Post-graduate (PG) education in healthcare is essential for creating specialists who can provide high-quality medical care and contribute to the advancement of medical science through research and training. The ultimate goal of PG education is to equip healthcare professionals with the knowledge, skills, and attitudes necessary to meet the health needs of the community they serve.
A well-trained PG specialist should be able to identify the healthcare needs of the community, manage complex medical/surgical problems, and stay up-to-date with the latest advancements in their field of specialty. It is also essential that the PG student possess empathy and a humane approach when providing professional services.
Moreover, PG education should also include the development of skills in teaching medical/para-medical students and research methodology. Continuous professional development through self-directed learning is also a vital component of PG education.
The purpose of the document is to provide guidelines for teachers and learners to achieve the defined outcomes through learning and assessment. The document was prepared by subject-content specialists and reviewed by the Reconciliation Board of the Academic Committee to ensure uniformity without compromising the purpose and content of the document.
In conclusion, PG education is critical in producing competent healthcare professionals who can provide high-quality care to the community they serve. The guidelines provided in this document will aid in achieving the desired outcomes of PG education.
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Program Objective:
Clinical Objectives:
At the end of postgraduate training, the PG student should be able to: -
Research:
The student should:
Teaching: The student should learn the basic methodology of teaching and develop competence in teaching medical/paramedical students.
Professionalism:
Assessment:
Theory shall consist of four papers of 3 hours each.
Clinical/ Practical: Clinical examination shall be conducted to test the knowledge, skills, attitude and competence of the post graduate students for undertaking independent work as a specialist/Teacher, for which post graduate students shall examine a minimum one long case and two short cases.
Teaching & Learning:
Teaching methodology: Didactic lectures are of least importance; small group discussion such as seminars, journal clubs, symposia, reviews and guest lecturers should get priority for theoretical knowledge. Bedside teaching, grand rounds, structured interactive group discussions and clinical demonstrations should be the hallmark of clinical/practical learning with appropriate emphasis on e-learning. Student should have hand-on training in performing various procedures and ability to interpret various tests/investigations.
Self-learning tools like assignments and case-based learning may be promoted.
Clinical postings: A major portion of posting should be in General Surgery. It should include inpatients, out-patients, ICU, trauma, emergency room and specialty clinics.
Rotation of posting:
Clinical meetings: There should be intra- and inter- departmental meetings for discussing the uncommon /interesting cases involving multiple departments.
Thesis writing and research:
Thesis writing is compulsory.
Professor & HOD
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Associate Professor
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Assistant Professor
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Assistant Professor
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Assistant Professor
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