please make a table of hours distribution for first year mbbs batch as per nmc criteria batch 2026
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site:nmc.org.in CBME curriculum MBBS first professional hours distribution foundation course 2024 2025 pdf
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medical education curriculum India
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NMC Competency Based Undergraduate Curriculum 2024 MBBS Phase I hours Anatomy Physiology Biochemistry 13 months 2026
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https://www.nmc.org.in/information-desk/for-colleges/ug-curr…
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"Anatomy" "650 hours" "Physiology" "480 hours" "Biochemistry" "270 hours" NMC MBBS
First Year MBBS (Phase I) Hours Distribution - NMC CBME Framework
For MBBS batch admitted in 2026
| Component / Subject | Prescribed teaching hours | Usual duration | Notes |
|---|---|---|---|
| Foundation Course | 175 hours | 1 month | Conducted before regular Phase I teaching. Includes orientation, basic life support, first aid, communication, ethics, professionalism, computer skills, language and community orientation. |
| Anatomy | 650 hours | 12 months | Includes gross anatomy, histology, embryology, neuroanatomy, genetics, radiology/imaging correlation, dissection and early clinical exposure. |
| Physiology | 480 hours | 12 months | Includes practical physiology, clinical correlation, skills and early clinical exposure. |
| Biochemistry | 480 hours | 12 months | Includes practical biochemistry, clinical correlation, laboratory skills and early clinical exposure. |
| Phase I subject teaching total | 1,610 hours | 12 months | Anatomy + Physiology + Biochemistry. |
| Overall First MBBS total, including Foundation Course | 1,785 hours | 13 months | One month Foundation Course plus 12 months of Phase I subjects. |
Suggested proportional distribution
| Subject | Hours | Share of Phase I subject hours |
|---|---|---|
| Anatomy | 650 | 40.4% |
| Physiology | 480 | 29.8% |
| Biochemistry | 480 | 29.8% |
| Total | 1,610 | 100% |
Important implementation points
- AETCOM, early clinical exposure, electives-related orientation, self-directed learning, integrated teaching, practicals and skills should be built into the departmental schedule. They should not normally be treated as extra hours outside the prescribed subject hours.
- The annual timetable must also reserve time for formative assessment, internal assessment, holidays, university examination and revision, according to the affiliating university and institutional academic calendar.
- Attendance remains a key requirement: the NMC CBME FAQ states 75% attendance in theory and 80% attendance in practical/clinical training for examination eligibility.
- The Phase I structure used here is the NMC CBME framework: 1 month Foundation Course + 12 months of pre-clinical teaching.
NMC’s UG curriculum page identifies the CBME undergraduate curriculum as applicable from the 2019 admission batch onward. The NMC CBME FAQ states that the curriculum guidance applies to MBBS batches admitted since 2019 and confirms the attendance requirements.
For practical use, this table can be treated as the minimum academic-hours framework for preparing the 2026 first-year MBBS master timetable. Your university may prescribe additional local requirements or a specific weekly timetable format.
for community medicine in first year
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site:nmc.org.in "Community Medicine" "First Professional" "hours" CBME curriculum 60
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community medicine medical education India curriculum
Community Medicine in First Year MBBS, Batch 2026
Yes. Community Medicine should be allotted 60 teaching hours during Phase I (First MBBS) under the NMC CBME curriculum.
| First MBBS component | Hours |
|---|---|
| Foundation Course | 175 |
| Anatomy | 650 |
| Physiology | 480 |
| Biochemistry | 480 |
| Community Medicine | 60 |
| Total first-year academic hours | 1,845 |
Suggested breakup of the 60 Community Medicine hours
| Activity | Suggested hours |
|---|---|
| Introductory lectures and small-group teaching | 20 |
| Community orientation and field visits | 20 |
| Family/community study, primary health care exposure | 10 |
| Early clinical exposure, integrated teaching and reflection | 10 |
| Total | 60 |
Key point: In first year, Community Medicine is mainly for orientation to the community, determinants of health, health-care delivery system, primary health care, family study, communication and field exposure. It is not a separate First Professional university examination subject, but the department should maintain attendance, formative assessment and activity records.
The 60 hours should be scheduled across the 12-month Phase I period, preferably as a regular weekly or fortnightly slot plus planned field visits. The NMC undergraduate CBME curriculum remains the governing framework for batches admitted from 2019 onward, including the 2026 batch.
Create a weekly timetable for the 60 Community Medicine hours
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NMC UG curriculum Community Medicine first professional 60 hours early clinical exposure pdf
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community medicine undergraduate education India
Weekly Timetable: Community Medicine, First MBBS 2026
Total: 60 hours | 30 teaching weeks x 2 hours/week
Suggested fixed slot: Friday, 2:00 PM to 4:00 PM
Student grouping: Batch divided into small groups for field visits, family study and discussion sessions.
Student grouping: Batch divided into small groups for field visits, family study and discussion sessions.
| Week | Hours | Teaching-learning activity | Topic / expected output |
|---|---|---|---|
| 1 | 2 | Interactive lecture | Introduction to Community Medicine, health concept and determinants of health |
| 2 | 2 | Small-group discussion | Health, disease and spectrum of health |
| 3 | 2 | Interactive lecture | Social determinants of health, poverty, education, gender and health |
| 4 | 2 | Small-group discussion | Social, cultural and behavioural factors influencing health |
| 5 | 2 | Lecture with case discussion | Levels of prevention and examples from common diseases |
| 6 | 2 | Demonstration / discussion | Primary health care: principles, elements and relevance |
| 7 | 2 | Interactive lecture | Health-care delivery system in India: rural and urban structure |
| 8 | 2 | Field orientation | Orientation to field-practice area, community entry and professional conduct |
| 9 | 2 | Field visit | Visit to Sub-Centre / Health and Wellness Centre |
| 10 | 2 | Reflection and group presentation | Functions of Sub-Centre / Health and Wellness Centre |
| 11 | 2 | Field visit | Visit to Primary Health Centre |
| 12 | 2 | Reflection and assignment | Services, staff, records and referral services at PHC |
| 13 | 2 | Interactive lecture | Family as a unit of health care and family health records |
| 14 | 2 | Demonstration | Family folder / family study format and data collection methods |
| 15 | 2 | Field activity | Family allotment and first family visit |
| 16 | 2 | Field activity | Family study: demographic, housing, environmental and socioeconomic information |
| 17 | 2 | Small-group discussion | Identification of health needs and risks in the allotted family |
| 18 | 2 | Interactive lecture | Water, sanitation, hygiene and solid-waste management |
| 19 | 2 | Field observation | Household environmental assessment and sanitation survey |
| 20 | 2 | Demonstration / practical | Safe water, hand hygiene and household water treatment methods |
| 21 | 2 | Interactive lecture | Nutrition, food safety and nutrition-related health problems |
| 22 | 2 | Field visit / observation | Anganwadi Centre or ICDS service point |
| 23 | 2 | Reflection and discussion | Maternal-child nutrition services and growth-monitoring activities |
| 24 | 2 | Interactive lecture | National health programmes: introductory overview |
| 25 | 2 | Field visit | Immunization clinic / outreach session, subject to local schedule |
| 26 | 2 | Case discussion | Immunization, vaccine hesitancy, communication and counselling |
| 27 | 2 | Interactive lecture | Health education, communication skills and behaviour change |
| 28 | 2 | Role play | Counselling on handwashing, nutrition, immunization or tobacco avoidance |
| 29 | 2 | Student presentations | Family-study findings and community health issues identified |
| 30 | 2 | Formative assessment and feedback | Quiz, viva, logbook review, reflection and feedback |
| Summary of hours | Hours |
|---|---|
| Classroom interactive teaching and small-group discussion | 26 |
| Field visits and community-based learning | 20 |
| Family study and household assessment | 8 |
| Reflection, presentations and formative assessment | 6 |
| Total | 60 |
Assessment and documentation
Maintain an individual Community Medicine logbook containing:
- Attendance
- Field-visit reports
- Family-study record
- Household environmental assessment
- Reflective writing after each major visit
- Health-education role-play assessment
- Faculty feedback and sign-off
This plan uses 30 weekly two-hour sessions, which is practical within the First MBBS academic year. Field visits may be shifted to Saturdays or combined as a four-hour session where travel time makes a two-hour visit impractical. The NMC CBME framework supports community orientation, field exposure, early clinical exposure, reflection and learner documentation through the undergraduate curriculum.
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Learning Objectives and Assessment Methods
Community Medicine, First MBBS 2026: 60 hours over 30 weeks
Course Learning Objectives
By the end of the first-year Community Medicine postings, the learner should be able to:
- Define health and explain the role of physical, social, economic, cultural and behavioural determinants of health.
- Describe the natural history of disease and apply the levels of prevention to common health problems.
- Explain the principles of primary health care and the structure of the Indian public health-care delivery system.
- Describe the roles and services of a Sub-Centre, Health and Wellness Centre, Primary Health Centre, Anganwadi Centre and immunization clinic.
- Demonstrate respectful communication, professional behaviour, confidentiality and cultural sensitivity during community and family interactions.
- Collect basic demographic, socioeconomic, environmental and health information from a family using an approved family-study format.
- Identify common household and community health risks, including unsafe water, sanitation, waste disposal, nutrition and immunization gaps.
- Demonstrate basic health-promotion communication on selected topics such as hand hygiene, safe water, nutrition, immunization and tobacco avoidance.
- Recognize the role of national health programmes and community-based health workers in health promotion and disease prevention.
- Reflect on field experiences and communicate identified family or community health needs appropriately.
Week-wise Learning Objectives and Assessment
| Week(s) | Session theme | Specific learning objective | Assessment method |
|---|---|---|---|
| 1-2 | Introduction to Community Medicine, health and disease | Define health; explain dimensions of health and the health-disease continuum. | Pre-test/post-test MCQs; participation in discussion |
| 3-4 | Determinants of health | Identify social, cultural, environmental and behavioural determinants affecting health in a given case or community. | Case-based worksheet; faculty observation |
| 5 | Levels of prevention | Classify interventions as primordial, primary, secondary, tertiary or quaternary prevention. | Short-answer exercise; MCQ quiz |
| 6 | Primary health care | State the principles and elements of primary health care and apply them to a community scenario. | Group presentation; oral questioning |
| 7 | Health-care delivery system | Describe the rural and urban health-care delivery system and referral linkages. | Diagram-based assignment; short viva |
| 8 | Field orientation | Demonstrate appropriate conduct, communication, confidentiality and safety during a community visit. | Faculty checklist and reflective logbook entry |
| 9-10 | Sub-Centre / Health and Wellness Centre | Describe staff roles, services, records and referral functions at the visited facility. | Field-visit report; group debriefing |
| 11-12 | Primary Health Centre | Identify the services, staffing pattern and role of the PHC in primary care and referral. | Structured visit report; faculty viva |
| 13-14 | Family as unit of care and family study | Explain the purpose of a family study and accurately use the family-study tool. | Review of completed practice proforma |
| 15-17 | Family allotment and family study | Collect and record demographic, socioeconomic, environmental and selected health data respectfully and accurately. | Logbook review; direct observation checklist; family-study record |
| 18-20 | Water, sanitation, hygiene and waste management | Identify household environmental risks and demonstrate or explain basic safe-water and hygiene practices. | Household assessment checklist; practical demonstration; short quiz |
| 21-23 | Nutrition and ICDS / Anganwadi exposure | Recognize common nutrition-related concerns and describe the role of Anganwadi or ICDS services. | Field-visit report; group presentation; reflective note |
| 24 | National health programmes | Identify selected national health programmes relevant to maternal-child health, communicable diseases and non-communicable diseases. | MCQs; matching exercise; viva |
| 25-26 | Immunization services and counselling | Describe the purpose of immunization services and communicate effectively with a caregiver who has concerns about vaccination. | Role-play using checklist; faculty and peer feedback |
| 27-28 | Health education and behaviour change | Plan and deliver a brief, audience-appropriate health-education message. | Assessed role-play / mini health-talk rubric |
| 29 | Student presentations | Present family-study findings, identify priority health concerns and suggest feasible preventive actions. | Presentation rubric; peer assessment; faculty feedback |
| 30 | Consolidation and feedback | Integrate learning from classroom, field visits and family study; reflect on professional growth. | End-posting MCQs, short viva, logbook completion and reflective writing |
Recommended Assessment Plan
| Component | Tool / method | Suggested weightage |
|---|---|---|
| Attendance and professional conduct | Attendance record, field-visit conduct checklist | 10% |
| Classroom formative assessment | MCQs, short-answer questions, case discussion | 15% |
| Field-visit documentation | Structured reports for Sub-Centre/HWC, PHC, Anganwadi and immunization visit | 20% |
| Family study | Family folder, environmental assessment, identification of health needs | 25% |
| Communication and health education | Role-play, observed health talk or counselling activity | 15% |
| Reflection and presentation | Reflective logbook entry, group presentation and discussion | 15% |
| Total | 100% |
Minimum evidence to be maintained in the student logbook
- Attendance for all sessions and field visits
- Four field-visit reports: Sub-Centre/HWC, PHC, Anganwadi/ICDS, immunization or outreach clinic
- Completed family-study proforma
- Household environmental and sanitation assessment
- One health-education plan or role-play assessment
- At least two reflective writing entries
- Faculty feedback, signature and completion status
Suggested passing requirement
For institutional formative purposes, a student may be considered to have satisfactorily completed the posting if they have:
- Completed the required attendance as per institutional and NMC requirements
- Submitted all mandatory logbook activities
- Obtained at least 50% in the cumulative formative assessment
- Demonstrated satisfactory professional behaviour during field and family interactions
The assessment should focus on participation, skills, community orientation, communication and reflection, not only recall of theory.
Create an Excel timetable with objectives and assessments plus 2
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First Year MBBS (Phase I) Hours Distribution - NMC CBME Framework
For MBBS batch admitted in 2026
| Component / Subject | Prescribed teaching hours | Usual duration | Notes |
|---|---|---|---|
| Foundation Course | 175 hours | 1 month | Conducted before regular Phase I teaching. Includes orientation, basic life support, first aid, communication, ethics, professionalism, computer skills, language and community orientation. |
| Anatomy | 650 hours | 12 months | Includes gross anatomy, histology, embryology, neuroanatomy, genetics, radiology/imaging correlation, dissection and early clinical exposure. |
| Physiology | 480 hours | 12 months | Includes practical physiology, clinical correlation, skills and early clinical exposure. |
| Biochemistry | 480 hours | 12 months | Includes practical biochemistry, clinical correlation, laboratory skills and early clinical exposure. |
| Phase I subject teaching total | 1,610 hours | 12 months | Anatomy + Physiology + Biochemistry. |
| Overall First MBBS total, including Foundation Course | 1,785 hours | 13 months | One month Foundation Course plus 12 months of Phase I subjects. |
Suggested proportional distribution
| Subject | Hours | Share of Phase I subject hours |
|---|---|---|
| Anatomy | 650 | 40.4% |
| Physiology | 480 | 29.8% |
| Biochemistry | 480 | 29.8% |
| Total | 1,610 | 100% |
Important implementation points
- AETCOM, early clinical exposure, electives-related orientation, self-directed learning, integrated teaching, practicals and skills should be built into the departmental schedule. They should not normally be treated as extra hours outside the prescribed subject hours.
- The annual timetable must also reserve time for formative assessment, internal assessment, holidays, university examination and revision, according to the affiliating university and institutional academic calendar.
- Attendance remains a key requirement: the NMC CBME FAQ states 75% attendance in theory and 80% attendance in practical/clinical training for examination eligibility.
- The Phase I structure used here is the NMC CBME framework: 1 month Foundation Course + 12 months of pre-clinical teaching.
NMC’s UG curriculum page identifies the CBME undergraduate curriculum as applicable from the 2019 admission batch onward. The NMC CBME FAQ states that the curriculum guidance applies to MBBS batches admitted since 2019 and confirms the attendance requirements.
For practical use, this table can be treated as the minimum academic-hours framework for preparing the 2026 first-year MBBS master timetable. Your university may prescribe additional local requirements or a specific weekly timetable format.### Community Medicine in First Year MBBS, Batch 2026
Yes. Community Medicine should be allotted 60 teaching hours during Phase I (First MBBS) under the NMC CBME curriculum.
| First MBBS component | Hours |
|---|---|
| Foundation Course | 175 |
| Anatomy | 650 |
| Physiology | 480 |
| Biochemistry | 480 |
| Community Medicine | 60 |
| Total first-year academic hours | 1,845 |
Suggested breakup of the 60 Community Medicine hours
| Activity | Suggested hours |
|---|---|
| Introductory lectures and small-group teaching | 20 |
| Community orientation and field visits | 20 |
| Family/community study, primary health care exposure | 10 |
| Early clinical exposure, integrated teaching and reflection | 10 |
| Total | 60 |
Key point: In first year, Community Medicine is mainly for orientation to the community, determinants of health, health-care delivery system, primary health care, family study, communication and field exposure. It is not a separate First Professional university examination subject, but the department should maintain attendance, formative assessment and activity records.
The 60 hours should be scheduled across the 12-month Phase I period, preferably as a regular weekly or fortnightly slot plus planned field visits. The NMC undergraduate CBME curriculum remains the governing framework for batches admitted from 2019 onward, including the 2026 batch.## Weekly Timetable: Community Medicine, First MBBS 2026
Total: 60 hours | 30 teaching weeks x 2 hours/week
Total: 60 hours | 30 teaching weeks x 2 hours/week
Suggested fixed slot: Friday, 2:00 PM to 4:00 PM
Student grouping: Batch divided into small groups for field visits, family study and discussion sessions.
Student grouping: Batch divided into small groups for field visits, family study and discussion sessions.
| Week | Hours | Teaching-learning activity | Topic / expected output |
|---|---|---|---|
| 1 | 2 | Interactive lecture | Introduction to Community Medicine, health concept and determinants of health |
| 2 | 2 | Small-group discussion | Health, disease and spectrum of health |
| 3 | 2 | Interactive lecture | Social determinants of health, poverty, education, gender and health |
| 4 | 2 | Small-group discussion | Social, cultural and behavioural factors influencing health |
| 5 | 2 | Lecture with case discussion | Levels of prevention and examples from common diseases |
| 6 | 2 | Demonstration / discussion | Primary health care: principles, elements and relevance |
| 7 | 2 | Interactive lecture | Health-care delivery system in India: rural and urban structure |
| 8 | 2 | Field orientation | Orientation to field-practice area, community entry and professional conduct |
| 9 | 2 | Field visit | Visit to Sub-Centre / Health and Wellness Centre |
| 10 | 2 | Reflection and group presentation | Functions of Sub-Centre / Health and Wellness Centre |
| 11 | 2 | Field visit | Visit to Primary Health Centre |
| 12 | 2 | Reflection and assignment | Services, staff, records and referral services at PHC |
| 13 | 2 | Interactive lecture | Family as a unit of health care and family health records |
| 14 | 2 | Demonstration | Family folder / family study format and data collection methods |
| 15 | 2 | Field activity | Family allotment and first family visit |
| 16 | 2 | Field activity | Family study: demographic, housing, environmental and socioeconomic information |
| 17 | 2 | Small-group discussion | Identification of health needs and risks in the allotted family |
| 18 | 2 | Interactive lecture | Water, sanitation, hygiene and solid-waste management |
| 19 | 2 | Field observation | Household environmental assessment and sanitation survey |
| 20 | 2 | Demonstration / practical | Safe water, hand hygiene and household water treatment methods |
| 21 | 2 | Interactive lecture | Nutrition, food safety and nutrition-related health problems |
| 22 | 2 | Field visit / observation | Anganwadi Centre or ICDS service point |
| 23 | 2 | Reflection and discussion | Maternal-child nutrition services and growth-monitoring activities |
| 24 | 2 | Interactive lecture | National health programmes: introductory overview |
| 25 | 2 | Field visit | Immunization clinic / outreach session, subject to local schedule |
| 26 | 2 | Case discussion | Immunization, vaccine hesitancy, communication and counselling |
| 27 | 2 | Interactive lecture | Health education, communication skills and behaviour change |
| 28 | 2 | Role play | Counselling on handwashing, nutrition, immunization or tobacco avoidance |
| 29 | 2 | Student presentations | Family-study findings and community health issues identified |
| 30 | 2 | Formative assessment and feedback | Quiz, viva, logbook review, reflection and feedback |
| Summary of hours | Hours |
|---|---|
| Classroom interactive teaching and small-group discussion | 26 |
| Field visits and community-based learning | 20 |
| Family study and household assessment | 8 |
| Reflection, presentations and formative assessment | 6 |
| Total | 60 |
Assessment and documentation
Maintain an individual Community Medicine logbook containing:
- Attendance
- Field-visit reports
- Family-study record
- Household environmental assessment
- Reflective writing after each major visit
- Health-education role-play assessment
- Faculty feedback and sign-off
This plan uses 30 weekly two-hour sessions, which is practical within the First MBBS academic year. Field visits may be shifted to Saturdays or combined as a four-hour session where travel time makes a two-hour visit impractical. The NMC CBME framework supports community orientation, field exposure, early clinical exposure, reflection and learner documentation through the undergraduate curriculum.## Learning Objectives and Assessment Methods
Community Medicine, First MBBS 2026: 60 hours over 30 weeks
Community Medicine, First MBBS 2026: 60 hours over 30 weeks
Course Learning Objectives
By the end of the first-year Community Medicine postings, the learner should be able to:
- Define health and explain the role of physical, social, economic, cultural and behavioural determinants of health.
- Describe the natural history of disease and apply the levels of prevention to common health problems.
- Explain the principles of primary health care and the structure of the Indian public health-care delivery system.
- Describe the roles and services of a Sub-Centre, Health and Wellness Centre, Primary Health Centre, Anganwadi Centre and immunization clinic.
- Demonstrate respectful communication, professional behaviour, confidentiality and cultural sensitivity during community and family interactions.
- Collect basic demographic, socioeconomic, environmental and health information from a family using an approved family-study format.
- Identify common household and community health risks, including unsafe water, sanitation, waste disposal, nutrition and immunization gaps.
- Demonstrate basic health-promotion communication on selected topics such as hand hygiene, safe water, nutrition, immunization and tobacco avoidance.
- Recognize the role of national health programmes and community-based health workers in health promotion and disease prevention.
- Reflect on field experiences and communicate identified family or community health needs appropriately.
Week-wise Learning Objectives and Assessment
| Week(s) | Session theme | Specific learning objective | Assessment method |
|---|---|---|---|
| 1-2 | Introduction to Community Medicine, health and disease | Define health; explain dimensions of health and the health-disease continuum. | Pre-test/post-test MCQs; participation in discussion |
| 3-4 | Determinants of health | Identify social, cultural, environmental and behavioural determinants affecting health in a given case or community. | Case-based worksheet; faculty observation |
| 5 | Levels of prevention | Classify interventions as primordial, primary, secondary, tertiary or quaternary prevention. | Short-answer exercise; MCQ quiz |
| 6 | Primary health care | State the principles and elements of primary health care and apply them to a community scenario. | Group presentation; oral questioning |
| 7 | Health-care delivery system | Describe the rural and urban health-care delivery system and referral linkages. | Diagram-based assignment; short viva |
| 8 | Field orientation | Demonstrate appropriate conduct, communication, confidentiality and safety during a community visit. | Faculty checklist and reflective logbook entry |
| 9-10 | Sub-Centre / Health and Wellness Centre | Describe staff roles, services, records and referral functions at the visited facility. | Field-visit report; group debriefing |
| 11-12 | Primary Health Centre | Identify the services, staffing pattern and role of the PHC in primary care and referral. | Structured visit report; faculty viva |
| 13-14 | Family as unit of care and family study | Explain the purpose of a family study and accurately use the family-study tool. | Review of completed practice proforma |
| 15-17 | Family allotment and family study | Collect and record demographic, socioeconomic, environmental and selected health data respectfully and accurately. | Logbook review; direct observation checklist; family-study record |
| 18-20 | Water, sanitation, hygiene and waste management | Identify household environmental risks and demonstrate or explain basic safe-water and hygiene practices. | Household assessment checklist; practical demonstration; short quiz |
| 21-23 | Nutrition and ICDS / Anganwadi exposure | Recognize common nutrition-related concerns and describe the role of Anganwadi or ICDS services. | Field-visit report; group presentation; reflective note |
| 24 | National health programmes | Identify selected national health programmes relevant to maternal-child health, communicable diseases and non-communicable diseases. | MCQs; matching exercise; viva |
| 25-26 | Immunization services and counselling | Describe the purpose of immunization services and communicate effectively with a caregiver who has concerns about vaccination. | Role-play using checklist; faculty and peer feedback |
| 27-28 | Health education and behaviour change | Plan and deliver a brief, audience-appropriate health-education message. | Assessed role-play / mini health-talk rubric |
| 29 | Student presentations | Present family-study findings, identify priority health concerns and suggest feasible preventive actions. | Presentation rubric; peer assessment; faculty feedback |
| 30 | Consolidation and feedback | Integrate learning from classroom, field visits and family study; reflect on professional growth. | End-posting MCQs, short viva, logbook completion and reflective writing |
Recommended Assessment Plan
| Component | Tool / method | Suggested weightage |
|---|---|---|
| Attendance and professional conduct | Attendance record, field-visit conduct checklist | 10% |
| Classroom formative assessment | MCQs, short-answer questions, case discussion | 15% |
| Field-visit documentation | Structured reports for Sub-Centre/HWC, PHC, Anganwadi and immunization visit | 20% |
| Family study | Family folder, environmental assessment, identification of health needs | 25% |
| Communication and health education | Role-play, observed health talk or counselling activity | 15% |
| Reflection and presentation | Reflective logbook entry, group presentation and discussion | 15% |
| Total | 100% |
Minimum evidence to be maintained in the student logbook
- Attendance for all sessions and field visits
- Four field-visit reports: Sub-Centre/HWC, PHC, Anganwadi/ICDS, immunization or outreach clinic
- Completed family-study proforma
- Household environmental and sanitation assessment
- One health-education plan or role-play assessment
- At least two reflective writing entries
- Faculty feedback, signature and completion status
Suggested passing requirement
For institutional formative purposes, a student may be considered to have satisfactorily completed the posting if they have:
- Completed the required attendance as per institutional and NMC requirements
- Submitted all mandatory logbook activities
- Obtained at least 50% in the cumulative formative assessment
- Demonstrated satisfactory professional behaviour during field and family interactions
The assessment should focus on participation, skills, community orientation, communication and reflection, not only recall of theory.“Plus 2” is incomplete. Please specify what you want added to the Excel workbook.Please clarify what “plus 2” means in the Excel request:
- Two extra sessions
- Two extra worksheets
- Two more columns
- A 2-hour weekly timetable
- Something else
Create the Excel timetable with objectives and assessments
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