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MEDICAL COUNCIL OF INDIA
SALIENT FEATURES OF REGULATIONS ON GRADUATE MEDICAL EDUCATION, 1997
PUBLISHED IN PART III, SECTION 4
OF THE GAZETTE OF INDIA DATED 17TH MAY 1997)
- Short title and commencement : (1) These regulations may be called
the "Regulations on Graduate Medical Education, 1997"
- They shall come into force on the date of their publication in the
Official Gazette.
CHAPTER 1
2.
GENERAL CONSIDERATIONS AND TEACHING APPROACH
(1)
Graduate
medical curriculum is
oriented
towards
training students
to
undertake the responsibilities of
a
physician
of
first
contact
who is capable of looking after
the
preventive, promotive, curative & rehabilitative aspect of
medicine.
(2)
With wide range of career opportunities available
today,
a graduate has a wide choice of career opportunities. The
training, though
broad
based
and
flexible
should
aim
to
provide
an educational experience of the essentials required for health
care in our country.
(3)
To undertake the responsibilities of service situations which is a
changing condition and of various types, it is essential to provide
adequate placement training tailored to the needs of such services as
to
enable
the
graduates
to
become effective instruments of implementation of those
requirements. To avail of opportunities and be able to conduct
professional
requirements, the
graduate
shall endeavour to have acquired basic training
in
different aspects of medical care.
(4)
The importance of the community aspects of health care and of rural
health care services is to be recognized. This
aspect
of education & training of graduates should be adequately
recognized in
the
prescribed
curriculum.
Its importance has been systematically upgraded over the past years
and adequate exposure to such experiences should be available throughout
all the three phases of education & training. This has to be further
emphasized and intensified by providing exposure to field practice areas
and training
during the intership period. The aim of the period of rural
training during internship is to enable the fresh graduates to function
efficiently under such settings.
(5)
The educational experience should
emphasize
health
and community
orientation
instead
of only
disease
and
hospital orientation or being-concentrated - on-curative -aspects.
As such all the basic concepts of modern scientific medical
education are to be adequately dealt with.
(6)
There must be enough experiences to be provided for self learning.
The methods and techniques that would ensure this must become a part of
teaching-learning process.
(7)
The
medical graduate of modern scientific
medicine
shall endeavour to become
capable
of functioning independently in both urban or rural environment.
He/she shall endeavour to give emphasis on fundamental aspects of the
subjects taught and on common problems of health and disease avoiding
unnecessary details of specialization.
(8)
The importance of social factors in relation to the problem of
health and diseases should receive proper emphasis throughout the course
and to achieve this purpose, the educational process should
also
be community based than only
hospital
based.
The importance
of
population control and
family
welfare
planning should be emphasized throughout the period of training
with the importance of health and development duly emphasized.
(9)
Adequate emphasis is to be placed on cultivating logical and
scientific habits of
thought, clarity of expression and independence of judgment,
ability
to
collect
and
analyse information and to correlate them.
(10)
The
educational
process should be placed
in
a
historic background
as
an
evolving
process and not merely as an acquisition of a large number of
disjointed
facts
without a proper perspective. The history of Medicine with
reference to the evolution of medical knowledge both in this country and
the rest of the world should form a part of this process.
(11)
Lectures
alone are generally not adequate as a
method
of training
and
are
a
poor
means
of
transferring/acquiring information
and even less effective at skill development and
in generating the appropriate attitudes. Every effort should be
made to encourage the use of active methods related to
demonstration and
on
first hand experience. Students will be encouraged to learn in
small groups, through peer interactions so as to gain maximal
experience
through
contacts
with
patients
and
the communities
in which they live. While the curriculum objectives often refer to
areas of knowledge or science, they are best taught in a setting of
clinical relevance and hands on experience for students who assimilate and
make this knowledge a part of their own working skills.
(12)
The graduate medical education in clinical subjects should be based
primarily on out-patient teaching, emergency departments and within the
community including
peripheral
health care institutions. The out-patient departments should be
suitably planned to provide training to graduates in small groups.
(13)
Clinics should be organised in small groups of preferably not
more
than 10 students so that a teacher can
give
personal attention
to each student with a view to improve his skill
and competence in handling of the patients.
(14)
Proper records of the work should be maintained which will form
the basis for the students' internal assessment and should be
available to the inspectors at the time of inspection of the college by
the Medical Council of India.
(15)
Maximal
efforts have to be made
to
encourage
integrated teaching between traditional subject areas using a
problem based learning approach starting with clinical or community cases
and exploring
the
relevance of various preclinical disciplines in both understanding
and resolution of the problem. Every
attempt be made to de-emphasize compartmentalisation of disciplines
so as to achieve both horizontal and vertical integration in
different phases.
(16)
Every attempt is to be made to encourage students to participate in
group discussions and seminars to enable them to develop personality,
character, expression and other faculties which are necessary for a
medical graduate to function either in solo practice or as a team leader
when he begins his
independent career. A discussion group should not have more than 20
students.
(17)
Faculty member should avail of modern educational technology while
teaching the students and to attain this objective, Medical Education
Units/ Departments
be
established in all medical colleges for faculty development and
providing learning resource material to teachers.
(18)
To derive maximum advantage out of this revised curriculum, the
vacation period to students in one calendar year should not exceed one
month, during the 4 ½ years Bachelor of Medicine and Bachelor of Surgery
(MBBS) Course.
(19)
In order to implement the revised curriculum in toto, State Govts.
and Institution Bodies must ensure that adequate financial and technical
inputs are provided.
3.
OBJECTIVE OF MEDICAL GRADUATE TRAINING PROGRAMME:
(1)
NATIONAL
GOALS :
At
the
end of undergraduate program, the medical
student should be able to :
(a)
recognize `health for all' as a national goal and health right of
all citizens and by undergoing
training for medical profession fulfill his/her social obligations
towards realization of this goal.
(b)
learn
every aspect of National policies on health and devote
himself/herself to its practical implementation.
(c)
achieve competence in practice of holistic medicine, encompassing
promotive, preventive, curative and
rehabilitative aspects of common diseases.
(d)
develop scientific temper, acquire educational experience for
proficiency in profession and promote healthy living.
(e)
become
exemplary
citizen by observation of medical ethics and fulfilling social and
professional obligations, so as to respond to national aspirations.
(2)
INSTITUTIONAL
GOALS :
(I) In consonance
with
the
national goals each
medical institution should evolve institutional goals to define the
kind of
trained manpower (or professionals) they intend
to
produce. The undergraduate students coming out of a medical
institute should:
(a)
be competent in diagnosis and management of common health problems
of the individual and the community, commensurate with his/her
position as a member of the health team at the
primary, secondary or tertiary levels, using his/her clinical
skills based on history, physical examination and relevant investigations.
(b)
be competent to practice preventive, promotive, curative and
rehabilitative medicine in respect to the commonly encountered
health problems.
(c)
appreciate rationale for different therapeutic modalities, be
familiar with the administration of the "essential drugs"
and their common side effects.
(d)
be able to appreciate the socio-psychological, cultural, economic
and environmental factors affecting health and develop humane attitude
towards the
patients in discharging one's professional responsibilities.
(e)
possess
the attitude for continued self learning and to seek further
expertise or to pursue research in any chosen area of medicine.
(f)
be familiar with the basic factors which are essential
for the
implementation of the National Health Programmes including
practical aspects of the following:
(i)
Family Welfare and Material and Child Health(MCH)
(ii)
Sanitation and water supply
(iii)
Prevention and control of communicable
and
non-communicable
diseases
(iv)
Immunization
(v)
Health Education
(g)
acquire basic management skills in
the
area
of
human resources,
materials and resource management related
to
health care delivery.
(h)
be able to identify community health problems and learn to
work
to resolve these by designing,
instituting
corrective steps and evaluating outcome of such measures.
(i)
be able to work as a leading partner in health care
teams and acquire proficiency in communication skills.
(j)
be competent to work in a variety of health care settings.
(j)
have personal characteristics and attitudes required for
professional life
such
as
personal
integrity,
sense of responsibility and dependability and ability to relate to
or show concern for other individuals.
(II)
All efforts must be made to equip the medical graduate to acquire
the skills as detailed in APPENDIX B. |
