece) available and at least
104. ESSENTIAL 1
one microscope slide projection system,
Does the lab have at least four stain dropping
105. bottles (250ml) available, functional and in ESSENTIAL 1
use?
The Does the lab have at least four wash
106. ESSENTIAL 1
bottles available, functional and in use?
Does the lab have at least four adjustable
107. staining racks available, functional and in ESSENTIAL 1
use?
Does the lab have at least two 14 cubic feet
108. ESSENTIAL 1
refrigerators available, functional and in use?
Does the lab have at least one – (minus) 20 C
109. ESSENTIAL 1
deep freezer available, functional and in use?
Does the lab have at least four glass beaker
110. (graduated) (Pyrex) 500 ml graduated ESSENTIAL 1
Does the lab have at least four glass cylinder
111. (graduated) (Pyrex) 500 ml graduated ESSENTIAL 1
Does the lab have at least one water stills
112. ESSENTIAL 1

Does the lab have at least one incubator 37 c
113. large available, functional and in use at all ESSENTIAL 1
time?
Does the lab have at least one floating bath
114. ESSENTIAL 1
Does the lab have at least twenty Staining
115. ESSENTIAL 1
jars available, functional and in use?
Does the lab have at least one automatic
116. tissue processor available, functional and in ESSENTIAL 1
use?
Does the lab have at least one embedding
117. ESSENTIAL 1
station available, functional and in use?
Does the lab have at least one water Bath
118. ESSENTIAL 1
electric available, functional and in use?
The lab must have at least one paraffin
119. embedding bath available, functional and in ESSENTIAL 1
use?
Does the lab have at least one oven-wax
120. embedding (100 c) available, functional and ESSENTIAL 1
in use?
Does the lab have at least one Microtome
121. ESSENTIAL 1
Does the lab have at least one knife
122. ESSENTIAL 1
sharpener available, functional and in use?
Does the lab have at least a large incubator
123. ESSENTIAL 1
Does the lab have facilities for
immunofluorescence (Microscope with
124. fluorescence accessories, reagents and racks QUALITY 2
for the procedure of immunofluorescence)
Does the lab have facilities for ELISA (ELISA
125. reader, washer, automated or manual), QUALITY 2
Does the lab have facilities for flowcytometry
(flowcytometer, reagents and associated
126. QUALITY 2
equipment and disposables) available,
Does the lab have facilities for Protein
127. electrophoresis (Equipment, accessories and QUALITY 2
reagents) available, functional and in use?
Does the lab have facilities for providing the
laboratory services for Bone Marrow and
128. Organ Transplant related services QUALITY 2
(Equipment accessories and reagents)

Does the lab have other laboratory facilities
over and above the requirements of PMC
129. QUALITY 2
(limited to a maximum of 10) available,
5.17 COMMUNITY MEDICINE (MUSEUM)

Does the lab have use digital technology in
the form of Images, Illustrations, Info-
130. graphics and power point slides on primary ESSENTIAL 1
healthcare and community and preventive
medicine?
Does the lab have at least one multimedia
projector or LED and one computer for
131. ESSENTIAL 1
display of images, illustrations, video clips
and /or power point slides?
Does the lab have at least following models?
1 x Septic tank
1 x Water filtration plant
5 x mid arm circumference (MUAC)tapes
Various contraceptive devices and oral pills
132. 50 x Growth charts ESSENTIAL 1
50 x antenatal charts
3 x measuring tapes and 3 x weighing
machines for BMI calculation
10 x water purification tablets
1 x water testing kit for chlorine
Does the lab have following software fully
functional and in use for Research methods?
-SPSS latest version

-Microsoft Excel
133. ESSENTIAL 1
-Epi info
-WHO Sample size calculator
-One of the Reference Managers (Endnote
X7 or Mendeley)
5.18 FORENSIC MEDICINE

Does the lab have at least one male or female
134. ESSENTIAL 1
skeleton available, functional and in use?
Does the lab have at least fifteen separate
135. ESSENTIAL 1
bones available, functional and in use?
Does the lab have at least twenty models
136. ESSENTIAL 1
137. toxicological specimens available, functional ESSENTIAL 1
and in use?
Does the lab have at least 5 simple handheld
138. magnifying glass available, functional and in ESSENTIAL 1
use?
Does the lab have at least three binocular
139. ESSENTIAL 1
microscopes available, functional and in use?
Does the lab have at least 2 ultraviolet lamps
140. for examinations of stains, available, ESSENTIAL 1
Does the lab have two autopsy examination
141. ESSENTIAL 1
sets available, functional and in use?
Does the lab have at least ten assault
142. ESSENTIAL 1
weapons (or their replicas) available?
Does the lab have at least ten medico-legal x-
143. rays and photography available functional ESSENTIAL 1
and in use?
5.19 DOCUMENTATION REVIEW

Is the preventive maintenance/calibration
144. ESSENTIAL 1
plan being carried out periodically?
Is the record of preventive
145. ESSENTIAL 1
maintenance/calibration being maintained?
Is the record of repair maintenance being
146. ESSENTIAL 1
maintained?
Is the record of down time being
147. ESSENTIAL 1
maintained?
148. Are there any master calibrators available? ESSENTIAL 1
149. Are the master calibrators calibrated? ESSENTIAL 1
Are the training certificates of person
150. dedicated for calibration of medical devices ESSENTIAL 1
available?
Is the record of service/maintenance reports
151. of rental/contractual equipment ESSENTIAL 1
maintained?
Is dedicated/separate workshop for
152. repairing/maintenance of BM equipment ESSENTIAL 1
available?
Is sufficient BM staff for repair/maintenance
153. with reference to the number of ESSENTIAL 1
beds/equipment available?

Is proper training of end user being done at
154. the time of installation? ESSENTIAL 1
(attendance list of trainings)
Is daily and weekly self-test list of
155. ESSENTIAL 1
Defibrillators available?
5.20 SKILLS LAB (THE FACILITY MAY BE SHARED WITH THE HOSPITAL)
Does the skill lab have all the equipment for
156. MANDATORY
BLS?
Is the Hospital skills lab’s area at least 2000 1
157. ESSENTIAL
square feet?
Is there a capacity to accommodate at least 1
158. ESSENTIAL
25 students at a time?
Is there a designated Director of the skills 1
159. ESSENTIAL
lab?
Is the Director aware of his/her duties (Job 1
160. ESSENTIAL
description)?
Is there full time/ dedicated staff i.e., 1
161. supervisor, technician and computer ESSENTIAL
operator?
Is there a nominated faculty member from 1
162. ESSENTIAL
every department for skills lab?
Are there audiovisual aids available in skill 1
163. ESSENTIAL
lab?
Is there a list of essential skills/ competencies 1
164. ESSENTIAL
for all major specialties?
Are all the skills imparted to the medical 1
165. students according to the PMC defined list of ESSENTIAL
Skills/ Competencies?
Are the defined skills distributed according 1
166. to the PMC criteria for bed side skills and ESSENTIAL
skills taught in the skill lab?
Is the skill lab equipped for all the skills 1
167. ESSENTIAL
defined for teaching in lab?
Is there monitoring of skills imparted to 1
168. ESSENTIAL
medical students and if yes by whom?
Are the acquired skills certified by the 1
169. hospital/college authorities (record ESSENTIAL
maintained in skills lab and by the student)?
Is there a timetable/ annual calendar to 1
170. ESSENTIAL
teach identified skills?
Is the teaching methodology integrated with 1
171. ESSENTIAL
teaching training program?
Is the Log of students’ attendance 1
172. ESSENTIAL
maintained?

Does the Students’ attendance and 1
173. performance carry clear weightage in ESSENTIAL
internal assessment?
Are there adequate models, mannequins 1
174. ESSENTIAL
and simulators to teach identified skills?
Is there equipment for airway management, 1
175. IV cannulation, plastering, suturing and ESSENTIAL
surgical sets available in the skill lab?
Is there at least rupees three-million-rupee 1
176. ESSENTIAL
annual budget allocated for the skill lab?
Is there a mechanism to ensure regular 1
177. ESSENTIAL
feedback from students?
Is there a mechanism to ensure regular 1
178. ESSENTIAL
feedback from faculty?
Are the students comfortable with study 1
179. ESSENTIAL
environment?
180. Do the students feel adequacy of resources? ESSENTIAL 1
TOTAL 184
MANDATORY 8
ESSENTIAL 174
QUALITY 10

6. SAFETY TOUR
INSPECTOR: MEDICAL COLLEGE MANAGEMENT EXPERT
6.1 PURPOSE
This tour is to be conducted by the Hospital Management Expert. The focus of
this tour is to evaluate adequacy and safety of medical college facilities for clinical
training. The tour will focus on the safety of systems in the medical education
and shall cover fire safety, general safety, disaster preparedness, hazardous
material, infection prevention and control and safety of water systems.
6.2 LOCATION
All facility areas.

▪ One relevant safety representative
▪ One representative from department managing medical equipment
▪ Representation from IT
▪ Department Heads and representatives’ availability at their respective
sites
▪
6.4 SURVEYOR(S)
Medical College Management Expert
Standard 11: Governance, Services and Resources (11.4, 11.11)

▪ Facility Map
▪ Fire, Safety & Security Program documents
▪ Utilities Management Plan
▪ Hazardous Material &Waste Management Plan
▪ Emergency Preparedness and Evacuation Plan
▪ Infection Control and Prevention Program
▪ Infrastructure plans to meet needs of persons with disabilities
▪ IT Resource Center details
▪ Library/Digital Resource Center details (including list of subscriptions)
6.7 PROCEDURE
The surveyor(s) will visit the facility to ensure that the infrastructure is sufficient
and adequately equipped to meet the needs of the students, faculty and other
staff. Visit will cover various operational areas of the institution. These visits will
include on site interviews with the relevant departmental heads regarding the
routine functioning of their operations, any challenges faced, fire safety plans,
emergency preparedness plans, infection control plans and others to validate
their execution through evidence as and when required. During the tour, the
surveyor will also ensure provision of internet and Wi-Fi services throughout the
facility from the perspective of students and faculty.
6.8 HOW TO PREPARE

The institution should identify the participants in this session and develop and
implement various plans as mentioned above. The institution should identify the
progress against those plans in the relevant committees and maintain updated
records showcasing their progress.
SR.NO. 6.9 EVALUATION QUESTIONS COMPLIANCE

1. Are the students 'general needs met by the male

hostel’s facilities?
ESSENTIAL 1
2. Are the students 'general needs met by the
female hostel’s facilities?
ESSENTIAL 1
3. Are the students/faculty/staff overall satisfied
with the cafeteria?
ESSENTIAL 1
4. Does the organization have a documented fire
safety and evacuation plan?
ESSENTIAL 1
5. Does the fire safety plan have training schedule
for staff, faculty and students?
ESSENTIAL 1
6. Does the fire safety plan mention an oversight by
a designated person?
ESSENTIAL 1
7. Does the fire safety plan identify high risk/fire-
prone areas?
ESSENTIAL 1
8. Does the fire safety plan address the risks
identified in high-risk areas?
ESSENTIAL 1
9. Does the institute have a designated and trained
fire response team?
ESSENTIAL 1
10. Does the institute conduct a mock fire
evacuation drill?
ESSENTIAL 1
11. Does the institute have a designated assembly
area?
ESSENTIAL 1
12. Are students/faculty aware of the designated
assembly area and alternative fire exits?
ESSENTIAL 1
13. Are portable fire extinguishers available in every
department?
ESSENTIAL 1
14. Are staff and students aware about the location
and use of fire extinguishers?
ESSENTIAL 1
15. Are evacuation maps displayed at the
department/floor?
ESSENTIAL 1
16. Are emergency exits unobstructed and clear at all
times?
ESSENTIAL 1
17. Are Illuminated exit signs displayed at exit doors?
ESSENTIAL 1
18. Does the institute have slip resistant strips on
stairs?
ESSENTIAL 1
19. Are grip bars available with stairs to avoid falls? ESSENTIAL 1
20. In case of elevators, are safety mechanisms
(emergency alarm, maximum load, emergency ESSENTIAL 1
number) displayed?
21. Are all electrical wires secured (connectors used
to connect wires instead of tapes)
ESSENTIAL 1
22. Has the organization taken remedial steps to
address fire risks for vulnerable areas? (Lab,
generator room, server room, store, record
ESSENTIAL 1
room)
23. Are security guards available at entrance and
aware of his duties?
ESSENTIAL 1
24. Are Institutions entrance secured and walls
protected from outside intruders?
ESSENTIAL 1
25. Is first aid kit available to cater to
students/faculty needs?
ESSENTIAL 1
26. Are bar grips available in washrooms for
disabled/old age persons (faculty and students)?
ESSENTIAL 1
27. Are ramps available or other measures taken to
ensure ease of transportation for disabled ESSENTIAL 1
persons (faculty and students)?
28. Does the institution have a documented waste
management program?
ESSENTIAL 1
29. Is infectious waste being segregated
appropriately through color coded bags? (e.g. ESSENTIAL 1
red, yellow, blue)
30. Is temporary waste storage facility available?
ESSENTIAL 1

31. Is infectious waste being properly incinerated /
disposed of within 24 hours of generation?
ESSENTIAL 1
32. Is inventory of hazardous material (chemical)
maintained throughout the facility?
ESSENTIAL 1
33. Are all chemicals labeled based on a hazardous
tag? Essential. (toxic, corrosive, irritant, ESSENTIAL 1
flammable)
34. Are all chemicals stored properly according to
optimal temperature?
ESSENTIAL 1
35. Is spill kit available to manage chemical /
infectious / mercury spill?
ESSENTIAL 1
36. Are all relevant staff aware about risks of
chemicals?
ESSENTIAL 1
37. Do all staff wear appropriate Personnel
Protective Equipment PPEs during work? (e.g. ESSENTIAL 1
gloves, masks, gowns, eye shield as applicable)
38. Is Material Safety Data Sheet MSDS maintained
for all chemicals?
ESSENTIAL 1
39. Are alternate sources of energy available in case
of power failure to cater to the institution’s ESSENTIAL 1
needs?
40. Is a facility map available?
ESSENTIAL 1
41. Is drinking water being tested quarterly?
ESSENTIAL 1
42. Is IT server room secured from unauthorized
access?
ESSENTIAL 1
43. Is backup data being saved periodically at other
locations? (avoid loss of data in case of fire)
ESSENTIAL 1
44. Are fire measures being taken to avoid fire
incidents?
ESSENTIAL 1
45. Is proper temperature being maintained as
required by server rooms?
ESSENTIAL 1
46. Is Wi-Fi internet available throughout the
campus for students/faculty with adequate MANDATORY
speed?
47. Are there sufficient educational resources in
library to cater to need of the student?
(Online subscriptions, journal subscriptions etc.)
ESSENTIAL 1
48. Is there a documented infection control program

in the institution?
ESSENTIAL 1
49. Is there a mechanism to ensure safety of staff,
faculty while handling biological materials like ESSENTIAL 1
cadavers etc.?

50. Is there a Hepatitis B and Corona vaccination
policy for health care workers (at risk) and all ESSENTIAL 1
students?
51. Are floors clean? ESSENTIAL 1
52. Are horizontal surfaces clean?
ESSENTIAL 1
53. Is dust found in high places?
ESSENTIAL 1
54. Are ceilings intact with no evidence of seepage or
damage?
ESSENTIAL 1
55. Is pest control done regularly and safely by a
certified pest control company or appropriate ESSENTIAL 1
alternate arrangements are made?
56. Is there a needle stick injury policy?
ESSENTIAL 1
57. Are sharp containers adequately available?
ESSENTIAL 1
58. Are sharp containers not overfilled (over three
fourths)?
ESSENTIAL 1
59. Is patient/lab equipment clean?
ESSENTIAL 1
60. Are hand hygiene posters and Isolation
Precaution signs present at appropriate sites as
needed for contact, droplet, and airborne
ESSENTIAL 1
precautions?
61. Is hand soap available in all hand washing
stations/bathrooms?
ESSENTIAL 1
62. Are alcohol rubs available at point of patient care
with functioning dispensers?
ESSENTIAL 1
63. Are eye wash stations or appropriate alternatives
available in areas where splash of bodily ESSENTIAL 1
fluid/hazardous material is expected?
64. Are disposable latex gloves available whenever
needed for handling bloody and body fluids or for ESSENTIAL 1
contact precautions?
67 Are gowns adequately available when splashing
anticipated or for contact precautions?
ESSENTIAL 1
TOTAL 66
MANDATORY 1
ESSENTIAL 66
QUALITY 0

7. STUDENTS SESSION
INSPECTOR: SENIOR FACULTY MEMBER
7.1 PURPOSE
This session is conducted with students for discussion regarding students’
personal, academic, career and financial counseling system in the college,
financial aid, health services, infection control education and counseling, student
perspective of curriculum, teaching, and evaluation/grading; students’ role and
to assess perceived value of student input in academic planning,
implementation, evaluation.
The session shall also review effectiveness of academic counseling, policies and
procedures for student advancement and graduation and for disciplinary actions,
review standards of conduct and policies for addressing student mistreatment,
career guidance strategies, advanced and sub-specialty clerkships/clinical
experiences and electives for rounding out clinical education of the students.
7.2 LOCATION
College committee room

At least 10 students (selected by the inspector at random), with representation
of all five years of the program. No faculty or administration representation in
the session. Equal representation of male and female students.
At least four current house officers.
7.4 SURVEYOR(S)
Senior Faculty Member
7.5 STANDARDS/ISSUES ADDRESSED
• Standard 1: Mission Statement (1.3 and 1.4)

• Standard 4: Curricular Organization (4.3s)
• Standard 6: Curricular Management (6.5)
• Standard 8: Students (8.1 to 8.12) and (8.1s to 8.3s)
• Standard 10: Program Evaluation and Continuous Renewal (10.5)
• Standard 12: Research and Scholarship (12.1 and 12.3) and (12.1s)

• Document outlining mission of the institution
• Minutes of meeting reflecting discussion on mission of institution, involving
students
• College’s policy on electives for students
• College’s study guides/logbooks
• College’s student financial support policy
• Meeting minutes of curriculum committee reflecting student participation
• College’s grievance policy
• College’s code of conduct
• Program evaluation results
• List of all current or previous (last 12 months) research projects
7.7 PROCEDURE
The surveyor(s) would like to look at the quality and safety issues at the
laboratory services.
7.8 HOW TO EVALUATE

To evaluate standards relevant to students, review the list of documents given
above in order to answer the questions below:

NO. YES NO NA TYPE SCORE
1. Is there a college policy for students

regarding electives (student-selected ESSENTIAL 1
component)?
2. Is there a financial support policy /
MANDATORY
program available?
3. Does the policy have clearly defined
MANDATORY
criteria for scholarships / bursaries?
4. Does the criteria include 5% of students
MANDATORY
getting 25% waiver on fee?
5. Is there evidence of disbursement of
MANDATORY
financial support in line with the policy?
6. Do students have access to counseling to
address their psychological, academic MANDATORY
and/ or career needs?
7. Is there evidence of mentoring of
QUALITY 2
students by senior faculty?
8. Is there a policy for access to academic 1
ESSENTIAL
and medical record of students?

9. Is there a policy for co-curricular 1
ESSENTIAL
opportunities for students?
10. Is there a policy for student feedback of 1
ESSENTIAL
the educational programs?
11. Is there a notified disciplinary committee
MANDATORY
with specified TORs?
12. Does the process include notice of
MANDATORY
impending action?
13. Does the process include disclosure of
evidence on which action would be MANDATORY
based?
14. Does the process include opportunity for
MANDATORY
the student to respond?
15. Does the process include an appeal
MANDATORY
process?
16. Is there evidence of implementation of
the policy? (Review case of demotion or MANDATORY
dismissal)
17. Is a code of conduct document developed
MANDATORY
and known to all students?
18. Is the transfer policy in line with the
MANDATORY
University and PMC regulations?
19. Is there a documented policy on
forbidding students from partaking in any MANDATORY
political activity?
20. Is there evidence of implementation of
the policy?
MANDATORY
(Review preferably two transfer cases –
out of the college and into the college)
21. Is there evidence of student participation
in program evaluation?
(Review meeting minutes or Institution
MANDATORY
Evaluation Committee report of university
which includes the program under review
– MBBS)

Based on the review, conduct a student interview session with the following list
of questions answered. For a ‘Yes’, at least 7 out of 10 students should answer
the question appropriately.
7.10 STUDENTS INTERVIEW
SR. COMPLIANCE
EVALUATION QUESTION
NO. YES NO NA TYPES SCORE
1. Are the students aware of the mission
statement of the college or are able to ESSENTIAL 1
retrieve it from appropriate document?
2. Are the students aware of the curricular
outcomes of the college or are able to ESSENTIAL 1
retrieve it from appropriate document?
Do the students understand the procedure
3. for electives (student-selected components) ESSENTIAL 1
and that it is in line with the college policy?
Are study guides or logbooks disseminated
4. MANDATORY
to the students?
Are students aware of the financial support
6. ESSENTIAL 1
program / policy?
Do the students participate in the
7. ESSENTIAL 1
educational committees of the college?
Do the students have opportunities, funding
8. and technical support for co-curricular ESSENTIAL 1
activities?
Do the students provide feedback on the
9. ESSENTIAL 1
education programs?
(If yes) Is the student feedback taken on a
10. ESSENTIAL 1
defined interval as per policy?
Do the students have access to health
12. ESSENTIAL 1
services?
Do the students have knowledge about the
13. grievance process for situations that affect ESSENTIAL 1
the status of the student?
Are the students aware of the code of
14. ESSENTIAL 1
conduct document?
Are the students aware of the exchange
15. program (regional and international) of the QUALITY 2
college?
Are the students aware of the research
16. ESSENTIAL 1
advisory committee or equivalent?
Do the students have knowledge of the
17. ESSENTIAL 1
research opportunities available to them?

Do the students have knowledge of the
18. ESSENTIAL 1
infection prevention and control protocols?
Do the students have knowledge of the fire
19. or emergency drills that were previously ESSENTIAL 1
arranged in the college?
TOTAL 25
MANDATORY 17
ESSENTIAL 21
QUALITY 2

8. FACULTY SESSION
INSPECTOR: SENIOR FACULTY MEMBER
8.1 PURPOSE
This session focuses on interaction with faculty other than the leadership already
interacted with. This session focuses on discussion of notable achievements and
ongoing challenges in individual courses and clerkships/clinical experiences in
achieving institute’s educational objectives; adequacy of resources for
education, and availability of faculty to participate in teaching.
This session will also include discussion on faculty appointment, promotion

policies, and faculty development opportunities, effectiveness of faculty
governance, faculty compensation and incentives, and opportunities for collegial
interaction among faculty.
8.2 LOCATION
At the discretion of medical college leadership inside the facility.
8.3 FACULTY PARTICIPANTS

▪ One representative from each of basic sciences (Professor/Associate
professor)
▪ One demonstrator from basic sciences and one from clinical sciences
▪ One representative from each of major clinical divisions
(Professor/Associate Professor)
▪ Three department heads or faculty members with multiple roles
▪ Other (2-3) faculty members, at the discretion of the college
8.4 SURVEYOR(S)
Senior Faculty Member

Collaborative involvement of the faculty of medical college for medical students
as required in the following standards from the following chapters:
▪ Standard 1: Mission (1.3 and 1.4)
▪ Standard 2: Outcomes (2.4, 2.5 and 2.1s)
▪ Standard 6: Curricular Management (6.3 and 6.4)
▪ Standard 7: Assessment (7.3, 7.6 and 7.7)
▪ Standard 9: Faculty (9.1 to 9.7)
▪ Standard 9: Faculty (9.1s to 9.4s)
▪ Standard 10: Program Evaluation and Continuous renewal (10.5)
▪ Standard 11: Governance, Services and Resources (11.10, 11.11)
▪ Standard 12: Research and Scholarship (12.1, 12.3 and12.1s)

▪ All related documents (as listed in required documents for day 1 of
survey)
▪ Mission statement document
▪ List of faculty members
▪ Departmental staffing plans
▪ Faculty health records
▪ Research advisory committee minutes indicating facilitation to faculty
▪ Internal assessment and external assessment records (20:80 Rule)
▪ Staff faculty files of participants as requested above
▪ Job descriptions of various hierarchical tiers of faculty
▪ Faculty training and development plan and records
▪ Criteria for faculty recruitment, selection, promotion and retention
▪ Faculty to be specified for each department (Documentary evidence/
interview)
▪ Financial trail of all faculty salary disbursements of previous 12
months
▪ Faculty CME/CPD log of previous 12 months
▪ Biometric attendance of faculty (Minimum requirement >70%)
▪ Evidence for mechanism to address grievances of faculty
8.7 PROCEDURE
The surveyor(s) will ask questions related to the direction of the medical
college, its mission, curriculum development and implementation, integration
of outcomes into the program, methodologies of assessment, involvement and
support in research and assessment of health plan for the faculty.
The surveyor will assess compliance with the standards as listed above. During
the session, the surveyor will also identify issues that he or she will pursue in
later survey activities.
The surveyor(s) will ask questions related to criteria for recruitment, selection,
and promotion of faculty and the plans in place for retention, methodologies in
place for faculty development, financial disbursement of faculty, and CME/CPD
logs of the faculty.
The surveyor(s) will assess compliance with the standards as listed above.
During the session, the surveyor(s) will also identify issues that he or she will
pursue in later survey activities.

8.8 HOW TO PREPARE
The institution should identify the participants in this session. Although the
faculty should be familiar with all the standards, the faculty should read closely
the standards mentioned prior to survey. In preparation for this session, it would
be useful to turn the standards into questions. Mock discussions could then be
conducted with participants, so they feel more comfortable with possible
questions.
NB: During the session if the institution provides receipt as evidence of a

registration of a new faculty and yet the PMC has not issued any document in
this regard, the receipt shall be taken as evidence of compliance.

NO.
1. Is the mission developed with the involvement

MANDATORY
of the faculty members?
2. Are the faculty members aware of the
ESSENTIAL 1
institutional vision?
3. Is there evidence of faculty participation in
program evaluation?
(Review meeting minutes or Institution
MANDATORY
Evaluation Committee report of university
which includes the program under review –
MBBS)
4. Are the faculty members aware of the curricular
outcomes of the college are able to retrieve it ESSENTIAL 1
from appropriate document?
5. Is there a day care center to support faculty
members? ESSENTIAL 1
6. Is maternity leave allowed as per government
policy? MANDATORY
7. Were curricular objectives developed with

involvement of the faculty members? (TORs or ESSENTIAL 1
minutes of meetings of curricular committee)
8. Do the faculty members have access to study
guides / log books? (Online or hard copies etc.) MANDATORY
9. Are the faculty members aware of the process

to provide feedback on curriculum? ESSENTIAL 1
10. Are the departmental staffing plans of basic
MANDATORY
sciences in alignment with PMC requirements?

11. Are the departmental staffing plans of clinical
MANDATORY
sciences in alignment with PMC requirements?
12. Are the notable achievements of faculty
acknowledged? (Awards, incentives etc.) ESSENTIAL 1
13. Is there a mechanism to document or
communicate any ongoing challenges in
ESSENTIAL 1
teaching or training on individual courses as
faced by the faculty members?
14. Is there a mechanism to ensure that these
challenges are addressed? ESSENTIAL 1
15. Research advisory committee is in place and
MANDATORY
facilitates faculty on research?
16. Is there a process to ensure involvement of
faculty in research? (list of ongoing research ESSENTIAL 1
projects involving faculty members)
17. Is there a process to ensure that the health
needs of the faculty are met? (check the staff ESSENTIAL 1
health plan)
18. Is there a structured faculty development
program (FDP)? (opportunities for training and
ESSENTIAL 1
development of staff at various levels of the
organization)
19. Is there a documented policy on forbidding
MANDATORY
faculty from taking part in any political activity?
20. Is there a program to train the trainers? ESSENTIAL 1
21. Is there a process to ensure that the faculty
members are involved in continuous medical ESSENTIAL 1
education?
22. Is facility provided for faculty to attend national
ESSENTIAL 1
educational trainings?
23. Is facility provided for faculty to attend
ESSENTIAL 1
international educational trainings?
24. Is there a mechanism to ensure effectiveness of
ESSENTIAL 1
faculty governance?
25. Is there a policy and an established mechanism
to ensure faculty recruitment, selection,
promotion and retention that is in alignment
MANDATORY
with PMC staff selection criteria and
universities' statutory bodies? (evidence of
implementation)
26. Is there a mechanism implemented for faculty
ESSENTIAL 1
performance evaluation and reporting?
27. Is the faculty appraisal/performance report
ESSENTIAL 1
linked to promotion?

28. What is the financial structure in place for
remuneration disbursement of the faculty?
(request trail of salary transactions for a period MANDATORY
of last 12 months for random 5 faculty
members)
29. Are the job descriptions of the faculty members
documented? (see job description in staff files
for Professor, Assoc. Professor, 3 ESSENTIAL 1
Asst. Professor and Demonstrator etc. as
applicable)
30. Are the faculty members aware of their job
ESSENTIAL 1
descriptions?
31. Are the faculty members engaged in multiple
roles that are evident from their job ESSENTIAL 1
descriptions?
32. Is the head of the institution qualified by
education, training and experience in MANDATORY
accordance with the PMC guidelines?
33. Does the unit/college provide learning
opportunities that are over and above the PMC
QUALITY 2
requirements and are commendable in terms
of Faculty requirements?
8.10 MEDICAL INSTITUTION STAFFING SECTION
(To be filled by PMC coordinator before the survey)
The inspector will request 5 random faculty files from the faculty list to interview the faculty
and to assess the file for;
1. Contract
2. Financial Disbursement
3. Attendance
4. Appraisals
5. Faculty Registration / Process of Registration
8.11 GENERAL REQUIREMENTS
34. Does the college have attendance of at least

MANDATORY
70% verifiable through biometric attendance?
35. Does the college have contracts with all faculty
MANDATORY
members, with remuneration clearly specified?
36. Does the college have the college must be able
to demonstrate payment of the remuneration
MANDATORY
to the faculty members through banking
channel every month for the last 12 months?

8.12 BASIC SCIENCES
8.13 ANATOMY
37. Does the college have at least one Professor of
MANDATORY
Anatomy?
38. Does the college have at least one Associate
MANDATORY
Professor of Anatomy?
39. Does the college have at least two Assistant
MANDATORY
Professors of Anatomy?
40. Does the college have at least 8 demonstrators
of Anatomy, or equivalent number in case of ESSENTIAL 1
integrated curriculum?
41. Does the college have at least four lab
ESSENTIAL 1
technicians / assistants of Anatomy?
42. Does the college have at least two anatomy hall
ESSENTIAL 1
attendants?
43. Does the college have at least one curator of
ESSENTIAL 1
anatomy museum?
44. Does the college have at least two computer
ESSENTIAL 1
operators in Anatomy Department
8.14 PHYSIOLOGY
MANDATORY
Physiology?
MANDATORY
Professor of Physiology?
MANDATORY
Professors of Physiology?
demonstrators of Physiology, or equivalent ESSENTIAL 1
number in case of integrated curriculum?
49. Does the college have at least four lab
ESSENTIAL 1
technicians / assistants of Physiology?
50. Does the college have at least two-computer
ESSENTIAL 1
operators in Physiology Department?
51. Does the college have at least one storekeeper
ESSENTIAL 1
in Physiology Department?
8.15 BIOCHEMISTRY
MANDATORY
Biochemistry?
MANDATORY
Professor of Biochemistry?
MANDATORY
Professors of Biochemistry?

55. Does the college have at least Six
demonstrators of Biochemistry (not shared
ESSENTIAL 1
with BDS), or equivalent number in case of
integrated curriculum?
56. Does the college have at least three lab
ESSENTIAL 1
technicians / assistants of Biochemistry?
ESSENTIAL 1
operators in Biochemistry Department?
ESSENTIAL 1
in Biochemistry Department?
8.16 PHARMACOLOGY
MANDATORY
Pharmacology?
MANDATORY
Professor of Pharmacology?
MANDATORY
Professor of Pharmacology?
demonstrators of Pharmacology, or equivalent ESSENTIAL
63. Does the college have at least one Pharmacists
ESSENTIAL
in Pharmacology?
64. Does the college have at least two lab
ESSENTIAL
technician / assistant of Pharmacology?
ESSENTIAL
operator in Pharmacology Department?
ESSENTIAL
in Pharmacology Department?
8.17 PATHOLOGY (Combined college and hospital faculty)
67. Does the college have at least two Professor of
Pathology (covering disciplines namely
Histopathology, Microbiology, Chemical
MANDATORY
Pathology, Haematology, Immunology and
Virology)?

MANDATORY
Professor of Histopathology?
MANDATORY
Professor of Microbiology or above
MANDATORY
Professor of Chemical Pathology?
MANDATORY
Professor of Haematology?
72. Does the college have one Associate Professor
in each of Immunology or Virology?
QUALITY 2
73. Does the college have at least one Assistant
MANDATORY
Professor of Histopathology or above?
MANDATORY
Professor of Microbiology or above?
MANDATORY
Professor of Chemical Pathology or above?
MANDATORY
Professor of Haematology or above?
Professor of Immunology/ Virology or above?
ESSENTIAL 1
78. Does the college have at least ten
demonstrators of Pathology, or equivalent ESSENTIAL 1
79. Does the college have at least eight lab
ESSENTIAL 1
technicians / assistants of Pathology?
80. Does the college have at least one curator of
ESSENTIAL 1
pathology museum?
operator in Pathology Department? ESSENTIAL 1

in Pathology Department? ESSENTIAL 1

83. Does the college have at least two faculty
members as Assistant Professor or above of MANDATORY
Forensic Medicine?
84. Does the college have at least four
demonstrators of Forensic Medicine, or
ESSENTIAL 1
equivalent number in case of integrated
curriculum?
85. Does the college have at least three lab
ESSENTIAL 1
technicians / assistant of Forensic Medicine?
operators in Forensic Medicine Department? ESSENTIAL 1

in Forensic Department? ESSENTIAL 1
8.19 BEHAVIOURAL SCIENCES

MANDATORY
Behavioural Sciences?
MANDATORY
Professor of Behavioural Sciences?

MANDATORY
Professor of Behavioural Sciences?
91. Does the College have at least one psychiatrist /
clinical psychologist in behavioural sciences department?
ESSENTIAL 1
demonstrators of Behavioural Sciences, or
ESSENTIAL 1
equivalent number in case of integrated
curriculum?
ESSENTIAL 1
operator in Behavioural Sciences Department?
ESSENTIAL 1
in Behavioural Sciences Department?
8.20 MEDICAL EDUCATION
95. Does the college have at least one faculty
member (assistant professor or above) of MANDATORY
Medical Education?
8.21 COMMUNITY MEDICINE
Community Medicine? MANDATORY

Professor of Community Medicine? MANDATORY

Professor of Community Medicine? MANDATORY
99. Does the college have at least five

demonstrators of Community Medicine, or
equivalent number in case of integrated ESSENTIAL 1
curriculum?
100. Does the college have at least one psychiatrist

or clinical psychologist / behavioural scientist,
responsible for students and faculty ESSENTIAL 1
counselling?
101. Does the college have at least one statistician? ESSENTIAL 1

operators in Community Medicine? ESSENTIAL 1
8.22 CLINICAL SCIENCES
8.23 GENERAL MEDICINE

103. Does the college have at least two Professors of
MANDATORY
General Medicine?
104. Does the college have at least two Associate
MANDATORY
Professors of General Medicine?
MANDATORY
Professors of General Medicine?
106. Does the college have at least two Senior
Registrars/ Speciality Registrars of General ESSENTIAL 1
Medicine?
8.24 GENERAL SURGERY
MANDATORY
General Surgery?
MANDATORY
Professors of General Surgery?
MANDATORY
Professors of General Surgery?
Registrars/ Speciality Registrars of General ESSENTIAL 1
Surgery or above?
8.25 OBSTETRICS AND GYNAECOLOGY
MANDATORY
Ob/Gynae?
MANDATORY
Professors of Ob/Gynae or above?
MANDATORY
Professors of Ob/Gynae or above?
Registrars/ Specialty Registrars of Ob/Gynae or ESSENTIAL 1
above?
8.26 OPHTHALMOLOGY
MANDATORY
Ophthalmology?
MANDATORY
Professor of Ophthalmology?
MANDATORY
Professor of Ophthalmology?
118. Does the college have at least one Senior
Registrar of Ophthalmology?
ESSENTIAL 1
8.27 ENT
MANDATORY
ENT?
MANDATORY
Professor of ENT?

MANDATORY
Professor of ENT?
ESSENTIAL 1
Registrars/ Speciality Registrars of ENT?
8.28 PAEDIATRICS
123. Does the college have at least one Professor of MANDATORY
Paediatrics?
124. Does the college have at least one Associate MANDATORY
Professor of Paediatrics?
125. Does the college have at least one Assistant MANDATORY
Professor of Paediatrics?
126. Does the college have at least one Senior ESSENTIAL 1
Registrars/ Speciality Registrars of Paediatrics?
8.29 ORTHOPAEDICS
MANDATORY
Orthopaedics?
128. Does the college have at least one Associate or
MANDATORY
Assistant Professor of Orthopaedics?
ESSENTIAL 1
Registrar/Speciality Registrar of Orthopaedics?
8.30 PSYCHIATRY
130. Does the college have at least one Professor or
Associate Professor or Assistant Professor of MANDATORY
Psychiatry?
Registrar/ Speciality Registrar of Psychiatry or ESSENTIAL 1
above?
8.31 DERMATOLOGY
members of assistant professor or above of MANDATORY
Dermatology?
Registrar/ Speciality Registrar of Dermatology ESSENTIAL 1
or above?
8.32 CARDIOLOGY
members Assistant Professor or above in MANDATORY
Cardiology?
Registrars/ Speciality Registrars or above of ESSENTIAL 1
Cardiology?

8.33 PULMONOLOGY
Pulmonology?
Pulmonology?
8.34 NEPHROLOGY
Nephrology?
Nephrology?
8.35 NEUROLOGY
Neurology?
Neurology?
8.36 GASTROENTEROLOGY
member Assistant Professor or above in MANDATORY
Gastroenterology?
Gastroenterology?
8.37 MEDICINE AND ALLIED SPECIALITIES
members Assistant Professor or above in either
Rheumatology, Geriatrics, Child Psychiatry, QUALITY 2
Endocrinology, Clinical Oncology or Infectious
Diseases?
8.38 ACCIDENT AND EMERGENCY
Accident and Emergency?
ESSENTIAL 1
registrar in Accident and Emergency?

8.39 ANAESTHESIA
MANDATORY
Anaesthesia?
MANDATORY
Professor of Anaesthesia?
149. Does the college have at least three Assistant
MANDATORY
Professors of Anaesthesia?
ESSENTIAL 1
Registrars of Anaesthesia or above?
8.40 CRITICAL CARE
members for the critical care of assistant MANDATORY
professors or above?
Critical Care?
8.41 RADIOLOGY
153. Does the college have at least one Professor or
MANDATORY
Associate Professor of Radiology?
MANDATORY
members Assistant Professor Radiology?
8.42 NEUROSURGERY
Neurosurgery?
156. Does the college have at least one senior
ESSENTIAL 1
registrar / Speciality Registrar in Neurosurgery?
8.43 SURGICAL AND ALLIED SPECIALTY
members Assistant Professor or above in of in
each one of any three of the following
specialties?
1. Cardiac Surgery
2. Paediatric Surgery
3. Thoracic Surgery MANDATORY
4. Urology
5. Plastic surgery
6. Vascular Surgery
The college must have at least three Residents/
Medical Officers for each of the opted surgical
specialty.

Registrar / Speciality Registrar for each one the ESSENTIAL 1
opted surgical specialty?
159. Does the college have at least three Residents/
Medical Officers of each of the opted surgical ESSENTIAL 1
specialty?
members Assistant Professor or above in any of
QUALITY 2
the tertiary surgical specialities over and above
the three mandatory?
Sub Specialists already registered with PMC in Medicine and Allied and Surgery
and Allied specialties may be considered as the faculty of subspecialty if they have
relevant registered level III qualification in their respective sub specialty.
** Additional faculty member in a category may be counted in the lower category

if deficient, but not vice versa
8.44 SUPPORT DEPARTMENTS
161. Does the college have appropriately staffed
Library managed by one chief librarian and one
ESSENTIAL 1
deputy librarian?

Quality Assurance Cell? ESSENTIAL 1
163. Does the college have appropriately staffed IT

Department? At least two certified IT
MANDATORY
professionals working full time?

Student Section? ESSENTIAL 1

Security Department? ESSENTIAL 1

Finance Department? ESSENTIAL 1

Maintenance Department? ESSENTIAL 1
TOTAL 91
MANDATORY 80
ESSENTIAL 83
QUALITY 4

9. FACILITIES TOUR
INSPECTOR: BASIC SCIENCES SENIOR FACULTY MEMBER.
9.1 PURPOSE
This tour is conducted by the Basic Sciences Expert on clinical learning facilities
including inspection of lecture halls, small group classrooms, labs, and study
areas used for pre- clinical education of the students. It would comprise of:
▪ Visit to library and computer learning facilities.
▪ Visit of basic sciences department to review successes and ongoing

challenges in administrative functioning of departments; adequacy of
resources for research, scholarship, teaching; and departmental
support for faculty and graduate programs.
▪ Visiting and meetings with heads of those departments that offer the
major required clerkships/clinical experiences. Discussions to include
successes and ongoing challenges in administrative functioning of
departments; adequacy of resources for all missions (clinical, research,
scholarship, teaching); departmental support for faculty and students;
balancing of clinical and academic demands on faculty. Institutional
tour will include the hostel facilities and may be divided into multiple
sessions throughout the survey.
9.2 LOCATION
All facility areas.

▪ One representative from department managing medical equipment
▪ Representation from IT
▪ Department Heads and representatives’ availability at their respective
sites
9.4 SURVEYOR(S)
Basic sciences senior faculty member.

Standard 11: Governance, Services and Resources (11.4, 11.11)
▪ Institutional Map
▪ Departmental organograms/staff structure
▪ Skill lab timetable
▪ Timetables of basic science labs and museums available in their
respective units which may include;
o Physiology Lab
o Biochemistry Lab
o Histopathology Lab
o Dissection Hall
o Pharmacology Lab
o Pathology Lab
o Forensic medicine lab/museum
o Museums of basic sciences
▪ Small group discussion timetables
▪ IT Resource Center details
▪ Library/Digital Resource Center details (including list of subscriptions)
▪ Research plan and activity log
9.7 PROCEDURE
The surveyor(s) will visit the facility to ensure that the infrastructure is sufficient
and adequately equipped to meet the needs of the students, faculty and other
staff. Visit will cover various operational areas of the institution. These visits will
include on site interviews with the relevant departmental heads regarding the
routine functioning of their operations, any challenges faced, fire safety plans,
emergency preparedness plans, infection control plans and others to validate
their execution through evidence as and when required. During the tour, the
surveyor will also ensure provision of internet and Wi-Fi services throughout the
facility from the perspective of students and faculty.
9.8 HOW TO PREPARE
The institution should identify the participants in this session and develop and
implement various plans as mentioned above. The institution should identify the
progress against those plans in the relevant committees and maintain updated
records showcasing their progress.

SR. NO 9.9 EVALUATION QUESTIONS COMPLIANCE
9.10 PHYSIOLOGY
1. The physiology department structure is
defined. ESSENTIAL 1
(Departmental organogram and staff structure)
2. The head of department is aware of his/her
responsibilities.
ESSENTIAL 1
3. The head of department is aware of current
departmental challenges.
ESSENTIAL 1
4. There is a structured timetable for students of
various classes. ESSENTIAL 1
(Small group discussions, Laboratory etc.)
5. There is a structured allocation of faculty to
cover the student schedules.
ESSENTIAL 1
6. There is structured duty roster of staff including
lab technicians to provide technical and clerical ESSENTIAL 1
support.
7. The lab is well equipped to cater to needs of the
students.
ESSENTIAL 1
8. The students are comfortable with the study
environment.
ESSENTIAL 1
9. The students feel adequacy of resources in the
physiology lab.
ESSENTIAL 1
10. The students feel adequacy of resources in
library.
ESSENTIAL 1
9.11 BIOCHEMISTRY
11. The biochemistry department structure is
responsibilities.
ESSENTIAL 1
ESSENTIAL 1
various classes. ESSENTIAL 1
(Small group discussions, Laboratory etc.)
ESSENTIAL 1
support.
students.
ESSENTIAL 1
environment.
ESSENTIAL 1
biochemistry lab.
ESSENTIAL 1
library.
ESSENTIAL 1
9.12 ANATOMY
21. The Anatomy department structure is defined.
ESSENTIAL 1
responsibilities.
ESSENTIAL 1
ESSENTIAL 1
various classes. (Small group discussions, ESSENTIAL 1
Laboratory, Dissection Hall etc.)
ESSENTIAL 1
support.
students.
ESSENTIAL 1
environment.
ESSENTIAL 1
anatomy museum, and dissection hall etc.
ESSENTIAL 1
library.
ESSENTIAL 1
9.13 PHARMACOLOGY
31. The pharmacology department structure is
responsibilities.
ESSENTIAL 1
ESSENTIAL 1
Laboratory etc.)
ESSENTIAL 1

support.
students.
ESSENTIAL 1
environment.
ESSENTIAL 1
pharmacology lab.
ESSENTIAL 1
library.
ESSENTIAL 1
9.14 PATHOLOGY
41. The pathology department structure is defined.
ESSENTIAL 1
responsibilities.
ESSENTIAL 1
ESSENTIAL 1
Laboratory etc.)
ESSENTIAL 1
support.
students.
ESSENTIAL 1
environment.
ESSENTIAL 1
pathology lab.
ESSENTIAL 1
library.
ESSENTIAL 1
51. The Forensic Medicine department structure is
responsibilities.
ESSENTIAL 1
ESSENTIAL 1
Laboratory etc.)
ESSENTIAL 1
support.
students.
ESSENTIAL 1
environment.
ESSENTIAL 1
Forensic Medicine museum.
ESSENTIAL 1
library.
ESSENTIAL 1
9.16 SKILL LAB
61. Is there a person responsible for the skill lab
who is aware of his/her responsibilities?
ESSENTIAL 1
62. Is the person responsible, aware of current
departmental challenges?
ESSENTIAL 1
63. Is there a structured timetable for students of
various classes?
ESSENTIAL 1
64. Is there a structured duty roster of
staff/attendant to provide technical and ESSENTIAL 1
clerical support?
65. Is the lab well equipped to cater to needs of the
students?
ESSENTIAL 1
66. Are the students comfortable with the study
environment?
ESSENTIAL 1
67. Do the students feel adequacy of resources in
the skill lab?
ESSENTIAL 1
68. Does the skill lab has all the required
equipment for BLS, Basic Surgical Skills and ESSENTIAL 1
minor procedures?
TOTAL 68
MANDATORY 0
ESSENTIAL 68
QUALITY 0

ANNEXURE 1: GENERAL EDUCATION HOURS PRESCRIBED IN THE
UNDERGRADUATE EDUCATION POLICY OF THE HIGHER EDUCATION
COMMISSION, 2020.
HEC GENERAL EDUCATION REQUIREMENTS
Reference: HEC Guidelines for undergraduate education programs:

Parts of text of the HEC General Education Policy for the undergraduates are reproduced here
to emphasize the following.
1. Mandatory nature of requirement to be completed in the initial 2 years of study.
2. The topics and content of each course as given in the HEC Policy.
FRAMEWORK
1. Overview: To enhance the likelihood of student success, the program of study is designed
to balance disciplinary or concentration requirements with two other types of requirements,
namely general education (Referred to as Gen Ed) requirement and practical learning
requirement. All undergraduate programs, including professional degree programs, will have
to complete the requirements described below.
2. Gen Ed Requirement:
The academic program will ensure that every student is acquainted with the broad variety of
fields of inquiry and approaches to knowledge in the 21st century. Briefly, this requirement
will entail the following. (Details of the Gen Ed requirement are elaborated in Section VI).
3. Breadth:
Students will be required to take two courses each in the three broad domains of knowledge,
namely Arts and Humanities, Natural Sciences, and Social Sciences;
4. Foundational Skills:
Students will be required to take three courses in Expository Writing (EW) and two courses in
Quantitative Reasoning (QR); and
5. Civilizational Knowledge:
Students will be required to take one course each in Pakistan Studies and Islamic or Religious
Studies.

6. Disciplinary Requirement:
Modern knowledge has always been defined by its areas of specialization and focus, that is, its
disciplines, and by the recognition that any claim to expertise has to rest upon the mastery of
a body of knowledge and the acquisition of a set of skills. While the general education
requirement seeks to introduce students to the breadth of modern knowledge, the disciplinary
requirements seek to deepen their knowledge of their chosen discipline or Major.
7. Professional Fields:
For professional fields, the disciplinary requirements will be developed by the departments
concerned in collaboration with the professional associations or learned councils.
PROFESSIONAL DEGREES
DISCIPLINARY REQUIREMENT:
The disciplinary requirements for professional education programs will be determined by the
relevant departments of the universities in collaboration with professional associations or
learned councils.
THE GEN ED REQUIREMENT
OVERVIEW:
As indicated above, every undergraduate student, including those in BS programs,

professional education programs, or AD programs, will have to complete 39 credits in Gen Ed
courses. Ordinarily, these will comprise 13 courses, divided into the following categories: (a)
breadth courses in the three domains of knowledge, i.e., Arts and Humanities, Social Sciences,
and Natural Sciences; (b) foundational skills courses in Expository Writing and Quantitative
Reasoning and; (c) civilizational courses in Pakistan Studies and Islamiat or Religious Studies.
Brief descriptions of the three types of courses are given below.
A. BREADTH COURSES:
Every student will be required to take two prescribed courses in each of the three broad
domains of knowledge. A general description of each domain is as follows:
i) ARTS AND HUMANITIES (2 COURSES):
The purpose of the arts and humanities requirement is to introduce students to the key
themes in this domain, including philosophy, history, and the creative arts. These subjects
explore how we understand human experience, cultivate an appreciation of the past, enrich
our capacity to participate in the life of our times, and enable engagement with other cultures
and civilizations, both ancient and modern: Thus providing insight into the experiences of

others and as well enabling critical examination of one’s own, promoting mutual respect and
tolerance, instilling cultural pride and self-confidence, and supporting the development of
creative expression. But independently of any specific application, the study of these subjects
teaches understanding and delight in the highest achievements of humanity.
ii) SOCIAL SCIENCES (2 COURSES):
Social sciences provide an insight into the analysis of individual and social behaviour, and
networks. Social sciences use a variety of methodologies both qualitative and quantitative.
Anthropology, economics, psychology, sociology, and political science teach us who we are
as social beings and help us appreciate the perspective of the other as well as the
particularities of society. Methods in the social sciences test for connections between the
familiar and the foreign, the 12Undergraduate Education Policy 2020 No. 1-32/PERU/UGE
Policy/HEC/2020 13 traditional and the contemporary, the individual and the group, the
predicted result and the anomalous outcome. Study of the social sciences prepares students
for lives of civic engagement and develops a nuanced sense of the world around them.
iii) NATURAL SCIENCES (2 COURSES):
Natural sciences enable an understanding and appreciation of the physical and the natural
world through observation and experimentation. The program of studies introduces students
to theoretical analyses, experimental methods, and problem solving. They provide insight into
what we know as well as what we may learn in the future. The study of physics, chemistry,
geology, biology, and ecology helps develop critical faculties for evaluating natural
phenomena and expert opinion. It teaches students to appreciate the beauty of the natural
and physical worlds often hidden from casual observation but which, once revealed, lends
richness to everyday life.
B. FOUNDATIONAL SKILLS COURSES:
The second component of general education focuses on the development of key skills. This
will include courses in Expository Writing and Quantitative Reasoning. A general description
of each of these is as follows:
i) EXPOSITORY WRITING (3 COURSES):
The ability to write well is one of the hallmarks of an educated person and is indispensable for
professional success. The strengthening of writing skills also helps develop intellectual
practices that distinguish active from passive learners. The required courses focus on writing
clearly and cogently, overcoming prevalent errors in Pakistani English, writing or publishing
technical papers, editing or copy-editing of documents, and learning how to translate from
one language to another.
ii) QUANTITATIVE REASONING (2 COURSES):
In the 21st century, an early exposure to quantitative reasoning has become essential for
professional success in all disciplines, including the natural and the social sciences as well as
many arts and humanities fields, as well as coping with the ordinary challenges of life in a
technologically infused environment. More generally, the mental rigor resulting from
quantitative study has been celebrated since ancient times. Information technology and the
rigorous dissection of logical arguments in any discipline depend on algorithms and formal
logical constructs. An educated person must be able to use quantitative information to make,
understand, and evaluate arguments.
C. CIVILIZATIONAL COURSES:
the third component of general education pertains to courses that introduce the students to
the history and culture of Pakistan. A general description of these courses is as follows:
i) PAKISTAN STUDIES (1 COURSE):
The course is intended to introduce students to key concepts and milestones in the country’s
history, including the archaeological and anthropological record going back to the ancient
Gandhara and Harappa civilizations, the arrival of Islam in the 8th century, the role of the Sufi
saints, the challenges posed by the Industrial Revolution, the impact of colonial rule, the
Pakistan Movement, post-independence history, and the current economic, geographic, and
social landscape of the country.
ii) ISLAMIAT OR RELIGIOUS STUDIES (1 COURSE):
This course will aim at identifying the intellectual, philosophical, and spiritual history of the
country. This is a survey course to introduce students to the early history of Islam, the
contribution of Islamic societies to intellectual, scientific, and political developments in the
world, and the economic and social conditions of contemporary Islamic societies.
HEC GEN ED COURSE REQUIREMENTS (CREDIT HOURS TO TEACHING HOURS)
SR COURSE INDIVIDUAL COURSE CREDIT TEACHING PMC CURRICULUM

NO HOURS HOURS
1 Breadth Arts and Humanities 6 90 History of Medicine (45
Courses (Philosophy, History and hours)
Creative Arts) Philosophy, Creative arts
Any two courses need special arrangements
for teaching (45 hours)
Social Sciences 6 90 Embedded
(analysis of individual Behavioural sciences
and social behaviour, To cover individual and
and networks. Social behaviour (45 hours)
Anthropology, Psychology (45 hours)
economics, psychology,
sociology, and political
science)
Any two courses
Natural Sciences 6 90 Embedded

(physics, chemistry, Covered in Anatomy,
geology, biology, and Physiology and
ecology) Biochemistry.
Any two courses 90 hours in total from
above mentioned subjects.
2 Foundation Expository Writing 9 135 Embedded
Skills Courses (Writing Skills, Scientific Writing Skills as part of
Writing, Editing, Research Methodology.
Translate from one (45 hours)
language to another) Editing Skills Use of
Any three courses45 computer software (45
hours)
Translation from another
language (45 hours)
Quantitative Reasoning 6 90 Embedded
(Information Statistics and use of
Technology, algorithms information technology (45
and Logical constructs) hours)
Any two courses Algorithms and Logical
Constructs (45 hours)
3 Civilizational Pakistan Studies 3 48 45 Hours
Courses One course
Islamiat 3 48 45 Hours
One course
Total 39 591

ANNEXURE 2: FRAMEWORK OF COMPETENCIES FOR MEDICAL STUDENTS
ADOPTED BY PAKISTAN MEDICAL COMMISSION.
COMPETENCIES REQUIRED IN A DOCTOR TO BE ACHIEVED AT
UNDERGRADUATE LEVEL PMC GUIDELINES
5 STEPS & 24 COMPETENCIES
A. PATIENT ASSESSMENT
NO PROCEDURE DESCRIPTION LEVEL OF COMPETENCE
1. Take base line Measure temperature, Safe to practice under

physiological respiratory rate, pulse indirect supervision
observation and rate, blood pressure,
record oxygen saturations, NG
appropriately (all output and urine output.
wards)
2. Carry out systemic Systemic approach in Safe to practice under
examination clinical examination indirect supervision
abdominal, chest, Complete All steps of
nervous system, examination and document
CVS, vascular (all appropriately
wards)
3. Ophthalmoscopy – Perform basic Safe to practice under

Eye ward rotation ophthalmoscopy and indirect supervision
identify common
abnormalities
4. Otoscopy- ENT Perform basic otoscopy Safe to practice
Ward and identify common under indirect
abnormalities supervision
B. PROCEDURAL SKILLS
NO PROCEDURE DESCRIPTION LEVEL OF

COMPETENCE
5. Blood cultures Take samples of venous blood Safe to practice under
to test for the growth of direct supervision
infectious organisms in
proper culture bottles

6. Carry out arterial Insert a needle into a Safe to practice under
blood gas and acid patient’s radial artery (in the direct supervision
base sampling from wrist) to take a sample of
the radical artery in arterial blood and interpret the
adults results. Use appropriate
measures to prevent
hematoma
formation at the site
7. Carry out Insert a needle into a patient’s Safe to practice under
Venipunctur vein to take a sample of blood indirect supervision
e for testing. Make sure that
blood samples are taken in the
correct order, placed in
the correct containers, that
these are labelled correctly
and sent to the laboratory
promptly
8. Measure capillary Measure the concentration of Safe to practice under
blood glucose glucose in the patient’s blood indirect supervision
at the bedside using
appropriate equipment.
Record and inter prêt the
results.
9. Carry out a urine Explain to patient how to Safe to practice under
multi dips tick collect a midstream urine indirect supervision
test sample. Test a sample of urine
to detect abnormalities.
Performa pregnancy test
where appropriate.
10. Carry out a 3- Set up a continuous recording Safe to practice under
and 12- of the electrical activity of the indirect supervision
leadelectrocardi heart, ensuring that all leads
ogram are Correctly placed.
11. Take and / or Use the correct technique to Safe to practice under
instruct patients apply sterile swabs to the indirect supervision
how to take a nose, throat, skin and for nose, throat, skin
swab wounds. Make sure that or wound swabs
samples are placed in the
correct containers, that they
are labelled correctly and
sent to the laboratory
promptly and in the
Correct way

C. PATIENT CARE
12. Perform surgical Follow approved processes for Safe to practice

scrubbing up cleaning hands and wearing under direct
appropriate personal protective supervision
equipment before procedures
or surgical operations
13. Set up an Set up run through and Safe to practice

infusion intravenous infusion. Have under direct
awareness of the different supervision
equipment and devices used.
14. Use correct Use, and/ or direct other team Safe to practice
techniques for members to use, approved under indirect
moving and methods for moving, lifting and supervision
handling, handling people or objects, in
including the context of clinical care, using
patients who methods
are frail That avoid injury to patients,
colleagues, or oneself
D. PRESCRIBING
15. Instruct patients in Explain to a patient how to use Safe to practice
the use of devices an inhaler correctly, including under direct
for inhaled spacers, and check that their supervision
medication technique is correct. Should
know about various types of
Inhalers
16. Prescribe and Prescribe and administer Safe to practice
administer oxygen oxygen safely using a delivery under direct
method appropriate for the supervision
patient’s needs and monitor
and adjust oxygen as needed.
Knows the exact volume given
per minute

17. Prepare and Prepare and administer Safe to practice
administer injectable drugs and prefilled under direct
injectable syringes Knows about various supervision
(intramuscular, channels of CVP
subcutaneous,
intravenous)
drugs
E. THERAPEUTIC PROCEDURES
NO PROCEDURE DESCRIPTION LEVEL OF

COMPETENCE
18. Carry out Insert a cannula into a patient’s Safe to practice under
intravenous vein and apply an appropriate direct supervision
cannulation dressing.
19. Carry out safe and Following the correct Experienced in a
appropriate blood procedures, give a transfusion of simulated setting;
transfusion blood (including further training
Correct identification of the required before direct
patient and checking blood supervision
groups).Observe the patient
for possible reactions do the
transfusion, and take
action if they occur.
20. Carry out male Insert a urethral catheter in Safe to practice under
and female both male and female direct supervision
urinary patients. Should know its
catheterization complications and
management
21. Carry out wound Provide basic care of Safe to practice under
care and basic surgical or traumatic direct supervision
wound closure and wounds and apply dressing
dressing appropriately.
22. Carry out Pass a tube into the stomach Safe to practice
nasogastric tube through the nose and throat simulation
placement for feeding and administering
drugs or draining the
stomach’s contents.
Should know how to ensure
correct placement.
23. Use local Inject or topically apply a Safe to practice under
anesthetics local anesthetic. Understand direct supervision
maximum doses of local
anesthetic agents.

24. Apply splint for Can apply routine splints Safe to practice under
fractures for fractures like Thomas, - direct supervision
Neck of femur
25. Interpretation of X- should be able to identify safe to practice

rays of upper and gross musculoskeletal under indirect
lower limbs pathology on X-rays supervision
26. Interpretation of x- should be able to identify rib safe to practice

rays of chest, fractures, hemothorax, under direct
abdomen and pneumothorax, free air under supervision
pelvis diaphragm, pelvic fractures
27. Measure CVP should be able to measure, safe to practice

(central venous interpret and monitor central under direct
pressure) venous pressure readings supervision
28. Should be able to (tracheostomy, endotracheal safe to practice

perform essential intubation and chest under direct
life saving intubation. Should be supervision
procedure(BLS) competent at Basic Life
Support)
29. Digital rectal Should know common causes of safe to practice
examination and bleeding per rectum and under direct
Proctoscopy common perianal diseases and supervision
be able to diagnose them by
means of digital rectal
examination and proctoscopy.
30. Nutritional Calculate BMI, carry out safe to practice
assessment nutritional assessment of under direct
patients and guide them supervision
according to their caloric
requirements
PROPOSED ROTATIONAL PLAN FOR ONE YEAR HOUSE JOB

GROUP A
• 4 months rotation in Medicine
• 2 months rotation in Paediatric medicine or Pulmonology
GROUP B
• 4 months rotation in General Surgery

• 2 months rotation in Orthopedic or Surgical ICU
GROUP C
• 4 months rotation in Obs and Gynae
• 2 months rotation in Paediatric surgery or General surgery

ANNEXURE 3: GOVERNMENT OF PAKISTAN ANTI-HARASSMENT
POLICY.
[THE PROTECTION AGAINST HARASSMENT OF WOMEN AT THE WORKPLACE ACT

2010]
PART 1
Acts, Ordinance, President’s Orders and Regulations
SENATE SECRETARIAT
Islamabad, the 11th March, 2010
No. F. 9 (5)/2009- Legis. The following Acts of Majlis-e-Shoora

(Parliament) received the assent of the President on 9th March, 2010, are hereby
published for general information:
Act No. IV OF 2010
An Act to make provisions for the protection against harassment of women at the
workplace
WHEREAS the constitution of the Islamic Republic of Pakistan recognizes the fundamental
rights of citizens to dignity of person;
AND WHEREAS it is expedient to make this provision for the protection of women from
harassment at the workplace;
It is hereby enacted as follows:

1. Short title, extent and commencement. - (1) This Act may be called the Protection
against Harassment of women at the Workplace Act,2010.
(2) It extends to the whole of Pakistan.

(3) It shall come into force atonce.
2. Definitions. – In this Act, unless there is anything repugnant in the subject or

context,–
(a) “accused” means an employee or employer of an organization against whom
complaint has been made under thisAct;
(b) “CBA” means Collective Bargaining Agent as provided in the Industrial
Relations Act 2008,( IV of 2008) or any other law for the time being in force.
(c) “Code” means the Code of Conduct as mentioned in the Schedule to this Act;
(d) “Competent Authority” means the authority as may be designated by the
management for the purposes of thisAct;
(e) “Complainant” means a woman or man who has made a complaint to the
Ombudsman or to the Inquiry Committee on being aggrieved by an act of
harassment;
(f) “Employee” means a regular or contractual employee whether employed on
daily, weekly, or monthly or hourly basis, and includes an intern or an
apprentice;
(g) “Employer” in relation to an organization, means any person or body of
persons whether incorporated or not, who or which employs workers in an
organization under a contract of employment or in any other manner
whosoever and includes–
(i) an heir, successor or assign, as the case may be, of such person or,
body as aforesaid;
any person responsible for the direction,administration, management
and control of the management;
(ii) the authority, in relation of an organization or a group of organization
run by or under the authority of any Ministry or department of the
Federal Government or a Provincial government, appointed in this
behalf or, where no authority is appointed, the head of the Ministry
or department as the case maybe;
(iii) the office bearer, in relation to an organization run by or on behalf of
the local authority, appointed in this behalf, or where no officer is so
appointed, the chief executive officer bearer of thatauthority;
(iv) the proprietor, in relation to any other organization, of such
organization and every director, manager, secretary, agent or office
bearer or person concerned with the management of the affairs
thereof.
(v) a contractor or an organization of a contractor who or which
undertakes to procure the labour or services of employees for use by
another person or in another organization for any purpose
whatsoever and for payment in any form and on any basis
whatsoever ; and
(vi) office bearers of a department of a Division of a Federal or a
Provincial or local authority who belong to the managerial, secretarial
or directional cadre or categories of supervisors or agents and those
who have been notified for this purpose in the official Gazette;
(h) harassment” means any unwelcome sexual advance, request for sexual
favors or other verbal or written communication or physical conduct of a
sexual nature or sexually demeaning attitudes, causing interference with
work performance or creating an intimidating, hostile or offensive work
environment, or the attempt to punish the complainant for refusal to comply
to such a request or is made a condition for employment;
(i) “Inquiry Committee” means the Inquiry Committee established under
sub-section (1) of section 3;
(j) “management” means a person or body of persons responsible for the
management of the affairs of an organization and includes an employer;
(k) “Ombudsman” means the Ombudsman appointed under section7
(l) “organization” means a Federal or Provincial Government Ministry, Division

or department, a corporation or any autonomous or semi- autonomous
body, Educational Institutes, Medical facilities established or controlled by
the Federal or Provincial Government or District Government or registered
civil society associations or privately managed a commercial or an industrial
establishment or institution, a company as defined in the Companies
Ordinance, 1984 (XLVII of 1984) and includes any other registered private
sector organization or institution;
(m) “Schedule” means Schedule annexed to this Act;
(n) “workplace” means the place of work or the premises where an organization
or employer operates and includes building, factory, open area or a larger
geographical area where the activities of the organization or of employer are
carried out and including any situation that is linked to official work or official
activity outside the office.
3. Inquiry Committee:
(1) Each organization shall constitute an Inquiry Committee within thirty days of
the enactment of this Act to enquire into complaints under this Act.
(2) The Committee shall consist of three members of whom at least one member shall
be a woman. One member shall be from senior management and one shall be a senior
representative of the employees or a senior employee where there is no CBA. One or
more members can be co-opted from outside the organization if the organization is
unable to designate three members from within as described above.A Chairperson
shall be designated from amongst them.
(3) In case a complaint is made against one of the members of the Inquiry Committee
that member should be replaced by another for that particular case. Such member may
be from within or outside the organization.
(4) In case where no competent authority is designated the organization shall within
thirty days of the enactment of this Act designate a competent authority
4. Procedure for holding inquiry:
(1) The Inquiry Committee, within three days of receipt of a written complaint, shall
(a) communicate to the accused the charges and statement of allegations

leveled against him, the formal written receipt of which will be given;
(b) require the accused within seven days from the day the charge is
communicated to him to submit a written defense and on his failure to do so
without reasonable cause, the Committee shall proceed ex-parte;and
(c) enquire into the charge and may examine such oral or documentary evidence
in support of the charge or in defense of the accused as the Committee may
consider necessary and each party shall be entitled to cross-examine the
witnesses against him.
(2) Subject to the provisions of this Act and any rules made there under the
Inquiry Committee shall have power to regulate its own procedure for
conducting inquiry and for the fixing place and time of its sitting.
(3) The following provisions inter alia shall be followed by the Committee in
relation to inquiry:
(a) The statements and other evidence acquired in the inquiry process
shall be considered as confidential;
(b) An officer in an organization, if considered necessary, may be

nominated to provide advice and assistance to each party;
(c) Both parties, the complainant and the accused, shall have the right to
be represented or accompanied by a Collective Bargaining Agent
representative, a friend or a colleague;
(5)
(a) Adverse action shall not be taken against the complainant or the
witnesses;
(b) The inquiry Committee shall ensure that the employer or accused
shall in no case create any hostile environment for the complainant
so as to pressurize her from freely pursuing her complaint; and
(c) The Inquiry Committee shall give its findings in writing by recording
reasons thereof.
(3) The Inquiry Committee shall submit its findings and recommendations to
the Competent Authority within thirty days of the initiation of inquiry. If the
Inquiry Committee finds the accused to be guilty it shall recommend to the
Competent Authority for imposing one or more of the following penalties:
(i) Minor penalties:

(a) censure;
(b) withholding, for a specific period, promotion or increment;
(c) stoppage, for a specific period, at an efficiency bar in the time-scale,
otherwise than for unfitness to cross such bar; and
(d) recovery of the compensation payable to the complainant from pay
or any other source of the accused;
(ii) Major penalties:

(a) reduction to a lower post or time-scale, or to a lower stage in a
time-scale;
(b) compulsory retirement;
(c) removal from service;
(d) dismissal from service; and
(e) Fine. A part of the fine can be used as compensation for the
complainant. In case of the owner, the fine shall be payable to the
complainant.
(4) The Competent Authority shall impose the penalty recommended by the
Inquiry Committee under sub-section (4) within one week of the receipt of
the recommendations of the Inquiry Committee
(5) The Inquiry Committee shall meet on regular basis and monitor the
situation regularly until they are satisfied that their recommendations
subject to decision, if any of Competent Authority and Appellate Authority
have been implemented.
(6) In case the complainant is in trauma the organization will arrange for
Psycho-social counseling or medical treatment and for additional medical
leave.
(7) The organization may also offer compensation to the complainant in case of
loss of salary or other damages.
5. Powers of the Inquiry Committee. – (1) The Inquiry Committee shall have power
(a) to summon and enforce attendance of any person and examine him on
oath;
(b) to require the discovery and production of any document;

(c) to receive evidence on affidavits; and
(d) to record evidence.
(2) The Inquiry Committee shall have the power to inquire into the
matters of harassment under this Act, to get the complainant or the accused
medically examined by an authorized doctor, if necessary, and may recommend
appropriate penalty against the accused within the meaning of sub-section (4) of
section4.
(3) The Inquiry Committee may recommend to Ombudsman for appropriate

action against the complainant if allegations leveled against the accused
found to be false and made with malafide intentions.
(4) The Inquiry Committee can instruct to treat the proceedings confidentially.
6. Appeal against minor and major penalties.–
a) Any party aggrieved by decision of the Competent Authority on whom minor or

major penalty is imposed may within thirty days of written communication of
decision prefer an appeal to an Ombudsman established under section 7.
b) A complainant aggrieved by the decision of the Competent Authority may also

prefer appeal within thirty days of the decision to the Ombudsman.
c) The Appellate Authority may, on consideration of the appeal and any other
relevant material, confirm, set aside, vary or modify the decision within thirty
days in respect of which such appeal is made. It shall communicate the decision
to both the parties and the employer.
d) Until such a time that the ombudsman is appointed the District Court shall have
the jurisdiction to hear appeals against the decisions of Competent Authority and
the provisions of sub-sections (1) to (3) shall mutatis mutandis apply
e) On the appointment of Ombudsman all appeals pending before the District Court
shall stand transferred to Ombudsman who may proceed with the case from the
stage at which it was pending immediately before such transfer.
f) Until such a time that the ombudsman is appointed the District Court shall have
the jurisdiction to hear appeals against the decisions of Competent Authority and
the provisions of sub-sections (1) to (3) shall mutatis mutandis apply
g) On the appointment of Ombudsman all appeals pending before the District Court
shall stand transferred to Ombudsman who may proceed with the case from the
stage at which it was pending immediately before such transfer.
7. Ombudsman:-
a) The respective Governments shall appoint an ombudsman at the Federal and

provincial levels.
b) A person shall be qualified to be appointed as an Ombudsman who has been a judge

of high court or qualified to be appointed as a judge of high court. The Ombudsman
may recruit such staff as required to achieve the purposes of this Act and the finances
will be provided by the respective Governments
8. Ombudsman to enquire into complaint:
a) Any employee shall have the option to prefer a complaint either to the Ombudsman
or the Inquiry Committee.‘
b) The Ombudsman shall within 3 days of receiving a complaint issue a written show
cause notice to the accused. The accused after the receipt of written notice, shall
submit written defense to the Ombudsman within five days and his failure to do so
without reasonable
causetheOmbudsmanmayproceedexparte.Boththepartiescanrepresentthemselves
before the Ombudsman.
c) The Ombudsman shall conduct an inquiry into the matter according to the rules
made under this Act and conduct proceedings as the Ombudsman deems proper.
d) For the purposes of an investigation under this Act, the Ombudsman may require any
office or member of an organization concerned to furnish any information or to
produce any document which in the opinion of the Ombudsman is relevant and
helpful in the conduct of the investigation.
e) The Ombudsman shall record his decision and inform both parties and the
management of the concerned organization for implementation of the orders.
9. Representation to President or Governor:- Any person aggrieved by a decision of

Ombudsman under sub- section (5) of section 8, may, within thirty days of decision, make a
representation to the President or Governor, as the case may be, who may pass such order

thereon as he may deem fit.
10. Powers of the Ombudsman

The Ombudsman shall for the purpose of this Act have the same powers as are vested
in a Civil Court under the Code of Civil Procedures, 1908 (Act V of 1908), in respect of
the following matters, namely:
i. Summoning and enforcing the attendance of any person and
examining him on oath;
ii. Compelling the production of evidence;
iii. Receiving evidence on affidavits;
iv. Issuing commission for the examination of witnesses
v. entering any premises for the purpose of making any inspection
or investigation, enter any premises where the Ombudsman has
a reason to believe that any information relevant to the case
may be found; and
vi. The Ombudsman shall have the same powers as the High Court
has to punish any person for its contempt.
(2) Ombudsman shall while making the decision on the complaint may impose any of
the minor or major penalties specified in sub- section (4) of section 4.
11. Responsibility of Employer
a) It shall be the responsibility of the employer to ensure implementation of this Act,

including but not limited to incorporate the Code of Conduct for protection against
harassment at the workplace as a part of their management policy and to form Inquiry
Committee referred to in section 3 and designate a competent authority referred to
in section 4.
b) The management shall display copies of the Code in English as well as in language
understood by the majority of employees at conspicuous place in the organization
and the work place within six months of the commencement of this Act.
c) On failure of an employer to comply with the provisions of this section any employee
of an organization may file a petition before the District Court and on having been
found guilty the employer shall be liable to fine which may extend to one hundred
thousand rupees but shall not be less than twenty-five thousand rupees.
12. Provisions of the Act in addition to and not in derogation of any other law.–The
provisions of this Act shall be in addition to and not in derogation of any other law for the
time being in force.
13. Power to make rules.-The Federal Government may make rules to carry out the
purposes of this Act.
Schedule
[See sections 2(c) and 11]
CODE OF CONDUCT FOR PROTECTION AGAINST HARASSMENT OF WOMEN AT
THE WORKPLACE
Whereas it is expedient to make the Code of Conduct at the Workplace etc to

provide protection and safety to women against harassment it is hereby provided as under:
(i) The Code provides a guideline for behavior of all employees, including
management, and the owners of an organization to ensure a work
environment free of harassment and intimidation;
(ii) “Harassment” means any unwelcome sexual advance, request for sexual
favors or other verbal or written communication or physical conduct of a
sexual nature, or sexually demeaning attitudes, causing interference with
work performance or creating an intimidating, hostile or offensive work
environment, or the attempt to punish the complainant for refusal to comply
to such a request or is made a condition for employment;
The above is unacceptable behavior in the organization and at the
workplace, including in any interaction or situation that is linked to official
work or official activity outside the office.
Explanation:
There are three significant manifestations of harassment in the work

environment:
(a) Abuse of authority
A demand by a person in authority, such as a supervisor, for

sexual favors in order for the complainant to keep or obtain certain
job benefits, be it a wage increase, a promotion, training opportunity,
a transfer or the job itself.
(b) CREATING A HOSTILE ENVIRONMENT
Any unwelcome sexual advance, request for sexual favors or

other verbal or physical conduct of a sexual nature, which interferes
with an individual’s work performance or creates an intimidating,
hostile, abusive or offensive work environment.
The typical “hostile environment” claim, in general, requires

finding of a pattern of offensive conduct, however, in cases where the
harassment is particularly severe, such as in cases involving physical
contact, a single offensive incident will constitute a violation.

(c) RETALIATION
The refusal to grant a sexual favor can result in retaliation,

which may include limiting the employee’s options for future
promotions or training, distorting the evaluation reports, generating
gossip against the employee or other ways of limiting access to
his/her rights. Such behavior is also a part of the harassment.
(iii) An informal approach to resolve a complaint of harassment may be through

mediation between the parties involved and by providing advice and
counseling on a strictly confidential basis;
(iv) A complainant or a staff member designated by the complainant for the

purpose may report an incident of harassment informally to her supervisor,
or a member of the Inquiry Committee, in which case the supervisor or the
Committee member may address the issue at her discretion in the spirit of
this Code. The request may be made orally or in writing;
(i) If the case is taken up for investigation at an informal level, a senior manager
from the office or the head office will conduct the investigation in a
confidential manner. The alleged accused will be approached with the
intention of resolving the matter in a confidential manner;
(ii) If the incident or the case reported does constitute harassment of a higher
degree and the officer or a member reviewing the case feels that it needs to
be pursued formally for a disciplinary action, with the consent of the
complainant, the case can be taken as a formal complaint;
(iii) A complainant does not necessarily have to take a complaint of harassment

through the informal channel. She can launch a formal complaint at anytime;
(iv) The complainant may make formal complaint through her in charge,
supervisor, CBA nominee or worker's representative, as the case may be, or
directly to any member of the Inquiry Committee. The Committee member
approached is obligated to initiate the process of investigation. The
supervisor shall facilitate the process and is obligated not to cover up or
obstruct the inquiry;
(v) Assistance in the inquiry procedure can be sought from any member of the
organization who should be contacted to assist in such a case;
(vi) The employer shall do its best to temporarily make adjustments so that the
accused and the complainant do not have to interact for official purposes
during the investigation period. This would include temporarily changing the
office, in case both sit in one office, or taking away any extra charge over and
above their contract which may give one party excessive powers over the
other's job conditions. The employer can also decide to send the accused on
leave, or suspend the accused in accordance with the applicable procedures
for dealing with the cases of misconduct, if required;
(vii) Retaliation from either party should be strictly monitored. During the
process of the investigation work, evaluation, daily duties, reporting
structure and any parallel inquiries initiated should be strictly monitored to
avoid any retaliation from either side;
(viii) The harassment usually occurs between colleagues when they are alone,
therefore usually it is difficult to produce evidence. It is strongly
recommended that staff should report an offensive behavior immediately to
someone they trust, even if they do not wish to make a formal complaint at
the time. Although not reporting immediately shall not affect the merits of
the case; and
(ix) The Code lays down the minimum standards of behavior regarding
protection of women from harassment at workplace etc but will not affect
any better arrangement that an organization may have developed nor will it
bar the grant of protection that employees working in an institute may
secure from their employers through negotiation.

STATEMENT OF OBJECTS AND REASONS
The objective of this Act is to create a safe working environment for women, which is free
of harassment, abuse and intimidation with a view toward fulfillment of their right to work
with dignity. It will also enable higher productivity and a better quality of life at work.
Harassment is one of the biggest hurdles faced by working women preventing many who
want to work to get themselves and their families out of poverty.
This Act will open the path for women to participate more fully in the development of
this country at all levels.
This Act builds on the principles of equal opportunity for men and women and their right to
earn a livelihood without fear of discrimination as stipulated in the Constitution. This Act
complies with the Government’s commitment to high international labour standards and
empowerment of women. It also adheres to the Human Rights Declaration, the United
Nation’s Convention for Elimination of all forms of Discrimination against Women and ILO’s
convention 100 and 111 on workers’ rights. It adheres to the principles of Islam and all other
religions in our country which assure women’s dignity.
This Act requires all public and private organizations to adopt an internal Code of Conduct
and a complain/appeals mechanism aimed at establishing a safe working environment, free
of intimidation and abuse, for all working women. It shall also establish an Ombudsman at
Federal and provincial levels.

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Accreditation Standards &

i Medical College Accreditation Standards and Inspection 2021

1. To develop accreditation standards for medical colleges throughout Pakistan to

Section 1 comprises of the accreditation standards which have been developed as a

ii Medical College Accreditation Standards and Inspection 2021

WFME Standards PMC Standards

1. Mission and values Standard 1: Mission Statement

2. Curriculum Standard 4: Standard 6: Standard 5:

Curricular Curricular Educational

Organization Management Contents

3. Assessment Standard 7: Assessment

4. Students Standard 8: Students

5. Academic staff Standard 9: Faculty

6. Educational resources Standard 11: Governance, Services and Resources

7. Quality assurance Standard 10: Program Standard 2: Outcomes

8. Governance and administration Standard 11: Governance, Services and Resources

Standard 3: Institutional Autonomy and Academic Freedom

Standard 12: Research and Scholarship

During preparation of this document, Infrastructure requirements, facilities,

Based on various recommendations and suggestions, the following important

iii Medical College Accreditation Standards and Inspection 2021

A mandatory fully functional department with required faculty and infrastructure.

INTRODUCTION OF CLINICAL COMPETENCIES IN MBBS

INTRODUCTION OF CLINICAL COMPETENCIES IN HOUSE JOB

48 competencies have been incorporated in one-year house job; these will be

ONLINE TEACHING AND ASSESSMENT

CRITICAL CARE AND NEUROSURGERY

Mandatory with TORs, dedicated faculty and timetable.

For the safe transfer of patients to and from the hospital.

iv Medical College Accreditation Standards and Inspection 2021

v Medical College Accreditation Standards and Inspection 2021

vi Medical College Accreditation Standards and Inspection 2021

viii Medical College Accreditation Standards and Inspection 2021

NMDAB National Medical and Dental Academic Board

ix Medical College Accreditation Standards and Inspection 2021

xiv Medical College Accreditation Standards and Inspection 2021

xvi Medical College Accreditation Standards and Inspection 2021

Standard 1: Mission Statement

Standard 3: Institutional Autonomy and Academic Freedom

Standard 4: Curricular Organization

Standard 5: Educational Contents

Standard 6: Curricular Management

Standard 10: Program Evaluation and Continuous renewal

Standard 11: Governance, Services and Resources

Standard 12: Research and Scholarship

xvii Medical College Accreditation Standards and Inspection 2021

A medical/dental college must have a written institutional mission statement, which:

A medical/dental college should have a written institutional mission statement, which:

1.1s Aims at professional development and a commitment to life-long learning

DEFINITION: Mission Statement: A characteristics of an ideal mission statement: Mission

xviii Medical College Accreditation Standards and Inspection 2021

xix Medical College Accreditation Standards and Inspection 2021

The medical/dental college must develop outcomes that:

xx Medical College Accreditation Standards and Inspection 2021

Annotation for 2.2

Annotation for 2.1s

xxi Medical College Accreditation Standards and Inspection 2021

xxii Medical College Accreditation Standards and Inspection 2021

xxiii Medical College Accreditation Standards and Inspection 2021