Preface

Medical science is constantly advancing with the advancement of science and technology.
Global changes are happening in medical education in accordance and conformity of these
advancements and changes. With the application of these knowledge and skills of medical
science, future doctors should satisfy their patients with the changing needs of the
community. Much changes are happening in teaching methods and teaching sites or learning
environment. It is now an established fact that best learning is achieved through utilizing the
learning environment in factual situation. A doctor can better learn from his own patients.
Slogan of today is now the unity of education and practice. The undergraduate curriculum for
future doctor is expected to be so designed that it should focus more on real life situation and
of learning i.e. more community oriented as well as more community based. To serve this
purpose community campus partnership is very much appropriate and essential.

The undergraduate medical curriculum followed in the medical colleges was developed in
1988 through UNDP and WHO support by the Centre for Medical Education with an aim to
produce community oriented doctors who will be able to provide essential primary health
care to the community. That was the first documented curriculum ever developed in the
country. But evaluation by UNDP (1990) and Godfrey et al (1996) revealed that it is neither
community oriented nor competency based and there is room for much improvement. The
need to develop a community- oriented and competency-based curriculum was felt by all
concerned. For that series of workshops with specialists and experts from every discipline
took place to develop a curriculum, which would reflect institutional, departmental objectives
as well as subject wise learning objectives. The curriculum should have contents relevant to
the health problems of the country and assessment method should be scientific, reliable and
valid and also questions should be objectively set and designed. The teaching methods should
also be scientific and more biased for effective small group teaching. As a whole the other
components of the curriculum such as, course contents, strategy for teaching, materials or
media used and the assessment system within the available timeframe were to be identified
scientifically to provide the medical graduates with proper knowledge, skills and attitude.
Thus the Undergraduate Medical Curriculum 2002 was developed and implemented.

Now after a decade, with the combined efforts of the Directorate General of Health Services
(DGHS), Centre for Medical Education (CME) and Bangladesh Medical & Dental Council
(BM&DC), MOH&FW and different Dean offices reviewed and updated the Undergraduate
Medical Curriculum 2002 with the inclusion of national goal, objectives, learning outcomes,
competencies. The updated MBBS Curriculum 2012 is ready to be implemented from session
2012-2013. This enormous task has been efficiently completed with the most sincere and
heartiest effort of the teachers of both public and private medical colleges and also delegates
of concerned authorities and faculty members of CME. The activities in regards to technical
support, compilation and editing were done by Centre for Medical Education (CME) as per
it‟s terms of reference.

Prof. Abu Shafi Ahmed Amin

President
Bangladesh Medical & Dental Council (BM&DC)

i
 Preamble
The quality of health care is under scrutiny all over the world because of increasing public
expectation of their health care services. Therefore a positive change is needed in the role of
doctors. The role of teachers and students in teaching learning with positive changes in
medical education, its strategy and process also needs to be reviewed and developed.

This reviewed MBBS curriculum 2012 has been developed and scientifically designed, which
is responsive to the needs of the learners and of the community. The present curriculum, its
assessment method is expected to effectively judge competencies acquired that are required
to meet the health need of our people. It is gratifying to note that all concerned in the
promotion of medical education in the country have involved themselves in the planning and
formulation of this need-based and competency based curriculum which has been initiated
under the auspices of the Centre for Medical Education (CME).

Though curriculum is not the sole determinant of the outcome, yet, it is very important as it
guides the faculty in preparing their instruction and tells the students what knowledge, skills
and attitude they are to develop through the teaching learning process. The ultimate indicators
of assessing curriculum in medical education is the quality of health services provided by its
graduates with required competencies.

In conclusion, I would like to mention that the curriculum planning process is continuous,
dynamic and never-ending. If it is to serve best, the needs of the individual students,
educational institutions and the community to whom we are ultimately accountable, must be
assessed.

I congratulate all who were involved in reviewing, redesigning, updating and developing the
MBBS curriculum, particularly the Centre for Medical Education. They contributed to
complete this activity a commendable job and deserve special appreciation.

Prof. Dr. Khondhaker Md. Shefyetullah

Director General, DGHS
Govt. of the Peoples Republic of Bangladesh

ii
 Background and Rationale

Curriculum planning, scheming and updating is not a stationary process, rather a nonstop
course of action done on a regular basis through a scheme. More than one decade have over
and done since the Centre for Medical Education (CME), planned and developed the
“Curriculum for Under-graduate Medical Education in Bangladesh 2002”

After a decade the “Curriculum for Under-graduate Medical Education in Bangladesh 2002”
has been reviewed and updated for that reason. Centre for Medical Education (CME) in
association with BM&DC, Deans Offices, DGHS, MOH&FW under took the whole process.
Review workshops were held through active participation of different professional groups,
faculty members. Accordingly, first, second, third and final professional group meetings were
held with support from Action Aid Bangladesh, PSTC, PSE, DGHS, WHO. Later on, in order
to give a final shape with recommendation it was sent to BM&DC for further action. A
taskforce group examined the revised undergraduate medical curriculum.

The revised undergraduate medical curriculum is expected to be implemented with the newly
admitted students of 2012 – 2013 session. Performance of these; students as graduates will
articulate about the achievement of this “Curriculum for Under-graduate Medical Education
in Bangladesh – Updated 2012” as need-based, community oriented & competency based.

I hope this curriculum will continue to serve as guiding principle for the students and faculty
members. It is readily understood that in order to further improve, update this Curriculum for
Under-graduate Medical Education in Bangladesh – Updated 2012 needs constant review,
revision and updating.

Last but not least, I would like to extend my deep gratefulness to all faculty members of
Centre For Medical Education and others who shared their expertise and insights and worked
hard to generate this precious document.

Professor Dr Shah Abdul Latif

Director
Medical Education & Health Manpower Development
DGHS, Mohakhali, Dhaka 1212

iii
 Acknowledgement
Factors contributing to an effective medical education system are quality of students, quality
of teaching staff, and their effective delivery of need based scientific curriculum. Although
the best students are admitted in the medical colleges every year yet the medical graduates
are not always of the desired quality for providing health services to the community. The
answer then should be sought in other factors of which the most important is the curriculum.
A curriculum is generally regarded as a programme of instruction for an educational
institution and its plan takes the form of a descriptive outline of courses, their arrangement
and sequence, the time assigned to them, the contents to be covered in them, the instructional
methods to be employed and finally evaluation.

The enormous task of reviewing and updating of the MBBS curriculum 2002 was assigned to
Centre for Medical Education (CME). The curriculum was reviewed and updated with a
scientific approach of Delphi Technique in national workshops. The participants of these
workshops were almost all the Professors of the concerned departments/subjects, principals
of all the medical colleges, medical educationists, faculty members of CME and a good
number of resource personnels including the President & members of the Bangladesh
Medical & Dental Council and Deans of the Faculty of Medicine of
Dhaka/Chittagong/Rajshahi/Shah Jalal Universities and concerned persons from DGHS and
MOH&FW. The other supplementary approach was to make it evidence based through need
assessments. The overwhelming response of all categories of teachers for reviewing &
updating of this curriculum is indeed praiseworthy. They have worked hard to identify and
discard the superfluous elements from the course contents and added new elements to make
teaching-learning process more relevant, meaningful and up-to date. Congratulations to them,
they have done a commendable job. Efforts given by the principals, members of academic
council, teachers, students and intern doctor providing their valuable opinions during the
need assessment at the beginning of reviewing and updating of this MBBS curriculum are
duly acknowledged. As director, CME I express my gratitude to all the members of National
Core Committee(NCC) for their all cordial co-operation, guidance all the ways since
beginning up to the completion of reviewing and updating of MBBS curriculum. I
acknowledge the technical and financial support from Action Aid Bangladesh, PSTC, PSE,
DGHS, WHO.

The composition of the planners of this curriculum is unique. The authorities responsible for
approving, implementing and functioning of this curriculum have worked together and
involved themselves in its reviewing & updating. It is only natural that they left no stone
unturned to get a need based and competency based applicable curriculum.
I am grateful to all, who actively participated in this great job, specially the faculty and staffs
of Centre for Medical Education who worked very hard and efficiently to develop this MBBS
Curriculum 2012 which is mainly discipline based community oriented with the reflection of
competency based, integrated, & community based nature.

Prof. Dr. Fatima Parveen Chowdhury

Director
Centre for Medical Education
Mohakhali, Dhaka – 1212
Bangladesh

iv
 Index
Contents Page No
National Goal and Objectives of MBBS Course vi

Learning Outcomes of MBBS Course viii

Basic Information about MBBS Course xii

Subjects

Anatomy 1-42

Physiology 43-72

Biochemistry 73-91

Community Medicine 92-123

Forensic Medicine 124-139

Pharmacology & Therapeutics 140-167

Pathology 168-188

Microbiology 189-206

Medicine & Allied Subjects 207-281

Surgery & Allied Subjects 282-340

Obstetrics & Gynaecology 341-394

Appendix

Appendix – I-IV : List of Competencies xx-xxv

Appendix – V : Outline of a prescription xxvii

Appendix – VI : Outline of medical & fitness certificate xxviii
Appendix – VII : List of Contributors xxix-xxxii

v
 National Goal and Objectives of MBBS Course,
Learning Outcomes/Competences of Fresh Graduates

National Goal:

To produce competent, compassionate, reflective and dedicated health care professionals

who:
 consider the care and safety of their patients their first concern
 establish and maintain good relationship with patients, their attendants and
colleagues
 are honest, trustworthy and act with integrity
 are capable of dealing with common diseases and health problems of the country
and are willing to serve the community particularly the rural community;
 but at the same time acquire firm basis for future training, service and research at
both national and international level.
 are committed to keep their knowledge and skill up-to-date through „Continuous
Professional Development‟ all through their professional life.

Objectives of MBBS Course:

At the end of the MBBS Course students shall:

1. Acquire knowledge and understanding of

a) the sciences upon which Medicine depends and the scientific and experimental
methods;
b) the structure, function and normal growth and development of the human body and
the workings of the mind and their interaction, the factors which may disturb these,
and the disorders of structure and function which may result;
c) the etiology, natural history and prognosis of the common mental and physical
ailments. Students must have experience of emergencies and a good knowledge of the
common diseases of the community and of ageing processes;
d) normal pregnancy and childbirth, the common obstetric emergencies, the principles of
ante-natal and post natal care, and medical aspects of family planning and psycho-
sexual counseling;
e) the principles of prevention and of therapy, including health education, the
amelioration of suffering and disability, rehabilitation, the maintenance of health in
old age, and the care of the dying;
f) human relationships, both personal and social and the interaction between man and
his physical, biological and social environment;
g) the organization and provision of health care in the community and in hospital, the
identification of the need for it, and the economic, ethical and practical constraints
within which it operates; and
h) the ethical standards and legal responsibilities of the medical profession.

vi
 2. Develop the professional skills necessary to

a) elicit, record and interpret the relevant medical history, symptoms and physical signs,
and to identify the problems and how these may be managed;
b) carry out simple practical clinical procedures;
c) deal with common medical emergencies;
d) communicate effectively and sensitively with patients and their relatives;
e) communicate clinical information accurately and concisely, both by word of mouth
and in writing, to medical colleagues and to other professionals involved in the care of
the patient; and
f) use laboratory and other diagnostic and therapeutic services effectively and
economically, and in the best interests of his patients.

3. Develop appropriate attitudes to the practice of medicine, which include

a) recognition that a blend of scientific and humanitarian approaches is needed in

medicine;
b) a capacity for self education, so that he may continue to develop and extend his
knowledge and skills throughout his professional life, and recognize his obligation to
contribute if he can to the progress of medicine and to new knowledge;
c) the ability to assess the reliability of evidence and the relevance of scientific
knowledge, to reach conclusions by logical deduction or by experiment, and to
evaluate critically methods and standards of medical practice;
d) a continuing concern for the interests and dignity of his patients;
e) an ability to appreciate the limitations of his own knowledge, combined with a
willingness, when necessary, to seek further help; and
f) the achievement of good working relationships with members of the other health care
professions.

vii
Learning Outcomes of MBBS course :
To achieve the National goal and course objectives, a set of “Essential learning outcomes /
competences” which students of the medical colleges / institutes on completion of MBBS
course and at the point of graduation must be able to demonstrate has been defined.
These “essential learning outcomes / competences” are grouped under three board headings:
I The graduate with knowledge of scientific basis of Medical Practice
II The graduate as a practitioner
III The graduate as a professional

I. The graduate with knowledge of scientific basis of Medical Practice:

The graduate will understand and be able to apply basic bio-medical (anatomy, cell biology,
genetics, physiology, biochemistry, nutrition, pathology, molecular biology, immunology,
microbiology, pharmacology and community medicine) principles, methods and knowledge
to
1.1 understand the normal processes governing homeostasis, and the mechanisms
underlying the common diseases and health problems of the country.
1.2 understand the psychological and sociological concepts of health, illness and disease
and explain psychological and sociological factors that contribute to illness, course of
disease and success of treatment.
1.3 select appropriate investigations necessary for diagnosis of common clinical cases and
explain the fundamental principles underlying such investigative procedures.
1.4 select appropriate treatment (including rational prescribing of drugs), management
and referral (if in the patient‟s best interest) plan for common clinical cases, acute
medical emergencies and minor surgical procedures.
1.5 understand biochemical, pharmacological, surgical, psychological, social and other
interventions in acute and chronic illness, in rehabilitation, and end-of-life care.
1.6 understand disease surveillance and prevention, health promotion including wider
determinants of health, health inequalities, health risks.
1.7 understand communicable disease control in health care facility and community
settings.
1.8 understand international health status, including global trends in morbidity and
mortality of chronic diseases of social significance, the impact of trade and migration
on health and the role of international health organizations.
1.9 undertake critical appraisal of diagnostic, therapeutic and prognostic trials and other
quantitative and qualitative studies as reported in medical and scientific literature.
1.10 understand simple research questions in biomedical and population science and the
design of relevant studies.

viii
II. The Doctor as a practitioner
2.1. The graduate will have the ability to carry out a consultation with a patient
(Appendix-III):
2.1.1. Obtain and record an accurate medical history, including such related issues as
age, gender, and socioeconomic status.
2.1.2. Perform a both comprehensive and organ system specific examinations, including
a mental status examination.
2.1.3. Elicit patients‟ questions, understanding of their condition and treatment options,
and their views, values and preferences.
2.1.4. Provide explanation, advice, reassurance and support.

2.2. The graduate will have the ability to diagnose and manage clinical cases or will
refer when necessary. (Appendix I & II):
2.2.1. Interpret findings from the history, physical examination and mental-state
examination and make an initial assessment of a patient‟s problems and a
differential diagnosis appreciating the processes by which such diagnosis is
tested scientifically.
2.2.2. Construct a plan of investigation in partnership with the patient, obtaining
informed consent as an essential part of this process appreciating patient‟s right
to refuse or limit the investigation.
2.2.3. Interpret the results of investigations, including growth charts, x-rays and the
results of diagnostic procedures in Appendix III.
2.2.4. Synthesize a full assessment of the patient‟s problems and define the likely
diagnosis or diagnoses.
2.2.5. Formulate a plan for management and discharge including referrals to the right
professional, according to the established principles and best evidence, in
partnership with the patient, their careers and other health professional as
appropriate.
2.2.6. Respond to patients‟ concerns and preferences, obtain informed consent,
recognize and respect patients‟ right to reach decisions about their treatment and
care and to refuse or limit treatment.
2.3. The graduate will have the ability to provide immediate care in medical
emergencies in Appendix IV:
2.3.1. Assess and recognize the severity of a clinical presentation and need for
immediate emergency care.
2.3.2. Provide basic first-aid and immediate life support.
2.3.3. Provide cardio-pulmonary resuscitation or direct other team members to carry
out resuscitation.
2.4. The graduate will have the ability to prescribe drugs safely, effectively and
economically. Appendix III:
2.4.1. Obtain an accurate drug history, covering both prescription and non-prescription
OTC drugs including complementary and alternative medications and
demonstrate awareness of the existence and range of these therapies and how
this might affect other types of treatment that patient are receiving.
2.4.2. Formulate appropriate drug therapy and record the outcome accurately.

ix
 2.4.3. Recognize and respect patients‟ right to information about their medicines.
2.4.4. Detect, mange and report adverse drug reactions.

2.5. The graduate will have the ability to carry out practical procedures safely and
effectively. Appendix III:
2.5.1. Perform, measure and record the findings of diagnostic procedures.
2.5.2. Perform therapeutic procedures.
2.5.3. Demonstrate correct practice in general aspects of practical procedures.

2.6. The graduate will have the ability to apply principles, method and knowledge of
health informatics to medical practice:
2.6.1. Keep accurate, legible and complete medical records.
2.6.2. Use effectively computers and other information systems, including storing and
retrieving information.
2.6.3. Stick to the requirements of confidentiality and data protection legislation in all
dealings with information.
2.6.4. Access and use effectively information sources in relation to patient care, health
promotion, research and education.

2.7. The graduate will have the ability to communicate effectively in a medical context.
(Appendix III):
2.7.1. Communicate clearly and sensitively with patients, their relatives or other careers,
and colleagues from medical and other professions by listening, sharing and
responding.
2.7.2. Communicate by spoken, written and electronic methods and recognize and
respect significance of non-verbal communication in medical consultation.
2.7.3. Communicate appropriately in difficult circumstances, such as in times of
disclosing bad news and discussing sensitive issues, i.e. alcohol consumption,
smoking or obesity.
2.7.4. Communicate appropriately with difficult, violent patients and with mentally ill
people.
2.7.5. Communicate effectively in various roles, i.e. as patient advocate, teacher,
manager or improvement leader.

III. The Doctor as a professional

3.1. The graduate will apply to medical practice ethical, moral and legal principles and
will be able to :
3.1.1. Recognize and respect BM&DC‟s ethical guidance and standards and
supplementary ethical guidance that describe what is expected of all doctors
registered with BM&DC.
3.1.2. Demonstrate awareness of professional values which include excellence, altruism,
responsibility, compassion, empathy, accountability, honesty and integrity, and a
commitment to scientific methods.
3.1.3. Make the care of the patient the first concern and maintain confidentiality, respect
patients‟ dignity and privacy and act with appropriate consent.
3.1.4. Respect all patients, colleagues and others regardless of their age, color, culture,
disability, ethnic or national origin, gender, lifestyle, marital or parental status,
race, religion or beliefs, sexual orientation or social or economic status.

x
 3.1.5. Recognize patients‟ right to hold religious or other beliefs, and respect these when
relevant to treatment options.
3.1.6. Know about laws and systems of professional regulation through BM & DC and
others, relevant to medical practice and complete relevant certificates and legal
documents and liaise with the coroner and others as appropriate
3.1.7. Use moral reasoning and decision-making to conflicts within and between ethical,
legal and professional issues including those raised by economic constrains,
commercialization of health care, and scientific advances.

3.2. The graduate will be able to reflect, learn and teach:

3.2.1. Establish the foundations for lifelong learning and continuing professional
development, including a professional development portfolio containing
reflections, achievements and learning needs.
3.2.2. Acquire, assess, apply and integrate new knowledge, learn to adapt to changing
circumstances and ensure highest level of professional care to the patients.
3.2.3. Recognize own personal and professional limits and seek help from colleagues
and supervisors as necessary.
3.2.4. Work with colleagues in ways that best serve the interests of patients, pass on
information and hand over care, demonstrate flexibility, adaptability and a
problem-solving approach.
3.2.5. Function effectively as a mentor and teacher, contribute to the appraisal,
assessment and review of colleagues and give effective feedback.

3.3. The graduate will be able to learn and work effectively within a multi-professional
team:
3.3.1. Recognize and respect the roles and expertise of health and social care
professionals in the context of working and learning as a multi-professional
team.
3.3.2. Build team capacity and positive working relationships and undertake leadership
and membership roles in a multi-professional team.

3.4. The graduate will have the ability to protect patient and improve care:
3.4.1. Place patients‟ needs and safety at the center of the care process and deal
effectively with uncertainty and change.
3.4.2. Know about the framework of medical practice in Bangladesh including the
organization, management and regulation of healthcare provision; the structures,
functions and priorities of the National Health Policy; and the roles of, and
relationships between the agencies and services involved in protecting and
promoting individual and population health.
3.4.3. Apply the principles of risk management and quality assurance to medical
practice including clinical audit, adverse incident reporting and how to use the
results of audit to improve practice.
3.4.4. Understand own personal health needs, consult and follow the advice of a
qualified professional and protect patients from any risk posed by own health.
3.4.5. Recognize the duty to take action if a colleague‟s health, performance or
conduct is putting patients at risk.

xi
 Basic Information About MBBS Course
1. Name of the course: Bachelor of Medicine & Bachelor of Surgery (MBBS)

2. Basic qualifications & prerequisite for entrance in MBBS Course:

(i) HSC or equivalent with Science.(Biology, Physics, Chemistry)
(ii) Candidate has to secure required grade point in the SSC and HSC
examinations.

3. Students selection procedure for MBBS course: According to decision by the

proper competent authority as per merit.

4. Medium of Instruction: English

5. Duration: MBBS course comprises of 5 Years, followed by logbook based rotatory

internship for one year

75 Course structure and duration

The MBBS course is divided into four phases .

Phase Duration Subjects Examination

1st phase 1½ year Anatomy First Professional

Physiology MBBS
Biochemistry

2nd phase 1 year Community Medicine Second Professional

Forensic Medicine MBBS

3rd phase 1 year Pharmacology & Therapeutics Third Professional

Pathology MBBS
Microbiology

4th phase 1½ year Medicine & Allied subjects Final Professional

Surgery & Allied subjects MBBS
Obstetrics and Gynaecology

NB: All academic activities including professional examination of each phase must be
completed within the specified time of the phase.

xii
7. Phase wise distribution of teaching-learning hours:

1st Phase
Subject Lecture Tutorial Practical Others Integr Formative Exam Summative exam Total
(in ated
hours) teachi Prepar Exam Prepar Exam
ng atory time atory time
leave leave
Anatomy 115 53 52 Dissection 530
+Card
exam 30 hrs 35 days 42 days 30 days 30 days
310
Physiolo 120 120 100 - 340
gy
Biochemi 120 100 100 - 320
stry
Total 355 273 252 310 1190

Behavioral science, communication skill and medical ethics will be taught through five lecturers (5 hours) within 1st 5
phase under supervision of Community Medicine department
Grand Total 1195

(Time for integrated teaching, exam. preparatory leave of formative & summative assessment is common
for all subjects of the phase )

2nd Phase
Subject Lecture Tutorial Practical/Demons Integrated Formative Exam Summative exam Total
(in tration teaching
hours) Prepa Exam Prepar Exam
ratory time atory time
leave leave
Commun 110 160 COME (community 05
based medical
ity education):30 days
275
Medicine (10 days day visit + 10 +
days RFST+ 10 days 15 15 days 15 days 20 days 30 days
study tour)- days
30 days
(10+10+10)
Forensic 80 55 55 05
Medicine 195

Total 190 215 55 10 470

(Time for exam. preparatory leave and formative and summative assessment is common for all subjects of
the phase )

xiii
 3rd Phase
Subject Lecture Tutorial Practical Others Formative Exam Summative Total
(in hours) exam
Prepa Exam Prepa Exam
ratory time ratory time
leave leave
Parmacol 100 30 50 Clinical 200
ogy & Pharmaco
Therapeu logy 10 15 days 10 15
tics 20 days days days

Patholog 100 100 28 - 228

y

Microbio 100 45 45 - 190

logy

Total 300 175 123 20 618

(Time for exam. preparatory leave and formative and summative assessment is common for all subjects of the
phase )

4th Phase
Medicine & Allied Subjects
Subject Lecture Clinical (bedside

Block posting
Total weeks
(in hours) teaching), in weeks

Summative
Formative
Tutorial classes

Exam

exam
Integrated
teaching

2nd 3rd 4th Total 2nd 3rd 4th phase

Preparatory leave-15 days

Preparatory leave-15 days

phase phase phase phase phase
Internal 26 24 110 160 200 20 14 06 12+2(OP 34
Exam time -15 days

Exam time -30 days

medicine hrs. D) 4
Psychiatry - - 20 20 - - 03 - 03 weeks
Dermatology - - 20 20 - - 03 - 03
Pediatrics 04 20 26 50 25 04 - 06 10
Physical - - 05 05 - - 02 - 02
Medicine
Emergency - - - - - 02 02
Total 30 44 181 255 225 20 20 14 20 54 4
hrs. weeks
Grand 500 hours 58 weeks 75 days
Total
Time for exam, preparatory leave, formative & summative assessment is common for all subjects of the
phase
Preventive aspects of all diseases will be given due importance in teaching learning considering public
health context of the country and others parts of the world.
Related ethical issues will be discussed in all clinical teaching learning

xiv
 Surgery & Allied Subjects
Subject Tutoria Integr Total

Summative
Formative
l/Practi ated Clinical/Bedside teaching Weeks

posting

Exam

Exam
Block
Lecture cal/Dem teachin (in week)
(in hours) g
onstrati
on
2nd 3rd 4th Total 2nd 3rd 4th
Phase Phase Phase Phase Phase Phase
General 35 30 60 125 12+4 - 6 22
Surgery
Orthopaedic 5 10 30 45 - 4 4 8
s 4 wks
Radiology - - 5 5 1 - - 1
Radiothera - - 8 8 - 1 - 1
py
Transfusio - 5 - 5 1 - - 1

Preparatory leave -15 days

Preparatory leave -15 days

n medicine

Exam time –15 days

Exam time –30 days

Anesthesia - 10 - 10 200 20 1 - - 1
Neurosurg - 2 5 7 - 1 - 1
ery
Pediatric - 5 10 15 - - 2 2
Surgery
Urology - 5 10 15 - - 2 2
Burn Plastic 3 - 2 5 - - 1 1
Surgery
Emergency - - - - - - 1 1
& casualty
Dentistry - - - - 1 - - 1
Ophthalmo - 40 - 4 4 8
logy 40 hrs

Otolaryngo - 40 - 4 4 8
logy 40 hrs
Total 300 hrs 200 20 20 wks 14 wks 24 wks 58wks 4wks

Grand total 520 hours 62 weeks 75 days

(Time for exam. preparatory leave and formative & summative assessment is common for all subjects of the phase )
Preventive aspects of all diseases will be given due importance in teaching learning considering public health context
of the country and others parts of the world.
Related ethical issues will be discussed in all clinical teaching learning

Obstetrics & Gynaecology

Lecture Tutorial / Integrated Total Clinical Block Formative Exam Summative

Demonstr Teaching hours bed side placement exam
ation teaching Preparator Exam Prepa Exam
3rd 4th in 3rd & y leave time ratory time
Phase Phase 4th phase leave
30 70 85 hrs 15hrs 200 16 weeks 4 weeks 15 day 15 day 15 30
hrs hrs hrs (8+8) day day

(Time for exam. preparatory leave and formative & summative assessment is common for all subjects of the
phase)
Preventive aspects of all diseases will be given due importance in teaching learning considering public health
context of the country and others parts of the world.
Related ethical issues will be discussed in all clinical teaching learning

xv
8. Teaching & learning methods
The following teaching and learning methods will be followed:
Large Group Teaching:
Lecture
Seminar

Small Group Teaching:

Tutorial
Demonstration
Students interaction
Problem Based Learning (PBL)
Practical session:
Use of practical manual
Performing the task/examination by the student
Writing the practical note book
Field Placement (Community based medical education):
In small groups for performing activities by the student themselves
Clinical teaching:
In ward, OPD, OT, POW, ED, ICU, etc.
By concerned persons
Integrated teaching
Encourage to learn ICT through computer lab of the college.

9. Assessment:

A. There will be in-course (card/item/term) and end-course (professional) assessment for the
students in each phase (1st, 2nd, 3rd & 4th phase) of the course i.e. formative and
professional examination.
B. Formative assessment will be done through results of items, card and term ending
examination & class attendance.
C. For formative assessment, 10 % marks of written examination of each paper of each
subject is allocated
D. For MCQ of each paper, 20% marks are allocated. There will be separate answer script
for MCQ part of examination. Total number of MCQ will be 20.
E. For SAQ of each paper, 70% marks are allocated
F. Oral part of the examination will be structured
G. OSPE / OSCE will be used for assessing skills/competencies. Traditional long & short
cases will be also used for clinical assessment
H. There will be phase final professional examination within the each academic phase.

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I. Eligibility for appearing in the professional examination:
 Certificate from the respective head of departments regarding students obtaining at
least 75% attendance in all classes (theory, practical, tutorial, residential field
practice, clinical placement etc.) during the phase.
 Obtaining at least 60% marks in examinations.
 No student shall be allowed to appear in the professional examinations unless the
student passes in all the subjects of the previous professional examinations
J. Pass Marks:
Pass marks is 60%. Student shall have to pass written (MCQ + SAQ + formative), oral,
practical and clinical examination separately.

K. Examinations & distribution of marks:

First Professional Examination

Subjects Written Struct Practical Formative Total

Exam ured Exam marks Exam marks Marks
marks Oral Soft Hard
Exam part part
marks
Anatomy 180 150 75 75 20 500
Physiology 180 100 100 20 400
Biochemistry 180 100 100 20 400
Total 1300

Second Professional Examination

Subjects Written Structu Practical Formative Total
Exam red Exam Exam Marks
marks Oral marks marks
Exam
marks
Community Medicine 90 100 100 10 300
Forensic Medicine 90 100 100 10 300
Total 600

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 Third Professional Examination

Subjects Written Structu Practical Formative Total

Exam red Exam Exam Marks
marks Oral marks marks
Exam
marks
Pharmacology & Therapeutics 90 100 100 10 300
Pathology 90 100 100 10 300
Microbiology 90 100 100 10 300
Total 900

Fourth Professional Examination

Subjects Written Struc Clinical Practical Formative Total
Exam tured Exam Marks
marks Oral marks
Exam
mark
s
Medicine & Allied 180 100 100 100 20 500
Subject
Surgery & Allied Subject 180 100 100 100 20 500
Obstetrics & Gynecology 180 100 100 100 20 500
Total 1500

L. Common Rules for Examinations

a) University professional examination to be started from May and November.
b) University professional examinations will be completed within the specified time of
the concerned phase
c) No carry on system before passing 1st professional examination
d) After passing 1st professional examination students can appear for 2nd
professional examinations if all other prerequisites for 2nd professional examination
are fulfilled. In the mean time students can attend clinical ward placement,
teaching learning.
e) To appear 3rd professional examination students have to pass all the subjects of
previous 2nd professional examination if all other prerequisites are fulfilled. In the
mean time students can attend clinical ward placement, teaching learning.
Students can also attend the classes of subjects of 4th phase
f) To appear 4th (Final) professional examination students have to pass all the subjects
of previous 3rd professional examination if all other prerequisites are fulfilled. In
the mean time students can attend clinical ward placement, teaching learning.

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M. Few directives and consensus about the following issues of
assessment:
i. Incase of OSPE/OSCE- Instruments/equipments to be taken to oral boards to ask
open questions to the students apart form Structured Oral Examination (SOE).
There will be scope of instruments related viva, specially in clinical subjects and
where applicable. Central OSPE/OSCE from Dean Office after moderation will be
encouraged.
ii. Incase of Structured Oral Examination (SOE), instead of preparing specific
structured question, topics will be fixed considering wide range of contents
coverage. Rating scale will be used for marking the students concurrently. Each
student will be asked questions from all topics of the set. Equal or average duration
of time will be set for every student.

10. Internship :

After passing final professional MBBS examination students have to enroll for one year
log book based rotatory internship programme. Within this one year 11 months and 15
days at medical college hospital and 15 days at UHC. Internship programme will be more
structured and supervised.It is compulsory to complete Internship Training Programme
designed by BM&DC to get permanent registration for doing independent practice.

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