Curriculum for Undergraduate Medical Education in Bangladesh

Medical Education in Bangladesh


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


Bangladesh Medical & Dental Council (BM&DC)


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

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


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


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


Centre for Medical Education Mohakhali, Dhaka – 1212 Bangladesh

National Goal and Objectives of MBBS                                             

Learning Outcomes of MBBS Course                                                                       

Basic Information about MBBS Course


Anatomy Physiology Biochemistry Community Medicine Forensic Medicine Pharmacology & Therapeutics Pathology Microbiology Medicine & Allied Subjects Surgery & Allied Subjects Obstetrics & Gynaecology

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
    1. the sciences upon which Medicine depends and the scientific and experimental methods;
    1. 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;
    1. 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;
    1. 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;
    1. 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;
    1. human relationships, both personal and social and the interaction between man and his physical, biological and social environment;
    1. 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
    1. the ethical standards and legal responsibilities of the medical profession.

2.  Develop the professional skills necessary to

  1. elicit, record and interpret the relevant medical history, symptoms and physical signs, and to identify the problems and how these may be managed;
  2. carry out simple practical clinical procedures;
  3. deal with common medical emergencies;
  4. communicate effectively and sensitively with patients and their relatives;
  5. 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
  6. 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

  1. recognition that a blend of scientific and humanitarian approaches is needed in medicine;
    1. 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;
    1. 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;
    1. a continuing concern for the interests and dignity of his patients;
    1. an ability to appreciate the limitations of his own knowledge, combined with a willingness, when necessary, to seek further help; and
    1. the achievement of good working relationships with members of the other health care professions.

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

  1. The graduate as a practitioner
  2. 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

  • understand the normal processes governing homeostasis, and the mechanisms underlying the common diseases and health problems of the country.
    • 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.
    • select appropriate investigations necessary for diagnosis of common clinical cases and explain the fundamental principles underlying such investigative procedures.
    • 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.
    • understand biochemical, pharmacological, surgical, psychological, social and other interventions in acute and chronic illness, in rehabilitation, and end-of-life care.
    • understand disease surveillance and prevention, health promotion including wider determinants of health, health inequalities, health risks.
    • understand communicable disease control in health care facility and community settings.
    • 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.
    • undertake critical appraisal of diagnostic, therapeutic and prognostic trials and other quantitative and qualitative studies as reported in medical and scientific literature.
    • understand simple research questions in biomedical and population science and the design of relevant studies.
  1. The Doctor as a practitioner

2.1.   The  graduate  will  have  the  ability  to  carry  out  a  consultation  with  a  patient

  • Obtain and record an accurate medical history, including such related issues as age, gender, and socioeconomic status.
    • Perform a both comprehensive and organ system specific examinations, including a mental status examination.
    • Elicit patients‟ questions, understanding of their condition and treatment options, and their views, values and preferences.
    • 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):

  • 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.
    • 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.
    • Interpret the results of investigations, including growth charts, x-rays and the results of diagnostic procedures in Appendix III.
    • Synthesize a full assessment of the patient‟s problems and define the likely diagnosis or diagnoses.
    • 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.
    • 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.

The  graduate  will  have  the  ability  to  provide  immediate  care  in  medical emergencies

  • Assess and recognize the severity of a clinical presentation and need for immediate emergency care.
    • Provide basic first-aid and immediate life support.
    • Provide cardio-pulmonary resuscitation or direct other team members to carry out resuscitation.

The  graduate  will  have  the  ability  to  prescribe  drugs  safely,  effectively  and economically

  • 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.
    • Formulate appropriate drug therapy and record the outcome accurately.
  • Recognize and respect patients‟ right to information about their medicines.
    • Detect, mange and report adverse drug reactions.

The graduate will have the ability to carry out practical procedures safely and effectively.

  • Perform, measure and record the findings of diagnostic procedures.
    • Perform therapeutic procedures.
    • Demonstrate correct practice in general aspects of practical procedures.

The graduate will have the ability to apply principles, method and knowledge of health informatics to medical practice:

  • Keep accurate, legible and complete medical records.
    • Use effectively computers and other information systems, including storing and retrieving information.
    • Stick to the requirements of confidentiality and data protection legislation in all dealings with information.
    • Access and use effectively information sources in relation to patient care, health promotion, research and education.

The graduate will have the ability to communicate effectively in a medical context.

  • Communicate clearly and sensitively with patients, their relatives or other careers, and colleagues from medical and other professions by listening, sharing and responding.
    • Communicate by spoken, written and electronic methods and recognize and respect significance of non-verbal communication in medical consultation.
    • Communicate appropriately in difficult circumstances, such as in times of disclosing bad news and discussing sensitive issues, i.e. alcohol consumption, smoking or obesity.
    • Communicate appropriately with difficult, violent patients and with mentally ill people.
    • Communicate effectively in various roles, i.e. as patient advocate, teacher, manager or improvement leader.

The Doctor as a professional

The graduate will apply to medical practice ethical, moral and legal principles and will be able to :

  • 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.
    • Demonstrate awareness of professional values which include excellence, altruism, responsibility, compassion, empathy, accountability, honesty and integrity, and a commitment to scientific methods.
    • Make the care of the patient the first concern and maintain confidentiality, respect patients‟ dignity and privacy and act with appropriate consent.
    • 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.
  • Recognize patients‟ right to hold religious or other beliefs, and respect these when relevant to treatment options.
    • 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
    • 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.

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

  • Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.
    • Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances and ensure highest level of professional care to the patients.
    • Recognize own personal and professional limits and seek help from colleagues and supervisors as necessary.
    • 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.
    • Function effectively as a mentor and teacher, contribute to the appraisal, assessment and review of colleagues and give effective feedback.

The graduate will be able to learn and work effectively within a multi-professional team:

  • 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.
    • Build team capacity and positive working relationships and undertake leadership and membership roles in a multi-professional team.

The graduate will have the ability to protect patient and improve care:

  • Place patients‟ needs and safety at the center of the care process and deal effectively with uncertainty and change.
    • 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.
    • 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.
    • Understand own personal health needs, consult and follow the advice of a qualified professional and protect patients from any risk posed by own health.
    • Recognize the duty to take action if a colleague‟s health, performance or conduct is putting patients at risk.

Basic Information About MBBS Course

1.  Name of the course: Bachelor of Medicine & Bachelor of Surgery (MBBS)

Basic qualifications & prerequisite for entrance in MBBS Course:

  • HSC or equivalent with Science.(Biology, Physics, Chemistry)
    • Candidate has to secure required grade point in the SSC and HSC examinations.
  • Students selection procedure for MBBS course:  According to decision by the proper competent authority as per merit.
  • Medium of Instruction: English
  • Duration: MBBS course comprises of 5 Years, followed by logbook based rotatory internship for one year

Course structure and duration

The MBBS course is divided into four phases .

Phase Duration Subjects Examination
1st phase 1½  year Anatomy Physiology Biochemistry First Professional MBBS
2nd   phase 1 year Community Medicine Forensic Medicine Second Professional MBBS
3rd   phase 1 year Pharmacology & Therapeutics Pathology Microbiology Third  Professional MBBS
4th phase 1½  year Medicine & Allied subjects Surgery & Allied subjects Obstetrics and Gynaecology Final Professional MBBS

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

Phase wise distribution of teaching-learning hours:

1st Phase

Subject Lecture (in hours) Tutorial Practical Others Integr ated teachi ng Formative Exam Summative exam Total
Prepar atory leave Exam time Prepar atory leave Exam time
Anatomy 115 53 52 Dissection +Card exam 310     30 hrs     35 days     42 days     30 days     30 days 530
Physiolo gy 120 120 100 340
Biochemi stry 120 100 100 320
Total 355 273 252 310           1190
Behavioral science, communication skill and medical ethics will be taught through five lecturers (5 hours) within 1st phase under supervision of Community Medicine department 5
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 (in hours) Tutorial Practical/Demons tration Integrated teaching Formative Exam Summative exam Total
Prepa ratory leave Exam time Prepar atory leave Exam time
Commun ity Medicine 110 160 COME        (community based                        medical education):30 days (10 days day visit + 10 days RFST+ 10 days study tour)- 30 days (10+10+10) 05       15 days       15 days       15 days       20 days   275 + 30 days
Forensic Medicine 80 55 55 05   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 )


3rd    Phase 
Subject Lecture (in hours) Tutorial Practical Others Formative Exam      
          Prepa ratory leave Exam time Prepa        Exam ratory                 time leave    
Parmacol ogy & Therapeu tics 100 30 50 Clinical Pharmaco logy 20     10 days     15 days     10            15 days         days   200
Patholog y 100 100 28         228
Microbio logy 100 45 45         190
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 (in hours)   Tutorial classes Integrated teaching Clinical (bedside teaching), in weeks Total weeks Block posting Formative Exam Summative exam
2nd phase 3rd phase 4th phase Total 2nd phase 3rd phase 4th phase         4 weeks Preparatory leave-15 days Exam time -15 days Preparatory leave-15 days Exam time -30 days
Internal medicine 26 24 110 160 200 20 hrs. 14 06 12+2(OP D) 34
Psychiatry 20 20   03 03
Dermatology 20 20 03 03
Pediatrics 04 20 26 50 25 04 06 10
Physical Medicine 05 05 02 02
Emergency 02     02
Total 30 44 181 255 225 20 hrs. 20 14 20 54 4 weeks    
Grand Total 500 hours 58 weeks 75 days
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

Surgery & Allied Subjects

Subject     Lecture (in hours)   Tutoria l/Practi cal/Dem onstrati on Integr ated teachin g   Clinical/Bedside teaching (in week) Total Weeks Block posting Formative Exam Summative Exam
  2nd Phase 3rd Phase 4th Phase Total   2nd Phase 3rd Phase 4th Phase           4 wks   Preparatory leave -15 days Preparatory leave -15 days Exam time –30 days
General Surgery 35 30 60 125                     200                     20 12+4 6 22
Orthopaedic s 5 10 30 45 4 4 8
Radiology 5 5 1 1
Radiothera py 8 8 1 1
Transfusio n medicine 5 5 1 1
Anesthesia 10 10 1 1
Neurosurg ery 2 5 7 1 1
Pediatric Surgery 5 10 15 2 2
Urology 5 10 15 2 2
Burn Plastic Surgery 3 2 5 1 1
Emergency & casualty 1 1
Dentistry 1 1
Ophthalmo logy   40 hrs 40 4 4 8
Otolaryngo logy   40 hrs 40   4 4 8
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 / Demonstr ation Integrated Teaching Total hours Clinical bed side teaching in 3rd & 4th phase Block placement Formative Exam Summative exam
Preparator y leave Exam time Prepa ratory leave Exam time
3rd Phase 4th Phase
30 hrs 70 hrs 85 hrs 15hrs 200 hrs 16 weeks (8+8) 4 weeks 15 day 15 day 15 day 30 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
  • 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.


  1. 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.
  2. Formative  assessment  will  be  done  through  results  of  items,  card  and  term  ending examination & class attendance.
  3. For formative assessment, 10 % marks of written examination of each paper of each subject is allocated
  4. 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.
  5. For SAQ of each paper, 70% marks are allocated
  6. Oral part of the examination will be structured
  7. OSPE / OSCE will be used for assessing skills/competencies. Traditional long & short cases will be also used for clinical assessment
  8. There will be phase final professional examination within the each academic phase.

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.

Examinations & distribution of marks:

First Professional Examination

Subjects Written Exam marks Struct ured Oral Exam marks Practical Exam marks Formative Exam marks Total Marks
Soft part Hard part
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 Exam marks Structu red Oral Exam marks Practical Exam marks Formative Exam marks Total Marks
Community Medicine 90 100 100 10 300
Forensic Medicine 90 100 100 10 300
Total         600

Third Professional Examination

Subjects Written Exam marks Structu red Oral Exam marks Practical Exam marks Formative Exam marks Total 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 Exam marks Struc tured Oral Exam mark s Clinical Practical Formative Exam marks Total Marks
Medicine & Allied Subject 180 100 100 100 20 500
Surgery & Allied Subject 180 100 100 100 20 500
Obstetrics & Gynecology 180 100 100 100 20 500
    Total       1500
  • Common Rules for Examinations
    • University professional examination to be started from May and November.
    • University professional examinations will be completed within the specified time of the concerned phase
    • No carry on system before passing 1st professional examination
    • 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.
    • 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

  • 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.

Few directives and consensus about the following issues of assessment:

  1. 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.
  2. 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.

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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