MBBS

Final Year Curriculum

(2025)

National University of Medical Sciences

Pakistan
1. Preamble:

NUMS is dedicated to providing high-quality medical education to prepare our students

for a successful career in clinical medicine. Our goal is to produce well-rounded,
competent, and compassionate physicians who will serve the healthcare needs of
Pakistan and the global community. As part of our commitment to excellence in medical
field, we offer clerkships in clinical subjects in the final year of the MBBS program. These
clerkships are designed to provide students with a practical and immersive clinical
experience that will enhance their clinical skills and knowledge.

2. Curriculum perspective

The curriculum perspective emphasizes practical clinical skills, critical thinking, evidence-
based practice, patient-centered care, and a lifelong commitment to learning, ensuring
that graduates are ready for successful careers in the medical field.

3. Contact Hours Distribution Year-V

Subjects Contact Hours
Medicine & Allied 600
Surgery & Allied 600
Obstetrics & Gynecology 200
Paediatrics 200
Seminar / CPC 60
Co-curricular activities/ Sports 40
SDL 100
GRAND TOTAL 1800

4. Curricular organization and structure

 The clerkship program is a vital component of the final year MBBS curriculum. It is
structured to ensure that students gain the necessary clinical competencies and
experiences required for their transition into the medical profession.
 Block Clerkship model will be followed in final year MBBS. Students will rotate
through different clinical departments (e.g., medicine, surgery, pediatrics) for a fixed
duration

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  Total duration of teaching and learning in Year V is 43 weeks (12+1 weeks for each
clerkship). There are total four clerkships in an academic year
 Clinical Coordinator will be responsible for placement, teaching and assessment
during clinical rotations
 All NUMS colleges will provide study guides of each clerkship to the students
 Apart from attending daily scheduled sessions, students shall engage in self-directed
learning to achieve the desired objectives
 Below is the suggested plan for clerkships in clinical subjects:

Medicine & Surgery &

Allied + EOR Allied + EOR
Exam Exam
(12+1) (12+1)

Obstetrics & Paediatrics

Gynaecology
(6) (6)

Gynae+ Paeds
EOR Exam: 1
week

Pre annual Exam = 4 weeks

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5. Competencies The focus of this curriculum is on the roles of a general physician. These are
skillful, knowledgeable, community health promoter, critical thinker, professional and role
model, researcher, and leader. Generic competencies addressed in year III are:
 Medical Knowledge
 Procedural skills
 Clinical skills
 Problem solving
 Communication skills
 Empathy
 Professionalism
 Research
6. Learning Outcomes:

By the end of these Clerkship, students should be able to:

 Manage common medical, surgical, gynaecological and paediatric conditions in OPD

 Respond effectively to emergencies and trauma cases, demonstrating the ability to think
critically and act decisively
 Communicate effectively with patients and their families, demonstrating empathy and
professionalism in delivering medical information and discussing treatment plans.
 Collaborate with healthcare teams, including nurses and specialists, to provide
comprehensive patient care.
 Apply evidence-based medicine principles in clinical decision-making and stay updated
with the latest medical guidelines and research.
 Demonstrate proficiency in basic techniques, aseptic practices, and proper instrument
handling
 Present clinical cases that reflects critical thinking and presentation skills.
 Take timely decision to refer the cases to the specialist
7. Attendance & Discipline:
 A record of attendance of medical students, class/ test results, end of module/rotation
test result, workshop marks should be updated regularly.
 Each Head of unit would keep a log of all clinical activities
 Attendance of each student would be endorsed in his logbook as well.

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  Overall 75% attendance is mandatory to appear in final professional exam
8. Internal Assessment. Assessment is an important aspect of any training program which not
only includes assessment of students but also of the training program itself. The performance
of each student would be marked and counted towards final internal assessment which
contributes 20% in final professional MBBS Examination. The following tools/ methods would
be used for this purpose:

Internal Assessment Theory (Medicine, Surgery)

Ser Assessment tool Year-III Year-IV Year-V Final IA (20%)

Continuous Assessment
1. 8% 8%
(Intramodular Exam, EOB)

2. Pre Annual Exam - 10% 10%

Attendance Criteria:
3. 2% 2% 2% Yr III + Yr IV + Yr V / 3
> 95% = 02, 90- 94% = 01

Total

HOD Signature: ______________Assistant Controller Signature: _______________

Internal Assessment Practical (Medicine, Surgery)

S# Assessment Tool Year-III Year-IV Year-V Final IA (20%)

Continuous Assessment

a. EOR Exam (Ward Test) & (OSCE Viva 1.00% 1.5% 3.5% 5%
of EOB – Year V)
1
b. Logbooks/ Portfolio, Discipline /
0.4% 0.6% 1% 2%
Attitude, Responsibility and Teamwork

c. CPC - 1% 1%

2 Pre annual Exam (OSCE/Viva) - 10% 10%

Attendance Criteria: Yr III + Yr IV + Yr

3 2% 2% 2%
- > 95 % = 02, 90- 94 % = 01 V/3

Total

HOD Signature: ______________Assistant Controller Signature: _______________

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 Internal Assessment Theory (Gynae/ Paeds, ENT, Eye)
Ser Assessment Tool Final IA (20%)

1. Continuous Assessment (Periodical Class Tests) 03%

2. EOB 05%

3. Pre Annual Exam 10%

4. Attendance Criteria: > 95 % = 02, 90- 94 % = 01 02%

Total

HOD Signature: ______________Assistant Controller Signature: _______________

Internal Assessment Practical (Gynae/Paeds, ENT, Eye)

Ser Assessment Tool
Final IA (20%)
Continuous Assessment

a. EOR Exam (Ward Test + OSCE Viva of EOB) 06%

1.
b. Logbooks / Portfolio, Discipline / Attitude, Responsibility
02%
and Teamwork

2. Pre annual Exam (OSCE/Viva) 10%

3. Attenance - > 95 % = 02, 90- 94 % = 01 02%

HOD Signature: ______________Assistant Controller Signature: _______________

9. Annual Professional Examination.

The University will take the final professional Examination as per PM&DC guidelines at the
end of the academic year. Professional Exams will be discipline based. In final Prof, Medicine
& Allied, Surgery & Allied, Obstetrics & Gynaecology and Paediatrics will be assessed.

 Medicine & Surgery; There will be 300 marks theory paper and 300 marks of practical.
 Obstetrics & Gynaecology; There will be 200 marks theory paper and 200 marks of
practical.

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  Paediatrics. There will be 100 marks theory paper and 100 marks of practical.
 Student has to pass theory and practical separately with minimum 50 % marks. However,
student should pass in clinical exams / OSCE (with 50% marks) and unobserved stations
(with 50% marks) separately
10. Evaluation of the Course. To be filled in by the institute.
 Student portfolio shall be maintained in the departments in which students will give their
feedback either by name or anonymously. Feedback may be taken at the end of module,
online and informal student feedback during the running module
 Faculty suggestions if any, for improvement of training may be incorporated in the next
rotation
11. Implementation of curriculum
The university will give details of all content including learning outcomes, assessment
blueprints, and table of specifications, distribution of which across the whole years and
rotations is upon the discretion of the medical college/institute

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 Medicine & Allied

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1. Introduction
Medicine is a broad based specialty dedicated to providing primary and specialized care to
adults. Therefore, it forms a key component of the undergraduate curriculum and is taught
throughout the five years with increased emphasis in last three years. Its primary focus is on
building knowledge, skills and attitudes of the students for the practice of medicine not only
at the primary care level but to advance to postgraduate studies for clinical practice, medical
education and research.
Our aim is to prepare future doctors for independent practice after graduation as a general
practitioner who can provide patient centered medical care with highest standards of
professionalism

2. Learning Outcome
At the end of final year, student will be able to:

a) Diagnose common Medical problems, suggest and interpret appropriate investigation,

rationalize treatment plan and if appropriate, refer patient for specialist opinion/
management.
b) Suggest preventive measure for the common Public Health Problem in the community.
c) Perform relevant procedures.
d) Convey relevant information and explanations accurately to patients, families, colleagues
and other professionals.
e) Understand medical ethics and its application pertaining to medicine and maintain the
confidentiality of the patient.
f) Adapt research findings appropriately to the individual patient situation or relevant
patient population.

3. Teaching hours – Medicine

Sessions YEARS CONTACT HOURS
2020-2021 V 600
2021-2022 IV 210
2022-2023 III 165
2023-2024 II 55
2024 -2025 I 50

4. Learning Strategies
a) Interactive lectures
b) Teaching Ward Rounds
c) Case presentations
d) Case based Discussion
e) Short cases in OPD
f) Bedside Discussion
g) Team based learning
h) Small Group Discussion

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 i) Workshops; 4x scheduled workshops including BLS/ACLS (only attendance is required to
get marks).
j) Self-learning Activities
k) Skill Lab Activity

5. Venues for learning opportunities

a) Outpatient clinic
b) Emergency room
c) Inpatient ward
d) Tutorial room
e) Libraries including audio-visuals

6. Specific Learning Outcomes

Learning outcomes specific to the medicine course have been tabulated below in the table of
specification and matched with educational strategies.

The table below gives details of all content, distribution of which across the three years and
rotations is upon the discretion of the medical College/Institute

7. Recommended Readings
a) Davidson’s Principles and Practice of Medicine
b) Current Medical Diagnosis and Treatment
c) Oxford Handbook of Clinical Medicine
d) Macleod Clinical Methods
e) Hutchinson Clinical Methods

8. Reference Book
a) Harrison Clinical Methods

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Theme/ Topic Course Content Learning Outcomes Instructional Assessment
At the end of each module, student will be able Strategies
to:
Knowledge Skill/ Attitude
 INTRODUCTION TO MEDICINE
Symptomatolo Symptomatology of • Correlate clinical • Take the relevant CBL/ Bed side MCQ/SEQ/
gy following: findings to history training/SDL SAQ/OSPE/
• CVS disease anatomical structures • Perform general Long case/
• Respiratory physical short case
diseases • Correlate clinical
examination
features to etiology
• GI diseases
in terms of • Perform systemic
• CNS diseases congenital, examination of
• Locomotor traumatic, different systems
diseases
inflammatory,
• Renal diseases • Show empathy
• common neoplastic or
and sympathy
endocrine miscellaneous.
while examining
diseases
• Discuss basic the patient
Common Approach to
pharmacology of
clinical patient with: • Recognise the
drugs being used in a
presentations • Fever right to consent
medical unit
• Headache and privacy of the
• Cyanosis • list the investigations patient
• Jaundice • Outline management
• Present findings of
• chest pain plan
the history and
• Unconsciousnes
examination in
s
logical order
• Dyspnea
verbally as well as
• Dyspepsia
in written form
• Hematemesis
• Bleeding per
rectum
• Malena
• Vomiting
• Diarrhoea
• Fits
• Anorexia and
weight loss
• Oedema
• Acute Poisoning
• Ascites
• Anemia
• Critically ill
patient
• PUO

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  NUTRITION/OBESITY/ CHOLESTEROL RELATED & GENETIC DISORDERS
Nutrition Vit B12 deficiency • Assess the patient • Take the relevant CBL/ Bed side MCQ/SEQ/
Folate deficiency with nutrition history training/DL SAQ/OSPE/
Metabolic disorders • Perform general Long case/
syndromes • Propose and relevant short case
investigation clinical examinatio
modalities
Treatment options
for nutritional
deficiencies

Obesity • Assess the patient CBL/ Bed side MCQ/SEQ/

with nutrition training/SDL SAQ/OSPE/
disorders Long case/
• Discuss the short case
investigation
modalities and
Treatment options
Cholesterol Dyslipidemia • Assess the patient CBL/ Bed side MCQ/SEQ/
Related with nutrition training/SDL SAQ/OSPE/
Disorders disorders Long case/
• Discuss the short case
investigation
modalities for
diagnosis
• Discuss the
Treatment options
available
Genetic Hemoglobinopathi • Classify Lecture & MCQ/SEQ/
Disorders es hemoglobinopathies bedside SAQ/OSPE/
• Sickle cell on the basis of teaching Long case/
syndromes defects in basic (Case short case
• Thalassaemias structure and presentation)
formation
• Identify
characteristic
features of each
type of
hemoglobinopathy
• Establish clinical
basis of diagnosis of
various

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 hemoglobinopathies
and them
• treatment
modalities
 POISONING/ANIMAL BITES
Animal Bites Snake Bite- • Classify Snake bite, • Take history of a CBL MCQ/SEQ/
Diagnosis and based on animal and patient SAQ/OSPE/
management time duration and • Perform clinical Long case/
type of wound. examination of a short case
• List the immediate patient with snake
management and bite
long term • Counsel the
management patients and
• Discuss the relatives regarding
antivenom type and the correct
dosing and the response at home
criteria of of the
administering management of
antivenom snake bite and
• Enumerate the regarding the
various immediate
complications presentation of
the patient to
hospital
Poisoning Paracetamol • Discuss the • Take history of a CBL MCQ/SEQ/
Poisoning- pharmacological patient SAQ/OSPE/
Diagnosis and effects of • Perform clinical Long case/
management Paractamol. examination of a short case
• Diagnose patient with
paracetamol poisoning
poisoning on the • Counsel the
basis of clinical patient to prevent
presentation self-harm
• Apply the concepts
of mode of reversal
to the dosage and
route of reversal
medication
• Enumerate the
complication
 DERMATOLOGY
Basic • Anatomy and • Apply concepts of • Take history of a Lecture & MCQ/SEQ/
Dermatology Physiology of anatomy and patient bedside SAQ/OSPE/
Skin related to teaching

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 Clinical physiology of skin to • Perform clinical (Case Long case/
Dermatology clinical dermatology examination of a presentation) short case
• skin lesions • give pathologic basis patient with skin
of skin lesions lesions
• Identify different
types of skin lesions
• characteristic
differentiating
features of various
skin lesions
Allergy Pruritis • Classify types of • Take history of a Lecture & MCQ/SEQ/
• Differential pruritis patient bedside SAQ/OSPE/
diagnosis • Identify its • Perform clinical teaching Long case/
• Management characteristic examination of a (Case short case
lesions patient with presentation)
• Advise specific lab pruritis
investigations
• Discuss the steps of
management
• Urticaria • Define urticaria • Take history of a Lecture & MCQ/SEQ/
• Anaphylaxis • Diagnose urticarial patient bedside SAQ/OSPE/
illness on the basis • Perform clinical teaching Long case/
of clinical features examination of a (Case short case
• Give causes of patient with presentation)
anaphylaxis urticaria
• Advise specific lab
investigations
• Describe immediate
management of
urticaria.
Dermatitis Eczema • Classify eczema • Take history of a Lecture & MCQ/SEQ/
• Apply diagnostic patient bedside SAQ/OSPE/
criteria to clinical • Perform clinical teaching Long case/
assessment of examination of a (Case short case
eczema patient with presentation)
• Develop eczema
management plan of
eczema
Viral infections of • list common types • Take history of a Lecture & MCQ/SEQ/
skin of viral infections of patient bedside SAQ/OSPE/
skin • Perform clinical teaching Long case/
• Establish diagnosis examination of a (Case short case
of viral skin patient with viral presentation)
infections based on infections of skin

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 clinical features and
investigations.
• Elaborate various
management
modalities of viarl
skin infections
Bacterial and • list the types of • Take history of a Lecture & MCQ/SEQ/
Mycobacterial Bacterial and patient bedside SAQ/OSPE/
infections of skin Mycobacterial • Perform clinical teaching Long case/
Infections examination of a (Case short case
• Give clinical features patient with presentation)
and symptoms of bacterial
bacterial and infections
Mycobacterial
infections
• Develop
management plan
to establish
diagnosis and treat
different infections
Acne vulgaris • Clinically assess • Take history of a CBL/SDL MCQ/SEQ/
Acne vulgaris patient SAQ/OSPE/
• Diagnose acne • Perform clinical Long case/
vulgaris based on examination of a short case
clinical features and patient
investigations
• Suggest treatment
options for Acne
vulgaris
Fungal infections of • Differentiate • Take history of a Lecture & MCQ/SEQ/
skin between different patient bedside SAQ/OSPE/
fungal infections of • Perform clinical teaching Long case/
the skin based on examination of a (Case short case
their clinical patient with presentation)
features and fungal infections
management plan of skin
Infestations • Scabies • Diagnose scabies • Take history of a Lecture & MCQ/SEQ/
• Pediculosis and pediculosis patient bedside SAQ/OSPE/
based on clinical • Perform clinical teaching Long case/
features and examination of a (Case short case
investigations patient with presentation)
• Recommend specific infestations
treatment options
for scabies and
pediculosis

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Other • Psoriasis and • Explain the etiology • Take history of a MCQ/SEQ/
disorders Lichen planus and precipitating patient Lecture & SAQ/OSPE/
• Nodular factors • Perform clinical bedside Long case/
ulcerative • Discuss general and examination of a teaching short case
cutaneous specific treatment patient with (Case
lesions of psoriasis and psoriasis and presentation)
• Cutaneous Lichen planus Lichen planus
signs of • Describe the role of
systematic ultraviolet and
disease PUVA therapy and
its uses in Psoriasis
• Propose systemic
treatment of
psoriasis and Lichen
planus
Disorders of Alopecia • Classify alopecia • Take history of a Lecture & MCQ/SEQ/
hairs. • Make clinical patient bedside SAQ/OSPE/
diagnosis by • Perform clinical teaching Long case/
assessing examination of a (Case short case
symptoms. patient with presentation)
• list necessary alopecia
investigations
• Discuss
management of the
condition.
Sexually Syphilis • Make clinical • Take history of a Lecture & MCQ/SEQ/
transmitted Gonorrhea diagnosis by patient bedside SAQ/OSPE/
diseases Chlamydia assessing • Perform clinical teaching Long case/
symptoms. examination of a (Case short case
• list necessary patient presentation)
investigations /CBL/SDL
• Discuss
management of the
condition.
 NEUROLOGY/MUSCLE DISORDERS
Headache • Differential • Assess the patient • Take history of a Lecture and bed MCQ/SEQ/
diagnosis of with headache. patient side SAQ/OSPE/
headache, • Discuss the • Perform clinical teaching/CBL Long case/
Migraine, investigation examination of short case
cluster, modalities for patient with
tension, diagnosis headache
analgesia- • Elaborate
overuse, pharmacologic
neuralgias, treatment for Acute

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 idiopathic condition and
intracranial Prophylaxis
hypertension, • Migraine.
temporal • Suggest primary
arteritis drugs used to
• Presentations prevent nausea
and clinical related to migraine.
features of • Develop
various types management plan
of headache for complications of
especially migraine including
migraine life style
• Etiologies & modifications
Pathogenesis
Unconsciousne Approach to an • Generate • Take history of a Lecture and MCQ/SEQ/
ss Unconscious differential patient bed side SAQ/OSPE/
Patient diagnosis of the • Perform clinical teaching/CBL Long case/
unconscious patient examination of short case
• Identify signs and unconscious
investigations to patient
determine the cause • Manage an
• Justify the utility of unconscious
Glasgow Coma Scale patient
(GCS)
• Outline the
emergency
management of
patient
Gait/movemen • Parkinson’s • Review the gait • Take history of a Lecture and bed MCQ/SEQ/
ts Disorders disease, cycle patient side SAQ/OSPE/
essential • Classify gait • Perform clinical teaching/CBL Long case/
tremor, disorders examination of short case
Huntington’s • Recognize common patient with gait
disease, tics, clinical features of disorders
medication- gait disorders
induced • Differentiate
dyskinesia between clinical and
• Distinguishing laboratory features
features of of essential tremor
essential tremor dystonic tremor,
from dystonic cerebellar tremor,
tremor, parkinsonian
cerebellar tremor, and other
tremor, tremor disorders
parkinsonian

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 tremor, and • Recognize the
other tremor spectrum of
disorders movement
• Pharmacological disorders, both
treatment for hypo- and
relief of hyperkinetic
symptoms and • Generate
its differential
complications diagnosis of PD
• Non • Describe the
Pharmacological prevalence and
treatment etiology of
including Parkinson’s disease
surgery and • Recognize the
rehabilitation clinical features and
presentations of
movement disorders
• Outline the workup
and management of
patients with gait
disorders
• Myasthenia • Provide • Take history of a Lecture & MCQ/SEQ/
Gravis pathophysiological patient bedside SAQ/OSPE/
• Muscle basis of Myasthenia • Perform clinical teaching Long case/
Dystrophy gravis. examination of a (Case short case
• Differentiate patient with presentation)
between Myasthenia and
Myasthenia and Dystrophy.
Dystrophy.
• Give genetic basis of
muscular dystrophy
• Identify clinical
features of
Myasthenia Gravis
• Diagnose various
stages on time
based characteristic
features.
• Develop
management plan
for Myasthenia
Gravis
Spinal cord • Myelitis • Assess the patient • Take history of a Lecture & MCQ/SEQ/
disorders. • with Myelitis patient bedside SAQ/OSPE/
teaching

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 • Suggest • Perform clinical (Case Long case/
investigation examination of presentation) short case
modalities for patient /CBL/SDL
diagnosis
• Evaluate treatment
options for Myelitis
Cerebrovascula • Stroke • Classify stroke • Take history of a Lecture & MCQ/SEQ/
r accident • Transient • Correlate patient bedside SAQ/OSPE/
ischemic attack pathophysiology of • Perform clinical teaching Long case/
(TIA) stroke to its causes examination of (Case short case
• and risk factors patient with presentation)
• Outline early stroke
evaluation and • Counsel the
management of patient with
stroke patients stroke about
• Emphasize the physiotherapy
importance of early
symptom
recognition and
prompt reaction
• Justify the role of
thrombolytic
therapy and
administration of
tPA
• Explain the
pathophysiological
basis of Transient
Ischemic Attack
(TIA)
• Evaluate stroke risk
after transient
ischemic attack (TIA)
• Order Investigations
for diagnosis of
stroke
• List the
complications of
stroke
• Identify various
prevention
strategies pertaining
to stroke
• Outline
management of

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 ischemic and
hemorrhagic stroke
Seizures • Epilepsy • Differentiate • Take history of a Lecture and bed MCQ/SEQ/
• various seizure between different patient side SAQ/OSPE/
types including types of seizures • Perform clinical teaching/CBL Long case/
adult vs including epilepsy examination of short case
pediatric • Explain patient with
seizures pathophysiological seizures
• Status basis of epilepsy
Epilepticus • Identify the cause
• Epilepsy and trigger factors
Management associated
Issues • Recognize the
• Medically clinical features of
refractory seizures
epilepsy and • Outline the
immunotherapy management of
• Anticonvulsants Status Epilepticus
in Specific • List the investigation
Patient of a patient with
Populations suspected epilepsy
such as • Outline the acute
Neonates, and long term
Children, management of
Elderly, Women seizures, both
on medical and surgical
contraceptive • Evaluate the
agents, considerations in
Pregnant special populations
women, such as pregnancy
Patients with and old age
hepatic or renal • illustrate the Goals
insufficiency, of management of
(HIV) ̶ infected epilepsy
patients
• Seizure relapse
after
discontinuation
of drug therapy
•
Infections of • Meningitis/ • Differentiate among • Take history of a Lecture & MCQ/SEQ/
CNS Encephalitis/ the various patient bedside SAQ/OSPE/
Brain Abscess infections of CNS • Perform clinical teaching Long case/
based on examination of (Case short case
presentation)

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 • etiologies and patient with
clinical features and infections of CNS
presentations
• Outline the
modalities for
investigation and
medical
management of CNS
infections
• Identify
Complications their
treatment
• Advocate preventive
strategies for
complications
Other diseases • Multiple • Provide • Take history of a Lecture & MCQ/SEQ/
Sclerosis pathophysiologic patient bedside SAQ/OSPE/
basis of the effects • Perform clinical teaching Long case/
of Multiple examination of (Case short case
Sclerosis (MS) on patient with MS presentation)
the body. • Counsel the
• Diagnose MS on the patient about
basis of to Clinical prognosis of MS
features
• Develop plan for the
workup and
management
including
therapeutic options,
of a patient with MS
• Propose plan for
treatment of acute
relapse, prevention
of future relapses,
treatment of
complications and
management of
disability.
• Provide
pathophysiologic
basis of the poor
prognosis of MS
Motor Neuron • Amyotrophic • Correlate the • Take history of a Lecture & MCQ/SEQ/
Disease/ Lateral Sclerosis phenomenon of patient bedside SAQ/OSPE/
(ALS), Guillain– degeneration and teaching

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Polyneuropath Barré Syndrome regeneration nerve • Perform clinical (Case Long case/
ies (GBS), Post- and muscle and examination of presentation) short case
polio Syndrome patterns of patient with
(PPS), involvement in motor neuron
neuropathies, motor neuron diseases
and brachial disease
plexus injuries • Describe the
• lower motor demographic, risk
neuron disease factors, etiology,
• upper motor pathophysiology,
neuron disease diagnosis, general
• Investigations progression and
and general prognosis of
management of Amyotrophic Lateral
these patient Sclerosis (ALS),
• Role of Plasma Guillain–Barré
exchange or IV Syndrome (GBS),
immunoglobulin Post-polio
therapy Syndrome (PPS),
• neuropathies, and
• brachial plexus
injuries
• Elaborate the
pathophysiology,
incidence, signs and
symptoms, and
typical progression
of Guillain-Barre
syndrome
• Differentiate among
lower motor neuron
and upper motor
neuron disease
based on signs and
symptoms and
pathology
• Describe the general
investigations and
interpretation of
nerve conduction
studies, including
motor and sensory
studies of peripheral
nerves and clinical
electromyography

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 • Discuss the
differential
diagnosis,
management and
prognosis of these
diseases
Dementia • Neurodegenerat • Distinguish • Take history of a Lecture & MCQ/SEQ/
ive cognitive neurodegenerative patient bedside SAQ/OSPE/
impairment, cognitive • Perform clinical teaching Long case/
Alzheimer’s impairment, examination of (Case short case
disease (AD) and Alzheimer’s disease patient with presentation)
related (AD) and related dementia
dementias dementias from
age-related normal
cognitive changes.
• Apply standard
diagnostic criteria
for mild cognitive
impairment,
dementia, and
Alzheimer’s disease
• Apply standard
guidelines for the
laboratory
investigation of
patients with
dementia or
suspected
dementia.
• Relate the etiology
and risk factors of
conditions leading
to dementia to its
pathophysiology
and progression
• Discuss the short
and long term
management of
disease.
• Review the standard
pharmacotherapy
for cognitive deficits
experienced by
patients with mild
cognitive

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 impairment &
dementia.
• Describe non-
pharmacological
interventions for
management of
behavioral
disturbances
ensuring
Compassionate
Palliative & End-of-
Life Care for People
with Dementia
 GASTROENTEROLOGY
Dyspepsia/ • Dyspepsia/ • Identify the causes • Take history of a Lecture & MCQ/SEQ/
Indigestion GERD/ Peptic of Dyspepsia, GERD patient bedside SAQ/OSPE/
Ulcer and Peptic Ulcer • Perform clinical teaching (case Long case/
• Generate examination of presentation) short case
differential patient with
diagnosis of dyspepsia
Dyspepsia, GERD • Counseling of
and Peptic Ulcer patients with
• Establish definitive GERD & Peptic
diagnosis based on ulcer about the
laboratory outcomes of
investigations diseases and how
Develop treatment to prevent them
plan for Dyspepsia,
GERD and Peptic
Ulcer
• Evaluate prognosis
of the patient of
Dyspepsia, GERD
and Peptic Ulcer
Gastrointestin Differential • Differentiate • Take history of a Lecture & MCQ/SEQ/
al Bleeding diagnosis of between upper and patient bedside SAQ/OSPE/
• Upper GI lower GI bleeding • Perform clinical teaching Long case/
Bleeding • Assess the patient examination of (Case short case
• Lower GI on the basis of signs patient. presentation)
Bleeding and symptoms /CBL
Clinical • Outline the
assessment, and management plan
signs and • Outline the risk
symptoms factors for death in
Management Upper GI bleeding

MBBS Curriculum Final Year (2025) Page | 24

 Risk factors for • Assess the Prognosis
death in Upper GI
bleeding
Prognosis
Diarrhea • Acute and • Differentiate • Take history of a Lecture & MCQ/SEQ/
chronic diarrhea between Acute and patient bedside SAQ/OSPE/
• Inflammatory Chronic Diarrhoea • Perform clinical teaching Long case/
Bowel Disease on the basis of its examination of (Case short case
• Ulcerative colitis etiology patient with presentation)
• Crohn’s disease • Outline the risk diarrhea
• Irritable Bowel factors for Acute •
Syndrome and Chronic
• Clinical features, Diarrhoea
signs and • Assess the patient
symptoms on the basis of signs
• Management and symptoms
• Malabsorption • Outline the
• Sprue Tropical investigations and
• Coeliac Disease management plan
• Discuss the
Prognosis
• Discuss the
prognosis
Tumours • Upper GI • Classify Upper and • Take history of a Lecture & MCQ/SEQ/
Malignancy lower GI tumours patient bedside SAQ/OSPE/
• Lower GI • Differentiate • Perform clinical teaching Long case/
Malignancy between benign and examination of (Case short case
malignant tumours patient with GI presentation)
on the basis of its tumours
etiology and clinical
features
• List risk factors
• Outline
investigations and
management of
tumours
• LIVER & PANCREAS
Chronic Liver Ascites and • Elaborate the • Take history of a Lecture & MCQ/SEQ/
disease Management causes of Ascites patient bedside SAQ/OSPE/
• Outline the • Perform clinical teaching Long case/
management and examination of (Case short case
prognosis patient with CLD presentation)
Cirrhosis of Liver • Describe the causes, • Counsel a cirrhotic
pathology and patient

MBBS Curriculum Final Year (2025) Page | 25

 clinical features of
Hepatic Cirrhosis
• Explain the
pathogenic
mechanism of
Hepatic Fibrosis
• Discuss the
Management and
prognosis of the
condition
Portal • ClassifiyPortal
Hypertension/ Hypertension
Sequalae according to site of
• Aetiology and vascular obstruction
pathogenesis • Evaluate
• Clinical features Management and
• Investigations prognosis of the
and condition
management
Complications of
Portal
Hypertension
Hepatic • Correlate the causes
Encephalopathy and pathology of
hepatic
encephalopathy to
its clinical features
• Outline the
management and
prognosis
Hepatitis Hepatitis B and C • Classify viral • Take history of a Lecture & MCQ/SEQ/
Infections Hepatitis patient bedside SAQ/OSPE/
Other Forms of • Differentiate • Perform clinical teaching Long case/
Hepatitis (A, D and between different examination of (Case short case
E) types of Hepatitis patient with presentation)
Autoimmune • Interpret hepatitis
Hepatitis investigations for
diagnosis of
Hepatitis B and C
• Discuss their modes
of transmission
• Outline the
treatment plan and
prognosis

MBBS Curriculum Final Year (2025) Page | 26

 • List the
Complications
Pancreatitis Acute Pancreatitis • Elaborate the • Take history of a Lecture & MCQ/SEQ/
Chronic pathophysiology of patient bedside SAQ/OSPE/
Pancreatitis Acute and Chronic • Perform clinical teaching Long case/
Pancreatitis examination of (Case short case
• Diagnose the patient with presentation)
patient on the basis pancreatitis
of Signs, symptoms
and investigations
• Outline the
Treatment plan
• List its
Complications
Investigation & Interpret investigations Lecture & MCQ/SEQ/
Imaging of GI, for diagnosis of GI, bedside SAQ/OSPE/
Liver and Liver and Pancreatic teaching Long case/
Pancreatic disorder short case
disorder
Other • Hemochromatos • Diagnose the • Take history of a • Lecture & MCQ/SEQ/
hepatobiliary/ is patient on the basis patient bedside SAQ/OSPE/
pancreatic • Wilson Diseases of Signs, symptoms • Perform clinical teaching Long case/
disorders • SBP/HRS and investigations examination of • (Case short case
• Metabolic • Outline the patient presentati
Diseases of the Treatment plan on)
liver •
• Liver abscess
• HCC
• CA pancreas/
Ampullary
Carcinoma
• Abdominal
tuberculosis
• Dysphagia and
its evaluation
 RHEUMATOLOGY/BONES
Inflammation Rheumatoid • Discuss etiology, • Take history of a Lecture & MCQ/SEQ/
of joints arthritis Symptoms and signs patient bedside SAQ/OSPE/
of the disease • Perform clinical teaching Long case/
• Diagnose the examination of a (Case short case
patient on the basis patient presentation)
of presenting /SDL
complaints and
clinical examination

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 • Interpret relevant
Investigations and
laboratory findings.
• Recognize
complications and
their management
options
Osteoarthritis • Diagnose the • Take history of a Lecture & MCQ/SEQ/
patient on the basis patient with joint bedside SAQ/OSPE/
of presenting disease teaching Long case/
complaints and • Perform clinical (Case short case
clinical examination examination of a presentation)
• Determine causes of patient /CBL/SDL
osteoarthritis
established through
Investigations and
laboratory findings.
• Manage
complications of the
disease
•
Seronegative Poly • Define diagnostic • Take history of a Lecture & MCQ/SEQ/
Arthritis criteria for patient bedside SAQ/OSPE/
Seronegative Poly • Perform clinical teaching Long case/
Arthritis examination of a (Case short case
• Correlate etiology of patient with Poly presentation)
the disease to its Arthritides /CBL
presentation.
• Diagnose the
patient on the basis
of presenting
complaints and
clinical examination
• Propose appropriate
Investigations and
laboratory findings
to establish
diagnosis.
• Manage
complications of the
disease
Arthritis/ • Diagnose the • Take history of a Lecture & MCQ/SEQ/
ankylosing disease on the basis patient bedside SAQ/OSPE/
spondylitis of clinical • Perform clinical teaching Long case/
examination of a short case

MBBS Curriculum Final Year (2025) Page | 28

 Presentation and patient with (Case
investigations. Arthritis/ presentation)
• Correlate clinical ankylosing
signs with spondylitis
radiological findings.
• Suggest appropriate
diagnostic
modalities and
treatment options.
Gout • Give pathological • Take history of a Lecture & MCQ/SEQ/
basis of Gout patient bedside SAQ/OSPE/
• Differentiate • Perform clinical teaching Long case/
between acute and examination of a (Case short case
chronic disease patient with gout presentation)
based on /CBL
presentation,
investigations and
treatment options
• Diagnose the
disease based on
clinical presentation
and investigations.
• Discuss the
association of
disease with other
diseases
• Manage the
complications of
disease
Polymalgia • Define Polymalgia • Take history of a Lecture & MCQ/SEQ/
rheumatica rheumatica patient bedside SAQ/OSPE/
• Develop therapeutic • Perform clinical teaching Long case/
plan for the disease examination of a (Case short case
after diagnosing patient with presentation)
based on clinical Polymalgiar /CBL
presentation of heumatica
various stages, and
investigations
diagnosing
Systemic SLE • Define diagnostic • Take history of a Lecture & MCQ/SEQ/
disorders criteria Seronegative patient bedside SAQ/OSPE/
involving joints SLE • Perform clinical teaching Long case/
• Suggest therapeutic examination of a (Case short case
options and patient with SLE presentation)
investigations after /CBL

MBBS Curriculum Final Year (2025) Page | 29

 establishing
diagnosis based on
etiology, clinical
Presentation
andinvestigations
Manage
complications.
• MCTD • Suggest therapeutic • Take history of a Lecture & MCQ/SEQ/
• Vasculitis (Small, options and patient bedside SAQ/OSPE/
Medium and investigations after • Perform clinical teaching Long case/
Large) establishing examination of a (Case short case
• Dermatomycosis diagnosis based on patient presentation) case
/Polymyosities etiology, clinical /CBL
• Scleroderma/Ra Presentation and
ynaud investigations
Phenomenon
and Syndrome
• Systemic
Sclerosis
• Sjorgen
syndrome/Kerat
oconjuncitives
Sicca
 ENDOCRINOLOGY
Disorders of Acromegaly/Growt • Define criteria for • Take history of a Lecture & MCQ/SEQ/
Pituitary gland h hormone diagnosing patient bedside SAQ/OSPE/
and deficiency. acromegaly, clinical • Perform clinical teaching Long case/
Hypothalamus presentation of examination of a (Case short case
acromegaly/ growth patient with presentation)
hormone deficiency. acromegaly /SDL
• Identify
pathophysiology of
central precocious
puberty, acromegaly
and growth
hormone deficiency.
• Discuss functions of
anterior and
posterior pituitary
hormones and
hypothalamic
hormones.
• Suggest
investigations for

MBBS Curriculum Final Year (2025) Page | 30

 diagnosis by oral
glucose tolerance
test and GH levels.
• Propose surgical
,medical and
radiotherapy
management .
Diabetes • Correlate • Take history of a Lecture & MCQ/SEQ/
insipidus/SIADH pathophysiology of patient bedside SAQ/OSPE/
diabetes • Perform clinical teaching Long case/
insipidus/SIADH to examination of a (Case short case
its clinical patient with presentation)
manifestations and diabetes insipidus
• Relate the effects
Devise plan for
diagnosis and
clinical management
of SIADH/diabetes
insipidus.
Hypopituitrism/Ad • Correlate • Take history of a Lecture & MCQ/SEQ/
dison’s disease. pathophysiological patient bedside SAQ/OSPE/
basis of various • Perform clinical teaching Long case/
etiological factors in examination of a (Case short case
to clinical patient with presentation)
manifestations of Addison’s disease
the disease
• Determine
diagnostic criteria
for
hypopituitarism/acr
omegaly.
• Outline the
management of the
disease.
Acute Addisonian • Outline the • Take history of a Lecture & MCQ/SEQ/
crisis management of the patient bedside SAQ/OSPE/
disease • Perform clinical teaching Long case/
examination of a (Case short case
patient presentation)
Disorders of Hyperthyroidism • Correlate • Take history of a Lecture & MCQ/SEQ/
thyroid gland pathophysiological patient bedside SAQ/OSPE/
basis of various • Perform clinical teaching Long case/
etiological factors to examination of a (Case short case
clinical patient with presentation)
hyperthyroidism

MBBS Curriculum Final Year (2025) Page | 31

 manifestations of
hypothyroidism
• Devise plan for
diagnosis, drug
therapy, radioactive
iodine and
surgeryical
management of
hyperthyroidism
Hypothyroidism. • Correlate • Take history of a Lecture & MCQ/SEQ/
pathophysiological patient bedside SAQ/OSPE/
basis of various • Perform clinical teaching Long case/
etiological factors to examination of a (Case short case
clinical patient with presentation)
manifestations of hypothyroidism
hypothyroidism.
• Classify
hypothyroidism.
• Interpret
investigations for
diagnosis including
thyroid function
tests.
• Outline
management
including drug
therapy and regular
follow up.
Disorders of Parathyroid • Identify the • Take history of a Lecture & MCQ/SEQ/
Parathyroid disorders. hormones produced patient bedside SAQ/OSPE/
gland by the parathyroid • Perform clinical teaching Long case/
and their functions. examination of a (Case short case
• Correlate patient with presentation)
pathophysiological parathyroid
basis of various disorder
etiological factors to
clinical
manifestations of
parathyroid
endocrine disorder.
• Devise plan for
diagnosis and
clinical management
of each parathyroid
disorder.

MBBS Curriculum Final Year (2025) Page | 32

Disorders of • Cushing • Justify abnormalities • Take history of a Lecture & MCQ/SEQ/
Adrenal Gland Syndrome in the hormones patient bedside SAQ/OSPE/
• Pheochromocyt produced by the • Perform clinical teaching Long case/
oma adrenal glands and examination of a (Case short case
• Aldosterone & their functions patient with presentation)
related resulting in Cushing Cushing Syndrome /SDL
conditions Syndrome /
Pheochromocytoma
• Aldosterone &
related conditions
• Propose
management of
Cushing Syndrome
after establishing
clinical diagnosis.
MEN-I and II MEN-I and II • Outline • Take history of a Lecture & MCQ/SEQ/
management plan of patient bedside SAQ/OSPE/
MEN-I and II • Perform clinical teaching Long case/
examination of a (Case short case
patient presentation)
/SDL
 DIABETES MELLITUS
Diabetes • Diabetes mellitus • Differentiate • Take history of a Lecture & MCQ/SEQ/
mellitus type -1 between type 1 and patient bedside SAQ/OSPE/
• Diabetes mellitus type 2 diabetes on • Perform clinical teaching Long case/
type-2 the basis of examination of a (Case short case
• Acute pathophysiology, patient with presentation)
Complication of etiology, diabetes mellitus /SDL
Diabetes • Prevalence and • Advise best
Mellitus- incidence, risk practices of self-
DKA/HHS/Hypog factors, care management
lycemia manifestations and of diabetes
• Chronic complications. related to diet
complications of • Identify planning, sick day
diabetes mellitus abnormalities in management and
investigations for exercise.
blood sugar levels
including HbA1c.
• Propose diagnostic
tests used for
screening, diagnosis
and monitoring of
diabetes mellitus.
• Emphasize
implications of

MBBS Curriculum Final Year (2025) Page | 33

 insulin and oral
hypoglycemic
agents used to treat
patients of DM-1&
II.
• Identify maternal
and fetal risks or
complications
associated with
diabetes in
pregnancy.
• Identify the warning
signs of insulin-
dependent and non-
insulin-dependent
diabetes mellitus.
• Compare prevalence
of diabetes mellitus
among different
ethnic groups.
• Identify risk factors
for developing
diabetes and its
complications.
• Devise Management
plan for acute
Complication of
Diabetes Mellitus-
DKA/HHS/Hypoglyce
mia Describe the
major
microvascular,
macrovascular and
neuropathic
complications of
diabetes and self-
care behavior that
are important in
their prevention.
 PSYCHIATRY & MENTAL HEALTH
Introduction to Phenomenology • Give overview Lecture & MCQ/SEQ/
Psychiatry regarding bedside SAQ/OSPE/
Phenomenology and teaching Long case/
Psychiatry disorders (Case short case
presentation)

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 • Classify Psychiatry /SDL
disorders
• Elaborate
epidemiological and
etiological basis of
psychiatric disorders
• Outline diagnostic
plan for Psychiatry
disorders
Anxiety • Acute anxiety • Classify Anxiety • Take history of a Lecture & MCQ/SEQ/
Disorders states Disorders patient bedside SAQ/OSPE/
• Panic disorders • Discuss the • Perform clinical teaching Long case/
• Generalized Management of examination of a (Case short case
anxiety Anxiety Disorders patient with presentation)
disorders anxiety disorders /SDL
• Psychic
Traumatic
disorders
• Obsessive-
compulsive
disorders
• Phobic disorders
Mood • Major • Diagnose mood • Take history of a Lecture & MCQ/SEQ/
Disorders depressive Disorder on the patient bedside SAQ/OSPE/
episodes basis of etiology • Perform clinical teaching Long case/
• Stress Related • Discuss its examination of a (Case short case
Disorders Management and patient with mood presentation)
• Unipolar prognosis Disorder /SDL/CBL
• Bipolar
• Dysthymic
• Atypical
• Manic episodes
Schizophrenia • Diagnose • Take history of a Lecture & MCQ/SEQ/
Schizophrenia based patient bedside SAQ/OSPE/
on signs and • Perform clinical teaching Long case/
symptoms examination of a (Case short case
• Devise a plan for patient with presentation)
treatment of Bipolar Disorder /SDL/ CBL
disease, side effects
of the treatment
and its withdrawal.
• Assess prognosis of
the disease

MBBS Curriculum Final Year (2025) Page | 35

Other Dissociative • Give an overview of • Take history of a Lecture & MCQ/SEQ/
disorders Disorders dissociative patient bedside SAQ/OSPE/
disorders • Perform clinical teaching Long case/
• Discuss common examination of a (Case short case
presentation patient with presentation)
• Give management dissociative /SDL/CBL
options for these disorders
disorders
Mental and • Classify different • Take history of a Lecture & MCQ/SEQ/
Behavioural medical conditions patient bedside SAQ/OSPE/
Disorder due to and its related • Perform clinical teaching Long case/
General Medical psychological examination of a (Case short case
Condition disorders patient with presentation)
• Diagnose the different medical /SDL
patient on history conditions and its
and signs and related
symptoms psychological
• Outline treatment disorders
options for these
disorders
Psychopharma overview of drugs • Classify drugs used CBL/Lecture & MCQ/SEQ/
cology used to treat to treat psychiatric bedside SAQ/OSPE/
psychiatric disorders teaching Long case/
disorders and • Elaborate mode of (Case short case
classification of action of drugs used presentation)
drugs in psychiatry /SDL
• and their side
effects
Drug Abuse Substance Misuse • Elaborate the • Take history of a Lecture & MCQ/SEQ/
and Abuse different groups of patient bedside SAQ/OSPE/
drugs of abuse and • Perform clinical teaching Long case/
misuse examination of a (Case short case
• Suggest the patient with presentation)
laboratory substance abuse /SDL
investigations
needed for
Management
• Evaluate the
prognosis of
substance abuse
 HAEMATOLOGY AND TRANSFUSION MEDICINE
Anemias • Iron deficiency • Differentiate • Take history of a Lecture & MCQ/SEQ/
• Megaloblastic B- between various patient bedside SAQ/OSPE/
12 deficiency types of anemia teaching

MBBS Curriculum Final Year (2025) Page | 36

Pancytopenia • Folic acid based on etiology, • Perform clinical (Case Long case/
clinical deficiency underlying examination of a presentation) short case
approach • Anaemia of pathology, patient with /SDL
chronic disorder symptoms and signs anemia
• Haemolytic • Evaluate the patient
anaemia on the basis of signs
• Hereditary and symptoms and
Acquired differential
• Aplastic anemia diagnosis
• Aetiology and • Interpret
presentation appropriately
• Causes & ordered laboratory
Management investigation to
reach a final
diagnosis
• Devise plan for
treatment of disease
• and complications of
the condition if it
remains untreated
• Monitor treatment
of anemia
Transfusion Transfusion – • Elaborate the • Follow the CBL/Lecture & MCQ/SEQ/
Blood groups and generic protocol of blood bedside SAQ/OSPE/
blood transfusion. prerequisites and transfusion teaching Long case/
Reactions & modes of (Case short case
Management transfusion. presentation)
• Correlate the /SDL
pathophysiology of
blood reactions to
the Requirement &
safety protocol
• Follow through step
by step
management of
different types of
transfusion
reactions
Generalized Differential • Outline the • Take history of a CBL/Lecture & MCQ/SEQ/
Lymphadenop diagnosis of approach to a patient bedside SAQ/OSPE/
athy Generalized patient with • Perform clinical teaching Long case/
Lymphadenopathy generalized examination of a (Case short case
lymphadenopathy patient with presentation)
to identify its cause. lymphadenopathy /SDL

MBBS Curriculum Final Year (2025) Page | 37

 • Establish final
Diagnosis, after
generating
differential
diagnosis, based on
clinical presentation
and investigations
• Suggest different
treatment
modalities to treat
the condition
*Haemoglobin • Sickle cell • Classify • Take history of a Lecture & MCQ/SEQ/
opathies. syndromes hemoglobinopathies patient bedside SAQ/OSPE/
• Thalassaemias based on • Perform clinical teaching Long case/
abnormalities in examination of a (Case short case
structure and patient with presentation)
formation of Hb. hemoglobinopathi /SDL
*Also included • Differentiate es
in genetic between different
disorders hemoglobinopathies
based on
characteristic
features, signs and
symptoms
treatment
modalities, and
diagnostic approach.
Bleeding ITP/ Bleeding • Correlate • Take history of a Lecture & MCQ/SEQ/
Disorders Disorders/ DIC abnormalities patient bedside SAQ/OSPE/
inphysiology of • Perform clinical teaching Long case/
coagulation with. examination of a (Case short case
• etiology, Symptoms patient with presentation)
and signs of ITP/ Bleeding Disorders /SDL
Bleeding Disorders/
DIC
• Devise plan for
investigating,
diagnosing and
treating Bleeding
disorders and their
complications.
 CARDIOVASCULAR SYSTEM

MBBS Curriculum Final Year (2025) Page | 38

Hypertension Hypertension: • Define diagnostic • Take history of a Lecture & MCQ/SEQ/
Causes, Types, criteria for patient with bedside SAQ/OSPE/
Diagnosis and hypertension. hypertension. teaching/SDL Long case/
Management. • Provide • Perform clinical short case
pathophysiological examination of a
basis of patient with
hypertension. hypertension.
• Propose Life style
modifications and
non-
pharmacological
options for patients
with hypertension.
• Diagnose primary
hypertension from
secondary
hypertension
• Rationalize the need
for achieving
recommended BP
goals in treatment
of hypertension.
• Classify
antihypertensive
drugs
• Choose appropriate
antihypertensive
drug cosiderign their
indications for use.
• Recognize types of
hypertension,
hypertensive
urgency and
emergency.
Ischaemic ACS/MI: Diagnosis, • Define • Take history of a Lecture/CBL/S MCQ/SEQ/
heart disease complications and • Acute coronary patient with DL/ Bedside SAQ/OSPE/
Management syndrome (ACS) ACS/MI training Long case/
• Angina • Perform clinical short case
• Unstable angina examination of a
pectoris (UA) patient with
• Non-ST segment ACS/MI
elevation
myocardial
infarction(NSTEMI)

MBBS Curriculum Final Year (2025) Page | 39

 • ST segment
elevation
myocardial
infarction
• Provide
pathophysiological
basis of cardiac
ischemia.
• Diagnose ACS and
MI.
• List complications of
MI
• Analyze the
pharmacological
management in the
treatment of ACS.
• Differentiate
between male and
female signs and
symptoms of ACS.
• Examine ACS
modifiable and non-
modifiable risk
factors.
• Discuss coronary
revascularization
procedures and
nursing care.
Heart failure LVF • Define Heart failure • Take history of a Lecture/SDL/ MCQ/SEQ/
CCF • Provide patient Bedside SAQ/OSPE/
Cor-pulmonale pathophysiological • Perform clinical training Long case/
basis of Heart examination of a short case
failure. patient with Heart
• Diagnose Heart failure
failure. •
• List complications of
Heart failure
• Analyze the
pharmacological
management in the
treatment of Heart
failure
Endocardial Infective • Identify • Take history of a Lecture & MCQ/SEQ/
diseases endocarditis. signs/symptoms of patient with bedside SAQ/OSPE/
teaching

MBBS Curriculum Final Year (2025) Page | 40

 infective infective (Case Long case/
endocarditis. endocarditis. presentation) short case
• Differentiate • Perform clinical /SDL
between types of IE examination of a
in relation to its patient with
pathophysiology infective
• Diagnose suspected endocarditis.
and confirmed IE on
the basis of criteria
used
• Manage infective
endocarditis
• List its complications
Pericardial Constrictive • Differentiate • Take history of a Lecture & MCQ/SEQ/
diseases pericarditis between types of patient with bedside SAQ/OSPE/
Pericardial effusion Pericarditis on the Pericarditis/Perica teaching Long case/
basis of its etiology rdial effusion (Case short case
and • Perform clinical presentation)
pathophysiology examination of a /SDL
• Identity acute and patient with
chronic Pericarditis/Perica
complications of rdial effusion
Pericarditis
• Identify the clinical
manifestation of
Pericarditis with
diagnostic approach
of Pericarditis.
• State principles of
management of
Pericarditis.
• List common causes
and understand
mechanism of
pericardial effusion
• Recognize early
signs of pericardial
tamponade
• Justify the role of
echocardiography in
the diagnosis of
pericardial effusion
Cyanotic heart Congenital heart • Identify common • Take history of a Lecture & MCQ/SEQ/
disease. diseases (brief). etiologies and risk patient with bedside SAQ/OSPE/
Atrial Septal Defect teaching

MBBS Curriculum Final Year (2025) Page | 41

 Ventricular Septal factors for cyanotic cyanotic heart (Case Long case/
Defect heart defects. defects presentation) short case
Patent Ductus • Diagnose cyanotic • Perform clinical /SDL
Arteriosus heart defects based examination of a
Fallot’s tetralogy on clinical patient with
Other causes of manifestations and cyanotic heart
cyanosis appropriate defects
diagnostic methods
• Explain the
pathophysiology,
manifestations,
diagnosis and
management of
acyanotic congenital
cardiac anomalies.
• Elaborate the
pathophysiology,
manifestations,
diagnosis and
management of
obstructive
congenital
anomalies.
• Explain the
pathophysiology,
manifestations,
diagnosis and
management of
cyanotic heart
disease.
•
• Identify the
implications of
cardiac anomalies
for respiratory care.
Valvular Heart Mitral valve. • list causes of • Take history of a Lecture & MCQ/SEQ/
Disease disease Valvular Heart patient with bedside SAQ/OSPE/
Aortic valve disease Disease valvular disease. teaching Long case/
• Causes of • Describe Etiology, • Perform clinical (Case short case
Valvular Heart pathogenesis and examination of a presentation)
Disease hemodynamics of patient with /SDL
• Etiology, mitral/aortic valve valvular disease.
pathogenesis disease.
and • Outline
hemodynamics management plan

MBBS Curriculum Final Year (2025) Page | 42

 of Valvular
Heart Disease
• Clinical finding,
treatment of
Valvular Heart
Disease
• Assessment,
diagnosis and
management of
the patient with
Valvular Heart
Disease
Rheumatic fever- • Illustrate clinical • Take history of a Lecture &
Diagnosis and features of patient with bedside
treatment. rheumatic fever rheumatic fever teaching
• Diagnose Rheumatic • Perform clinical (Case
fever on the basis of examination of a presentation)
its Pathogenesis patient with /SDL
• Devise the rheumatic fever
prevention and
treatment plan of
rheumatic fever.
Cardiomyopathi Cardiomyopathies- • Identify • Take history of a Lecture & MCQ/SEQ/
es Brief review signs/symptoms of patient bedside SAQ/OSPE/
Cardiomyopathies. • Perform clinical teaching Long case/
• List its relevant examination. (Case short case
investigations, presentation)
treatment plan and /SDL
its complications
Investigations ECG. • Review the Perform ECG Lecture/ CBL MCQ/SEQ/
electrophysiology of and bedside SAQ/OSPE/
the heart as it teaching Long case/
relates to the ECG short case
• Interpret normal
ECGs.
• Identify common
errors in ECG
recording.
• Recognize common
characteristics of
abnormal heart
rhythms.
• Identify abnormal
heart rhythms.

MBBS Curriculum Final Year (2025) Page | 43

 • Differentiate
between life
threatening and
non-life-threatening
EKG rhythms
• Identify components
of the ECG
waveform.
• Employ a systematic
process to evaluate
and analyze ECG
rhythm strips.
• Recognize common
ECG dysrhythmias.
• List the common
causes,
consequences and
patient
management
strategies for ECG
dysrhythmias.
• Provide
physiological basis
of the rate, rhythm
and axis of ECG.
ETT, ECHO, CT- • Plan patient CBL & bedside MCQ/SEQ/
Angiography and preparation for ECG teaching SAQ/OSPE/
cardiac • Select clinical Long case/
catheterization- protocol short case
Overview • Explain the role of a
pre-contrast scan
• Outline a contrast
administration
protocol
• Identify access site
anatomy, including
femoral artery and
vein, internal jugular
vein, and brachial
artery
• List disease
conditions (and
surgical correction)
involving these
anatomic structures

MBBS Curriculum Final Year (2025) Page | 44

 • Appreciate
atherosclerotic
disease of the ileo-
femoral system and
knowledge of
surgical
revascularization
anatomy, including
Aorto-bifemoral
graft, Fem-fem
bypass, and Fem-
pop bypass.
• Demonstrate
understanding of
basic aspects of
cardiac ultrasound,
including physical
principles,
instrumentation,
cardiovascular
anatomy,
cardiovascular
physiology, and
cardiovascular
pathophysiology.
• Give an overview of
cardiac CT
angiography
acquisition.
• List the indications
and C/I of cardiac
investigations
 PULMONOLOGY
Allergic Bronchial Asthma • Relate l • Take history of a Lecture & MCQ/SEQ/
Disorders of abnormalities of patient with bedside SAQ/OSPE/
respiratory physiology of bronchial asthma teaching Long case/
system ventilation & • Perform clinical (Case short case
respiration to examination to presentation)
obstructive pick up the signs /SDL
pulmonary diseases of bronchial
• Discuss the asthma
incidence, etiology, • Explain the
risk factors methods to use
associated with inhaler/spacer
asthma,

MBBS Curriculum Final Year (2025) Page | 45

 pathophysiology • Teach the patient
and progression of how to use a
asthma nebulizer
• Debate the short
and long term
complications of
obstructive diseases
• Evaluate the
prognosis of disease
• Establish diagnosis
of asthma through a
focused history and
physical exam
• Advise
investigations and
workup of patient
• Describe the
procedure of
pulmonary function
tests and enlist
criteria for
diagnosing asthma
and grading severity
• Advise medication
keeping in mind
their mechanism of
drug action,
particularly SABA
and ICS, Benefits,
risks, limitations,
Use patterns,
compliance, device
use
• Evaluate the
different medication
delivery methods
(and relevant
compliance /
educational issues)
• Advise management
plan for patients
with acute
exacerbations

MBBS Curriculum Final Year (2025) Page | 46

 • Justify Non-
pharmacological
treatment
• List Complications of
drug therapy
Interstitial lung ILD/ DPLD/EAA/IPF • Determine the • Take history of a Lecture& bed MCQ/SEQ/
diseases • Definition of evaluation plan of patient side teaching SAQ/OSPE/
ILD/DPLD/EAA/ patients with DPLD • Perform clinical Long case/
IPF including exposure examination of short case
• Etiology and history, signs and patient with
Pathophysiolog symptoms, and ILD/DPLD
y of results of diagnostic
parenchymal tests.
and interstitial • Critique current
lung diseases treatment of the
• Classification DPLDs and their side
of diffuse effects
parenchymal
lung disease
• Diagnosis and
management
• Nonpharmacol
ogic therapies,
including
lifestyle
changes and
multidisciplinar
y care
interventions
Sarcoidosis • Review the • Take history of a Lecture &
epidemiology of patient bedside
sarcoidosis. • Perform clinical teaching
• Recognize diverse examination of (Case
clinical patient presentation)
presentations of /SDL
sarcoidosis on the
basis of its
pathophysiology
• Describe the clinical
predictors for
disease progression
and outcomes.
• Devise a diagnostic
pathway from a

MBBS Curriculum Final Year (2025) Page | 47

 differential
diagnosis.
• Propose plan for
drug therapy and
investigating the
disease.
Inflammatory Tuberculosis- • Review etiology, • Identify the signs Lecture and MCQ/SEQ/
diseases Diagnosis, pathogenesis, risk and symptoms of bed side SAQ/OSPE/
Treatment 9DS- TB, factors and clinical the pt with TB teaching/ Long case/
MDR- TB, XDR- TB features of TB • Take history of a CBL short case
• Identify the patient
components of a • Perform clinical
clinical evaluation of examination of
a patient with TB patient with TB
• Advise lab
investigations like
Chest X-ray,
Monteux test
• Prioritize the
objectives of TB case
management
• Outline control and
prevention
modalities
• List drug therapy
and side effects of
first and 2nd line
anti tuberculoses
drugs
• List DOTS
• Define diagnostic
criteria of MDR TB
• Devise treatment of
multidrug resistant
(MDR) and
extensively drug-
resistant
tuberculosis (XDR
TB)
• Evaluate the
prognosis of TB and
treatment of
opportunistic
infections

MBBS Curriculum Final Year (2025) Page | 48

 • List the aims of
treatment of
recommended
doses of first-line
anti-TB drugs for
adults;
• Develop treatment
regimens for new
and previously
treated patients
taking into
consideration
• Significance of
standard regimens
for defined patient
groups, including
• Special populations
like pregnant
women, children,
and HIV infected
patients.
• Manage drug
therapy and its
complications.

Pneumonia • Diagnose • Take history of a Lecture MCQ/SEQ/

• Definition, Pneumonia on the patient &bedside SAQ/OSPE/
Etiological basis of its clinical • Perform clinical teaching Long case/
classification features and examination of short case
and risk factors presentation patient with
predisposing to relating to its pneumonia
pneumonia etiology and
• Pathophysiolog pathophysiology
y and • Advise relevant
progression of investigations
disease • Devise management
• Clinical plan
features and • Propose plan for
presentation of prevention and
disease follow up
• Clinical
evaluation and
Investigations
for diagnosis

MBBS Curriculum Final Year (2025) Page | 49

 • Assessment of
disease
severity-
CURB65
• List of
differential
diagnosis
• Management
of disease and
its
complications
• Antibiotic
therapy and
Supportive
treatment
• Pneumonias in
specific
populations:
Immunocompr
omised and
hospital
acquired
pneumonias
Lung Abscess • Provide • Take history of a Lecture & MCQ/SEQ/
pathophysiological patient bedside SAQ/OSPE/
basis of lung abscess • Perform clinical teaching Long case/
due to various examination of (Case short case
etiological factors. patient with lung presentation)
• Diagnose lung abscess /SDL
abscesss based on
clinical presentation
• Generate
differential
diagnosis based on
clinical assessment
of patient
• Suggest appropriate
lab investigations
including chest X
ray, sputum
examination and
hematological
studies.
• Devise plan for drug
therapy, drainage

MBBS Curriculum Final Year (2025) Page | 50

 and surgical
intervention for
management of lung
abscess.
Obstructive COPD • Provide • Take history of a Lecture & MCQ/SEQ/
airway pathophysiological patient bedside SAQ/OSPE/
diseases basis of COPD due • Perform clinical teaching Long case/
to various etiological examination of (Case short case
factors. patient with lung presentation)
• Diagnose lung abscess /SDL
abscesss based on
clinical presentation
• Generate
differential
diagnosis based on
clinical assessment
of patient
• Suggest appropriate
lab investigations
including chest X
ray, sputum
examination and
hematological
studies.
Respiratory Adult respiratory • Diagnose the • Take history of a Lecture MCQ/SEQ/
Emergencies distress syndrome. patient on the basis patient &bedside SAQ/OSPE/
Pulmonary of its clinical • Perform clinical teaching/SDL Long case/
thromboembolism/ features and examination of short case
Acute presentation patient with
corpulmonale. relating to its pneumonia
etiology and • Provide
pathophysiology emergency
• Advise relevant treatment
investigations •
• Devise management
plan
• Propose preventive
measures and follow
up
Respiratory Failure • Define diagnostic • Take history of a Lecture & MCQ/SEQ/
criteria of patient bedside SAQ/OSPE/
respiratory failure of • Perform clinical teaching Long case/
varied etiology. examination of (Case short case
• Differentiate patient with presentation)
between acute, respiratory failure /SDL/CBL

MBBS Curriculum Final Year (2025) Page | 51

 chronic, and
postoperative
respiratory failure
on the basis of
• pathophysiology
• Recognize the signs
and symptoms of
respiratory failure.
• Apply alveolar gas
equation to evaluate
respiratory failure.
• Recognize the
changes in blood
gases that
accompany
respiratory failure
and other
investigations
• Review major
treatment strategies
for respiratory
failure and their
monitoring.
Tumours Carcinoma Lung • Elaborate plan for • Take history of a Lecture and MCQ/SEQ/
• Etiology and diagnosis of patient bedside SAQ/OSPE/
risk factors for common types of • Perform clinical teaching Long case/
development lung cancers examination of short case
of ca lung • based on clinical patient with Ca
• Pathophysiolog presentations and lung
y and • Radiological
classification of appearance.
lung cancers • Describe the grading
• alternate and staging systems
treatment for lung Carcinomas
modalities like • Propose plan for
stenting and chemotherapy,
laser therapy surgical
interventions and
radiotherapy for
management of lung
carcinomas
• Suggest alternate
treatment
modalities like

MBBS Curriculum Final Year (2025) Page | 52

 stenting and laser
therapy
• Evaluate prognosis
and need for
palliative care and
Miscellaneous Pneumothorax: • Classify • Take history of a Lecture &
Causes/ Diagnosis/ pneumothorax patient bedside
Management based on etiological • Perform clinical teaching
factors examination of (Case
• Provide patient with presentation)
Pathophysiological • pneumothorax /SDL
basis of clinical
manifestations and
differential
diagnosis of
pneumothorax.
• Develop plan for
diagnosing and
• managing a patient
of pneumothorax,
including emergency
treatment
• Identify measures
for prevention of
recurrence
Bronchiectasis • Analyze the etiology • Take history of a Lecture & MCQ/SEQ/
and pathogenesis of patient bedside SAQ/OSPE/
bronchiectasis • Perform clinical teaching Long case/
• Diagnose examination of (Case short case
bronchiectasis patient with presentation)
based on clinical bronchiectasis /SDL
features radiological
and lab
investigations
• Generate
Differential
diagnosis of
bronchiectasis
• Develop plan for
diagnosing and
managing a patient
of bronchiectasis,
including drug
therapy, surgical

MBBS Curriculum Final Year (2025) Page | 53

 intervention and
physiotherapy
• Assess prognosis
required measures
for prevention
Pulmonary • Elaborate, • Take history of a Lecture & MCQ/SEQ/
Embolism epidemiology and patient bedside SAQ/OSPE/
risk factors and • Perform clinical teaching Long case/
preventive examination of (Case short case
measures for patient with presentation)
pulmonary pulmonary /SDL
embolism embolism
• Recognize the
clinical features and
presenting
symptoms of
pulmonary
embolism
• Evaluate various
modalities of
investigations for
diagnosis and
differential
diagnosis
• Develop plan for
pharmacological and
surgical
management of a
patient with
pulmonary
embolism
Pleural effusion • Apply basic concepts • Take history of a CBL & bedside
types & causes of important patient teaching
anatomic features • Perform clinical
and physiologic examination of
function of the patient with
visceral and parietal pleural effusion.
pleural membranes •
to explain
occurrence of
pleural effusions
• Differentiate
between
transudative and ex
udative effusions

MBBS Curriculum Final Year (2025) Page | 54

 based on etiology,
pathophysiology
and risk factors.
• Diagnose effusion
based on clinical
features and
investigations.
• Manage effusion
appropriate to the
underlying cause
Examination of Chest Auscultation • Justify Significance • Perform the Lecture and MCQ/SEQ/
Chest of chest correct procedure bed side SAQ/OSPE/
auscultation in for carrying out teaching Long case/
clinical examination chest auscultation short case
• Apply basic concepts • recognize normal
of anatomy and breath sounds
physiology of heart • identify
and lungs and Adventitious lung
related structures in sounds: Wheezes,
relation to Crackles, Squeak,
auscultation Pleural rub and
• Correlate biological Stridor.
changes of
the aging process to
the altered
physical findings
on chest
and lung examinatio
n
Investigations Chest X- ray • Identify anatomical • Appreciate the Lecture & MCQ/SEQ/
Arterial blood features of heart appearance of bedside SAQ/OSPE/
Gases and lungs on a chest pulmonary edema teaching Long case/
x-ray and the (Case short case
• interpret Arterial differences presentation)
Blood Gases findings between /SDL
• Learn the concept of cardiogenic and
atelectasis and the noncardiogenic
ability to recognize causes
it on a chest x-ray • Recognize
• justify reasons that atelectasis on a
make lung cancer chest x-ray
unresectable • Appreciate the
• difference findings
• of atelectasis and
pneumonia

MBBS Curriculum Final Year (2025) Page | 55

 • Recognize pleural
effusions and
pneumothorax
appear on CXR
• Recognize the
signs of COPD
• Recognize the
signs of a benign
pulmonary nodule
• Recognize the
signs of COPD
• Recognize the
signs of a benign
pulmonary nodule
Therapy Oxygen Therapy: • Differentiate CBL MCQ/SEQ/
Various means & between ventilation, SAQ/OSPE/
implications internal respiration, Long case/
and external short case
respiration.
• Identify the major
muscles of
respiration.
• Identify factors
affecting external
and internal
respiration.
• Define hypoxemia
and hypoxia.
• Identify the
indications dangers,
problems and
contraindications
for oxygen therapy
• elaborate
preventive
measures for injury
when working with
oxygen.
• Differentiate
between low flow
and high flow
oxygen delivery
systems.

MBBS Curriculum Final Year (2025) Page | 56

 • Identify different
oxygen delivery
devices.
• EValuate
physiological basis
of pulse oximetry,
its.
• indications and
limitations
Ventilator • Emphasize primary CBL MCQ/SEQ/
Techniques objective of airway SAQ/OSPE/
different modes maintenance Long case/
and terms used in • list the indications short case
mechanical for mechanical
ventilation such as ventilation(MV)
IPPV, PCV, PEEP, • Identify ventilation
CPAP, BIPAP, NIPPV strategies.
etc • alternative modes of
MV and the basic
principles of non-
invasive ventilation
 NEPHROLOGY, DIALYSIS & TRANSPLANT

Inflammatory Urinary tract • Diagnose the • Take history of a Lecture MCQ/SEQ/

Diseases infections patient on the basis patient &bedside SAQ/OSPE/
Glomerulonephritis of its clinical • Perform clinical teaching/SDL Long case/
Nephrotic features and examination of /CBL short case
syndrome presentation patient
Nephritic relating to its • Counsel the
syndrome etiology and patient with renal
Renal TB pathophysiology failure
• Advise relevant •
investigations
• Devise management
plan
• Propose preventive
measures and follow
up
Miscellaneous Renal artery • Diagnose the
stenosis patient on the basis
Renal tubular of its clinical
Acidosis features and
Nephrolithiasis presentation
relating to its

MBBS Curriculum Final Year (2025) Page | 57

 etiology and
pathophysiology
• Advise relevant
investigations
• Devise management
plan
• Propose preventive
measures and follow
up
Renal failure AKI (Acute renal • Diagnose the
failure) patient on the basis
CKD(Chronic renal of its clinical
failure) features and
presentation
relating to its
etiology and
pathophysiology
• Advise relevant
investigations
• Devise management
plan and follow up
Treatment Dialysis • List the different
causes requiring
dialysis
• Enumerate steps of
dialysis and its
preparation
Renal Transplant • List the different
causes requiring
renal transplant
 INFECTIONS
Diagnosis and Typhoid/ • Discuss the etiology • Take history of a Lecture & MCQ/SEQ/
management Paratyphoid and Enumerate the patient bedside SAQ/OSPE/
of common Fevers- Diagnosis Symptoms and signs • Perform clinical teaching Long case/
infectious and management of the disease examination short case
diseases Dengue • Elaborate Modes of • Establish diagnosis
Hemorrhagic Fever transmission and through a focused
– the causative history and
Diagnosis and organism physical exam
management • Identify Susceptible • Counsel the
Malaria- Diagnosis individuals patients about
and management • Diagnose various importance of
stages of disease hygiene and how
based on clinical and to prevent

MBBS Curriculum Final Year (2025) Page | 58

 characteristic contamination of
features. food and by
• Suggest Diagnostic limiting vector and
modalities and its breeding places
treatment options. •
• Propose prevention
options including
vaccination.
Septicemia Sepsis/ Septicemia • Define Sepsis • Take history of a Lecture & MCQ/SEQ/
Meningococcaemia • Classify sepsis patient bedside SAQ/OSPE/
– according to criteria • Perform clinical teaching Long case/
Diagnosis and • identify the organ examination of a (Case short case
management involved and stage patient with sepsis presentation)
of the disease based /SDL
on Clinical
Presentation
• Evaluate Diagnostic
modalities,
treatment options
and.
• complications of the
disease
• Propose drug
treatment of sepsis
and measures to
prevent its
progression
HIV/AIDS Acquired immune • Relate the etiology • Take history of a Lecture & MCQ/SEQ/
deficiency of AIDS to its patient bedside SAQ/OSPE/
syndrome Symptoms and signs • Perform clinical teaching Long case/
• identify the modes examination of a (Case short case
of transmission patient presentation)
• identify individuals /CBL/SDL
susceptible to the
disease
• Diagnose the
disease and its stage
on the basis of
clinical
presentation,
• and laboratory
findings
• Evaluate various
diagnostic

MBBS Curriculum Final Year (2025) Page | 59

 modalities and
treatment options.
*Common • Pneumococci • *Already taught in • Take history of a Lecture & MCQ/SEQ/
disease • Staphylococci. different modules patient bedside SAQ/OSPE/
syndromes • Streptococci. with respective • Perform clinical teaching Long case/
caused by • Hemophilis system examination of a (Case short case
different influenzae. patient presentation)
bacteria and • Shigella. /SDL
their drug • Gonococci.
therapy. • Pseudomonas.
• Cholera.
• Amoebiasis/Giard
iasis
 ONCOLOGY , DISEASES OF LYMPH NODES &BONE MARROW
White blood Lymphoma • Corelate • Take history of a Lecture & MCQ/SEQ/
cells tumours abnormalities in the patient bedside SAQ/OSPE/
immune system and • Perform clinical teaching Long case/
its processes to examination of a (Case short case
occurrence of patient with presentation)
lymphoma and its Lymphoma /SDL
associated clinical
presentation.
• Identify organs
associated with
Lymphoma.
• Delineate the
diagnostic criteria of
various stages on
time based
Characteristic
features.
• Propose diagnostic
modalities and
treatment options.
Bone marrow • Acute • Classify various • Take history of a Lecture & MCQ/SEQ/
tumors Leukemia forms of acute and patient bedside SAQ/OSPE/
• Chronic chronic Leukemia. • Perform clinical teaching Long case/
Leukemia • Differentiate examination of a (Case short case
between Symptoms patient with bone presentation)
and signs, and marrow tumors /SDL
characteristic
features of acute
and chronic
Leukemia

MBBS Curriculum Final Year (2025) Page | 60

 • Diagnose various
stages of leukemia
• Propose
appropriates
Investigations,
diagnostic
modalities and
treatment options.
Multiple Myeloma • Define the Lecture & MCQ/SEQ/
pathological basis of bedside SAQ/OSPE/
Multiple myeloma teaching Long case/
• Classify various (Case short case
stages based on presentation)
clinical presentation /SDL
• Justify the role of
laboratory
investigations and
various treatment
options
Myeloproliferative • Classify various Lecture & MCQ/SEQ/
Disorders forms of bedside SAQ/OSPE/
Myeloproliferative teaching Long case/
disorders based on (Case short case
Clinical presentation)
Presentation. /SDL
• Diagnoses various
stages of the
disease.
• Propose appropriate
Investigations
diagnostic
modalities and
treatment options.
 CRITICAL CARE & EMERGENCY*
 PHARMACOTHERAPEUTICS*

*Both modules XVIII and XIX are vertically integrated throughout the curriculum and taught as a part of each module
where required

MBBS Curriculum Final Year (2025) Page | 61

PROCEDURE
a) Perform:
1) Injection I/V, I/M, S/C, intradermal
2) Oxygen therapy
3) Urinary catheterisation – collection and samples of blood

b) Observe:
1) Observe I/V lines/Fluids/Blood/Blood products, direct, branula, cut down, CVP
2) N/G passing and feeding
3) Foley’s catheter/Red rubber catheter, IOP record maintenance
4) Endotracheal tube placement
5) Endotracheal suction/maintenance of airway/nursing on side etc.
6) Aspiration of fluids (Pleural, Pericardial, Peritoneal, Knee)
7) Lumbar puncture
8) O2 therapy
9) Nebulisation
10) ECG taking/reading basics
11) X-ray chest reading
12) Barium series
13) I/V urograms
14) Bone and joint X-ray reading for medical problems (Rheumatoid arthritis, Osteoarthritis, Collapse
vertebra, Caries spine, Multiple myeloma, Cervical rib etc.)
15) Preparing a patient for endoscopies, upper and lower GIT
16) Bone marrow aspiration/Terph
 Surgery & Allied

Page | 63
MBBS Curriculum Final Year Surgery - 2024
1. Preamble:
Surgery is an important part of the undergraduate curriculum and is taught throughout the five years
with increased emphasis in last two years. It focuses on building basics of surgical practice as much as
relevant for general practitioner and is built upon an understanding of anatomical structure and
functions and its clinical surgical relevance.
Aim is to provide state of the art educational programs in all areas of clinical surgery and in the biologic
basis of surgical illness with a special emphasis on research which will. Moreover, to provide the best
possible care to patients who require surgical services. contribute to the practical solutions and
theoretical structure of future surgical practice

2. Learning Outcome
At the end of final year, student will be able to:

a. Diagnose common Surgical problems, suggest and interpret appropriate investigation, rationalize
treatment plan and if appropriate, refer patient for specialist opinion/ management.
b. Suggest preventive measure for the common Public Health Problem in the community
c. Perform relevant procedures
d. Convey relevant information and explanations accurately to patients, families, colleagues and
other professionals
e. Understand medical ethics and its application pertaining to surgery and maintain the
confidentiality of the patient.
f. Adapt research findings appropriately to the individual patient situation or relevant patient
population

3. Teaching hours – Surgery

Sessions YEARS CONTACT HOURS
2019-2020 V 630
2020-2021 IV 210
2021-2022 III 165
2022-2023 II 50
2023-2024 I 50

4. Learning Opportunities
a. Teaching Ward Rounds
b. Case presentations
c. Case based Discussion
d. Short cases in OPD
e. Bedside Discussion
f. Small Group Discussion
g. Team-based learning
h. Workshops: Four workshops for clinical and procedural skills will be held during the rotation. In
addition, students will also attend a Basic Life Support (BLS) workshop (only attendance is required
to get marks)
i. Self-learning Activities
j. Skill Lab Activity
k. Observation of operations in OT

Page | 64
MBBS Curriculum Final Year Surgery - 2024
5. Venues for learning opportunities
a. Outpatient clinic
b. Emergency room
c. Inpatient ward
d. Tutorial room
e. Libraries including audio-visuals
f. Operation Theatres

6. Specific Learning Outcomes

Learning outcomes specific to the surgery course have been tabulated below in the table of
specification and matched with educational strategies.

7. Recommended Readings
a. Bailey & Love Short Practice of Surgery
b. Browse Introduction to the Symptoms & Signs of Surgical Disease
c. Apley's Concise System of orthopedics & Fractures

Page | 65
MBBS Curriculum Final Year Surgery - 2024
 Table of Specification (Themes/Topics/Learning outcomes/Educational Strategies/ Weightings )

SURGERY & ALLIED

At the end of each module, student will be able to:

Theme/Topic Course Content Learning Outcomes Instructional Assessment
Knowledge Skill/Attitude strategies Tools

Basic Principles of Surgery

Metabolic  Normal physiology, water o Describe the major fluid compartments of the Assess the volume of body Lecture/SDL MCQ/SEQ/SA
response to loss & intoxication body, the effect of osmolality fluid depletion, Q/ OSPE/Long
injury  Physiology of fluids and o Explain what may happen in common conditions case/ short
electrolytes (eg acute blood loss, dehydration, excessive fluid case
 Pathophysiology of fluids and replacement).
Administer fluids
electrolytes derangements o Recognize the different types of fluid used for
according to age and
 Acid base balance optimization, especially Hartmann’s, Normal
comorbids.
 ECF loss & Excess, 0.9% Saline and Dextrose.
Hyponatremia,
Hypernatremia,
Hypermagnesiumemia,
Hypomagnesiumemia Calculate the correct
o Clinical diagnosis
volume and rate of
o Lab diagnosis
administration
 Management
 Fluid loss reference to:
 diarrhea and vomiting
 immobile / debilitated Monitor the progression
 elderly patients with of fluid optimization
reduced renal function
 drugs that lower renal fluid
exchange functions

Page | 66
MBBS Curriculum Final Year Surgery - 2024
  low BMI patients
Nutrition List the physiological effects of protein–calorie Identify patients in need Lecture/SDL MCQ/SEQ/SA
malnutrition. of nutritional Q/ OSPE/Long
 Enteral feeding (Oral,
optimization. case/ short
gastrostomy, jejunotomy)  Identify the different types of nutritional
case
Different modes of enteral support – oral, nasogastric, gastro/jejunotomy
feeding and parenteral.
 Describe what total parenteral nutrition (TPN)
Its Advantages and entails, its associated risks, and
Complications the additional and parameters of care for
 Parenteral nutrition and its these patients.
complications
 Malnutrition in surgical
patients
 Definition
 Assessment
 Lab diagnosis
 Correction of malnutrition
especially pertaining to BMI,
serum albumin, frailty or triceps
skin fold thickness.

Perioperative Pre – operative optimization of  Rationalize routine intravenous fluid  Counsel the patient Lecture/SDL MCQ/SEQ/SA
Care surgical patients with systemic replacement in surgical patients about the prognosis of Q/ OSPE/Long
diseases  Identify the commonly prescribed intravenous the disease case/ short
fluids.  Manage post – op case
 Types of medical diseases  Optimize management of co morbid. complications
 Assessment of patients  Describe important complications of common
 Subject specialist operations
consultation (Importance)
 Optimization
 Assessment of risk of surgery

Page | 67
MBBS Curriculum Final Year Surgery - 2024
 Post- operative care Lecture MCQ/SEQ/SA
Q/ OSPE/Long
 Daily assessment of patient /CBL/SDL
case/ short
 Day to day patient care
case
 Recognition of potential
complications
 Diagnosis of complications
 Management of post – op
complications
 Rehabilitation
Shock & Blood Shock/Classification  Discuss the protocols of blood transfusion  Clinically assess Lecture MCQ/SEQ/SA
transfusion  Elaborate principles of blood transfusion of a hypovolemia Q/ OSPE/Long
Hypovolemic Shock surgical patient  Identify patients in /CBL/SDL
case/ short
Hemorrhage need of fluid case
optimization/blood
Blood transfusion transfusion

Wound, healing  Wound classification,  Describe the process and stages of wound  Identify wound bed Lecture/SDL MCQ/SEQ/SA
and tissue repair Mechanism of healing healing. tissue types. Q/ OSPE/Long
 Factors affecting wound  State primary, secondary and tertiary wound  Describe the skin case/ short
healing healing. surrounding the case
 Complications of wound  Justify the reasons for conducting a wound wound reference to
 Hypertrophic scars, keloid assessment. underlying disease
 Summarize pressure ulcer classification. and the effectiveness
 State the need to assess pain in wound care. of current treatment.
 Explain extrinsic and intrinsic factors which  Measure a wound.
impact on wound healing eg nutrition.
 State the basic principles of wound dressing.
 Identify patients at risk of pressure sore
development

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Surgical Bacteremia, Septicemia, Pyemia,  Define the following terms: systemic  Take proper history of CBL/SDL MCQ/SEQ/SA
infections SIRS, Sepsis, MOFS Severe Sepsis inflammatory response syndrome (SIRS), sepsis, patient with sepsis Q/ OSPE/Long
& Septic shock. severe sepsis, septic shock, MOFS and acute  Perform clinical case/ short
respiratory distress syndrome(ARDS). examination of case
 Definitions  Differentiate between SIRS, sepsis, severe patient with sepsis
 Pathophysiology sepsis and septic shock on the basis of signs,  Determine
 Diagnosis symptoms, vital signs, hemodynamic measures appropriate fluid
 Investigations and laboratory tests resuscitation for
 Management principles  Explain the seriousness of sepsis sepsis with colloids or
 Describe the microbiological causes of sepsis. crystalloids.
 Describe the pathophysiology and mechanism  Recommend an
of sepsis. appropriate antibiotic
Sepsis 6 (BUFALO)  Prioritize for treatment of sepsis. regimen for treatment
recommendations within the first  Explain the role of vasoactive agents in of sepsis based on
hour to reduce mortality supporting the physiological function of a patient characteristics
patient with sepsis. and site of primary
 B – blood cultures  Select appropriate agent, given details of a infection.
 U – urine output patient’s condition.  Carry out Sepsis 6
 F – fluid  Develop an appropriate monitoring program (BUFALO)
 A – antibiotics for patients with sepsis. recommendations
 L -lactate (and hemoglobin)  List the principles of diagnosis and within the first hour to
 O – oxygen management of sepsis. reduce mortality
 State when to involve the infection control  Prescribe antibiotic
team. following local
State when to take appropriate microbiological guidelines/protocols
specimens.
Skin & Subcutaneous tissue
Skin swellings Cyst, Dermoid, Papilloma,  Classify lumps in skin & subcutaneous tissue  Take proper history of Lecture/ MCQ/SEQ/SA
and lumps Fibroma, Bursae, ganglion,  Differentiate between benign and malignant patient presenting Q/ OSPE/Long
with skin swelling CBL/SDL
Neurofibroma, Schwannoma and tumors case/ short
Basal Cell Carcinoma  List the principles of diagnosis and  Perform clinical case
management of lumps in skin & subcutaneous examination of

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  Classification tissue. patient presenting
 Clinical features with skin swelling
 Diagnosis
 Management
Sinuses and  Classification  List the principles of diagnosis and  Take proper history of Lecture MCQ/SEQ/SA
fistulas  Causes management of sinuses and fistula on the basis patient presenting Q/ OSPE/Long
/CBL/SDL
 Clinical features of its etiology. with sinuses and case/ short
 Diagnosis fistula case
 Management principles  Perform clinical
examination of
patient presenting
with sinuses and
fistula
Burn  Types of burns  Apply basic concepts of burn injury and Assess the appearance of Lecture& MCQ/SEQ/SA
 Pathophysiology pathophysiology to the evaluation, the burn wound in bedside Q/ OSPE/Long
 Complications resuscitation, clinical management and relation to its depth, teaching/SDL case/ short
 Acute management rehabilitation of the burned patient. bacteriologic condition, case
 Reconstruction  Evaluate a burned patient healing potential and
 Develop an initial treatment plan for requirement for
stabilization and fluid replacement using basic intervention.
principles of burn management.
Ulcer  Definition of ulcers  List the principles of diagnosis and  Take proper history of Lecture MCQ/SEQ/SA
Classification  Classification of ulcers management of ulcers on the basis of its patient presenting Q/ OSPE/Long
/CBL/SDL
and  Pathophysiology of ulcers pathophysiology. with ulcer case/ short
Management  Definitive diagnosis  Perform clinical case
 Treatment plan examination of
patient presenting
with ulcer
Trauma

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Trauma and  Types of trauma  Describe the physiological response to injury.  Take proper history of Primary lectures/clinic
tissue response  SIRS  State the principles of surgical treatment in a patient presenting trauma care al training
 Pathophysiology multi-injured patient. with trauma (AMPLE) course
 Immediate management  Assess priorities during all phases of  Perform clinical
 Definitive management management following ATLS principles. examination of (PTCC) /SDL
 Complications  Justify the importance of re-assessment of the patient presenting
 Rapid primary survey, patient with regards to earlier interventions. with trauma
concurrent resuscitation,  Emphasize the significance of a patient with  Provide emergency
secondary survey, continued polytrauma. care with the patient
re-evaluation and  Discuss issue of missed injuries, management of poly-trauma as per
monitoring, investigation and and documentation. ABCDE protocol
definitive care.  Differentiate between primary and secondary
survey.
 Define triage and its importance.
 State the importance of analgesia in the
management of these patients.
 Differentiate between blunt, penetrating,
crush, blast injuries on the basis of mechanisms
of trauma
 List the interventions that may be required for
head injury.
 Explain the importance of nerve or vessel injury
in trauma.
 Elaborate the importance of a continuum of
care for the injured patient by a
multidisciplinary team
 Explain the importance of the ATLS strategy
and systematic approach.
 Explain the role of radiological investigations
(eg CT scanning) and interventions.
 Identify the role of investigation and treatment
dependent on the hemodynamic status of the

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 patient.
Trauma to Chest Trauma  Differentiate between different types of chest  Take proper history of CBL & Bedside MCQ/SEQ/SA
regions injuries based on mechanism of patient presenting teaching Q/ OSPE/Long
Broken ribs pathophysiology findings, and management. with chest trauma. case/ short
 Perform clinical PTCC/SDL
Pneumothorax case
examination of
patient presenting
with chest trauma.
Abdominal Injury  Elaborate upon abdominal/ genitourinary  Take proper history of CPC/
injuries reference to causes, signs, symptoms patient presenting PTCC/SDL
diagnosis, management predisposing factor, with abdominal/
complications and preventions genitourinary injury
 Discuss various causes of abdominal injury/  Perform clinical
Genitourinary Trauma genitourinary trauma examination of
 Enumerate the most susceptible visceral organs patient presenting
in Abdominal Injury/ genitourinary trauma with abdominal
injury/ genitourinary
trauma
Radiological Investigations and Diagnosis
Conventional X-ray Chest  Demonstrate knowledge, clinical and technical Differentiate between Lecture/CBLs/ MCQ/SEQ/SA
Radiology skills and decision-making capabilities with normal and pathological SDL Q/ OSPE/Long
Normal and different respect to diagnostic imaging pertinent to the findings on CXRay case/ short
Advanced pathological conditions like practice of General Surgery case
techniques pleural effusion, Pneumothorax,  State the basic principles of radiation
Bronchitis, cardiomegaly, Mitral protection and law in relation to use of ionizing
valve disease, left to right shunts, radiation
differentiating pulmonary arterial  Justify use of relevant imaging techniques in
from pulmonary venous various clinical scenarios reference to
hypertension. advantages and disadvantages.

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 X-Ray Abdomen Differentiate between Lecture/CBLs/ MCQ/SEQ/SA
normal and different SDL Q/ OSPE/Long
free air under the diaphragm.
pathological conditions on case/ short
Intestinal obstruction.
X Ray Abdomen case
Barium studies: barium swallow,
meal, follow through, enema.

Normal gut pattern on plain film

and barium studies

Genito Urinary Tract  Differentiate between Lecture/CBLs/ MCQ/SEQ/SA

normal and different SDL Q/ OSPE/Long
IVU technique, Different phases pathological conditions case/ short
of IVU. Interpretation of normal as renal calculi, bladder case
IVU. Basic pathologies as calculi
obstructive uropathy  Interpret IVU
 Interpret
Hysterosalpingography:
Hysterosalpingography
technique Normal uterus and
fallopian tubes, Abnormal tubes
as tubal blockage.

Skull X Ray  Differentiate between Lecture/CBLs/ MCQ/SEQ/SA

normal and abnormal SDL Q/ OSPE/Long
Skull lesions as lytic and case/ short
sclerotic Calcifications case
 Identify Pituitary fossa
Spine X-Ray Identify X Ray projections Lecture/CBLs/ MCQ/SEQ/SA
of spine. Plain X Ray SDL Q/ OSPE/Long
Imaging modalities, X Ray
anatomy of spine case/ short
projections of spine. Plain X Ray
case
anatomy of spine

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 Bones Differentiate between Lecture/CBLs/ MCQ/SEQ/SA
normal and different SDL Q/ OSPE/Long
Modalities for bone imaging
pathological conditions as case/ short
Projections. Plain x rays of bones
rickets, fractures, case
for pathologies as rickets,
neoplastic lesions and
fractures, neoplastic lesions and
how to describe them.
how to describe them. Lytic and
Lytic and sclerotic lesions.
sclerotic lesions.

CT scan & MRI  Compare the benefits and limitations of Lecture/CBLs/

different radiologic modalities including CT and SDL
MRI
 List risks associated with radiation exposure
 Describe the impact of patient age on radiation
sensitivity
 Compare the relative radiation dose delivered
by different imaging modalities
 Discuss the potential complications of
intravenous contrast administration for CT and
MR exams and identify predisposing risk factors
Paediatric Surgery
Congenital  Cleft Lip & palate  Relate embryological formation of face/ lip and  Take history of a patient Lecture/SDL MCQ/SEQ/SA
Deformities  Reconstructive Surgery palate to congenital anomalies with Cleft Lip & Q/ OSPE/Long
 Detail signs, symptoms, treatment options, palate/CTEV case/ short
complications and management of Cleft Lip &  Perform clinical case
palate examination of a
 CTEV  Relate embryological formation of hip joint, patient with Cleft Lip &
 Dysplasia of hip joint foot and palate to congenital anomalies palate/DTEV/ Dysplasia
 Detail signs, symptoms, treatment options, of hip joint
complications and management of CTEV and
Dysplasia of hip joint

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Congenital Hydrocephalus & Meningocoele  Describe the common symptoms, signs and  Take history of a patient Lecture/SDL MCQ/SEQ/SA
anomalies- management of hydrocephalus and with Hydrocephalus & Q/ OSPE/Long
Skull/Meninges meningocele. Meningocele case/ short
 Perform clinical case
examination of a
patient with
Hydrocephalus &
Meningocele
Congenital  Esophageal atresia  Correlate the embryological origin of upper GI  Take history of a patient Lecture & MCQ/SEQ/SA
anomalies- pyloric stenosis, tract with Pathophysiology of Esophageal with esophageal atresia bedside Q/ OSPE/Long
upper GI Hirschsprung’s Disease atresia, pyloric stenosis, Hirschsprung’s Disease Perform clinical teaching/SDL case/ short
 Differentiate between the Clinical presentation examination of a case
 Biliary Atresia of Esophageal atresia, pyloric stenosis, patient with esophageal
Hirschsprung’s Disease, biliary atresia atresia
 Propose diagnostic investigations and
treatment options in Esophageal atresia, pyloric
stenosis, Hirschsprung’s Disease, biliary atresia
 Develop management plan for Complications
Esophageal atresia, pyloric stenosis,
Hirschsprung’s Disease
Congenital  Neonatal intestinal obstruction  Correlate defects in embryologic developments  Take history of a patient CBL& bedside MCQ/SEQ/SA
anomalies-  Meconium ileus intestinal to the causes, types and clinical features, with neonatal intestinal teaching/SDL Q/ OSPE/Long
lower GI atresia intussusceptions radiological findings of neonatal intestinal obstruction case/ short
obstruction.  Perform clinical case
 illustrate the contribution of different imaging examination of a
modalities in diagnosis of neonatal intestinal patient with neonatal
obstruction. intestinal obstruction
 Develop an approach to the management of
neonatal obstruction involving clinical and
imaging data.
 Identify the surgical intervention and post-
surgical complications for neonatal intestinal
obstruction.

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 Imperforate anus  identify embryological defect that leads to  Take history of a patient CBL& bedside MCQ/SEQ/SA
imperforate anus. with anal malformations teaching/SDL Q/ OSPE/Long
 Demonstrate approach to diagnosis of  Perform clinical case/ short
imperforate anus. examination of a case
 Develop a treatment plan for Imperforate anus patient with anal
based on diagnostic classification and clinical malformations
presentation.  Educate patient\adults
about feeding newborns
and children with GIT
problems
Congenital  Undescended testis  Correlate defects in the embryological origin of  Take history of a patient Lecture & MCQ/SEQ/SA
anomalies-  Hypospadias testes to classification of Undescended testis with Undescended bedside Q/ OSPE/Long
Urogenital and its clinical presentation. testis/hypospadias teaching/SDL case/ short
system  Suggest Diagnostic investigations and  Perform clinical case
treatment options of Undescended testis examination of a
 Elaborate management plan for possible patient with
complications of Undescended testis Undescended
testis/hypospadias.
Orthopedic Surgery
Injuries of Upper Injuries of shoulder and arm  Identify anatomical features of bones and joints  Take history of a patient Lecture & MCQ/SEQ/SA
limb of upper and lower limbs with fracture bedside Q/ OSPE/Long
Injuries of forearm and hand
 State the general principles of fracture  Perform clinical teaching case/ short
management. examination of a /PTCC/SDL case
 Classify different types of fractures. patient with fracture
 State radiological principles in fracture
diagnosis.
Injuries of Lower Injuries of pelvis and femur Lecture/ MCQ/SEQ/SA
 List complications from fractures.
limb PTCC/SDL Q/ OSPE/Long
Fracture Neck of Femur  Describe the basic surgical management of
case/ short
fractures, including femoral neck fractures.
Injuries below knee joint case

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Open Fracture Open Fracture Justify the management of open fractures and soft-  Take history of a patient Lecture/ MCQ/SEQ/SA
tissue injury through surgery with open fracture PTCC/SDL Q/ OSPE/Long
 Perform clinical case/ short
examination of a case
patient with open
fracture
Fractures Supracondylar Fracture in  Describe the cellular process of fracture  Take history of a patient Lecture/ MCQ/SEQ/SA
without children healing. with fracture PTCC/SDL Q/ OSPE/Long
 State the principles of general management of  Perform clinical case/ short
Displacement a fracture. examination of a case
Stress fractures  Differentiate the differences between different patient with fracture
types of displaced fractures
 Summarize the concept of ‘stability’ of a
fracture
 Describe the soft tissue component of a
fracture
 Identify risk factors for fractures
 Classify fractures using different methods
including Garland classification
 Identify the clinical features requiring
emergency management
 Suggest appropriate investigations
 Elaborate principles of management through
open and closed reduction including follow up
plan
 List potential complications associated with
supracondylar fracture
Joints- Dislocation of Joints  Describe the management of a dislocated joint  Take history of a patient Lecture/ PTCC MCQ/SEQ/SA
Abnormalities with dislocated joint Q/ OSPE/Long
 Perform clinical case/ short
examination of a case

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 patient with dislocated
joint
Infections – Osteomyelitis  Classify pathophysiology signs & symptoms,  Take history of a patient Lecture/ MCQ/SEQ/SA
medical and surgical types of infections of with Osteomyelitis CPC/SDL Q/ OSPE/Long
bone & joint Pathophysiology. Signs and bones and soft joint tissues of Osteomyelitis  Perform clinical case/ short
/Soft tissue symptoms.  Discuss the clinical presentation of examination of a case
Medical treatment osteomyelitis patient with
 List the diagnostic and treatment modalities for Osteomyelitis
Surgical treatment osteomyelitis.

Tumors Bone tumours  classify benign and malignant tumors and soft  Take history of a patient Lecture/SDL MCQ/SEQ/SA
tissue sarcomas with bone tumours Q/ OSPE/Long
 Choose best diagnostic strategies for  Perform clinical case/ short
appropriate treatment. examination of a case
 Elaborate the surgical interventions for bone patient with bone
tumors and soft tissue sarcomas. tumours
Spine Surgery
Backache Acute Lumbago  Relate functional anatomy to mechanisms for  Take history of a patient CBL/SDL MCQ/SEQ/SA
pain production. with backache Q/ OSPE/Long
 Differentiate between different types of low  Perform clinical case/ short
Patient’s medical work up, back pain based on signs and symptoms examination of a case
referral and physical therapy  Develop management plan for a patient with a patient with backache
evaluation Lower back pain.  Offer recommendations
 Justify physical therapy as management option. for prophylaxis to
Degenerative Spine Disease  Describe the pathogenesis and natural history patients in acute LBP Lecture/SDL MCQ/SEQ/SA
of degenerative disease of spine. and when in periods of Q/ OSPE/Long
 Select appropriate diagnostic tools to interpret recovery. case/ short
the results  Educate patient about case
 Identify the patient problems using appropriate compliance &
clinical examination and radiological studies. importance of physical
 Apply evidence based decision making for the therapy.
management of the patient.

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  Manage post injury and post-operative
complications
TB spine  Describe the etiology, epidemiology and Lecture/SDL MCQ/SEQ/SA
pathophysiology of inflammatory infectious Q/ OSPE/Long
conditions of the spinal column. case/ short
 Suggest appropriate investigations and case
laboratory work up to establish case based
differential diagnosis.
 Formulate appropriate evidence based medical
and surgical management strategies for
inflammatory and infectious disorders of the
spinal column, including indication and
techniques for urgent surgical intervention.
 Describe spinal TB its causes, pathophysiology,
investigations and treatment options
Spinal Tumour  Differentiate between various types of spinal Lecture/SDL MCQ/SEQ/SA
tumors. Q/ OSPE/Long
 Assess the patient clinically for accurate case/ short
treatment and about Post-surgical case
complications.
Neurosurgery
Tumours brain SOL Brain & Brain Tumour  State relative incidence and location of the  Take history of a patient Lecture/CBC/S MCQ/SEQ/SA
major types of primary and secondary brain with brain tumours DL Q/ OSPE/Long
tumors and space occupying lesions  Perform clinical case/ short
Brain tumors in the following  Differentiate between clinical presentations of examination of a case
locations: Cerebellum, Brainstem brain tumors based on their locations: patient with brain
Cerebellum, Brainstem and Pituitary etc. tumours
and Pituitary etc.
 Describe the surgical indications for the most
common benign and malignant tumors and also
space occupying lesions of brain.
Brain abscess

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  List the major differences between the
diagnosis and management of brain tumors and
abscesses.
Injuries Head Injury  List the interventions that may be required for  Take history of a patient Lecture& MCQ/SEQ/SA
head injury. with head injury bedside Q/ OSPE/Long
 Explain the importance of nerve or vessel  Perform clinical teaching/SDL case/ short
injury in trauma. examination of a case
 Correlate types of head injury to their patient with injury
pathophysiology.
 Review the GLASSGOW COMA SCALE
 Recognize signs in neurologically deteriorating
patient.
 Demonstrate the ABCDE approach and its
relation to the avoidance of secondary
neurological damage after head injury.
 Discuss the surgical treatment and
Hydrocephalus complications
Peripheral Nerve Injuries  Differentiate between compression and  Perform examination of Lecture& MCQ/SEQ/SA
Myelo- laceration in nerve injury on the basis of peripheral nerves bedside Q/ OSPE/Long
meningocele pathology presentation  Take history of a patient teaching/SDL case/ short
Vascular  Identify historical and current concepts of with backache case
sensibility retraining in nerve injury. Identify  Perform clinical
anomalies
common nerve palsies, rehabilitation phases, examination of a
treatment approaches and associated patient with backache
problems.
 Discuss common nerve compression
syndromes, anatomical features, provocative
tests, differential diagnosis and therapeutic
interventions
Vascular Surgery
Ischaemia Acute limb Ischaemia  Identify clinical manifestations and etiology of  Take history of a patient Lecture/SDL MCQ/SEQ/SA
acute limb ischemia with ischaemia Q/ OSPE/Long

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  Relate the major risk factors to the etiology  Perform clinical case/ short
and pathophysiology of acute limb ischemia. examination of a case
 Elaborate differential diagnosis of acute limb patient with ischemia
ischemia.
 Suggest appropriate investigations to make
the diagnosis.
 Discuss the medical and surgical management
of acute limb ischemia.
 Plan appropriate nursing care for the patient
of acute limb ischemia.
Chronic limb ischemia & DVT  List risk factors for the development of a Deep  Take history of a patient Lecture & MCQ/SEQ/SA
Vein Thrombosis (DVT)/chronic limb ischemia. with ischaemia and with bedside Q/ OSPE/Long
including but not limited to spiral  Recognize the signs and symptoms of DVT and swelling of one leg teaching/SDL case/ short
CT, V/Q, lower extremity chronic limb ischemia.  Perform clinical case
Doppler’s, D-dimer.  Generate a prioritized differential diagnosis of examination of a
DVT/based on specific physical findings using patient with swelling of
including appropriate use and
pre-test probability tools one leg
monitoring of heparin and
 Justify utility of various diagnostic tests based
warfarin.
on their interpretation
 Develop an appropriate management plan for
DVT/CLI.
 Develop prophylaxis plan of deep vein
thrombosis prophylaxis where indicated.
Peripheral Varicose Veins  Elaborate clinical presentation, etiology and  Take history of a patient CBL & Bedside MCQ/SEQ/SA
Vascular Disease pathophysiology of varicose veins. with varicose veins teaching/SDL Q/ OSPE/Long
 Suggest differential diagnosis based on  Perform clinical case/ short
assessment of patient. examination of a case
 Classify varicose veins. patient with varicose
 Rule out the diagnosis of DVT using veins
appropriate investigations.
 Suggest conservative or surgical management
of varicose veins where indicated.

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 Surgical Complications of DM  Elaborate significance of Baseline glycemic  Counsel a diabetic CBL & Bedside MCQ/SEQ/SA
control required for surgical procedure patient about foot care teaching/SDL Q/ OSPE/Long
 Discuss the complications of DM in Surgical  assess the severity of case/ short
Diabetic foot ulcer in terms of Patient Diabetic foot ulcer case
wound infection, associated soft  Identify the Signs and Symptoms of  Suggest antibiotic and
tissue, or bone involvement, along uncontrolled DM in patients local treatment for
with the systemic features of  Develop pre-op, and post-op management simple ulcers.
plan for a diabetic patient.  Suggest newer and
sepsis
advanced modalities
used for management
of diabetic foot ulcers
Gangrene  Differentiate between dry and wet gangrene  Take history of a patient CBL & Bedside MCQ/SEQ/SA
 List the principles of diagnosis and its with gangrene teaching/SDL Q/ OSPE/Long
 Definition management  Perform clinical case/ short
 Types examination of a case
 Pathophysiology patient with gangrene
 Clinical features
 Diagnosis
 Management principles
Thoracic Surgery
Infection Empyema Thoracic  differentiate between types of para  Take history of a patient Lecture & MCQ/SEQ/SA
pneumonic abscess on the basis of etiology. with empyema thoracic bedside Q/ OSPE/Long
 Generate differential diagnosis of empyema  Perform clinical teaching/SDL case/ short
thoracic examination of a case
 Understand the role of radiographic, patient with empyema
endoscopic and laboratory evaluation in the thoracic
diagnosis
 Devise a proper management plan including
pharmacotherapy and need for surgical
intervention
 Discuss the complications of disease and of
surgical procedures for empyema thoracic

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  Propose postoperative follow up plan for the
patient
SOLs – Mediastinal masses  Generate differential diagnosis of mediastinal  Take history of a patient CBL/SDL MCQ/SEQ/SA
Mediastinum mass based on signs and symptoms with mediastinal masses Q/ OSPE/Long
 Devise a management plan for the treatment  Perform clinical case/ short
and diagnosis of mediastinal mass. examination of a case
patient with mediastinal
masses
 Counsel the patient
about the prognosis and
follow up.
Oesophagus Dysphagia  Identify factors in the patient history that are  Take history of a patient CBL/SDL MCQ/SEQ/SA
useful in diagnosing the etiology of dysphagia. with dysphagia Q/ OSPE/Long
 List symptoms that suggest oropharyngeal  Perform clinical case/ short
theoretical and practical dysfunction. examination of a case
components of dysphagia  List valuable tests in the diagnostic evaluation patient with dysphagia
management impacting of dysphagia.
 Specify diagnostic tools for dysphagia
prevention, compensation, and
 Describe the
rehabilitation
 Suggest common food and liquid modification
practices in dysphagia management.
 Apply basic concepts to propose management
for dysphagia
 Explain the intended application/benefit for
various swallowing maneuvers and postural
adjustments employed in traditional
dysphagia management.
 Demonstrate understanding of basic exercise
principles as applied to dysphagia
management.

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 Ca Oesophagus  Relate cause, risk factors to pathophysiology  Take history of a patient Lecture & MCQ/SEQ/SA
of Ca Oesophagus. with ca esophagus bedside Q/ OSPE/Long
 Classify ca esophagus using TNM classification  Perform clinical teaching/SDL case/ short
 Understand the role of grading and staging in examination of a case
assessment of patient patient with ca
 Discuss the role of medical history, clinical esophagus
evaluation, radiographic procedures,  Counsel the patient
endoscopic and laboratory evaluation in the about the poor
diagnosis prognosis of the
 Formulate a proper management plan for diseases
patient based on stage and grade of cancer 
 Describe the various treatment options for
patients with esophageal cancer, including
pre- and post-operative chemo radiation.
Oesophageal motility disorders  Relate abnormalities of anatomy and  Take history of a patient Lecture/SDL MCQ/SEQ/SA
physiology of esophagus to etiology and types with motility disorders Q/ OSPE/Long
of motility disorders  Perform clinical case/ short
 generate differential diagnosis of motility examination of a case
disorders based on signs and symptoms. patient with motility
 Propose diagnostic and management plan of disorders
patient using conventional and newer
treatment modalities
Tumors lungs Ca Lung  identify the causes and risk factors for lung  Take history of a patient Lecture & MCQ/SEQ/SA
cancer with Ca lung bedside Q/ OSPE/Long
 Advocate measures and guidelines to decrease  Perform clinical teaching/SDL case/ short
Modalities of treatment including risk for developing lung cancer and its examination of a case
radiotherapy, chemotherapy, screening patient with Ca lung
surgical and neo adjuvant therapy  Discuss the prognostic factors of Ca lung.
 Classify tumors based on types, staging and
grading
 justify the role of radiographic, endoscopic and
laboratory evaluation in the diagnosis

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  Formulate a management plan using various
modalities.
 Discuss the complications of disease and its
treatment
Anesthesia
General General Anaesthesia  Differentiate between different techniques of Monitor the patient under Lecture/ MCQ/SEQ/SA
Anaesthesia anesthesia and airway maintenance general anesthesia Q/ OSPE/Long
Demo/SDL
 Elaborate the methods of providing pain relief case/ short
 Devise a plan for management of chronic pain case
and pain from malignant disease
Regional & Regional & Spinal Anaesthesia  Discuss the local and regional anesthesia Monitor the patient under Lecture/ MCQ/SEQ/SA
Spinal techniques regional/spinal anesthesia Q/ OSPE/Long
Demo/SDL
Anaesthesia  List the various techniques for regional case/ short
anesthesia administration case
 Choose appropriate type of anesthesia for
various surgical procedures
 Discuss the pre-anesthesia workup required
for regional/spinal anesthesia
 list the complications resulting from
regional/spinal anesthesia
Pain Relief Pain Relief in benign and  Relate different types of pain to its  Take history of a patient Lecture/ MCQ/SEQ/SA
malignant diseases pathophysiology. with pain Q/ OSPE/Long
 Outline various methods for pain relief in  Perform clinical Demo/SDL
case/ short
benign and malignant diseases examination of a case
 Discuss the various methods used for pain patient with pain
relief in different diseases  Counsel the patient
with pain

Head & neck

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Disorders of Infections, obstruction, benign  Recognize the clinical features of infections of  Take history of a patient Lecture/SDL MCQ/SEQ/SA
salivary glands and malignant neoplasms of the the salivary glands. with swelling on sites of Q/ OSPE/Long
salivary glands.  List the relevant information to be elicited salivary glands case/ short
during history taking from patients with  Perform clinical case
salivary gland disorders. examination of a
 differentiate on clinical grounds between patient with swelling
infection, obstruction, benign and malignant relevant to salivary
neoplasms of the salivary glands. gland
 Suggest relevant investigations to help in the
diagnosis of salivary gland disorders.
 Evaluate the results of the investigations
done for disorders of the salivary glands.
 Describe treatment procedures and their
indications and potential complications of
treatment procedures.
Mass neck Evaluation of mass neck  Devise a systematic plan to evaluate a patient  Take history of a patient CPC/SDL MCQ/SEQ/SA
with a neck mass with a neck mass Q/ OSPE/Long
neoplastic, inflammatory,
 Classify neck masses, according to etiology  Perform clinical case/ short
congenital  Diagnose neck mass based on history, clinical examination of a case
examination basic laboratory tests and patient with a neck
radiologic examinations. mass
 Suggest special examinations of the
nasopharynx and larynx where required
 Develop an appropriate differential diagnosis
and provisional diagnosis
 Justify the role of surgery for adult neck mass
Breast and Endocrine

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Breast Lump Benign Breast Disease  Classify Benign Breast Disease  Take history of a patient Lecture & MCQ/SEQ/SA
 Diagnose Benign breast disease based on with breast lump bedside Q/ OSPE/Long
history and clinical presentation  Perform clinical teaching case/ short
 Enumerate the Diagnostic investigations of examination of a case
Benign Breast Diseases patient with breast /CBL/SDL
 Design management plan for Benign Breast lump
Disease and its complication  Counsel the patient
about the importance of
Ca Breast  Suggest management plan for Ca breast and completion of
its complications applying basic concepts of treatment
anatomy and lymphatic drainage of the area.
 Diagnose Ca Breast based on signs and
symptoms and investigations
Thyroid swelling Simple Goitre  Corelate the clinical presentation of simple  Take history of a patient Lecture & MCQ/SEQ/SA
and toxic goiter to anatomical and with neck /thyroid bedside Q/ OSPE/Long
Toxic Goitre/ physiological basis of thyroid gland swelling teaching/SDL case/ short
Thyrotoxicosis  Suggest the diagnostic investigations needed  Perform clinical case
to rule out other thyroid conditions examination of a
 Enumerate the Treatment options for goiter patient with neck
 Propose management plan for goitre and its /thyroid swelling
complications.  Counsel the patient
Ca Thyroid  Diagnose Ca thyroid based on clinical about the progression Lecture/CBL/S MCQ/SEQ/SA
presentation and investigations of disease DL Q/ OSPE/Long
 Classify Ca Thyroid case/ short
 List tumor markers for Ca Thyroid case
 Develop management plan for Ca Thyroid and
its Complications
Parathyroid Disorders of Parathyroid glands  Diagnose disorders of parathyroid based on  Take history of a patient Lecture/CBL/S MCQ/SEQ/SA
glands clinical presentation and investigations  Perform clinical DL Q/ OSPE/Long
 Develop management plan examination of a case/ short
patient case

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Adrenal glands Disorders of Adrenal glands  Diagnose disorders of adrenal glands based on  Take history of a patient Lecture/CBL/S MCQ/SEQ/SA
clinical presentation and investigations  Perform clinical DL Q/ OSPE/Long
 Develop management plan examination of a case/ short
patient case

Abdomen
Acute Abdomen  Acute intestinal obstruction  Describe the symptoms, signs, and  Take history of a patient Lecture/CBL & MCQ/SEQ/SA
 Acute peritonitis differential diagnosis for patients presenting with acute abdomen bedside Q/ OSPE/Long
 Acute Appendicitis with an acute abdomen.  Perform clinical teaching/SDL case/ short
 Acute Cholecystitis  Discuss the investigations and management
examination of a case
 Intestinal perforation patient with acute
of patients with acute abdominal pain
 Abdominal aortic aneurysm abdomen
 Choose the appropriate imaging in the
 Acute Diverticulitis.
 Duodenal ulcer perforation investigation of acute abdominal pain
 Generate differential diagnoses for small
bowel obstruction.
Radiological diagnosis
 Summarize complications that can result
 complications that can result from small bowel obstruction
from small bowel obstruction  Describe the pre-and postoperative
including: ischaemia, management of an acutely unwell patient
perforation and biochemical who requires emergency surgery.
derangement.  evaluate the difficulties with fluid management
 Difficulties with fluid and electrolyte derangements
management and electrolyte  Demonstrate understanding of pathological
derangements, including basis of appendicitis, acute pancreatitis, acute
oliguria and acute kidney cholecystitis, abdominal aortic aneurysm and
injury. diverticular disease.
 Assess the indications for surgery and other
treatment options

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Chronic Mass Abdomen  outline relevant investigations for abdominal  Take history of a patient CBL & Bedside MCQ/SEQ/SA
abdomen swelling due to various pathological causes. with mass abdomen teaching/SDL Q/ OSPE/Long
 Describe the aetiology, presentation and  Perform clinical case/ short
examination of a case
management of intestinal obstruction.
patient with mass
 Generate differential diagnosis, and abdomen
management of patients presenting with a left
iliac fossa mass.
 provide the pathophysiological basis of a
swelling in the epigastrium
 Justify the need for emergency care
 Evaluate the role of surgery in patient with
mass abdomen
Colorectal Carcinoma  Discus the pathological basis of Ca colon Take history of a patient CBL & Bedside MCQ/SEQ/SA
 Elaborate specific Tumor markers with colorectal cancer teaching/SDL Q/ OSPE/Long
 Elaborate the staging of ca colon case/ short
 Diagnose Ca colon and chronic abdomen case
based on clinical presentation Perform clinical
 Develop management and prevention of Ca examination of a patient
Colon and chronic abdomen and their with colorectal cancer
associated complications plan for
Intestinal tuberculosis  Explain the Pathophysiological basis of Take history of a patient CBL & Bedside MCQ/SEQ/SA
abdominal TB with Intestinal teaching/SDL Q/ OSPE/Long
 Diagnose TB based on clinical features and tuberculosis case/ short
investigations case
 Formulate a differential diagnosis Perform clinical
 evaluate the role of anti-tuberculous therapy examination of a patient
in patient management with Intestinal
 Justify the use of appropriate surgical tuberculosis
procedures in management of this disease.

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  Formulate management plan for
complications
Abdominal Wall,  Inguinal Hernia  Differentiate between direct, indirect,  Take history of a patient CBL & Bedside MCQ/SEQ/SA
Hernias  Femoral hernia incarcerated and strangulated hernias with mass in the teaching/SDL Q/ OSPE/Long
 Ventral Hernias  Develop a differential diagnosis in a case of a inguinal or femoral case/ short
mass in the inguinal or femoral region, or in region, or in the case
the scrotum, making reference to those scrotum
features which may distinguish hernias from  Perform clinical
other soft tissue masses. examination of a
 Discuss the various investigations that help in patient with mass in the
diagnosis inguinal or femoral
 Describe the principles of a surgical repair of a region, or in the
direct and indirect inguinal hernia scrotum
 Describe the complications of untreated
abdominal wall defects
Hepatobiliary Surgery
Liver – SOL liver Amoebic liver, Hydatid disease &  Generate differential diagnosis of SOL Liver Take history of a patient Lecture/SDL MCQ/SEQ/SA
Liver Carcinoma  Develop plan for diagnosis, treatment and with SOL liver Q/ OSPE/Long
prevention of SOL liver and its complications case/ short
Perform clinical
case
examination of a patient
with SOL liver

Stones in biliary Cholelithiasis  Discuss the Etiology of Cholelithiasis with Take history of a patient Lecture & MCQ/SEQ/SA
tract relevance to anatomical and pathological basis with cholelithiasis bedside Q/ OSPE/Long
 Understand the Clinical presentation of teaching/SDL case/ short
Cholelithiasis Perform clinical
case
 Elaborate the clinical significance of Charcot examination of a patient
triangle with cholelithiasis
 Diagnose cholelithiasis based on clinical
presentation and investigations
 Manage cholelithiasis and its complications

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 Counsel the patient about
planning surgery before it
leads to complications

Obstructive jaundice  provide physiological and anatomical basis of Take history of a patient Lecture & MCQ/SEQ/SA
different types of jaundice with obstructive jaundice bedside Q/ OSPE/Long
 Diagnose obstructive jaundice on the basis of teaching/SDL case/ short
clinical presentation and diagnostic tests Perform clinical
case
 Plan management of obstructive jaundice and examination of a patient
its complications with obstructive jaundice

Inflammation Acute and Ch Cholecystitis  Discuss causes of Cholecystitis  Take history of a patient CBL & Bedside MCQ/SEQ/SA
 Relate structural anomalies and pathological with chronic teaching/SDL Q/ OSPE/Long
changes to predisposition to cholecystitis cholecystitis case/ short
 Perform clinical case
 Discuss the Signs and Symptoms
examination of a
 Discuss the diagnosis and management patient with chronic
 Discuss the emergency and elective approach cholecystitis
to management of Cholecystitis, and its
complications.
Surgical Principles of Laparoscopic Surgery List the general principles of laparoscopic Lecture/ MCQ/SEQ/SA
intervention- surgery and its complications Q/ OSPE/Long
Demo/SDL
Laparoscopic case/ short
Surgery case

Upper Gl Surgery – Stomach/Intestine/Pancreas

Upper GI bleed/ Differential diagnosis with  Take history of a patient Lecture MCQ/SEQ/SA
Hematemesis management of Upper GI bleed  State the pathophysiological basis of with Hematemesis Q/ OSPE/Long
 Perform clinical /CPC/SDL
common causes of upper GI bleeding case/ short
 duodenal ulcer, gastric ulcer, examination of a case
gastric erosions, patient with
 Discuss the Immediate Management of Upper
Hematemesis
GI Bleed

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 oesophageal varices, Mallory  Enumerate the Criteria for admission of Upper
GI Bleed
Weiss tear and
 Discuss the fluid resuscitation of Upper GI
oesphagogastric cancer. Bleed
 Diagnose Upper GI Bleed
 Elaborate the preventive methods of Upper GI
Bleed
 Elaborate the Complications of and their
management
Tumors Ca stomach  Discuss the causes of Ca stomach Take history of a patient Lecture & MCQ/SEQ/SA
 Discuss the warning signs which lead to the with Ca stomach bedside Q/ OSPE/Long
diagnosis of Ca stomach teaching case/ short
 Discuss the presenting complaints of Ca case
stomach /CBL/SDL
Perform clinical
 list the investigations needed to diagnose the examination of a patient
case with Ca stomach
 Describe the staging and grading of cancer.
 Describe the management plan for a patient
with Ca stomach
Ca Pancreas  Discuss the etiology of Ca Pancreas Take history of a patient Lecture/CBL/S MCQ/SEQ/SA
 Discuss the Clinical Presentation of Ca with Ca Pancreas DL Q/ OSPE/Long
Pancreas case/ short
 Enumerate the Signs and symptoms of Ca case
pancreas Perform clinical
 Discuss diagnostic criteria for Ca Pancreas examination of a patient
 stage the cancer with Ca Pancreas
 Plan the treatment of Ca Pancreas and its
complications
Inflammation Acute and Ch Pancreatitis  Diagnose pancreatitis using Ranson and Take history of a patient CBL & Bedside MCQ/SEQ/SA
Glasgow criteria with Ca lung teaching/SDL Q/ OSPE/Long
 Enumerate causes of pancreatitis and its
predisposing factors

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  Elaborate the Diagnosis of pancreatitis based Perform clinical case/ short
on its signs and symptoms examination of a patient case
 Manage pancreatitis and its complications with chronic pancreatitis

Lower Gl Surgery – Appendix/Colon/Rectum/Anal Canal

Change in bowel colorectal cancer, diverticular  Explain the aetiopathology of the common  Take history of a patient Lecture & MCQ/SEQ/SA
habit / rectal disease, haemorrhoids, anal causes of rectal bleeding. with change in bowel bedside Q/ OSPE/Long
bleeding fissures and inflammatory bowel  List the common causes of diarrhoea and habit / rectal bleeding teaching/CBL/ case/ short
disease constipation.  Perform clinical SDL case
 Relate the signs and symptoms for colorectal examination of a
cancer and its underlying pathology patient with change in
 Explain the management for rectal bleeding, bowel habit / rectal
including relevant investigations and the bleeding
indications for surgical intervention.
Abscess/Fissure Perianal Abscess  Corelate the etiology and pathophysiology of Take history of a patient Lecture & MCQ/SEQ/SA
perianal abscess/ fissure to its clinical with perianal abscess bedside Q/ OSPE/Long
Anal fissure presentation teaching/SDL case/ short
 make an appropriate differential diagnosis on Perform clinical
case
the basis of clinical presentation examination of a patient
 Review the surgical anatomy of anal region with abscess/ fissure
and classification of anal abscess/ fissure
 Develop a plan for work up, management and
postop care of a patient with perianal abscess.
Fistula Fistula in ano  Explain the etiology and pathophysiology of  Take history of a patient Lecture & MCQ/SEQ/SA
anal fistula with anal fistula bedside Q/ OSPE/Long
 make an appropriate differential diagnosis  Perform clinical teaching/SDL case/ short
based on patient presentation examination of a case
 Develop a plan for work up, management and patient with anal fistula
postop care of a patient with fistula in ano
Urology

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Haematuria Haematuria originating at  Identify basis for diagnosing hematuria.  Take history of a patient Lecture & MCQ/SEQ/SA
different levels of urinary tract  Recognize those pigments that may discolor with hematuria bedside Q/ OSPE/Long
the urine, mimicking hematuria.  Perform clinical teaching/SDL case/ short
 Give a differential diagnosis for hematuria examination of a case
originating in the different anatomical parts of patient presenting with
the urinary tract. hematuria
 justify the significance of the information
gathered from the palpation of the prostate
rectally.
 List the radiological investigations available
for the assessment of the urinary tract
 Manage the patient with visible and non-
visible hematuria.
Urinary  Diagnostic modalities  Differentiate between obstruction at different  Take History of a Lecture/CBL/ MCQ/SEQ/SA
 Levels of obstruction levels of the urinary tract based on history, patient with hematuria Demo/SDL Q/ OSPE/Long
Obstruction and
 Acute uretheral obstruction Clinical features and diagnostic modalities  Perform clinical and case/ short
Urological  Bladder Outlet Obstruction  Discuss the presenting features, signs and examination of a case
 Urolithiasis symptoms of urological emergencies patient with hematuria
emergencies  Generate a prioritized differential of the most  Take history of a patient
important and likely causes of a patient’s and perform clinical
emergency examination of a
 Study the classification of urological patient acute uretheral
emergencies based on etiology obstruction/urolithiasis.
 Discuss the appropriate investigations leading
to a definite diagnosis
 Devise a management plan according to
clinical presentation

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Tumours  Renal cell carcinoma and  Review the epidemiology and causes  Take history of a patient Lecture/ MCQ/SEQ/SA
 Transitional cell carcinoma  List the risk factors for carcinoma of urinary with carcinoma of Q/ OSPE/Long
CBL/SDL
 Basal cell carcinoma tract urinary tract case/ short
 Outline the initial diagnostic workup for  Perform clinical case
patients suspected of having carcinoma of examination of a
urinary system patient with carcinoma
 Discuss the grading and staging of carcinoma of urinary tract
of urinary tract  Counsel the patient
 Plan the general management and pre- about the completion of
operative workup of patient treatment and
 Suggest the potential options for treatment of prognosis of disease
carcinoma of urinary tract
 Implement effective treatment options for
advanced and metastatic basal cell carcinoma
(BCC) based on efficacy data and current
guidelines.

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 Procedural skills to be acquired in clinical training

At the end of clinical rotation, student should be able to:

Learning Outcomes Procedure (minimum no required)

Year III
Observe Foley’s catheterization (10)
Observe Passage of Nasogastric Tube (5)
Assists Antiseptic Dressing (10)
Performs under direct supervision on mannequin Intravenous Line (10)
Performs under direct supervision Intra Muscular Injection (10)
Performs under direct supervision Subcutaneous Injection (5)
Year IV
Assists Application of POP(5)
Assists Endotracheal intubation (3)
Assists Lumbar puncture/ Spinal Anaesthesia(3)
Assists Stitching of wounds(5)
Performs under direct supervision Intravenous Line (10)
Performs under direct supervision Foley’s catheterization (10)
Performs under direct supervision Passage of Nasogastric Tube (5)
Performs under indirect supervision Intra Muscular Injection (10)
Performs under direct supervision Subcutaneous Injection (5)
Performs under direct supervision Taking blood samples(5)
Performs under direct supervision Removal of surgical drains(5)
Performs under indirect supervision Antiseptic Dressing (10)
Year V
Assists Chest tube insertion (2)
Assists Venous cut down (3)
Assists FNAC/True cut biopsy(2+2)
Assists Lumbar puncture/ Spinal Anaesthesia (3)
Assists Stitching of wounds(5)
Assists Taking blood samples(5)
Assists Removal of surgical drains(5)
Assists In growing toe nail (3)
Assists Circumcision (3)
Assists Excision biopsy under local anaesthesia (3)

Assists Contrast Xray studies (5)

Performs under direct supervision Application of POP(5)

Performs under direct supervision on mannequin Endotracheal intubation (3)

Performs under direct supervision Intravenous Line (10)
Performs under direct supervision Foley’s catheterization (10)
Performs under direct supervision Passage of Nasogastric Tube (5)
 Obstetrics & Gynaecology

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1. Preamble:
Obstetrics and Gynaecology is an integral part of the undergraduate curriculum. Basis of
Obstetrics and Gynaecology is established in the initial years through contribution from basic
sciences. It is being taught as a major subject in the last two years of undergraduate program.
Aim is to train and develop medical students to practice as a safe obstetrician and
gynaecologist and to advance in the field of Obstetrics and Gynaecology

2. Course Outcomes
To equip them with essential knowledge, skill and attitude in order to enable them to:
 Diagnose common Obstetric and Gynecological problems, suggest and interpret
appropriate investigation, rationalize treatment plan and if appropriate, refer patient for
specialist opinion/ management.
 Suggest preventive measure for the common public health problem in the community
 Perform relevant procedures
 Convey relevant information and explanations accurately to patients, families, colleagues
and other professionals
 Participate effectively and appropriately in an inter professional health care team
 Understand medical ethics and its application pertaining to Obstetrics and Gynaecology
and maintain the confidentiality of the patient.
 Adapt research findings appropriately to the individual patient situation or relevant
patient population
3. Expectations from students
 Be professional in behavior and dress code when communicating with patient and her
family
 Respect patient and their family’s wishes along with social and cultural norms
 Examine patients with their permission in the presence of chaperon
 Inculcate behavior of regular self-learning for academic sessions & clinical problem
encounters
 Keep yourself abreast with current relevant information about your patients
 Document and update patient’s progress in her file regularly

4. Teaching hours – Obs & Gynae

Sessions YEARS CONTACT HOURS
2020-2021 V 220
2021-2022 IV 60
2022-2023 III 25
2023-2024 II 10

5. Learning Opportunities
• Interactive lectures
• Teaching Ward Rounds
• Case presentations

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 • Case based Discussion
• Short cases in OPD
• Bedside Discussion
• Team-based learning
• Small Group Discussion
• Self-learning Activities
• Skill Lab Activity
• Observation of operations in OT

6. Venues for learning opportunities

 Outpatient clinic
 Emergency room
 Labour room
 Operation room
 Inpatient ward
 Tutorial room
 Libraries including audio-visuals

7. Specific Learning Outcomes

Learning outcomes specific to the Obstetrics and Gynaecology course have been tabulated
below in the table of specification and matched with educational strategies.

Recommended Readings
 Obstetrics by Ten Teachers
 Gynaecology by Ten Teachers

Reference books
 Evidence based text for MRCOG by David M. Luesley
 Dewhurst’s Text book of Obs and Gynae by Keith Edmonds
 Royal College of Obs & Gynae and American College of Obs & Gynae guidelines
 PM&DC approved journa

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 SPECIFIC LEARNING OBJECTIVES IN OBSTETRICS
The table below gives details of all content, distribution of which across the three years and rotations is upon the discretion of the medical
College/Institute
Clinical Problem/ Goals / Competencies Learning Objectives Instructional Assessment
Theme At the end of teaching session, the student should be able to: Strategy Tool
Knowledge Skills/Attitude
PREGNANCY AND LABOUR
Maternal  Anatomy of the pelvis  Demonstrate an  Take and present an SGD, Self- OSCE
Anatomy/Physiology  Physiological changes in understanding of anatomy obstetric history Directed SAQs/ MCQs
in Pregnancy and maternal systems of the pelvis  Perform clinical Learning
Labor during pregnancy  Compare normal examination of heart, lungs, Case
physiological changes of thyroid and breast of presentation/
body systems in pregnant healthy pregnant women. OPD
and non-pregnant patient.  Counsel a normal pregnant
 Compare the important woman the reasons why it
effects in a pregnant can be normal to
woman of estrogen and experience breathlessness,
progesterone and correlate urinary frequency,
their function. constipation and heat
 Appraise the factors that intolerance.
are implicated in the onset
of labour

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Pre-Pregnancy Care  Principles of pre-  Demonstrate an  Summarize ethical issues SGD, Self- OSCE
pregnancy care understanding of genetic relevant to pre-pregnancy Directed SAQs/ MCQs
 Genetic mode of mode of inheritance and screening of genetic Learning, OPD
inheritance and common common structural disorders.
structural abnormalities abnormalities of fetuses  Counsel apparently healthy
of fetuses resulting from  Identify the maternal women regarding benefits
abnormal development conditions that require pre- of pre-pregnancy care.
pregnancy care and discuss
the principles of
management.
 Appraise the screening
tests that may be
performed in pre-
pregnancy counseling of
apparently healthy women.
Antenatal Care  Principles of antenatal  Plan hematological  Demonstrate history taking Self-Directed OSCE
care investigations preformed at of a pregnant woman at Learning/ SAQs/ MCQs
 Concept of the booking visit. booking. Case
preconception care  Select the infections  Perform clinical examination presentation/
 Minor pregnancy screened for at the booking of a pregnant patient. OPD
complications visit, and summarize the  Prepare a patient for regular
possible adverse sequelae antenatal checkups even
associated with these though she is completely
infections. healthy
 Plan a schedule of
antenatal visits for a
normal pregnant woman.
 Diagnose and manage
minor pregnancy

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 complications in antenatal
clinic.
Prenatal Diagnosis Prenatal diagnosis and  Appraise the anomaly scan Interpret the following SGD, Self- OSCE, SAQ,
methods available for in detail with its purpose investigations: Directed MCQ.
prenatal diagnosis. and systems examined.  The result of Down’s Learning
 Identify pregnant women syndromes screening tests Case
who need prenatal  The reports from an presentation/
diagnosis. anomaly scan. Counsel a OPD
 Plan the tests that are patient with fetal anomaly.
necessary for prenatal
diagnosis.
Labour and Delivery Normal labour and its  Manage 1st and 2nd stages  Prepare and interpret Self-Directed OSCE/ SAQ/
management: of labour partogram of normal Learning MCQ
 Analgesia in labour  Manage abnormal labour laboring women. Case
 Fetal surveillance during  Appraise operative vaginal  Predict fetal distress on presentation,
labour delivery CTG. labour room,
 Abnormal labour and its  Identify patient suitable for  Participate in management ward rounds
management VBAC and TOLAC of labour.
 Intrapartum  Conduct normal vaginal
haemorrhage delivery.
 Spontaneous vaginal  Observe/ assist operative
delivery vaginal delivery.
 Operative vaginal  Communicate clearly and
delivery effectively to a laboring
 VBAC and TOLAC woman and her partner.
 Counsel a patient regarding
operative vaginal delivery
and LSCS.

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Third Stage of Labour  Management of third  Compare active and  Demonstrate delivery of Self-Directed OSCE/ SAQ’s/
stage of labor physiological placenta by controlled Learning MCQ’s
 Complications of third management of third cord traction on a Case
stage of labour including stage of labor. mannequin. presentation,
perineal tear, postpartum  Summarize the causes  Conduct / assist third stage labour room,
haemorrhage and management of of labor. Workshop
primary & secondary PPH.  Estimate blood loss at
 Appraise postnatal delivery/C section
complications that cause
maternal deaths.
Puerperium  Normal puerperium Compare the benefits of  Counsel a woman on Self-Directed OSCE/ SAQs/
 Complications of breast feeding and bottle exclusive breast feeding. Learning MCQs
puerperium feeding  Counsel a woman Case
 postpartum Manage postpartum regarding postpartum presentation
amenorrhoea, amenorrhoea, lactational contraception
lactational problems, problems, medical and
medical and psychiatric psychiatric disorders,
disorders, puerperal puerperal pyrexia,
pyrexia, postpartum postpartum pyrexia on the
pyrexia basis of its etiology
MEDICAL DISORDERS IN PREGNANCY(Acute/chronic):
Anaemia/ Pallor In • Effects of following Manage anemic women on • Perform examination of a SGD, Self OSCE/ SAQs/
Pregnancy diseases on maternal and the basis of relevant patient with anemia Directed MCQs
fetal outcome investigations • Interpret the patterns of Learning Case
• Effects of pregnancy on abnormality found on full presentation/
following diseases blood count that are OPD
Anaemia in pregnancy indicative of iron
deficiency anemia, Beta
thalassemia minor, B12

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 and folic acid deficiency
anemia.
• Counsel a patient with
Beta thalassemia trait.
Hypertension and Hypertension and • Categorize a hypertensive o Perform following tests; SGD, Self OSCE/ SAQs/
Proteinuria/ proteinuria in pregnancy patient in pregnancy • Measure B.P using Directed MCQs
Eclampsia: according to standard mercury Learning
classification sphygmomanometer Case
• Compare the principles of • Dipstick urine analysis presentation/
management of pre • Elicit ankle jerk and clonus OPD
eclampsia with chronic o Interpret following
essential hypertension. investigations
• Critically appraise the drugs • Renal function tests
used in the management of • Liver function tests
pre eclampsia • Coagulation tests
• Identify the maternal and • Urine microscopy,
fetal complications of pre culture andsensitivity
eclampsia and eclampsia • Analyze the ethical issues
relevant to delivery of a
baby for maternal versus
fetal safety
• Counsel a patient
concerning the maternal
and fetal complications
associated with pre
eclampsia and eclampsia
Diabetes Mellitus  Evaluate the screening

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  tests for diabetes in  Interpret lab tests used to SGD, Self- OSCE/ SEQs/
pregnancy screen Diabetes mellitus in Directed MCQs
 Summarize the principles pregnancy Learning
of management of  Check random blood sugar Case
Diabetes in pregnancy by glucometer presentation/
 Compare and contrast  Construct diet chart for a OPD
effects on fetus and pregnant patient
mother of Gestational  Counsel a pregnant patient
Diabetes the reason for screening
for Diabetes in pregnancy
and effects of poorly
controlled Diabetes.
Cardiac, Respiratory, Compare and contrast effects  Examine cardiovascular SGD, Self- OSCE/ SAQs/
Renal and Liver • Diabetes mellitus in of pregnancy in general on system of a pregnant Directed MCQs
Disease pregnancy women with Cardiac, patient Learning
• Cardiac, Respiratory, Respiratory, Renal and Liver  Interpret RFT’s and LFT’s Case
Renal and Liver disease disease  Counsel a pregnant presentation/
• Obesity woman about a medical OPD/
• Thyroid disease in disorder in pregnancy Clinical
pregnancy: Methods
Obesity in pregnancy  Hypothyroidism Compare and contrast effects Counsel a pregnant woman SGD, Self- OSCE
 Hyperthyroidism of obesity on mother and about complications of obesity Directed SAQs/ MCQS
 Autoimmune fetus in pregnancy in pregnancy and weight Learning
conditions and reduction by changing life Case
dermatological style and diet presentation/
conditions OPD/ Clinical
Methods
Thyroid.  Compare and contrast  Examine thyroid gland SGD, Self- OSCE/ SAQs/
effects of hypothyroidism  Counsel a pregnant patient Directed MCQs
and hyperthyroidism on with goiter Learning
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 mother and fetus in Case
pregnancy presentation/
 Interpret TFT’s. OPD/ Clinical
Methods
Autoimmune Appraise general effects of SGD, Self- OSCE/ SAQs/
Conditions and Autoimmune conditions and Directed MCQs
Dermatological dermatological conditions on Learning
Conditions mother and fetus
Neurological Epilepsy Appraise general effects of Counsel a pregnant patient SGD, Self- OSCE/ SAQs/
Conditions epilepsy on pregnancy and with epilepsy Directed MCQs
effects of anti-epileptic Learning
medicines on the fetus Case
presentation/
OPD/ Clinical
Methods
Drug and Alcohol Drug and alcohol misuse, Appraise general effects of Counsel a pregnant patient SGD, Self- OSCE/ SAQs/
Misuse/Smoking Smoking Drug and alcohol misuse, about effects of drug Directed MCQs
smoking on pregnancy and abuse/smoking on fetus Learning
effects of drugs/alcohol on Case
the fetus presentation/
OPD/ Clinical
Methods
HIGH RISK INTRA PATUM EVENTS
Ante Partum • Differentiation of  Draw a diagram showing • Insert large bore I/V SGD, Self- OSCE/ SAQs/
Hemorrhage different causes of Ante position of placenta in cannula Directed MCQs
partum hemorrhage major and minor placenta • Interpret a hard copy of Learning
• Principles of previa ultrasound image of Case
management of:  Compare and contrast pregnant uterus at greater presentation,
o Placenta praevia symptoms and signs found than 24 weeks and identify Clinical
o Abruptio placentae in women with vaginal site of placenta Methods, ER
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 o Incidental bleeding bleeding secondary to • Counsel a woman whose
placental abruption and baby has died following
placenta previa placental abruption
 Draw a flow chart of
investigations for a patient
with ante-partum
hemorrhage
 Evaluate the investigations
and management of
patients with ante-partum
hemorrhage
Pre-maturity and Post Diagnosis and management  Differentiate between o Interpret a contractions SGD, Self- OSCE/ SAQs/
Maturity of prematurity Threatened preterm trace from a CTG Directed MCQs
Principles of management labour, Preterm pre-labor o Interpret the following Learning
of: rupture of membranes and investigations: Case
• Preterm pre-labour preterm labor  C Reactive proteins presentation,
rupture of membranes  Appraise the principles of  White Blood Cell count Clinical
• Preterm labour diagnosis and management Methods, ER
 Fibronectin vaginal
• IUD of Threatened preterm swab
• Postdates and post term labor, Preterm pre-labor  Anicardiolipin
pregnancy rupture of membranes and antibodies
Preterm labor.
 Urine culture
 Identify the causes of IUD sensitivities and
 Outline the management microscopy
plan of IUD o Counsel a woman whose
 Differentiate between baby has died in the womb
postdates and Post term
o Explain to a patient reason
pregnancy and appraise
for administering
the policy of Induction of
labor in each instance antenatal steroids

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 o Explain to a patient the
reason for Induction of
labor for Post Term
pregnancy

MALPRESENTATIONS
Malpresentations Diagnosis and principles of  Appraise breech  Demonstrate types of SGD, Self- OSCE/ SAQ/
 Breech management of: presentation, its breech presentation on a Directed MCQ
Presentation • Breech presentation incidence, predisposing mannequin Learning
Transverse Lie • Transverse lie factors, diagnosis and  Identify the fontanelles Case
• Brow, Face and • Brow, face and principles of management and diameters on a fetal presentation/
Shoulder shoulder presentation in the antenatal period skull. Assemble the OPD
Presentation • Cord presentation and and in labor Ventouse apparatus and
• Cord Presentation prolapse  Compare maternal and explain the principles of its
and Prolapse • Compound fetal outcomes in vaginal application
• Compound presentation breech delivery with  Counsel a patient with
Presentation • Malpositions delivery by Elective Lower breech presentation about
• Malpositions • Persistent Segment Caesarean external cephalic version
occipitoposterior section  Counsel a patient with
position  Summarize the principles breech presentation
• Deep transverse arres of diagnosis and requesting vaginal delivery
management of Brow, the pros and cons of
Face and Shoulder vaginal breech delivery
presentation
 Summarize the principles
of management of
Malpositions
MULTIPLE PREGNANCY

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Multiple Pregnancy Diagnosis and principles of  Differentiate between  Interpret a hard copy of SGD, Self- SAQ/ MCQ/
management in multiple monozygotic and ultrasound picture of twin Directed OSCE
pregnancy and labor dizygotic twins in terms of pregnancy at 12 weeks Learning
mechanism, diagnosis and gestation Case
complications in  Counsel a patient with presentation/
antenatal period and twin pregnancy regarding OPD
labor her nutrition
 Appraise the role of
clinical examination and
ultrasound examination in
the diagnosis of multiple
pregnancy
 Summarize the maternal
and fetal complications in
pregnancy and labor
 Appraise the principles of
management in
pregnancy and labor and
how he/ she will
determine zygosity at
birth
FETAL GROWTH DISORDERS
Intra Uterine Growth Differentiate between Intra  Differentiate between the  Interpret plots on a fetal SGD, Self OSCE/ SAQ/
Restriction and Small Uterine Growth Restriction terms Small for growth curve Directed MCG
for Gestational Age and Small for Gestational Gestational Age and  Counsel a patient of Learning
(IUGR/ SGA). Age (IUGR/ SGA). Intrauterine Growth symmetrical IUGR Case
Macrosomia Diagnosis and management restriction regarding prenatal presentation/
of fetal Macrosomia  Diagnose Intrauterine diagnosis and prognosis OPD
Growth Restriction
through relevant history,
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 clinical examination and
ultrasound examination
 Distinguish between
symmetrical and
asymmetrical IUGR
 Compare and contrast
etiological factors,
pathogenesis, principles
of management and
prognosis of symmetrical
and asymmetrical IUGR
 Appraise how he/ she will
reach a diagnosis of fetal
Macrosomia
 Summarize the maternal
and fetal complications
associated with this
condition and how best to
avoid them
LIQUOR VOLUME ABNORMALITIES
Oligohydramnios and Causes of oligohydramnios  Appraise the diagnosis Interpret the largest single SDL, SGD SAQ/ MCQ/
Polyhydramnios and polyhydramnios and the maternal and vertical pool of liquor on a Case OSCE
Diagnosis and management fetal conditions which can hard copy of an ultrasound presentation/
of liquor volume cause polyhydramnios scan OPD
abnormalities and associated
complications Counsel a patient of
 Categorize the causes of polyhydramnios regarding her
oligohydramnios discomfort with empathy
 Appraise the diagnostic
modalities and how the
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 etiological factors would
modify your management
BAD OBSTETRIC HISTORY
Poor pregnancy Previous history of foetal  Identify the possible Counsel a woman who has had CBL/OPD SAQ/ MCQ/
outcome loss and problems in early causes of recurrent foetal a recurrent fetal loss OSCE
pregnancy losCritically appraise the
factors leading to
recurrent foetal loss and
means to reduce it
 Outline the management
plan
Foetal infections Foetal infections Recognize possible causes of Lecture SAQ/ MCQ/
foetal infections OSCE
Hydrops Fetalis: Principles of prevention and  Distinguish between  Calculate the right dose of SDL, SGD SAQ/ MCQ/
management of Rhesus immune and non-immune anti D injection according OSCE
incompatibility causes of hydrops fetalis gestational age and clinical
 Draw a diagram showing conditions which dictates
the mechanism of Rhesus its use
immunization  Counsel a rhesus negative
 Appraise how Rhesus woman who has delivered
immunization can be a rhesus positive baby the
prevented reasons why she needs
anti-D injection with -in 72
hours of delivery
OBSTETRICAL EMERGENCIES
Obstetrical Collapse Causes of obstetrical  Categorize the obstetric • Insert an airway SDL, Case SAQ/ MCQ/
and Maternal collapse and non-obstetric causes • Insert a large bore cannula presentation/ OSCE
resuscitation Principles of diagnosis and of maternal collapse and • Insert a Foleys catheter ER
management of obstetrical explain the general • Interpret an input and
collapse output record
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 • General principles of management • Interpret FBC, Electrolytes, Clinical
• specific of obstetric shock coagulation screen and Methods,
 Apprise the principles of Blood gases Labour room
specific management of • Monitor pulse, B.P, oxygen Role plays
the following obstetric saturation, urinary output
emergencies: and conscious state
o Obstetric • Counsel a patient’s
haemorrhage relatives regarding the
o Eclampsia patient, the proposed
o Cord Prolapse management and
o Obstructed labor prognosis

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 SPECIFIC LEARNING OBJECTIVES IN GYNAECOLOGY
Core Clinical Contents Learning Objectives Instructional Assessment
Concepts/ At the end of teaching session, the student should be able to Strategy Tool
Themes Knowledge Skills/Attitude
PUBERTY & ADOLESCENCE
Puberty &  Concept of precocious • Apprise the changes and their • Identify the uterus in a Lecture/CBL/SDL/ SAQ/ MCQ/
Adolescence and delayed puberty sequence of appearance at hard copy of pelvic bedside training OSCE
• Adolescent Menorrhagia puberty and describe disorders USG
of puberty like premature and • Counsel a young
delayed puberty women with delayed
• Apprise the malformations of puberty
uterus and vagina their
examination and treatment.
• Describe the relationship of
genital tract abnormalities with
urinary tract abnormalities.
SUBFERTILITY & CONTRACEPTION
Primary and Primary and secondary  Differentiate between primary • Take a history from a Lecture/CBL/SDL/ SAQ/ MCQ/
secondary subfertility: and secondary subfertility and couple presenting with bedside training OSCE
subfertility • Male factors devise a classification for the subfertility
• Female factors causes of subfertility • Interpret the following:
• ART • Draw a graph of the changes in • Female follicular phase
Surgical intervention for serum levels of estrogen, hormonal profile
subfertility progesterone, LH and FSH • Female luteal phase
during the menstrual cycle progesterone changes
• Identify women at risk of tubal • Male semen analysis
damage • Explain the principles
• Appraise the general principles of dealing with
of treatment of infertile couple sensitivity and

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Curriculum applicable for MBBS final year students 2024
 sympathetically with
subfertile couple
Contraception  Mechanism of  Categorize methods of • Explain insertion of Lecture/CBL/S SAQ/ MCQ/
action/efficacy of contraception IUCD DL/ bedside OSCE
contraceptives  Discuss pros and cons of each • Counsel and explain training
 Physiological methods with their failure rates and the methods of use of
 Reversible methods: complications oral Contraceptive pills
 Hormonal  Distinguish between different • Explain family planning
 Intrauterine devices modes / mechanism of action in terms of social,
 Barrier methods of different methods cultural, economic and
 Permanent methods  Compare and contrast male regional context
 Emergency and female sterilization
Contraceptio
 WHO medical eligibility
criteria
MENSTRUAL DISORDERS
Heavy Concept of hypothlamo- • Revise the hormonal changes • Take a detailed Lecture/CBL/SDL/ SEQ/ MCQ/
Menstrual pituitary-ovarian-endometrial in a menstrual cycle menstrual history bedside training OSCE
Bleeding axis  Formulate a flow diagram for • Assist/ perform:
Principles of diagnosis and the treatment of heavy o Pap smear
management of: menstrual bleeding. o Pipelle endometrial
• Heavy menstrual bleeding • Differentiate between heavy biopsy
• Metorrhagia menstrual bleeding and  Communicate with the
• Abnormal uterine abnormal uterine patient with
bleeding explanation of the
bleeding/Metorrhagia
• Post menopausal bleeding condition, treatment
• primary and secondary • List the causes of heavy and options and
amenorrhea irregular menstruation complications.
• Dysmenorrhoea • Outline the management plan
• Post coital bleeding
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Amenorrhea  Distinguish primary from  Calculate Body mass Lecture/CBL/SDL/ SEQ/ MCQ/
secondary amenorrhea Index bedside training OSCE
 Describe a scheme for  Should have observed
classifying the causes of and be able to
amenorrhea, based on the describe:
primary site of problem o Transvaginal USG
 Devise a scheme of relevant o Pipelle endometrial
and appropriate investigations biopsy
to reach a diagnosis o Hysteroscopy
 Appraise the principles of o Laparoscopy
management available for:  Counsel a woman with
 Hypothalamic dysfunction amenorrhea.
 Pituitary dysfunction  Describe the ethical
 Ovarian dysfunction Outflow issues relevant to the
tract abnormalities methods available to
achieve pregnancy in
women with
amenorrhea e.g.
oocyte donation.
Post Formulate a flow diagram of Should have observed and Lecture/CBL/SDL/ SAQ/ MCQ/
Menopausal management of a woman with be able to describe: bedside training OSCE
Bleeding and post menopausal bleeding/ Post • Transvaginal USG
Post coital coital bleeding • Pipelle endometrial
bleeding biopsy
• Hysteroscopy
Counsel a woman with
post menopausal bleeding/
Post coital bleeding about
the condition,

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 management and
prognosis
PCOs Diagnosis and management of Appraise the principles of Counsel a woman with Lecture/CBL/SDL/ SAQ/ MCQ/
Polycystic ovarian syndrome management available for PCOs PCOs about the condition, bedside training OSCE
management and
prognosis
MISCARRIAGES:
Miscarriages  Principles of diagnosis and  Devise a classification of •
Take a relevant Lecture/CBL/SDL/ SEQ/ MCQ/
management miscarriages gynecological history in bedside training OSCE
 Spontaneous miscarriage  Differentiate between a woman complaining
 Recurrent miscarriage different types of spontaneousof vaginal bleeding
 Gestational trophoblastic and induced abortions and/ or abdominal pain
disease  Critically appraise the in early pregnancy
treatment available for • Identify a hard copy of
different types of abortions USG for complete
 Formulate a list of hydatiform Mole
investigations for recurrent• Counsel a patient
pregnancy loss following a
 Appraise the principles of spontaneous abortion
management of benign and • Counsel a patient
malignant Trophoblastic regarding follow up for
disease benign Trophoblastic
disease
MENOPAUSE AND OSTEOPOROSIS:
Menopause Diagnosis and management • Appraise menopause and its • Take a detailed history Lecture/CBL/SDL/ SEQ/ MCQ/
and of menopause and causes of climacteric bedside training OSCE
Osteoporosis: osteoporosis. • Appraise the hormonal and problems and identify
physical changes that occur the risk factors for
during climacteric osteoporosis and
cardiovascular disease
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 • Classify the symptoms of • Counsel a patient
climacteric in to short term and regarding menopausal
medium term issues and hormonal
• Critically apprise the different therapy
regimens of hormonal therapy
and explain the reasons of why
progesterones are used in post
menopausal women who have
a uterus
• Compare the risks and benefits
of hormonal replacement
therapy
• Evaluate the important risk
factors for osteoporosis and
cardiovascular disease
URINARY PROBLEMS:
Urinary  Urinary incontinence • Classify urinary incontinence  Identify a urodynamic Lecture/CBL/SDL/ SAQ/ MCQ/
incontinence • Detruser Instability and differentiate between trace bedside training OSCE
• Urodynamic Stress detruser instability and  Explain the taboos
• Incontinence overflow urodynamic stress incontinence related to urinary
incontinence • Categorize the symptoms that incontinence.
True Incontinence are associated with:
• Urodynamic stress incontinence
• Detruser instability
• Voiding difficulty
• True incontinence
• Critically appraise the role of
urodynamic investigations for
the diagnosis of cause of
urinary incontinence

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 • Appraise the principles of
management of:
• Urodynamic stress incontinence
• Detruser instability
• Voiding difficulty
Urinary tract Diagnosis and management Outline the management plan on • Take relevant history Lecture/CBL/SDL/ SEQ/ MCQ/
infections of UTIs the basis of its etiology • Perform clinical bedside training OSCE
examination
UTEROVAGINAL PROLAPSE:
Uterovaginal Principles of diagnosis and  Differentiate between: • Place a woman in Sim’s Lecture/CBL/SDL/ SEQ/ MCQ/
Prolapse: management of uterovaginal o Cystocele and urethrocele position bedside training OSCE
prolapse. o Rectocele and enterocele • Should have observed
Concept of POP-Q o Vaginal vault prolapse and the examination of
classification uterine prolapse. prolapse
 Classify the uterine prolapse • Able to describe the
according to severity uses of Sim’s speculum
 Appraise the methods of • Counsel a patient with
treatment of uterovaginal uterovaginal prolapse
prolapse and select factors
that are important in the
choice of best treatment
ABDOMINOPELVIC PAIN:
Acute Diagnosis and management • Categorize the causes of acute • Take history and Lecture/CBL/SDL/ SEQ/ MCQ/
abdominopelv of acute abdominal pain due onset of pelvic pain emanation of patient bedside training OSCE
ic pain to: • Compare and contrast the signs with acute abdomen
• Ectopic pregnancy and symptoms of ectopic • The student should
• Ovarian cyst accident pregnancy, ovarian cyst have observed and able
• first trimester d accident and first trimester d to describe transvaginal
miscarriage miscarriage pelvic ultrasound

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 Principles of diagnosis and • Appraise the medical and
management of chronic surgical methods of treatment
pelvic pain of ectopic pregnancy
• Construct a flow diagram of
management of ovarian cyst
presenting with acute pelvic
pain
Chronic Chronic pelvic pain • Categorize the gynaecological The students should have Lecture/CBL/SDL/ SEQ/ MCQ/
abdominopelv • Dysmenorrhea and non gynaecolgical causes of observed and be able to bedside training OSCE
ic pain • Endometriosis chronic pelvic pain describe the following
• Differentiate between primary procedures:
Principles of diagnosis and and secondary dysmenorrhea • Laparoscopy
management of and describe the differences in • TVS P3
endometriosis causing: symptomatology of each Counsel and explain a
• Pelvic pain • Appraise the treatment patient the reasons for
Infertility available for primary laparoscopy in the
dysmenorrhea management of her
• Point out the investigations that pelvic pain. A3
may be undertaken for chronic
pelvic pain and explain the
reasons for each.
• Explain what is meant by
endometriosis along with
theories of its etiology and
possible associated signs and
symptoms.
• Appraise the medical and
surgical treatment available for
endometriosis.

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Curriculum applicable for MBBS final year students 2024
 • Evaluate the policy of
laparoscopy for all women with
chronic pelvic pain.
GENITAL TRACT INFECTIONS:
Vaginal Concept of etiological factors, • lassify the causes of vaginal • Elicit a sexual history Lecture/CBL/SDL/ SEQ/ MCQ/
Discharge/ clinical diagnosis and discharge from a patient giving bedside training OSCE
Lower genital management of: • Describe the physiology, consideration to the
tract • Vaginal Discharge pathology and clinical picture ethical and
infections • Lower genital tract of various types of vaginal communication skills
infections discharge aspect.
• Summarize methods of • Take HVS
diagnosis of various types of • Outline the issues of
vaginal discharge confidentially
Upper genital Concept of etiological factors, Appraise the symptoms of  Interpret lab report of: Lecture/CBL/SDL/ SEQ/ MCQ/
tract clinical diagnosis and presentation, criteria of diagnosis, o Urine examination bedside training OSCE
infections management of: relevant investigations and o HVS
Upper genital tract infections principles of treatment as well as
prevention of PID
GYNAECOLOGICAL TUMORS/SEXUAL DISORDERS:
Benign Benign: • Appraise the epidemiology, Identify fibroids on a hard Lecture/CBL/SDL/ SAQ/ MCQ/
• Fibroid uterus etiology, clinical presentation copy of USG. bedside training OSCE
• Benign tumors of Ovary and principles of management • Explain the association
of fibroid uterus. of fibroid with infertility
• Classify common benign to a patient
tumors of ovary along with
their clinical presentation and
principles of management.

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Malignant Malignant: Appraise the management of • Perform a cervical Lecture/CBL/SDL/ SAQ/ MCQ/
• Cervical cancer important gynaecological cancers smear. bedside training OSCE
• Endometrial cancer namely: • Explain the significance
• Ovarian cancer Cervical squamous of pap smear result and
• Screening of gynecological carcinoma,Endometrialadenocarci appropriate
cancer noma, Surface epithelial tumors management.
• Prevention of ovary , Vulval & vaginal cancers
• Radiotherapy and along with their basic clinical
chemotherapy for uterine pathology including principles of
and ovarian cancers tumors staging.

Sexual • Sexually transmitted • Interpret the investigations of Counsel a woman with

disorders infections(HIV) patient with sexually sexually transmitted
• Sexual dysfunction transmitted disease disease and sexual
disorders • Appraise the management of dysfunction disorders
sexually transmitted
infections(HIV)
and sexual dysfunction
disorders

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 Procedural skills to be acquired in clinical training:
Year IV
Level of Competency Procedure

Observe or ideally assist Female Urinary catheterization

Observe or ideally assist Passage of Nasogastric Tube

Observe or ideally assist Surgical Dressing

Observe or ideally assist Preparation of iron sucrose solution

Observe or ideally assist Removal of sutures

Performs under direct supervision Intra Muscular Injection

Performs under direct supervision Subcutaneous Injection

Performs under direct supervision Obstetrical examination

Performs under direct supervision Intravenous Line

Year V

Level of Competency Procedure

Observe or ideally assist Female Urinary catheterization

Observe or ideally assist Passage of Nasogastric Tube

Observe or ideally assist Surgical Dressing

Observe or ideally assist Preparation of iron sucrose solution

Observe or ideally assist Removal of sutures

Observe or ideally assist MVA

Observe or ideally assist Pipelle

Observe or ideally assist HSG

Observe or ideally assist Conduct of delivery

Observe or ideally assist Stitching of episiotomy

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Curriculum applicable for MBBS final year students 2024
 Observe or ideally assist Scrubs and assists in C-section, hysterectomy
and laparotomy
Observe or ideally assist Wound closure(skin)

Observe or ideally assist Performing CTG and its interpretation

Observe or ideally assist Vaginal placement of prostaglandins

Observe or ideally assist Cervical Foley

Observe or ideally assist Trans abdominal and vaginal Ultrasound

Observe or ideally assist Assisted Vaginal delivery

Observe or ideally assist Cervical and vulval biopsy

Observe or ideally assist Vaginal packing of UV prolapse

Observe or ideally assist Bimanual uterine massage

Observe or ideally assist Balloon tamponade

Observe or ideally assist Colposcopy

Performs under direct supervision Intra Muscular Injection

Performs under direct supervision Subcutaneous Injection

Performs under direct supervision Obstetrical examination

Performs under direct supervision Intravenous Line

Performs under direct supervision HVS

Performs under direct supervision Pap smear
Counsel and demonstrate Position for breast feeding

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Paediatrics
1. Context/Preamble:
Paediatrics is an integral part of the undergraduate curriculum. Basics of paediatrics is established in the initial
years through contribution from basic sciences. It is being taught as a major subject in last two years.

Aim is to equip the average student with minimum essential knowledge, skill and attitude so as to enable
them to manage patients appropriately.

2. Course Outcomes
To equip them with essential knowledge, skill and attitude in order to enable them to:

a. Diagnose common Pediatric problems, suggest and interpret appropriate investigation, rationalize
treatment plan and if appropriate, refer patient for specialist opinion/ management.
b. Suggest preventive measure for the common public health problem in the community
c. Perform relevant procedures
d. Convey relevant information and explanations accurately to patients, families, colleagues and other
professionals
e. Participate effectively and appropriately in an inter professional health care team
f. Understand medical ethics and its application pertaining to paediatrics and maintain the confidentiality of
the patient.
g. Adapt research findings appropriately to the individual patient situation or relevant patient population

3. Expectations from students

a. Be professional in behavior and dress code when communicating with patient and his/her family
b. Respect patient and their family’s wishes along with social and cultural norms
c. Examine patients with their permission in the presence of chaperon
d. Inculcate behavior of regular self-learning for academic sessions & clinical problem encounters
e. Keep yourself abreast with current relevant information about your patients
f. Document and update patient’s progress in his/her file regularly

4. Teaching hours - Paeds

Sessions YEARS CONTACT HOURS
2020-2021 V 220
2021-2022 IV 60
2022-2023 III 25
2023-2024 II 10

5. Learning Strategies
• Interactive lectures
• Teaching Ward Rounds
• Case presentations
• Case based Discussion
• Short cases in OPD
• Bedside Discussion
• Small Group Discussion
• Team-based learning
• Workshops: Three Workshops (Neonatal resuscitation, fluid & electrolyte balance and Oxygen therapy) will
be held during the rotation. In addition, students will also attend a Basic Life Support (BLS) workshop (only
attendance is required to get marks)
• Self-learning Activities
• Skill Lab Activity
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MBBS Curriculum Final Year (2025)
6. Venues for learning opportunities
a. Outpatient clinic
b. Emergency room
c. Inpatient ward
d. Tutorial room
e. Libraries including audio-visuals

7. Specific Learning Outcomes

Learning outcomes specific to the Paediatrics course have been tabulated below in the table of
specification and matched with educational strategies.

8. Implementation of curriculum
*The university will give details of all content including learning outcomes and table of specifications,
distribution of which across the three years and rotations is upon the discretion of the medical
college/institute. Rotation plan is devised by the institute itself

9. Recommended Readings
• Basis of Paediatrics
• Current Pediatric Diagnosis & Treatment
• Harriet & Lane Handbook of Paediatrics
• Paediatrics illustrated text book

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MBBS Curriculum Final Year (2025)
 Themes Topics Learning Outcomes Educational Weighting Assessment Tools
Strategies
Knowledge Skill/Attitude

IMMUNIZATION AND NUTRITION

Immunization  EPI Schedule Students should be able to Administer EPI vaccine to Lecture MCQ/SAQ/OSCE
 Vaccine infants demonstration in
administration  Discuss the importance of
OPD
immunization in healthcare
field and identify vaccine
preventable diseases.
 Tabulate the EPI
immunization schedule
 Recognize important global
vaccine preventable
diseases.
 Discuss the childhood
immunization plan
according to age of child.
Nutrition  Basis of Pediatric  Assess nutritional status  Perform mid upper Bedside Teaching Short case
Nutrition based on feeding history arm circumference
 Breast feeding, infant and clinical examination and skin fold CBL Long Case
feeding, weaning  Interpret anthropometry, thickness to estimate Lecture OSCE
 Protein Energy basic hematological and body composition. Demonstration in
Malnutrition biochemical indices to  Take weight, length,
OPD
 IMNCI Malnutrition identify basic dietary OFC of children.
 Rickets deficiency.  Calculate BMI
 Micronutrient/  Identify the causes, clinical  advise appropriate
vitamin deficiency presentation of child with nutritional measures
PEM. for healthy and sick
 Discriminate the assessment children (Breast
findings and laboratory feeding, avoidance of

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MBBS Curriculum Final Year (2025)
 findings of kwashiorkor and bottle, proper
marasmus. weaning)
 Formulate the treatment  Identify signs of
plan for PEM. micronutrient
 Identify the causes and deficiencies
clinical signs of  Doses of vitamins/
micronutrient deficiency micronutrients for
treatment of
deficiency and
maintenance therapy
GROWTH AND DEVELOPMENT
Genetics Patterns of inheritance  Recall Patterns of Bedside Teaching MCQ/SAQ/OSCE
inheritance
Down syndrome  Diagnose Down Syndrome CBL

Common genetic  Diagnose common Lecture

disorder/malformation malformations Demonstration in
OPD

Growth and  Developmental Student should be able to  Plot weight and Lecture MCQs
development Milestones height on centile demonstration in
 Anthropometry  Recognize growth charts SEQs
OPD
development and  To identify age
maturation. OSCE
appropriate centile
 Justify use the tools for charts.
measuring growth and  Demonstrate use of
development. weight and height to
 Identify the genetic, monitor growth and
nutritional and development.
environmental factors that  Demonstrate
can influence child growth effective skills
and development. aspects when
communicating with
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MBBS Curriculum Final Year (2025)
 children of various
ages and family
caregivers
RESPIRATORY SYSTEM

Respiratory Stridor  Student should be able to  Differentiate between Lecture Short case
Diseases  Discuss the clinical stridor and wheeze.
Diphtheria’ presentation and common  Perform bedside CBL Long case

Pertussis etiology of acute respiratory examination of Bedside SAQs

infections. children with
ARI (Acute respiratory  Generate differential diphtheria and Oxygen therapy
infections) diagnosis and choose pertussis, TB using the workshop
appropriate lab necessary
IMNCI Guidelines investigations for acute precautionary
Asthma respiratory infections. measures
 Devise management plan for  Perform BCG
Pneumonia pneumonia, para vaccination
pneumonic effusions and  Identify BCG scars
Tuberculosis (Pulmonary) empyema.  Demonstrate
Bronchiolitis  Justify factors that technique of inhaler
predispose children to TB. use to patients care
Pleural effusion  Interpret laboratory giver.
diagnosis and investigations
Cystic fibrosis
for diagnosing TB.
Foreign body  Manage the Complications
aspiration of TB in children.
 Differentiate between
pertussis and diphtheria.
 Diagnose acute
exacerbations of asthma
 Propose management plan
for acute exacerbation of
astham.
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 Discuss the steps of asthma
management according to GINA
guidelines

INFECTIONS
Infections  Measles  Recognize the incidence and  Perform Immunization CBL MCQs
(Plus IMNCI) etiology of Measles, Mumps
Lecture SEQs
 Mumps and Rubella.
 Demonstration in
 Chickenpox Identify the clinical Short case Long
OPD
 Rheumatic Fever presentation of Enteric case
 Infective Endocarditis fever.
 Malaria/  Develop management plan
cerebral malaria for enteric fever
(+IMNCI)  Develop management plan
 Enteric Fever for Encephalitis,
Poliomyelitis, Croup,
 Meningitis
Tetanus and AGE
 Encephalitis
 Develop management plan
 Poliomyelitis
for suspected Enteric fever
 Croup
 Elaborate complications and
 Tetanus
Preventive measures of
 AGE
Enteric fever.
 Ear infections
 Correlate pathological
 HIV changes induced by malarial
 Dengue parasite to the clinical
 Rabies presentation and
complications of different
types of malaria in children.
 Develop management plan
for Malaria in children

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 Identify the clinical
presentation of HIV
infection in children
GASTROINTESTINAL TRACT
Gastroenterolo  Acute Gastroenteritis  The student should be able  Demonstrate use of Lectures SEQs
gy  IMNCI Diarrhoea to hand hygiene
CBLs MCQs
 Recurrent abdominal  Differentiate between  Recognize jaundice in
pain organic and inorganic causes children Ward Teaching
 Acute hepatitis of recurrent abdominal pain  Plan management of
 Chronic Liver Disease  Identify signs and symptoms diarrhoea according
 Chronic Diarrhoea of hepatitis and hepatic to WHO guidelines.
 Dysentery encephalopathy
 Celiac Disease  Identify the clinical
 Malabsorption presentation of
 Worm infestation malabsorption.
 Giardia  Identify the signs and
 Amoebiasis symptoms of gluten
 Pharyngitis, upper enteropathy/ coeliac disease
respiratory tract  Identify the clinical
infections presentation of Worms
 Otitis media (plus infestation, Giardia and
IMNCI) Amoebiasis
 Describe the treatment
options of Worms
infestation, Giardia and
Amoebiasis

Correlate the common

causes of diarrhoea to the
pathophysiological changes

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MBBS Curriculum Final Year (2025)
 seen in acute and chronic
diarrhoea.
NEONATOLOGY

Neonatology  Normal newborn  demonstrate understanding  Demonstrate Lectures MCQs

 Common birth of the normal growth of stepwise
injuries newborn resuscitation CBLs SEQs
 Infant of diabetic  Identify need for protocol in newborn Workshops TOACS
mother resuscitation in newborn  Perform initial steps (Resuscitation)
 Neonatal Jaundice and risks of birth asphyxia of resuscitation
 Neonatal Sepsis  Explain APGAR scoring  Perform ambu
 Low birthweight/ system bagging and
Preterm  Recognize signs and ventilation
 Neonatal Convulsions symptoms of neonatal  Perform cardiac
 Vomiting in newborn jaundice. compressions in
 Resuscitation of  Plan treatment of neonatal neonates
Newborn jaundice and its  Recognize jaundice in
 Respiratory disorders complications of neonatal neonates
of newborn jaundice  Recognize signs of
 Birth Asphyxia  Devise treatment plan for bilirubin
 Hemorrhagic diseases neonatal convulsions based encephalopathy
of the newborn on the etiology.  Identify minor &
 TORCH infections major malformations
 Respiratory Distress in neonates
Syndrome
 Necrotizing
Enterocolitis
Hypoxic Ischaemic
Encephalopathy
CARDIOLOGY

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Congenital and  Acyanotic Heart Student should be able to  Identify clinical signs Lectures MCQs
Acquired Heart Diseases of CCF in children
 Cyanotic heart  Differentiate between  Recognize common
CBLs SAQs
Disease
disease cyanotic and acyanotic heart types of murmurs
diseases Bedside Learning Long case
 Tetralogy of Fallot
 Correlate pathophysiology
 CCF in children Short case
of pediatric CCF to its clinical
Rheumatic Heart
presentation.
Disease
 Identify common pediatric
cardiomyopathy cardiac failure syndromes
 Discuss the treatment of
CCF
Identify clinical features of
rheumatic heart disease

CENTRAL NERVOUS SYSTEM

CNS Diseases  Febrile Seizures  Student should be able to  Recognize Lectures MCQs
 Epilepsy  Identify diagnostic criteria tonic/clonic epileptic
CBLs SEQs
 Meningitis for febrile, afebrile seizures seizure
 Cerebral Palsy and status epilepticus.  Manage seizures in Bedside Long case short
 Acute Flaccid  Recognize trends related to hospital setting cases
Paralysis epilepsy and seizure  Perform lumbar
 Ataxia & movement management. puncture
disorders  Identify different types of CP  Examine motor
 Neurodegenerative  Identify various causes of system of children
disorders meningitis in different age Identify hypotonia on
 Neuromuscular groups examination
disorders  Plan management of
Floppy infant meningitis in children
 Recognize various forms of
acute flaccid paralysis
 Identify Ataxia & movement
disorders, Neuromuscular
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MBBS Curriculum Final Year (2025)
 disorders and
Neurodegenerative
disorders
 Recognize hypotonia in
children
To enlist causes of hypotonia in
children

Psychological Enuresis, Encopresis,  Recognize these disorders in Lectures MCQs

Paediatrics hyperactivity, Dyslexia, children
CBLs SEQs
attention deficit order,  To enlist causes of these
child abuse, right of child disorders in children Bedside Long case short
cases

ENDOCRINOLOGY

Endocrinology  Diabetes Mellitus The student should be able to: - Perform anthropometry Lectures MCQs
 DKA  Identify common and plot it on growth
CBL SEQs
 Hypothyroidism endocrinological diseases charts
 Short stature Develop management plans Short cases
 Addison disease of short stature due to
 Cushing Disease various causes
Congenital adrenal
hyperplasia
BLOOD
Hematology Common anemias (IDA, The student should be able to  Identify pallor, CBL MCQs
etc.) lymphadenopathy,
 Explain classification and visceromegaly in Lectures SAQs
(plus IMNCI anemia) causes of anaemias. children on clinical
 Classify bleeding disorders Bedside Long case
Thalassemia examination
in children  Clinically Teaching
differentiate

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MBBS Curriculum Final Year (2025)
 Hemolytic anemias  Generate differential between petechiae,
diagnosis based on bruises and purpura.
G6PD deficiencies Interpretion of  Counsel mothers on
Hereditary Spherocytosis investigations proper nutrition
Discuss management of
Bleeding disorders anemias with special
reference to nutritional
Aplastic anemia
rehabilitation
ITP

Malignancies of ALL The student should be able to  Perform the clinical Lectures MCQs
childhood assessment of a child
AML  Describe the epidemiology with cancer Bedside teaching SEQs
of childhood malignancies
CML  Identify different types of
CLL malignancies in children
 Recognize the clinical
Lymphoma presentation of the most
common pediatric cancers
 Neuroblastoma
 Interpret laboratory findings
 Wilms tumour indicative of a possible
cancer diagnosis
 Determine the approaches
to cancer treatment
NEPHROLOGY/ UROLOGY
Renal Diseases  UTI  Differentiate nephrotic and  Perform and CBL MCQs
 Nephrotic Syndrome nephritic syndromes interpret dipstick
Bedside Teaching SEQs
 AKI  Manage nephrotic and urine
 CKD nephritic syndrome  Measure Blood Lectures Short & Long case
 APSGN according to Interpretation Pressure of a child.
of initial investigations

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MBBS Curriculum Final Year (2025)
  Recognize complications of  Perform clinical
common renal diseases in examination of child
children. with edema.
Poisoning
Childhood Poisonings  Differentiate the various  Perform stomach Lectures MCQs
Poisoning types of poisoning and their lavage in children with
Snake bite signs and symptoms poisonings Bedside Teaching
 Define the goals of
treatment
Appraise the pharmacological
basis for enhancing elimination
of drugs and use of specific
antidotes

Paediatrics Surgery

Paeds Surgery Intestinal atresia To identify the management of  Recognize Lecture  Short case
these diseases  TEV  TOACS
Intussusception Bedside Teaching
 DDH
Hernia  Cleft lip & palate
myelomeningocele,
Tracheo Esophageal hydrocephalus in
Fistula children
Hirschsprung Disease

TEV

DDH

Cleft lip & Palate

Vesico ureteral reflux,

pyloric stenosis,
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MBBS Curriculum Final Year (2025)
 myelomeningocele,
hydrocephalus, birth
trauma

Bone and Osteomyelitis

Rheumatologic
Juvenile Idiopathic
disorders
Arthritis (JIA)

Kawasaki Disease

SLE

Procedural skills:

Observe the Following Procedures:

Lumbar Puncture Pericardiocentesis

Bone marrow aspiration Liver Biopsy
Supra pubic puncture Renal biopsy
Subdural tap Passing of catheter
Thoracocentesis Pericardial tap

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MBBS Curriculum Final Year (2025)
 Final Professional Examination 2025
MEDICINE PAPER – I (Theory)
Theory
Marks of theory paper = 120
Time Allowed = 03 hrs
Internal Assessment (20%) = 30
Total Marks = 150
Pass Marks = 75
Paper-1: (*Marks of MCQ component shall be rationalized to 60 marks out of 150)
80 x MCQs (1 mark each) (80 Marks) Time =80 min
Paper-2:
10x SEQs (6 Marks Each) (60 Marks) Time = 100 min
*If a candidate obtains 70 marks is MCQs it will be rationalized as: (70/80*60=52.5)

Topics Sub topics Number of MCQs 10 x SEQs

(80) (6 Marks each)
Recall: 25 Application:55
Dermatology Basic Dermatology 1 1
Allergy 2
Dermatitis 2
Infestations 1 01
Other disorders 1
Disorders of hairs 1
Sexually transmitted diseases 2
Animal bites Dog & Snake Bite-Diagnosis and 1 1
Management
Poisoning Paracetamol Poisoning – Diagnosis and 1 1
Management/ TCA
Nutrition Vit B12 deficiency
1 01
Folate deficiency
Metabolic syndromes 1
Obesity 1 1
Cholesterol Related Dyslipidemia 1 3
Disorders
Genetic Disorder Hemoglobinopathies
Sickle cell syndromes 1 01
Thalassaemias
Neurology/muscle Headache 1
disorders Unconsciousness 1
Gait/movements Disorders
2 01
Spinal cord disorders.
Cerebrovascular accident 1
Seizures 1

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MBBS Curriculum Final Year (2025)
 Infections of CNS 1
Other diseases 1
Motor Neuron Disease/ Polyneuropathies 1
Dementia 1
Gastroenterology Dyspepsia/ Indigestion 2 1
Gastrointestinal Bleeding 1 2
01
Diarrhea 2
Tumours 2
Liver/pancreas Chronic Liver disease 2
Hepatitis 1 1
Pancreatitis 2
01
Investigation & Imaging of GI, Liver and
Pancreatic disorder 1 1
Other hepatobiliary/pancreatic disorders
Rheumatology/ bones Inflammation of joints
 Rheumatoid arthritis 1
 Osteoarthritis 1
 Seronegative Poly Arthritis
1
 Arthritis/ ankylosing spondylitis
 Gout 1
 Polymalgia rheumatica 1
Systemic disorders involving joints 02
SLE 1
MCTD 1
Vasculitis Dermatomycosis/ Polymyosities 1 1
Scleroderma/ Raynaud Phenomenon and 1
Syndrome
Systemic Sclerosis 1
Sjorgen Syndrome/ Keratoconju 1
Endocrinology Disorders of Pituitary gland and Hypothalamus
 Acromegaly/ Growth hormone 1
deficiency
 Diabetes insipidus/ SIADH 1
 Hypopituitrism/ Addision’s disease 1
 Acute Addisionian crisis 1
Disorders of Thyroid Gland
 Hyperthyroidism 01
2
 Hypothyroidism
Disorders of Parathyroid gland 1
Disorders of Adrenal Gland
 Cushing Syndrome 1
 Pheochromocytoma 1
 Aldosterone & related conditions
1
MEN-I and II
Diabetes Diabetes mellitus – type-1 1 2
01
Diabetes mellitus – type-2 2
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MBBS Curriculum Final Year (2025)
 Acute Complication of Diabetes Mellitus- 1
DKA/HHS/Hypoglycemia
Chronic complications of diabetes mellitus 1
Total 80 (60 Marks) 10 (60 Marks)

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MBBS Curriculum Final Year (2025)
 Final Professional Examination 2025
MEDICINE PAPER – II (Theory)
Theory
Marks of theory paper = 120
Time Allowed = 03 hrs
Internal Assessment (20%) = 30
Total Marks = 150
Pass Marks = 75
Paper-1: (*Marks of MCQ component shall be rationalized to 60 marks out of 150)
80 x MCQs (1 mark each) (80 Marks) Time =80 min
Paper-2:
10x SEQs (6 Marks Each) (60 Marks) Time = 100 min
*If a candidate obtains 70 marks is MCQs it will be rationalized as: (70/80*60=52.5)

Sub topics Number of MCQs 10 x SEQs

(80) (6 Marks each)
Topics
Recall: 25 Application: 55
Psychiatry & Mental Phenomenology 1
Health Anxiety Disorders
 Acute Anxiety states
1
 Panic disorders
 Generalized anxiety disorders 1
 Psychic Traumatic disorders 1
 Obsessive-compulsive disorders
 Phobic disorders
Mood Disorders
 Major depressive episodes
 Stress Related Disorders
1
 Unipolar
 Bipolar 01
 Dysthymic
 Atypical 1
 Manic episodes
 Schizophrenia 1
Other disorders
 Dissociative Disorders 1
 Mental and Behavioural Disorders
1
due to General Medical Condition
Psychopharmacology

 overview of drugs used to treat

psychiatric disorders and 1
classification of drugs

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MBBS Curriculum Final Year (2025)
 Drug Abuse

 Substance Misuse and Abuse 1

Haematology & Anemias, Pancytopenia clinical approach
Transfusion Medicine
 Iron deficiency 1
 Megaloblastic B-12 deficiency 1
 Folic acid deficiency 1
 Anaemia of chronic disorder 1
 Haemolytic anaemia
 Hereditary Acquired
 Aplastic anemia 1
 Aetiology and presentation
 Causes & Management
Transfusion 02
 Blood groups and blood transfusion
 Reactions & Management
Generalized Lymphadenopathy 1
Differential diagnosis of Generalized
Lymphadenopathy

Haemoglobinopathies

 Sickle cell syndromes 1

 Thalassaemias 1
Bleeding Disorders
 ITP/ Bleeding Disorders/ DIC 1 1
Cardiovascular system Hypertension 1 1
Ischaemic heart disease 1
Heart failure 1
Endocardial diseases
1
Pericardial diseases 01
Cyanotic heart disease 1
Valvular Heart Disease 1
Cardiomyopathies 1
Investigations 1
Pulmonology Allergic Disorders of respiratory system
 Bronchial Asthma 1
Interstitial lung diseases
 ILD/ DPLD/EAA/IPF
1
 Sarcoidosis
02
Inflammatory diseases
 Tuberculosis 1
 Pneumonia 1
 Lung Abscess 1
Obstructive airway diseases
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MBBS Curriculum Final Year (2025)
  COPD 1
Respiratory Emergencies
 Adult Respiratory distress Syndrome 1
 Pulmonary thromboembolism/ 1
Acute
 Respiratory Failure 1
Carcinoma Lung 1

Pulmonary Embolism
1
Pleural effusion types & causes

Investigations 1
 Arterial blood gases
Therapy
Oxygen Therapy
Ventilator Techniques
Different modes and terms –IPPV, PCV,
PEEP, CPAP, BIPAP, NIPPV etc

Nephrology, Dialysis & Inflammatory Diseases

Transplant
 Urinary tract infections 1
 Glomerulonephritis 1
 Nephrotic Syndrome 1
 Nephritic Syndrome 1
 Renal TB 1
Miscellaneous

 Renal artery stenosis 01

1
 Renal tubular Acidosis
 Nephrolithiasis 1
Renal failure

 AKI (Actual renal failure) 1

 CKD (Chronic renal failure) 1
Treatment

 Dialysis
1
 Renal Transplant
Infections Diagnosis and management of common infectious diseases

 Typhoid/ Paratyphoid Fevers 1

 Dengue Hemorrhagic Fever 1
 Malaria 1 01
Septicemia

 Sepsis/ Septicemia
1
 Meningococcemia

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MBBS Curriculum Final Year (2025)
 Acquired immune deficiency syndrome
Common disease syndromes caused by different bacteria and their
drug therapy

 Pneumococci 1
 Staphylococci 1
 Streptococci
 Hemophilis Influence
1
 Shigella
 Gonococci
 Pseudomonas 1
 Chloera 1
 Amoebiasis/ Giardiasis 1
Oncology, Diseases of White blood cells tumours
Lymph Nodes &Bone  Lymphoma 1 1
Marrow Bone marrow tumors
 Acute Leukemia 1 01
 Chronic Leukemia 1 1
 Multiple Myeloma 1
 Myeloproliferative Disorders 2
Critical Care & emergency 6 01

Pharmacotherapeutics 2 2
Total 80 (60 Marks) 10 (60 Marks)

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MBBS Curriculum Final Year (2025)
 Table of Specification for Practical Examination- Medicine 2025
Max Marks = 240
Internal Assessment = 60
 Grand Total = 300
 Pass Marks = 150
CYCLE I (OSCE) CYCLE II (in ward)
04 x Short Case 1 x Long Case
8 x Non-Observed 04 x Observed/interactive
Observed &
Static Stations Station
Structured
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

Management plan
Focused History &

investigation plan
Infection control

Examination/
Medicine/ BLS/
X-Ray/ CT Scan

Interpretation
Interpretation
Patient Safety

Dermatology
Instruments

Respiratory
Counselling
Haem Data

Emergency

&
Endo Data

Psychiatry

Abdomen
System
ACLS
Drug

ECG

CNS

CVS
15 15 15
10 10 10 10 10 10 10 10 10 10 10 10 15 60
80 Marks 40 Marks 60 Marks 60 Marks
5 minutes for each station 5 minutes for each Two parallel long
12 x 5 = 60 Minutes station case
For 25 students = 125 Minutes= 2hrs 5 minutes For 04 students: 20  15 minutes for
minutes each student
For 25 students  For 13
= 140 Minutes students: 15 x
= 2 hrs 20 minutes 13 = 3 hours 25
minutes
*Conduct of practical examination may be adjusted as per requirement of internal and external examiners
 Static station must include Rheumatology, Endocrinology, Nephrology, Haematology
 Number of rest stations depends upon the number of students

Page | 145
MBBS Curriculum Final Year (2025)
 Final Professional Examination 2025
SURGERY PAPER – I (Theory)
Theory
Marks of theory paper = 120
Time Allowed = 03 hrs
Internal Assessment (20%) = 30
Total Marks = 150
Pass Marks = 75
Paper-1: (*Marks of MCQ component shall be rationalized to 60 marks out of 150)
80 x MCQs (1 mark each) (80 Marks) Time =80 min
Paper-2:
10x SEQs (6 Marks Each) (60 Marks) Time = 100 min
*If a candidate obtains 70 marks is MCQs it will be rationalized as: (70/80*60=52.5)

Sub topics Number of MCQs 10 x SEQs

Topics (80) (6 Marks each)

Recall: 25 Application:55

Metabolic response to injury

Basic Principles of 1 2
Surgery 1
Perioperative Care
1 2

Shock & Blood transfusion

1 2 1

Wound, healing and tissue repair

1 2 1

Surgical infections
1 2 1

Skin swellings and lumps

Skin & Subcutaneous 1 2
tissue 1
Sinuses and fistulas
1

Burn
1 2
1
Ulcer Classification and Management
1 1

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MBBS Curriculum Final Year (2025)
 Trauma and tissue response
Trauma 1 1

Trauma to regions
1 2

Radiological Conventional Radiology 2

Investigations and 1
Diagnosis Advanced techniques 2

Pediatric Surgery Congenital Deformities 1

1 1

Congenital anomalies- Skull/Meninges 1

Congenital anomalies- upper GI 1

Congenital anomalies- lower GI 1

Congenital anomalies- Urogenital system

Orthopedic Surgery Injuries of Upper limb 1

1

Injuries of Lower limb 1

1

Open Fracture 1

Fractures, Management of Fractures 1

1

Joints- Abnormalities 1

1
Infections –bone & joint /Soft tissue 1

Tumors 2

Spine Surgery Spinal injuries

1 1

Degenerative disease of spine

1 1

Spinal infections
1

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MBBS Curriculum Final Year (2025)
 Spinal tumors
1

Spinal deformities
1

Neurosurgery Tumours brain

1 1

Infections
1

Injuries (head and peripheral nerve)

1 2

Hydrocephalus
1

Myelo-meningocele
1 1

Vascular anomalies

Vascular Surgery Arterial

1 1

Venous
1 1

Lymphatic
1

Thoracic Surgery Infection (empyema)

1 1

SOLs –Mediastinum
1

Oesophagus
1 1
1
Tumors lungs
1 1

Principles of radiotherapy
Oncology 1

Principles of chemotherapy
1 1

Total 80 (60 Marks) 10 (60 Marks)

Page | 148
MBBS Curriculum Final Year (2025)
 Final Professional Examination 2025
SURGERY PAPER – II (Theory)
Theory
Marks of theory paper = 120
Time Allowed = 03 hrs
Internal Assessment (20%) = 30
Total Marks = 150
Pass Marks = 75
Paper-1: (*Marks of MCQ component shall be rationalized to 60 marks out of 150)
80 x MCQs (1 mark each) (80 Marks) Time =80 min
Paper-2:
10x SEQs (6 Marks Each) (60 Marks) Time = 100 min
*If a candidate obtains 70 marks is MCQs it will be rationalized as: (70/80*60=52.5)

Sub topics Number of MCQs 10 x SEQs

Topics (80) (6 Marks each)

Recall: 25 Application:55

Anesthesia General Anaesthesia 1 3

Regional & Spinal Anaesthesia 1 2 1

Pain Relief 1 1

Head & Neck Surgery Disorders of salivary glands 1 1

1
Mass neck 1 3

Breast and Endocrine Breast Lump 1 3 1

Thyroid swelling 1 3

Parathyroid glands 1 1 1

Adrenal glands 1

Abdomen Acute Abdomen 1 2

1
Chronic Abdomen 1 1

Hepatobiliary Surgery Liver – SOL liver 1 2

1
Stones in biliary tract 1 3

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MBBS Curriculum Final Year (2025)
 Inflammation 1 2

Surgical Intervention-Laparoscopic Surgery 1 3

Abdominal Wall, Inguinal Hernia 1 3

Hernias 1
Femoral hernia 1 2

Ventral Hernias 1 3 1

Upper Gl Surgery – Upper GI bleed/ Hematemesis 1 3

Stomach/Intestine/Li
ve/Pancreas Tumors 1 2

Inflammation 1 2
1
Lower Gl Surgery – Change in bowel habit / rectal bleeding 1 2
Appendix/Colon/Rect
um/Anal Canal Abscess/Fissure 1 2

Fistula 1 1

Urology Haematuria 1 1

Urinary Obstruction and Urological Emergencies 1 2 1

Tumours 1

Total 80 (60 Marks) 10 (60 Marks)

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MBBS Curriculum Final Year (2025)
 Table of Specification - Practical (Surgery)

Max Marks = 240

Internal Assessment = 60

Grand Total = 300

Pass Marks = 150

CYCLE I (OSCE) CYCLE II (in ward)

8 x Non-Observed 04 x Short Case 1 x Long Case

04 x Observed Static
Observed &
Static Stations Station
Structured
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
Focused
Lab investigations interpretation eg LFTs,

General Surgery (Instruments, Devices, CVP,

Endocrines/ Sal. Glands, Thyroid, Breast etc

History &

General Surgery/ Any specialty of surgery

test etce.g Burns, dehydration,

Examination/
General Surgery (hepatobiliary surgery)
Principles of surgery. Nutrition, fluid,

investigation

Orthopedic Surgery & Traumatology

electrolytes, Blood transfusion etc

Urology / Any specialty of surgery

X Rays Contrast Studies / CT/ MRI

plan &
General Surgery (, Pre & Post op

Management

Counselling/ Patient Safety

Anaesthesia / Critical care

plan
Post Op. Complications
Infection Control

BLS/ ACLS/ ATLS

General Surgery
Resuscitation

management)

sutures)
Thyroid
RFTs

10 10 10 10 10 10 10 10 10 10 10 10 15 15 15 15 70

80 Marks 40 Marks 60 Marks 60 Marks

5 minutes for each station Two parallel 5 minutes for each
12 x 5 = 60 Minutes long case station
For 25 students = 125 Minutes= 2hrs 5 minutes  15 minutes For 04 students: 20
for each minutes
student For 25 students
 For 13 = 140 Minutes= 2hrs
students 20 minutes
:15 x 13 =
3hours 25
minutes
*Conduct of practical examination may be adjusted as per requirement of internal and external examiners
Number of rest stations depends upon the number of students

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MBBS Curriculum Final Year (2025)
 FINAL PROFESSIONAL MBBS EXAMINATION (2025)
OBSTETRICS & GYNAECOLOGY PAPER – I
Theory
Marks of theory paper = 80
Time Allowed = 03 hrs
Internal assessment (20%) = 20
Total Marks = 100
Pass Marks = 50
Paper-1: (*Marks of MCQ component shall be rationalized to 40% weightage)
60 x MCQs (1 mark each) (60 Marks) Time =60 min
Paper-2:
9x SEQs (05 SEQ of 4 Marks Each & 04 SEQ of 5 Marks each) (40 Marks) Time = 120 min
*If a candidate obtains 50 marks is MCQs it will be rationalized as: (50/60*40=33.3)

Number of SEQs
Number of MCQs
(9)
(60)
Topic 05 SEQ of 4
Sub topic Marks Each & 04
Recall:20 Application:40 SEQ of 5 Marks
each

Pregnancy & Labour Maternal Anatomy/Physiology in Pregnancy 01

and Labor
Pre-Pregnancy Care 01
Antenatal Care 01 01
01
Prenatal Diagnosis 01 01
Labour and Delivery 01 02
Third Stage of Labour 01 01
Puerperium 01 01
Medical Disorders In Pallor in Pregnancy 01 02
Pregnancy Hypertension/ Eclampsia 01 03
Diabetes Mellitus 01 03
Cardiac, Respiratory, Renal and Liver 01 01
Disease
02
Obesity in pregnancy 01 01
Thyroid 01
Autoimmune/ Dermatological Conditions 01
Neurological Conditions 01 01
Drug and Alcohol Misuse/Smoking 01
High Risk Intra Partum Ante Partum Hemorrhage 01 03
Events Pre-maturity and Post Maturity 01 02
Breech Presentation 01

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MBBS Curriculum Final Year (2025)
Malpresentations Transverse Lie 01
Brow, Face and Shoulder Presentation 01
Cord Presentation and Prolapse 01
Compound Presentation 01 02
Malposition
Multiple Pregnancy Multiple pregnancy and labor 01 01
Fetal Growth Disorders Intra Uterine Growth Restriction and Small 02
for Gestational Age 01
Macrosomia 01 01
Liquor Volume Oligohydramnios 01
Abnormalities Polyhydramnios 01 01
Bad Obstetric History Poor pregnancy outcome 01 01
Foetal infections 01
Hydrops Fetalis 01
Obstetrical Obstetrical Collapse and Maternal 03 02
Emergencies resuscitation
Total 60 (40 Marks) 09 (40 Marks)

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MBBS Curriculum Final Year (2025)
 FINAL PROFESSIONAL MBBS EXAMINATION (2025)
OBSTETRICS & GYNAECOLOGY PAPER – II
Theory
Marks of theory paper = 80
Time Allowed = 03 hrs
Internal assessment (20%) = 20
Total Marks = 100
Pass Marks = 50
Paper-1: (*Marks of MCQ component shall be rationalized to 40% weightage)
60 x MCQs (1 mark each) (60 Marks) Time =60 min
Paper-2:
9x SEQs (05 SEQ of 4 Marks Each & 04 SEQ of 5 Marks each) (40 Marks) Time = 120 min
*If a candidate obtains 50 marks is MCQs it will be rationalized as: (50/60*40=33.3)
Topic Sub topic Number of MCQs (60) Number of SEQs (9)
05 SEQ of 4 Marks
Recall:20 Application:40 Each & 04 SEQ of 5
Marks each
Puberty & Adolescence Anatomy and Embryology 1 2
Puberty & Adolescence 2
01
Subfertility & Primary and secondary subfertility 2 2
Contraception Contraception 2 2
Menstrual Disorders Heavy Menstrual Bleeding 1 4
Amenorrhea 1 2
Post-Menopausal Bleeding 1 4 01
Post coital bleeding 1
PCOs 1 4
Miscarriages Diagnosis and management
Spontaneous miscarriage 1
01
Recurrent miscarriage 1 1
Gestational trophoblastic disease 1
Menopause And Menopause 1
01
Osteoporosis Osteoporosis 1
Urinary Problems Urinary incontinence 1
Urinary tract infections 1
Uterovaginal Prolapse Diagnosis and management of 2 01
uterovaginal prolapse.
Concept of POP-Q classification
Abdominopelvic Pain Acute abdominopelvic pain 1
01
Chronic abdominopelvic pain 1
Genital Tract Infections Vaginal Discharge/ Lower genital tract
1 1
infections 01
Upper genital tract infections 1
Gynaecological Tumors Benign tumors 2 2
Malignant tumors 2 2
Screening of gynecological cancer 1 1 02
Prevention
Radiotherapy and chemotherapy 1
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MBBS Curriculum Final Year (2025)
Sexual Disorders Sexually transmitted infections 1
Sexual dysfunction disorders 1
Total 60 (40 Marks) 09 (40 Marks)

Table of Specification
Clinical Examination Gynae/Obstetrics - OSCE
Max Marks = 160
Internal Assessment = 40
Grand Total = 200
Pass Marks = 100
Clinical Examination Gynae/Obstetrics - OSCE
Gynae Obstetrics
Long Case Intera Non-Interactive Long Case Interac Non-Interactive Total
(4 x Linked ctive Stations (4 x Linked tive Stations Mark
Station) Statio Station) Station
s
ns s

Non- Non-
Observe Obser Obser Observ Non-Observed
Observ Non-Observed Observ
d ved ved ed
ed ed
1 1 1 1
1 2 3 4 5 6 7 8 9 12 1 2 3 4 5 6 7 8 9 12
0 1 0 1
Infection control/ Patient Safety

Rest Station x 3

Rest Station x 3
Counselling/ Comm Skills

Counselling/ Comm Skills

Skill Demonstration

Skill Demonstration
Data Interpretation

Data Interpretation
Management plan

X-Ray/ Ultrasound
D/D, Investigation
Examination Skills

Management plan

X-Ray/ Ultrasound
D/D, Investigation
Examination Skills
Focused History

Partogram/ CTG
Focused History
Device/ Drugs

Device/ Drug
Instrument

Instrument
Pictures
Picture

4 4 4 4 4 4 4 4 4 4
10 10 10 10 8 8 4 10 10 10 10 8 8 4

24 80 Marks 80 Marks 160

15 Stations for Gynae 15 Stations for Obstetrics
5 minutes for each station 5 minutes for each station
15 x 5 = 75 Minutes 15 x 5 = 75 Minutes
*Conduct of practical examination may be adjusted as per requirement of internal and external examiners

Number of rest stations depends upon the number of students

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MBBS Curriculum Final Year (2025)
 Final Professional MBBS Examination (2025)
Paeds
Theory
Marks of theory paper = 80
Time Allowed = 03 hrs
Internal assessment (20%) = 20
Total Marks = 100
Pass Marks = 50
Paper-1: (*Marks of MCQ component shall be rationalized to 40% weightage)
60 x MCQs (1 mark each) (60 Marks) Time =60 min
Paper-2:
9x SEQs (05 SEQ of 4 Marks Each & 04 SEQ of 5 Marks each) (40 Marks) Time = 120 min
*If a candidate obtains 50 marks is MCQs it will be rationalized as: (50/60*40=33.3)

Number of MCQs(60) No of SEQs (09)

Topic (05 SEQ of 4 Marks
Recall: 20 Application:40 Each & 04 SEQ of 5
Marks each)
Immunization 02
02
1
Growth and Development/Genetics 01 04

Nutrition 02 04 1

Infectious diseases / IMNCI 02 03

Respiratory System 01 04 1

Gastroenterology 02 03 1

Neonatology 02 03

Cardiology 01 03 1

Central Nervous System 02 03 1

Endocrinology 01 03 1

Blood/Oncology 01 04 1

Nephrology/ Urology 01 03 1

Poisoning 01 01

Paeds Surgery 01

Total 60 (40 Marks) 9 (40 Marks)

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MBBS Curriculum Final Year (2025)
 Proposed Table of Specification for 2025

Paediatrics Practical

Max Marks = 80

Internal Assessment = 20

Grand Total = 100

Pass Marks = 50

CYCLE I CYCLE II

10 x Static Stations 02 x Short case Long Case

1 2 3 4 5 6 7 8 9 10

Infection control/ Patient

investigation plan &

Abdomen/ Resp System

Management plan
Focused History &
Communication Skills
Data Interpretation

Examination/
Scenario/ Picture

Drugs/ Vaccine

Counselling/
Instrument

CVS/CNS
Scenario
Picture

safety
X- ray

BLS

04 04 04 04 04 04 04 04 04 04 10 10 20 Marks

5 minutes for each station Two parallel long case

12 x 5 = 60 Minutes  15 minutes for each student

 For 13 students: 15 x 13
For 25 students = 125 Minutes= 2 hrs 5 minutes = 3 hours 25 minutes

*Conduct of practical examination may be adjusted as per requirement of internal and external examiners

Number of rest stations depends upon the number of students

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MBBS Curriculum Final Year (2025)