| 1.
|
COGNITIVE DOMAIN
(KNOWLEDGE): In order to achieve the general objective above, a
medical graduate at
|
|
the
conclusion of undergraduate training is able to apply the
knowledge of:
|
|
1.1 |
The
principles of sciences that are essential for understanding the
structures, functions and behavior of |
|
|
man
in health and disease including: |
|
|
a. |
Structure
and function of cells and organ systems and their adaptations to
injury and drugs. |
|
|
b. |
Behavior
of man as an individual, as a family, and as a community. |
|
1.2 |
Macroscopic
and microscopic structure of the human body from conception to
completion of growth. |
|
1.3 |
Functions
of normal human body at all levels of development. |
|
1.4 |
Abnormalities
of structure and function of the human body and their causative
agents. |
|
1.5 |
Clinical
presentations of health and disease in terms of processes, both
physical and mental. |
|
1.6 |
Diagnostic
procedures and their interpretations. |
|
1.7 |
Preventive
and therapeutic measures for management of health and disease. |
|
1.8 |
Legal
aspects of medical practice and legal implications of disease. |
|
1.9 |
Normal
human behavior and disorders of human behavior resulting from
non-organic causes. |
|
1.10 |
Present
and future health problems of the community and solutions of
such problems through planning, |
|
|
implementation,
critical evaluation and research in preventive programs. |
|
1.11 |
Diagnosis
and treatment of all common emergencies in clinical practice. |
|
1.12 |
The
role of socio-cultural background, socio-economic factors,
population dynamics and changing |
|
|
environment
in health and illness. The environmental and social determinants
of disease, the principles of disease surveillance, the
means by which diseases spread, and the analysis of the burden
of disease within the community. |
|
1.13 |
The
concept of reproductive health and understanding of all related
aspects. |
|
1.14
|
Basic
principles of Medical Ethics
|
| 2.
|
PSYCHOMOTOR DOMAIN
(SKILLS): In order to achieve the general objectives of medical
education at the end
|
|
of
the MBBS course of study a graduate:
|
|
2.1 |
Conducts
interviews, takes history and does physical examination of
patients correctly and acquires |
|
|
ability
to communicate and make accurate observation. |
|
2.2 |
Collects
fluids, effusions, blood, secretions, discharges and excretions
from the human body correctly for |
|
|
diagnostic
and therapeutics purposes. |
|
2.3 |
Performs
simple laboratory investigations, takes an ECG, requests and
interprets tests. |
|
2.4 |
Applies
dressings, bandages, splints. |
|
2.5 |
Performs
minor surgical procedures, and gives injections, and vaccines. |
|
2.6 |
Gives
local anaesthesia and analgesia. |
|
2.7 |
Conducts
normal deliveries and resuscitates neonates. |
|
2.8 |
Performs
administrative duties as a member of the health care team. |
|
2.9 |
Performs
cardio-pulmonary resuscitation. |
|
2.10 |
Prescribes
drugs rationally. |
|
2.11
|
Refers
patients appropriately when required.
|
| 3. |
AFFECTIVE
DOMAIN (BELIEFS AND ATTITUDES): |
|
In
order to achieve the general objectives of medical education at
the end of the undergraduate course of study, a medical
graduate:
|
|
3.1 |
Displays
virtues personal character such as a sense of responsibility
towards patients, community and |
|
|
colleagues. |
|
3.2 |
Respects
patient’s rights of confidentiality and obtains informed
consent. |
|
3.3 |
Recognizes
his/her professional limitations. |
|
3.4 |
Develops
and maintains good relations with patients and all persons
concerned in the delivery of health |
|
|
care. |
|
3.5 |
Educates,
guides and helps in adoption of preventive and curative measures
against disease. |
|
3.6 |
Improves
his/her professional knowledge, skills and attitudes
continuously with a critical and enquiring |
|
|
approach. |
|
3.7 |
Shows
willingness to take part in education and training of students,
para-medical personnel and |
|
|
colleagues
in health education. |
|
3.8 |
Assumes
leadership in the health care delivery team as well as accepts
the leadership of his seniors, |
|
|
demonstrating
a spirit of teamwork. |
|
3.9
|
Identifies
himself/herself with the community.
|
|
SECTION
II
|
| 1.
|
NUMBER
OF ANNUAL ADMISSIONS:
|
|
The
optimum number of annual admissions in a medical/dental college
should be one hundred (100). The maximum teacher and student
ratio of 1:5 in clinical subjects and 1:10 in basic subjects
must be maintained. The hospital bed and student ratio of 1:5
should also be maintained. Some of medical colleges are
admitting 400 students without consequential facilities. If a
medical/dental college has teacher: student ratios and other
facilities which allow more than 250 students to be admitted in
a year, even then the total annual admissions in that college
shall not exceed 250. The medical colleges which have more than
250 admissions shall gradually reduce the number to 250. In
private sector medical colleges should not in any case admit
more than 100 students.
|
| 2. |
A
STANDARDIZED MEDICAL COLLEGE ENTRY TEST:
|
|
Entry
tests should be conducted by the respective Provincial
Government for medical colleges of public sector under their
administrative control. The paper shall be computerized. There
should not be any pass marks for the entry test. The merit for
admission shall be elaborated after adding all marks as given
below :
|
| Intermediate |
40% |
| Metric |
10% |
| Entry
Test
|
50%
|
|
|
The
private sector medical colleges like Aga Khan University medical
College, Karachi and Army Medical College, Rawalpindi etc. shall
continue to conduct their own entry test.
|
| 3.
|
MINIMUM
ACADEMIC REQUIREMENTS FOR ENTRY TEST:
|
|
PRIORITY
1 |
|
The
candidate should have passed the Intermediate Science (F.Sc.)
Examination (Medical Group) securing at least 60% marks in
aggregate, unadjusted, from a Pakistani university or an
equivalent examination of a Board of Secondary Education in
Pakistan.
|
|
OR
|
|
Any
other examination of a foreign university or examining body
which in scope and standard is found equivalent to the
Intermediate Science (F.Sc.) Examination (Medical Group) of a
Pakistani university or Board of Secondary Education.
|
|
PRIORITY
2 |
|
The
candidate should have passed a higher examination of a Pakistani
University with Biological Sciences provided he/she has passed
the Intermediate Science (F.Sc. Examination, Medical Group)
securing at least 60% marks in aggregate, unadjusted, from a
Pakistani University or an equivalent examination of a Board of
Secondary Education in Pakistan.
|
| 4. |
Verified
Hafiz-e-Quran and NCC Training shall get credit, according to
the government admission policy. |
| 5. |
Admission
to a medical college including that to reserved seats should be
strictly on merit according to the |
|
above
rules of admission. |
| 6. |
No
special seats will be created in medical colleges. |
| 7. |
There
shall be minimum age limit 17 years and maximum 25 years. |
| 8.
|
A
candidate seeking admission should possess adequate mental and
physical health to be able to obtain medial
|
|
education
as prescribed and should be able to practice as a general duty
doctor. Necessary steps should be taken by medical colleges to
ensure this provision on admission of the student.
|
|
SECTION
III
|
| 1.
|
GENERAL
PRINCIPLES:
|
|
1.1 |
General
educational objectives are essential. Limited flexibility is
available for innovations. A curricular |
|
|
strategy
approved by the Pakistan Medical & Dental Council should be
adopted to achieve the general objectives of medical education. |
|
1.2 |
Students
should be able to recognize and manage common health problems,
and make appropriate |
|
|
referrals. |
|
1.3
|
The
curriculum should not be overloaded with details about uncommon
conditions. |
|
1.4
|
Lectures
should be given less than one third of the time allotted for the
subject. More emphasis should |
|
|
be
given to tutorials, seminars, workshops, practical work and
clinical training specially in the final year. |
|
1.5 |
Training
of students should be in small groups. |
|
1.6 |
Training
of students should be conducted in teaching hospitals, at
community level, and in community |
|
|
based
institutions like Primary Health Centers. |
|
1.7 |
The
role of new developments in the health delivery system may be
kept in mind while working out the |
|
|
details
of curriculum and examinations. |
|
1.8 |
Students
should learn to perform simple basic clinical procedures
required in all disciplines. |
|
1.9 |
The
duration of MBBS course is five years, followed by a one-year
pre-registration house job with six |
|
|
months
in medicine and allied specialties, and six months in surgery
and allied specialties. The academic session should not be less
than nine months in one year. |
|
1.10
|
Teachers
must set a personal example of conduct so as to inculcate
qualities of character and attitudes
|
|
|
expected
of a good doctor, as laid down in the objectives.
|
| 2.
|
SUBJECT
OBJECTIVES:
|
|
The
learning/teaching strategy of every subject should be designed
by institutions based on subject objectives, which will
ultimately achieve the general objective of undergraduate
medical education. Institutional strategy should involve as many
principles of learning as possible.
|
|
Integration
should be promoted between basic and clinical subjects, and
between the different clinical subjects. Basic scientists and
clinicians should take part in teaching both basic and clinical
sciences.
|
|
Lectures
should be given less than one third of the time allotted for the
subject. More emphasis should be given to tutorials, seminars,
workshops, practical work and clinical training specially in the
final year.
|
|
The
following guidelines are recommended:
|
|
2.1 |
Behavioral Sciences: |
|
|
It
is imperative that students be trained to deal with complexities of
life, as well as the complex medical problems accruing from them. It is,
therefore, essential that in the first two years of the MBBS course the
students should be taught behavioral sciences, including interpersonal
relationships and social adjustment issues. |
|
2.2
|
Islamic
Studies and Pakistan Studies:
|
|
|
The
applied aspects of Islamic principles and Pakistan Studies are
important. The time allotted to this subject should be utilized by
inviting eminent scholars in Islamic and Pakistan Studies to speak on
selected topics in the field. Some time should be devoted to seminars
and group discussions on biomedical ethics in the light of Islam. The
subject should not be limited to the first two years, but may be
continued throughout the five years. There need not be a separate
examination in this subject because the purpose is to bring about
changes in the behavior of graduates, which cannot be tested by a single
written or oral examination. This is best assessed by prolonged
observation. |
|
2.3
|
Anatomy:
|
|
|
In
this subject emphasis should be given to the applied aspects of
developmental, gross and microscopic Anatomy without burdening the
students with unnecessary details of basic Anatomy. Efforts should be
made to demonstrate anatomical facts of practical importance on models, prosecuted
parts, films and slides. These methods of teaching should supplement the
dissection of human bodies. It is described that the teaching of
developmental, gross and microscopic Anatomy be done concurrently. |
|
2.4
|
Biochemistry:
|
|
|
Students
should be taught those areas of Biochemistry which are important for the
understanding of metabolic disorders relevant to common disturbances of
body functions, and gene structure and function. Experimental work in
Biochemistry should highlight important clinical applications of
biochemical tests. The use of modern equipment for biochemical analysis
should be demonstrated to students. |
|
2.5
|
Physiology:
|
|
|
Students
should be taught the general principles of functions of the human body
with emphasis on practical applications. Experimental work in Physiology
should illustrate important physiological concepts, and measurements.
Physiological phenomena must be demonstrated in practical. The use of
modern equipment for studying physiological functions must be
demonstrated to the students. |
|
2.6
|
Pharmacology:
|
|
|
The
teaching of Pharmacology should be limited to general principles of
pharmacokinetics of groups of commonly used drugs. Experimental work in
Pharmacology should be aimed at demonstration of actions of drugs in
isolated tissues and intact experimental animals. Visits to
pharmaceutical industries by the students to acquaint them with modern
manufacturing techniques may be useful. Outmoded and discarded methods
of pharmacy need not be demonstrated. Clinical Pharmacology which is of
applied value needs more emphasis in teaching. |
|
2.7
|
Pathology:
|
|
|
This
subject includes general and special Pathology, including histopathology,
clinical and chemical Pathology, Microbiology, Heaematology and
Immunology. Teaching of general principles should be supplemented by
experimental work. In addition, a student should be equipped with the
skills required for collection of various specimens for pathological
analysis, and should be able to perform commonly used tests which are
done in a side-room laboratory. |
|
2.8
|
Forensic
Medicine and Toxicology:
|
|
|
This
Department should teach the legal aspects of medical practice and the
legal implications of medical disorders, in collaboration with the
Departments of Pathology and Pharmacology, hospital casualty, and
clinical teachers. The emphasis should be on those legal aspects of
medicine which a young medical graduate will be expected to face in
practical life. |
|
2.9
|
Community
Health Sciences:
|
|
|
Community
Health Sciences is essential for Pakistan because of the high prevalence
of preventable disease. Knowledge of epidemiology, biostatistics,
demography, population dynamics, and social sciences are vital for the
study of diseases and their impact on populations as well as on
individuals. |
|
|
An
assessment of population needs is essential for the provision of
appropriate health services. Identification of priority health problems,
the influence of environmental and social factors on diseases, the
prevention of illness and the promotion of health, are specially
important. These issues are relevant to many parts of the curriculum,
and should be addressed by all disciplines of medicine. Teaching must be
supplemented by practical involvement of students in research and
community health projects, and actual exposure to health problems of
different sections of the population. Identification of problems should
be followed by planning, implementing, monitoring and evaluating
appropriate interventions. |
|
2.10
|
Clinical
Subjects:
|
|
|
It
is important that instructional strategy involve as many principles of
learning as possible. Emphasis should be placed on correlation of
instruction to the general objectives, on self learning, and active
participation of students using the largest possible variety of modes of
transmission of knowledge. Students should be exposed to the common
health problems of the community. Students should spend more time in
clinics, hospitals, and community health facilities, with less reliance
on lectures. Students should be actively involved in the day-to-day
management of patients, and be accountable to their teachers for various
allotted functions in the wards, out-patient clinics, community health
facilities, operation theaters, hospital laboratories and libraries. |
|
|
In
the first two years of the MBBS course some exposure of medical students
to clinical subjects is important in order to demonstrate the relevance
of basic subjects. Students should also be taught first aid and
resuscitation of patients. |
|
|
In
the third year of the MBBS class, students should develop communication
skills, and skills for history taking and physical examination of
patients. In this year the students should also develop basic skills
required for patient management. |
|
|
In
the fourth year of the MBBS class, the students should learn the
management of health problems both in out-patients and in-patients.
Every student must go through the process of data collection,
interpretation, analysis, synthesis and application in solving problems.
Students should be given the opportunity of repeatedly reforming basic
skills required in the performance of professional work. |
|
|
In
the fifth year of medical training, students should spend more time in
clinical work. They should be allotted defined responsibilities in the
management of patients. Day duties of final year students are
compulsory; where residential facilities are available, night duties may
be allotted. |
|
|
Throughout
the clinical training, frequent evaluation of students performance is
important both for the purpose of feedback as well as the final
certifying examinations. |
|
|
In
the final year of the MBBS course, weekly clinico-pathological
conferences should be held. These conferences should adopt a
multidisciplinary, integrated approach to correlate clinical
presentations with pathology, and include comprehensive management of
health problems. Students should be encourage to take active part in the
preparation and presentation of these conferences in rotation. The
clinical training program should be planned for the three clinical
years, ensuring even distribution of students and smooth rotation of
batches in streams. |
|
|
Clinical
attachments are intended to develop basic clinical skills for accurate
assessment, analysis , synthesis, and critical thinking, leading to
appropriate diagnosis and management .
|
| The
following guideline are suggested for each clinical subject:
|
| (A)
|
Internal Medicine:
|
|
A.1 |
Systematic
lectures in the principles and practice of Medicine be spread
over five years. |
|
A.2 |
Clinical
training in medical units and community health facilities should
be spread over the three clinical |
|
|
years. |
|
A.3 |
Final
year students should perform simple side-room laboratory tests
of the patients allotted to them. |
|
A.4 |
Allied
specialties of Medicine like Geriatrics, Dermatology,
Psychiatry, Family Medicine, Radiology |
|
|
should
also be taught to undergraduate medical students. The curricula
for these may be developed by the individual medical colleges. |
|
A.5
|
Other
medical specialties may be included in the teaching of
Medicine.
|
| (B) |
Surgery: |
|
B.1 |
Emphasis
should be laid on developing skills in aseptic techniques,
dressing, and mastering minor |
|
|
surgical
procedures for which log-books shall be maintained. |
|
B.2 |
Students
must take full part in the pre and post-operative care of their
patients. |
|
B.3 |
Final
year MBBS students must be given the opportunity to attend the
operations of their patients and |
|
|
write
the operation notes. |
|
B.4 |
Students
should know indications and contra-indications of common
surgical procedures. |
|
B.5 |
Allied
specialties of Surgery like Orthopaedics, Dentistry and
Radiotherapy should also be taught to the |
|
|
medical
students. Curricula for these may be developed by the individual
medical colleges. |
|
B.6 |
Paediatric
surgery and other allied surgical specialties may be included in
the Surgery curriculum. |
|
B.7
|
Students
should be trained in the skills for giving local anaesthesia,
intubation and resuscitation.
|
| (C)
|
Obstetrics and Gynaecology:
|
|
C.1 |
The training in this subject includes Obstetrics, Gynaecology,
Family Planning and Reproductive Health. |
|
C.2 |
While
on duty in the Obstetrics and Gynaecology Units, the students
should be resident in the hospital. |
|
C.3 |
Proper
records of cases allotted to students must be maintained. |
|
C.4 |
Students
should take part in the functions of maternity and child welfare
clinics, and other community |
|
|
health
facilities. |
|
C.5
|
Students
should demonstrate familiarity with relevant health statistics
and national health program.
|
| (D) |
Paediatrics: |
|
D.1 |
Teaching
of paediatrics includes neonatology. |
|
D.2 |
Clinical
training in paediatric units, and community health
facilities should be spread over the three |
|
|
clinical
years. |
|
D.3 |
Students
should demonstrate an understanding of normal child growth and
development. |
|
D.4
|
Students
should demonstrate familiarity with child health statistics and
national health programs.
|
| E)
|
Opthalmology:
|
|
E.1 |
Students
should be able to diagnose and manage minor, common eye
problems. |
|
E.2
|
Students
should be able to recognize and after complicated eye problems
needing specialist care.
|
| F) |
Otorhinolaryngology: |
|
F.1 |
Students
should be able to diagnose and manage minor, common ENT
problems. |
|
F.2
|
Students
should be able to recognize and refer complicated ENT problems
needing specialist care.
|
|
2.11
|
Clinico-Pathological
Conferences and Seminars:
|
|
|
Weekly
clinico-pathological conferences should be held regularly in the
fourth and fifth years. These conferences should be held in
rotation by the various units. Actual cases should be presented,
preferably by the students themselves using an integrated
approach involving concerned specialists.
|
|
|
Seminars
are a valuable method of integrating clinical and basic
subjects. They provide a platform for discussion of topics of
practical importance, as well as update and review of specific
clinical issues. This process also improves the students
competence and skills in public speaking and communications. The
students also learn to refer to research work on any subject and
report on any research in which they have participated.
|
|
SECTION
IV
|
|
EXAMINATION
|
|
OBJECTIVES: |
| Evaluation
is an essential part of the education process. There should be
regular internal evaluations. The students should be evaluated
in all 3 domains – cognitive, affective and psychomotor. The
principles of internal evaluations should be uniformly applied
by all medical colleges. The purpose of evaluation should
be:
|
| 1.
|
To
give feed back to the students about their understanding of the
course material. This purpose can be achieved |
|
by
regular internal evaluation of each assignment or course. |
| 2.
|
To
certify that the students have successfully completed the
training and have achieved the objectives of the |
|
educational
program. |
| 3. |
To
determine the success of the teaching program. |
| 4.
|
In
order to achieve the objectives it is mandatory to adopt the following
processes: |
| To
motivate and encourage students to direct their own learning. |
| 1.
|
Continuous
internal assessment consists of appropriate evaluation at the
end of each assignment, term, stage or |
|
course
of the curriculum. Proper records of internal evaluations should
be maintained, and the scores obtained in these tests should
contribute 10% the final total score of the candidates. Final
university examinations of each subject should contribute 90% to
the total score, and the students should secure passing marks on the aggregate
of the total marks. |
| 2.
|
No
student shall be promoted to the 3rd year of MBBS
class without passing the First Professional MBBS Part-1 |
|
and
Part-2 university examination in Anatomy, Physiology and
Biochemistry. |
| 3.
|
No
students can be promoted to the higher classes unless he passes
all the subjects of the previous classes |
| 4 |
No
student should be eligible for a university examination without
having attended 75% of the lectures, |
|
demonstrations,
tutorials, and practical or clinical work both in-patients and
out-patients. |
| 5 |
Whatever
may be the system of marking, for all examinations throughout
the medical course the percentage of |
|
pass
marks in each subject should not be less than 50 – i.e. 50% in
theory and 50% in practical. |
| 6.
|
No
grace mark should be allowed in any examination. |
| 7.
|
There
should be no more than two professional university examinations
in a year. |
| 8.
|
The
performance of candidates in all evaluations and examinations
should be carefully supervised. |
| 9.
|
Maximum
number of eligible examiners from amongst the teachers may be
involved in the internal evaluation |
|
examinations. |
| 10.
|
Written
examinations should consist of MCQs, short structured essays,
extended essays etc. |
| 11.
|
Clinical
and practical examinations should include standardized multiple
station examinations whenever |
|
appropriate. |
| 12.
|
The
first professional examination should be divided into two parts,
each to be conducted by the university. |
| 13.
|
Any
students who fails to pass the first professional MBBS Part-I
and Part-II examination in three chances or |
|
does
not avail the chances despite being eligible for each
examination shall cease to pursue further medical education in
Pakistan. |
| 14.
|
The
final MBBS examination in Medicine, Surgery, Obstetric and
Gynaecology and Paediatrics should not be |
|
further
sub-divided. |
| 15 |
The
clinical examination In Medicine, Surgery, Obstetric and
Gynaecology, Paediatrics, Opthalmology and ENT |
|
should
be held in adequately equipped hospitals. |
| 16.
|
In
all professional examinations, sufficient time should be
assigned to practical work to test the thoroughness of |
|
the
candidate’s knowledge and practical skills. |
| 17 |
At
least three academic years should intervene between the dates of
passing the first professional examination |
|
and
the final professional examination. |
| 18 |
The
final professional examination is not to be taken before the
close of the fifth academic year of medical |
|
students. |
| 19.
|
External
examiners should always be associated with local or internal
examiners for written, oral and practical |
|
parts
of university examinations. |
| 20.
|
Examiners
for all subjects should be appointed from amongst the approved
list of examiners of the Council. The |
|
number
of external examiners and internal examiners shell be equal.
External examiners should not be appointed for more than three
consecutive years. The number of internal and external examiners
should at least be one for a group of 100(One Hundred) students. |
| 21 |
Preparatory
leave should not exceed one month in the first, second and third
professional examination. |
| 22 |
The
gap between two consecutive papers should not be more than two
days. |
| 23.
|
The
result of each examination should be declared within one month
of the last practical examination.
|
| PROFESSIONAL
MBBS EXAMINATIONS:
|
| 1.
|
First Professional MBBS Part-I Examination:
|
|
To
be held at the end of the 1st year in the following subjects
in course work completed in the first year: |
|
| (a)
|
Anatomy
and Histology |
|
|
One
Paper |
100
Marks |
|
Practical
and Oral Exam |
100
Marks |
| (b) |
Physiology |
|
|
One
Paper |
100
Marks |
|
Practical and
Oral Exam |
100
Marks |
| (c) |
Biochemistry |
|
|
One
Paper |
50
Marks |
|
Practical
and Oral Exam |
50
Marks |
|
|
(d)
|
Any
students who fails to clear the first Professional MBBS Part-I
examination in three chances availed or
|
|
|
un-availed
after becoming eligible for each examination shall cease to
become eligible for further medical education in Pakistan.
|
| 2.
|
First Professional MBBS Part-II Examination
|
|
To
be held at the end of the 2nd year in the following subjects
in course work completed in the second year: |
|
| (a)
|
Anatomy
and Histology |
|
|
One
Paper |
100
Marks |
|
Practical
and Oral Exam |
100
Marks |
| (b) |
Physiology |
|
|
One
Paper |
100
Marks |
|
Practical and
Oral Exam |
100
Marks |
| (c) |
Biochemistry |
|
|
One
Paper |
50
Marks |
|
Practical
and Oral Exam |
50
Marks |
|
|
(d)
|
Any
students who fails to clear the first Professional MBBS Part-II
examination in three chances availed or
|
|
|
un-availed
after becoming eligible for each examination shall cease to
become eligible for further medical education in Pakistan.
|
| 3.
|
2nd Professional MBBS Examination:
|
|
To
be held at the end of the 3rd year in the following
subjects:
|
|
| (a)
|
Pharmacology
& Therapeutics |
|
|
One
Paper, Practical and Oral Exam |
300
Marks |
| (b)
|
Pathology
General, Microbiology |
|
|
One
Paper Practical and Oral Exam |
300
Marks |
| (c)
|
Forensic
Medicine |
|
|
One
Paper, Practical and Oral Exam |
200
Marks |
|
|
(d)
|
The
clinical skills in all subjects shall be taught and evaluated in
third year. It should be part of internal
|
|
|
evaluation
having proportionate weightage according to the number of marks
allotted to each subject. The methodology of evaluation be
developed by each institution.
|
| 4.
|
3rd Professional Examination:
|
|
To
be held at the end of the 4th year in the following
subjects:
|
|
| (a)
|
Community
Medicine |
|
|
One
Paper, Practical and Oral Exam:
|
300
Marks |
| (b)
|
Special
Pathology: One Paper, practical & Oral examination
|
300
Marks |
|
| 5. |
Final Professional MBBS Examination:
|
|
To
be held at the end of the 5th year in the following
subjects:
|
|
| (a)
|
Medicine
including Psychiatry & Dermatology |
|
|
Two
Papers, Practical and Oral Exam
|
600
Marks
|
| (b)
|
Surgery
including Orthopaedics & Anaesthesia |
|
|
Two
Papers, Practical and Oral Exam
|
600
Marks
|
| (c)
|
Obstetrics
and Gynaecology |
|
|
Two
Papers, Practical and Oral Exam
|
400
Marks |
| (d)
|
Paediatrics
including Neonatology |
|
|
One
Paper, Practical and Oral Exam
|
200
Marks
|
| (e) |
Otorhinolaryngology
(ENT) |
|
|
One
Paper, Practical and Oral Exam:
|
200
Marks |
| (f) |
Ophthalmology |
|
|
One
Paper, Practical and Oral Exam:
|
200
Marks |
|
|
SECTION
V |
|
HOUSE
JOB |
| A
house job is compulsory for Registration with Pakistan Medical
and Dental Council. It shall be of one year in duration, with 6
months in Medicine and allied disciplines, and 6 months in
Surgery and allied disciplines. It must be carried out in a
hospital recognized by the Pakistan Medical & Dental Council
for the house job. A house job should have a structured, and
supervised training program with opportunities for
self-learning. House Jobs should be evaluated and certified.
|
|
SECTION
VI
|
|
EDUCATIONAL FACILITIES
|
| Good
education depends upon educational facilities. It is therefore
necessary to provide and maintain adequate teaching facilities
at the medical colleges particularly in the following
fields:
|
| 1.
|
Teaching Staff:
|
|
Properly
qualified and properly committed teaching staff should be
provided on the basis of a minimum teacher student ration of 1:5
for clinical departments and 1:10 for basic sciences.
Institutions should have a faculty development plan, and career
structure. Good teachers should be rewarded appropriately.
Teachers should be provided with adequate support staff, and
equipment including access to computers. Institutions should
develop organized teacher’s exchange programs with other
institutions at home and abroad. Teachers training programs
should be compulsory.
|
| 2.
|
Department of Medical Education:
|
|
Medical
Education is a science to support development of faculty, and a
facility to support functions of faculty as educators and
students as learners. Educational activities involve
determination of strategy, use of a large variety of
audio-visual aids, teaching techniques and computers. A large
number of principles of learning have to be applied to the
design and practice of teaching. Objective oriented and properly
structured evaluation techniques have become an integral part of
the educational process.
|
|
In
order to bring about this overdue change in our medical
educational system, and to continue developing our educational
techniques, every medical college should establish a Department
of Medical Education with adequate staff, space, equipment,
furniture, stationery and funds. A department of Medical
Education has to be given the status of compulsory departments
without which a medical college should not be recognized.
|
|
In
every college the Department of Medical Education should be
under a trained senior staff member for devising educational
innovations, conducting teachers training programs, continuing
medical education activities and student counseling for which
proper facilities be provided.
|
| 3.
|
Lecture
|
