Educational Philosophy

The proposed undergraduate medical education program in our Institute is designed to create an “Indian Medical Graduate”. The “Indian Medical Graduate” will have the necessary competencies (knowledge, skills, and attitudes) to assume his or her role as a health care provider to the people of India and the world. 

The goals of the M.B.B.S. training program are to create doctors – with requisite knowledge, skills, attitudes, values and responsiveness, so that they may function appropriately and effectively as a Basic Doctor Basic Doctor, physicians of first contact for the community in the primary care setting both in urban as well as rural areas of our country. 

ROLES
Roles in order to fulfill these goals the doctor must be able to function in the following roles appropriately and effectively: 
1. Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care with compassion. 
2. Leader and member of the health care team and system with capabilities to collect, analyze and synthesize health data. 
3. Communicator with patients, families, colleagues and community. 
4. Lifelong learner committed to continuous improvement of skills and knowledge. 
5. Professional, who is committed to excellence, is ethical, responsive and accountable to patients, community, and profession. COMPETENCIES (C2L2P)

Competency based learning would include designing & implementing medical education curriculum that focuses on the desired an MCI : Vision 2015 15 1. 
1. Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care with compassion :

    • a. Demonstrate knowledge of normal human structure, function and development from a molecular, cellular, biologic, clinical, behavioral and social perspective.
    • b. Demonstrate knowledge of abnormal human structure, function and development from a molecular, cellular, biological, clinical, behavioral and social perspective.
    • c. Demonstrate knowledge of medico-legal, societal, ethical and humanitarian principles that influence health care.
    • d. Demonstrate knowledge of national and regional health care policies including the national rural health mission, frameworks, economics and systems that influence health. Promotion, health care delivery, disease prevention, effectiveness, responsiveness, quality and patient safety.
    • e. Be able to elicit and record from the patient, and other relevant sources including relatives and caregivers, a history that is complete and relevant to disease identification, disease prevention and health promotion.
    • f. Be able to elicit and record from the patient, and other relevant sources including relatives and caregivers, a history that is contextual to gender, age, vulnerability, social and economic status, patient preferences, beliefs and values.
    • g. Be able to perform a physical examination that is complete and relevant to disease identification, disease prevention and health promotion.
    • h. Be able to perform a physical examination that is contextual to gender, social and economic status, patient preferences and values.
    • i. Demonstrate effective clinical problem solving, judgment and ability to interpret and integrate Medical Council of India 16 available data in order to address patient problems, generate differential diagnoses and develop individualized management plans that include preventive, promotive and therapeutic goals.
    • j. Maintain accurate clear and appropriate record of patient in conformation with appropriate legal and administrative frame works.
    • k. Be able to choose the appropriate diagnostic tests and interpret these tests based on scientific validity, cost effectiveness and clinical context.
    • l. Be able to prescribe and safely administer appropriate therapies including nutritional interventions based on the principles of rational drug therapy, scientific validity, evidence and cost effectiveness that conform to established national and regional health programs and policies for the following:
      . disease prevention,
      . health promotion and cure,
      . pain and distress alleviation and
      . rehabilitation & palliation

 

  • m. Be able to provide a continuum of care at the primary and/or secondary and tertiary level that addresses chronicity, mental and physical disability.
  • n. Be able to appropriately identify and refer patients who may require specialized or advanced tertiary care. 2. Leader and member of the health care team and system 
    • a. Work effectively and appropriately with colleagues in an inter-professional health care team respecting diversity of roles, responsibilities and competencies of other professionals.
    • b. Recognize and function effectively, responsibly and appropriately as a health care team leader in a primary and secondary health care setting. MCI : Vision 2015 17
    • c. Educate and motivate other members of the team and work in a collaborative and collegial fashion that will help maximize the health care delivery potential of the team.
    • d. Access and utilize components of the health care system and health delivery in a manner that is appropriate, cost effective, fair and in compliance with the national health care priorities and policies, as well as be able to collect, analyze and utilize health data.
    • e. Participate appropriately and effectively in measures that will advance quality of health care and patient safety within the health care system.
    • f. Recognize and advocate health promotion, disease prevention and health care quality improvement through early recognition and intervention in life style diseases and cancer in collaboration with other members of the health care team and within the health care system.

    3. Communicator with patients, families, colleagues and community 

    • a. Be able to communicate adequately, sensitively, effectively and respectfully with patients in a language that the patient understands and in a manner that will improve patient satisfaction and health care outcomes.
    • b. Be able to establish professional relationships with patients and families that are positive, understanding, humane, ethical, empathetic, and trustworthy.
    • c. Be able to communicate with patients in a manner respectful of patient’s preferences, values, prior experience, beliefs, confidentiality and privacy.
    • d. Be able to communicate with patients, colleagues and families in a manner that encourages participation and shared decision-making. Medical Council of India 18>

    4. Lifelong learner committed to continuous improvement of skills and knowledge 

    • a. Be able to perform an objective self-assessment of knowledge and skills and continue learning and refine existing skills and acquire new skills.
    • b. Be able to apply newly gained knowledge or skills to the care of the patient.
    • c. Be able to introspect and utilize experiences, to enhance personal and professional growth and learning.
    • d. Be able to search (including through electronic means), and critically evaluate the medical literature and apply the information in the care of the patient.
    • e. Be able to develop a research question and be familiar with basic, clinical and translational research as it applies the care of the patient.
    • f. Be able to identify and select an appropriate career pathway that is professionally rewarding and personally fulfilling.

    5. Professional who is committed to excellence, is ethical, responsive and accountable to patients, community, and profession 

    • a. Be able to demonstrate and practice selflessness, integrity, responsibility, accountability and respect.
    • b. Be able to respect and maintain professional boundaries between patients, colleagues and society.
    • c. Be able to recognize and manage ethical and professional conflicts.
    • d. Be able to abide by prescribed ethical and legal codes of conduct and practice.
    • e. Be able to demonstrate a commitment to the growth of the medical profession as a whole