Undergraduate
Goals
The broad goal of the teaching of undergraduate students in Pediatrics is for them to acquire adequate knowledge and appropriate skills for optimally dealing with major health problems of children and to ensure their optimal growth and development.
Objectives-Knowledge & Skills
At the end of the course, the UG student shall be able to:
- Diagnose and appropriately treat common pediatric and neonatal illnesses.
- Describe the common pediatric disorders and emergencies in terms of epidemiology, etiopathogenesis, clinical manifestations, diagnosis, rational therapy and rehabilitation.
- Identify pediatric and neonatal illnesses and problems that require secondary and tertiary care and refer them appropriately.
- Advise and interpret relevant investigations.
- Counsel and guide patient’s parents and relatives regarding the illness, the appropriate care, the possible complications and the prognosis.
- Provide emergency cardiopulmonary resuscitation to newborns and children.
Teaching includes clinical postings, small group teaching and didactic lectures as prescribed by the NMC.
Clinical and Theory Postings
Theory Postings
The Theory postings are as scheduled as follows:
| Batch | Month | Day |
| Phase 3 Part 1 | February – July | Every Monday |
| Phase 3 Part 1 | July - December | Every Monday and Every Tuesday |
| Phase 3 Part 2 | March – July | 1st, 3rd& 5th Monday and All Saturday |
| Phase 3 Part 2 | July to November | All Fridays |
Clinical postings
The clinical postings are as scheduled as follows:
| Batch | Weeks |
| Phase 2 | 2 Weeks Posting + 2 weeks posting |
| Phase 3 Part 1 | 4 Weeks Posting |
| Phase 3 Part 2 | 2 Weeks Posting + 2 Weeks Posting |
Integration
The training in Pediatrics is integrated with other disciplines including Anatomy, Physiology, Biochemistry, Pathology, Pharmacology, Microbiology, ENT, Ophthalmology, Medicine, Surgery, Community Medicine, Obstetrics and Physical Medicine & Rehabilitation, to prepare the students to deliver preventive, promotive, curative and rehabilitative services for care of children both in the community and at hospital as part of a team.
Training and Learning Methods
Lectures, Small group discussions, Seminars, Tutorials, Quiz, Debates, Problem Based Learning, Videography, Integrated teachings, modular teaching and e-modules are some of the teaching methods of UG students. They are also encouraged to participate in various health programs conducted by the department.
Plan of Examination
Periodical examinations in Pediatrics Theory are conducted twice in Phase 3 Part 1 and thrice in Phase 3 Part 2. Model exam is conducted 2 months prior to their University exams.
Total of five Clinical tests are conducted, each at the end of every clinical posting, and the average is taken along with the Records marks as internal Clinical marks.
The Pass percentage of UG students in the University exam in Pediatrics department is between 90% and 95%.
Many of our students have secured gold medals in University examination every year.
Internship training (CRRI)
A two day training programme is organized for the newly joined interns in the beginning of their posting on neonatal resuscitation, common pediatrics emergencies and drug dosing in children. They are posted in NICU, PICU, Postnatal wards and general wards in order to expose them to common neonatal and pediatric problems, so as to establish confidence in managing any cases, once they go out of our college.
Postgraduates
M.d. Paediatrics Degree – 3 years of Training Program Goals The goals of MD course in Paediatrics are directed towards developing a competent pediatrician who:
(i) Appreciates and recognizes the health needs of infants, children and adolescents and carries out professional obligations in keeping with principles of National Health Policy and professional ethics;
(ii) Has acquired the clinical competencies pertaining to delivery of appropriate, cost effective, quality pediatric health care- preventive, promotive, curative and rehabilitative- activities that are required to be practiced in the community and at all levels of health care system;
(iii) Has acquired skills in effectively communicating with the child, family and the community;
(iv) Has acquired teaching and training skills in educating medical and paramedical professionals
(v) Appreciates the need and keeps updating the knowledge and skills pertaining to contemporary advances and developments in medical sciences as related to child health;
(vi) Has developed scientific temper and is oriented to principles of research methodology and clinical epidemiology. Objectives
At the end of the 3 year- MD course in Paediatrics, the Paediatic Trainee / student should be able to:
- Appreciate and recognize the key importance of maternal and child health in the context of the health priority of the country;
- Practice Pediatric health care delivery services in keeping with the principles of professional ethics;
- Identify social, economic, environmental, biological and emotional determinants of child and adolescent health, and institute diagnostic, therapeutic, rehabilitative, preventive and promotive measures to provide holistic care to children;
- Appreciate the importance of growth and development as the very foundation of Paediatrics and help each child realize her/his optimal growth and development potential;
- Demonstrate adequate level of proficiency and competency in basic clinical skills, e.g. taking clinical history, conducting thorough clinical physical examination including assessment of physical growth and neuro developmental and behavioural development and in arriving at the most likely or possible clinical diagnosis, in identifying precipitating or predisposing factors; high risk and low risk groups and good and bad prognostic factors;
- Plan and perform relevant, cost-effective investigative and therapeutic procedures in confirming the possible diagnosis and excluding the other differential diagnosis;159
- Develop analytical skills in the interpretation of important diagnostic, imaging and laboratory results;
- Diagnose illness in children based on the analysis of history, physical examination and investigative work up;
- Plan and deliver comprehensive treatment for illness in children using principles of rational drug therapy and Evidence Based Medical principles;
- Plan and advise measures for the prevention of childhood diseases and disabilities.
- Plan rehabilitation of children suffering from chronic illness and handicap, and those with special needs;
- Manage childhood emergencies efficiently
- Provide comprehensive care to normal, ‘at risk’ and sick neonates;
- Demonstrate skills in accurate, meaningful and concise documentation of clinical case details, and in collection of periodical and cumulative morbidity and mortality data relevant to the assigned situation;
- Develop sensitivity and appreciate the emotional and behavioural characteristics and needs of children, and keep these fundamental attributes in focus while dealing with them;
- Demonstrate empathy and humane approach towards patients and their families and respect their sensibilities;
- Demonstrate effective communication and counselling skills in explaining management options, prognosis and in providing health information and health education messages to patients, families and communities;
- Develop self learning skills as a self-directed learner and recognize the need for updating knowledge and clinical practical and technical skills pertaining to his/her professional area of practice; in selecting appropriate and accurate learning resources, and critically analyze relevant published literature in order to practice evidence-based Paediatrics;
- Demonstrate competencies in the application of basic concepts of research methodology and epidemiology in collection, interpretation and publication of scientific medical data;
- Facilitate learning of medical/nursing students, practicing physicians, paramedical health workers and other providers as a teacher-trainer;
- Play an effective and responsible role in the training and implementation of assigned National Health Programmes;
- Organize and supervise the desired managerial and leadership skills;
- Function as an effective and productive member of a team engaged in healthcare, research and education;
- Recognize the diagnostic and management limitations of the health facility and the need for appropriate and timely referral of children to higher health facilities and speciality care;
- Recognize the need for medico-legal registration and referrals of specific cases and maintenance of appropriate documentation of case details and
- Put to practice the principles of medical ethics and maintain the integrity and dignity of the chosen profession.
- Carry out resuscitation, triaging and offer appropriate medical help to affected children during disasters.
4.0 TEACHING PROGRAM
4.1. General Principles - Acquisition of practical competencies being the keystone of postgraduate medical education, postgraduate training should be skills oriented.
- Learning in postgraduate program should be essentially self-directed and primarily emanating from clinical and academic work. The formal sessions are merely meant to supplement this core effort.
4.2. Formal Teaching Sessions In addition to bedside teaching rounds, at least 5 hours of formal teaching per week are a must. The departments may select a mix of the following sessions:
- Case presentation, case workup,
Case handling / management : once a week
- Laboratory performance : twice a week
- Journal club : once a week
- Seminar : once a fortnight
- Case Discussions : once a fortnight/month
- Interdepartmental case or seminar : once a month
Note: These sessions may be organized and recorded as an institutional activity for all postgraduates. 4.3. Rotations
The postgraduate student should rotate through all the clinical units in the department. In addition, following special rotations should be undertaken: A. Rotational clinical / community / institutional postings
Final decision that determines “external” postings outside the primary department will differ according to department needs, feasibility, sub-speciality availability and accessibility. Apart for mandatory postings, ‘external’ postings listed below are highly recommended (desirable) to expose postgraduates to allied Pediatric sub-specialities given existing trends in practice. Specific Learning Outcomes need to be defined for each of these postings even assessed keeping in mind the Competency based curriculum and their future professional roles as Pediatricians. Rotations are listed below: Mandatory Postings
- Paediatric emergency (minimum 1 month a year)
- Neonatology (NICU) (minimum 3 months a year)
- Intensive Care (PICU) (minimum 2 months a year)
- District Residency Programme with participation in Community Outreach Child Health Programs (at least 3 months over the entire course; 3rd or 4th or 5th semester; See Section G-b below).
Desirable postings based on need, availability, accessibility, and feasibility and may be innovatively integrated into schedule of posting to optimize learning experiences.
- Sub specialities Outpatient Clinics / observing- assisting in emergency
- Clinical
- Child Psychiatry
- Pediatric Surgery
- Developmental Pediatrics
- Pediatric Nephrology
- Pediatric Hemato-oncology
- Pediatric Cardiology
- Pediatric Gastroenterology
- Pediatric Rheumatology/Immunology/Allergy
- Genetic
- Pediatric Pulmonology
- Pediatric Dermatology
- Pediatric Endocrinology
- Adolescent Health
- DOTS, PPTCT, ART center with pediatric exposure
- Microbiology diagnostic Lab
- Radiology including CT/MRI
- Forensic Medicine especially Child related
- Neuro-rehabilitation (PMR, Physiotherapy, Occupational Therapy)
NMC MD Pediatrics curriculum link:
https://www.nmc.org.in/wp-content/uploads/2019/09/MD-Pediatrics.pdf
