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Rules and Regulations
Graduate Medical Education Regulations, 1997 
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)
 
1. Short title and commencement : (1) These regulations may be called the "Regulations on Graduate Medical Education, 1997"
2. 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 endeavor 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 internship 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 endeavor to become capable of functioning independently in both urban or rural environment. He/she shall endeavor 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 outpatient teaching, emergency departments and within the community including peripheral health care institutions. The outpatient departments should be suitably planned to provide training to graduates in small groups. 

(13)    Clinics should be organized 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.

CHAPTER II
 

ADMISSION, SELECTION, MIGRATION AND TRAINING: -

4.Admission to the Medical Course – Eligibility Criteria :
No Candidates shall be allowed to be admitted to the Medical Curriculum of first Bachelor of Medicine and Bachelor of Surgery (MBBS) Course until :

    He/She shall complete the age of 17 years on or before 31st December, of the year admission to the MBBS course. He/She has passed qualifying examination as under: - a) The higher secondary examination or the Indian School Certificate Examination which is equivalent to 10+2 Higher Secondary Examination after a period of 12 years study, the last two years of study comprising of physics, Chemistry, Biology and Mathematics or any other elective subjects with English at a level not less than core course of English as prescribed by the National Council of Educational Research and Training after the introduction of the 10+2+3 years educational structure as recommended by the National Committee on education.

    Note: Where the course content is not as prescribed for 10+2 education structure of the National Committee, the candidates will have to undergo a period of one year pre-professional training before admission to the Medical colleges;

    Or
    b) The intermediate examination in science of an Indian University/Board or other recognised examining body with Physics, Chemistry and Biology which shall include a practical test in these subjects and also English as a compulsory subject.

    Or
    c) The pre-professional/pre-medical examination with Physics, Chemistry and Biology, after passing either the higher secondary school examination, or the pre-university or an equivalent Examination. The pre0-professional/pre-medical examination shall include a practical test in Physics, Chemistry and Biology and also English as a compulsory subject.

    Or
    d) The first year of the three years degree course of a recognized university, with Physics, chemistry and Biology including a practical test in three subjects provided the examination is a "University Examination" and candidate has passed 10+2 with English at a level not less than a core course.

    Or
    e) B.Sc. examination of an Indian University, provided that he/she has passed the B.Sc. examination with not less than two of the following subjects Physics, Chemistry, Biology (Botany, Zoology) and further that he/she has passed the earlier qualifying examination with the following subjects – Physics, Chemistry, Biology and English.

    Or
    f) Any other examination which, in scope and standard is found to be equivalent to the intermediate science examination of an Indian University/Board, taking Physics, Chemistry and Biology including practical test in each of these subjects and English.
 

Note:

    The pre-medical course may be conducted either at Medical College, or a science College. Marks obtained in Mathematics are not to be considered for admission to MBBS Course. After the 10+2 course is introduced, the integrated courses should be abolished.

Selection of Students:

The selection of students to medical college shall be based solely on merit of the candidate and for determination of the merit, the following criteria be adopted uniformly throughout the country:

    In states, having only one Medical College and one university board/examining body conducting the qualifying examination, the marks obtained at such qualifying examination may be taken into consideration; In states, having more than one university/board/examining body conducting the qualifying examination (or where there is more than one medical college under the administrative control of one authority) a competitive entrance examination should be held so as to achieve a uniform evaluation as there may be variation of standards at qualifying examination