MBBS- ​BACHELOR OF MEDICINE, BACHELOR OF SURGERY

MBBS Curriculum: OSIS

1. Outcome-based curriculum: This curriculum model focuses on defining learning outcomes that students should achieve at the end of the undergraduate medical program. The curriculum is designed backwards from these outcomes. It encompasses the knowledge, skills, and attitude necessary for medical practice. The curriculum is organized around these outcomes, and teaching and assessment methods re-aligned to ensure that students meet desired outcomes and competencies.
2. System-based curriculum: In a system-based curriculum, the medical education program is organized around different body systems and themes rather than a traditional discipline-based curriculum.
3. Integrated curriculum: The system integrates basic sciences and clinical sciences within each system (module) & theme. The interconnectedness of various concepts are emphasized to promote a holistic understanding of patient care. The ability of students to apply their knowledge in clinical practice is enhanced, by learning about a system from multiple perspectives.
4. Spiral curriculum: A spiral curriculum is characterized by the repeated revisiting of core topics and themes over different levels of the program. The curriculum is structured in a way that allows students to encounter key concepts multiple times, each time at increasing levels of complexity and depth. This approach recognizes that learning is an iterative process and reinforces and builds upon previously acquired knowledge and skills.

PLO-1	Medical Knowledge: Acquire a broad and in-depth understanding of the basic and clinical sciences related to medicine, including anatomy, physiology, biochemistry, pharmacology, pathology, microbiology, and clinical medicine
PLO-2	Clinical Skills: Develop clinical skills necessary for the assessment, diagnosis, and management of patients. This includes history-taking, physical examination, diagnostic reasoning, communication skills, and professionalism
PLO-3	Patient Care: Demonstrate competence in providing compassionate, patient-centered care. Develop the ability to formulate appropriate management plans, perform procedures, interpret diagnostic tests, and manage common medical conditions.
PLO-4	Professionalism and Ethics: Understand and adhere to the highest standards of medical ethics, professionalism, and integrity. Develop an understanding of legal and ethical responsibilities in patient care, maintain patient confidentiality, and demonstrate respect for cultural and individual differences.
PLO-5	Communication Skills:Communicate effectively and sensitively with patients, their families, and other healthcare professionals. Develop skills in explaining medical conditions, treatment options, and prognosis in a clear and understandable manner.
PLO-6	Critical Thinking and Problem-Solving: Develop the ability to think critically, analyze complex medical information, and make evidence-based decisions. Apply problem-solving skills to diagnose and manage medical conditions effectively.
PLO-7	Lifelong Learning: Cultivate a commitment to continuous learning and professional development. Develop the skills necessary to critically evaluate medical literature, stay updated with advancements in medical science, and adapt to changes in healthcare practices.
PLO-8	Teamwork and Collaboration: Collaborate effectively with stakeholders including other healthcare professionals, such as nurses, pharmacists, and allied health personnel, to provide comprehensive patient care. Understand the importance of interprofessional teamwork and communication.
PLO-9	Research: Develop an understanding of research methodology and the ability to critically appraise medical research. Acquire basic skills in conducting research, interpreting research findings, and applying evidence-based medicine principles to clinical practice.
PLO-10	Health Advocacy:Recognize the social determinants of health, advocate for equitable healthcare delivery and healthcare entrepreneurship. Understand the importance of public health, health promotion, disease prevention, and community engagement.
PLO-11	Professional Development: Develop self-awareness, emotional intelligence, and resilience to cope with the challenges of medical practice. Engage in reflective practice, receive and provide constructive feedback, and demonstrate commitment to ongoing personal and professional growth.

Academic Planner 2024

MODULE	WEEKS
Orientation	1 Week
Foundation-I Module	6 Weeks
Blood & Immunology-I Module	5 Weeks
EOB-I Exam
Musculoskeletal-I Module	10 Weeks
EOB–II Exam
Respiratory-I Module	5 Weeks
Cardiovascular-I Module	7 Weeks
EOB-III Exam
Preparatory Leaves
1st Professional Exam

Innovative Teaching Methods

Our institution embraces a range of innovative teaching methods designed to engage students actively and foster deep learning. By blending traditional instruction with modern, evidence-based educational strategies, we ensure students develop critical thinking, problem-solving, and clinical reasoning skills essential for today’s complex healthcare environment.

Key Approaches of teaching methodologies include:

1. Flipped Classroom: This approach encourages students to engage with learning materials (videos, readings) before class, allowing in-class time to focus on higher order thinking activities such as discussions, problem-solving, and application of concepts.
2. Gamification: Gamification is an innovative teaching method that incorporated gamification as a teaching design to enhance student engagement, motivation, and critical thinking. Students were engaged integrating elements such as points, badges and leaderboards, gamification transforms traditional learning into an interactive and enjoyable experience.
3. Problem-Based Learning: PBL places students at the center of the learning process, as they work in small groups to solve real-life clinical scenarios. This method enhances critical thinking, teamwork, and the ability to apply theoretical knowledge in practical contexts.
4. Case-Based Learning: Through structured clinical cases, students learn to connect foundational knowledge with clinical decision-making. CBL promotes active learning and prepares students for real-world clinical practice.
5. Team-based Learning: TBL involves students working in structured teams, beginning with an Individual Readiness Assurance Test (IRAT) to assess their understanding of core concepts, followed by a Team Readiness Assurance Test (TRAT) to foster group discussion and consensus-building. Through this approach, students collaboratively tackle complex clinical scenarios, enhancing critical thinking, teamwork, and accountability. TBL prepares students for effective collaboration in real-world healthcare settings.
6. Simulation-Based Education: The simulations create realistic clinical scenarios, allowing students to practice procedures, develop clinical judgment, and refine their communication and teamwork skills in a safe and controlled environment.
7. Early Clinical Exposure: Early Clinical Exposure introduces students to real-world clinical environments from the outset of their medical education journey right from 1st year MBBS. This innovative approach connects theoretical knowledge with practical application, allowing students to observe and engage in patient care within hospital settings early on.

Assessments

Assessments Overview

Assessments are essential in shaping both student progression and curriculum improvement. For students, assessments impact pass/fail decisions, rankings, distinctions, and transcript issuance. For NSHS, they offer key insights into program evaluation and curriculum development.

1. Programmatic Assessment: Programmatic assessment takes a comprehensive approach, gathering diverse evidence across an educational program to provide a holistic view of student progress. This includes both formative assessments, which guide learning, and summative assessments, which evaluate achievement at key stages, fostering continuous improvement in teaching and learning outcomes.
2. Types of Assessments OSIS utilizes two types of assessments:
   • Formative Assessment (Assessment for Learning): Conducted during lectures, SGDs, CBLs, and practical sessions. These assessments involve MCQs, SEQs, assignments, and presentations. Feedback is provided to support student learning without impacting final grades.
   • Summative Assessment (Assessment of Learning): Conducted at three levels:
     • Low-Stake Assessments (LSA) – during modules
     • Mid-Stake Assessments (MSA) – End of Block (EOB) exams
     • High-Stake Assessments (HSA)– Professional Exams conducted annually
3. This streamlined assessment structure promotes a balanced, supportive learning environment while maintaining rigorous standards.

Program Structure

Years 1 and 2

To be updated

Year 3 

To be updated

Years 4 and 5 

To be updated