The Vision and mission of Saveetha Medical College are reflected in the design of the academic programs, which focus on holistic development of the professional. The academic programs are designed to help create an intense learning atmosphere with high focus on skills, opportunity to work in community, and develop an aptitude for research.
• We have developed a systematic, structured program on graded skills development and skills acquisition throughout the course. Students are involved in patient care, inspiring them to acquire clinical skills with a greater sense of responsibility and purpose.
• Students are introduced to world of medicine from first year onwards under the watchful eyes of senior professors, helping them develop greater interest in Medicine, building strong foundations in professionalism.
• A well designed community based training program ensures that students root their learnings in the community, and inculcate a sense of social purpose.
• A heavy focus on research methods and mandatory research projects helps create a penchant for problem solving, and sets the process for lifelong learning.
• Creating a Culture of Innovation - The College encourages all its departments to create and develop a culture of innovation, to help student break the rigid boundaries of known, to help students think out of the box.
• Student Centric Learning Process helps create ambience for critical thinking, creativity and scientific temper. Several student centric teaching learning tools are judiciously employed by various departments, which includes self learning modules, web forums, community based learning, reflective logs, role plays, concept mapping, learning by doing, debates, quizzes, seminars, etc,.
CURRICULAR INNOVATIONS in MBBS course
It is a constant effort of the Institution to keep the curriculum updated in tune with changing trends, and help them face the challenges of tomorrow. Innovations are focused on improving learning environment and academic effectiveness.
Innovations in the curriculum of undergraduate and postgraduate courses in Medicine have been carried out within the ambit of guidelines laid down by the Medical Council of India.
The major curricular innovations in MBBS are :
- Permitting students to carry 2 subjects in II MBBS
- Conduct of supplementary exam after 6 weeks of I MBBS university examination
- Studying feasibility for supplementary exam after 6 weeks for prospective examinations
- Integration of “Skills & Simulation” into the MBBS curriculum from Year 1 to CRRI in a graded manner
- Integration of Interprofessional Learning into the Curriculum
- Research Methodology from I MBBS
- Early clinical exposure for students of I MBBS
- Small Groups learning
- Foundation course for I MBBS
- Vertical and Horizontal integration
- Case based learning and concept learning
1. SMALL GROUP LEARNING:
The entire didactic training for the 1st and 2nd MBBS is converted into small groups. The lectures are largely done away with and replaced with small groups, wherein the each batch is divided into 3 groups of around 50 students each, and within each group into subgroups of 10 each.
Small group learning has been received very well by the students and faculty alike, although it entails much higher workload for faculties. Small group ensures better faculty students rapport, facilitates better communication.
The impact of small group is evident by the results of I MBBS, where there was an improvement of pass percentage from 72% to 84%. This coupled with supplementary exams after 6 weeks, resulted in pass percentage of 99%, and only 2 students failed.
2. FOUNDATION COURSE FOR I MBBS STUDENTS:
- Includes Yoga, Meditation and Medical Ethics
- Facilitates transition, improves stress resistance and creates awareness of professional and social responsibilities.
- This helps the students acclimatize to the rigors and demands of a professional course and lifeIn order to fulfil the ambitious objectives, a six weeks course is conducted
The batch is divided into four groups, and most sessions are taken in small groups.
The course has a rich mix of sessions to orient students to different facets of medical profession, to train them with hands on skills, to expose them to real world of medicine and public health, to provide practical self management skills, and in addition to help reflect and to explore their deeper self. Yoga , sports, interaction with senior students and faculty and visit to a theme park for entertainment help in the initiation process. In addition to our faculty, visiting faculty are invited to share their experiences.
3. VERTICAL & HORIZONTAL INTEGRATIONS:
Target 3rd MBBS students
Comprehensive knowledge ranging from Basic sciences, clinical assessment, provisional & differential diagnosis and management of a particular disease process is taught by faculty members drawn from appropriate departments and coordinated by the senior clinical faculty.
For the preclinical years horizontal integration modules have been developed so that the basic sciences topics in the various subjects are taught system and topic wise to ensure easy comprehension and clinical application of the various .subjects
4. CASE BASED LEARNING & CONCEPT MAPPING:
Helps students organize and integrate information, assess existing knowledge, gain insights into new knowledge, and relate basic sciences to clinical sciences.
5. INTERPROFESSIONAL TEAM BUILDING:
The programme aims to promote a cohesive atmosphere between students of different health professions & to understand roles and responsibilities and relevant knowledge pertaining to the other health professionals.
The students from these different disciplines work together on a patient. This facilitates learning to work with individuals of other professions & to maintain a climate of mutual respect and shared values.
They also learn to use the knowledge from other professions to appropriately assess and address the healthcare needs of the patients and populations served.
Students of Medicine, Nursing Physiotherapy work & learn together under the guidance of faculty.
6. EARLY CLINICAL EXPOSURE IN FIRST YEAR (ECE):
Students are taught basic skills in doctor‐patient communication, ethics and professionalism, critical thinking and analysis and self learning which are competencies required for medical professionals. Medical students are also exposed to nursing skills like bed making, biological waste management, and asepsis.
The students of I MBBS are divided into small groups and posted to different departments of the hospital on alternate Saturdays. They obtain exposure to the inpatient and outpatient departments, Pharmacy, Operation Theatre, Casualty and Medical Records Department .
The programme has been modified to Medical Preceptor ship to enable the students to acquire competencies under a preceptor. This helps Build a bond between students and Clinical faculty . Students role model the concepts of professionalism, communication, patient management. This helps them to relate the concepts learned in basic clinical sciences to real life clinical care
7. TRAINING IN RESEARCH METHODOLOGY FROM FIRST YEAR:
The training of students in “Operations research in populations health” has been given a thrust at Saveetha Medical College as the early exposure to medical research helps the students to develop the aptitude for research and to view health problems of the community with an inquiring eye.
Operations research is the use of systematic research techniques for program decision-making to achieve a specific outcome
Students are trained to formulate research question, utilize appropriate study designs, collect and analyze quantitative and qualitative data and interpret and disseminate the research findings through National and International presentations.
8. INTEGRATION OF CLINICAL SIMULATION INTO THE CURRICULUM FROM FIRST YEAR:
This is a curriculum of graded clinical skill development.
Exclusive simulation and clinical labs offers a curriculum of graded skills acquisitions for students of 1st, 2nd, 3rd MBBS and CRRI. Simulation has been into the curriculum, and students are trained in clinical skills and simulation lab by using the mannequins.
Simulation has also been effectively integrated in basic education, Postgraduate education and in addition continuing professional development of the faculty
Simulations promote meaningful learning, mainly to practice various skills and clinical procedures. Simulations are being used effectively not only in teaching-learning process, but also in conducting the formative assessments since the Feedback (debriefing) is the integral part of the simulation based teaching and learning.
Value added Courses / Innovative courses/ Enrichment courses
The MBBS curriculum has incorporated several value added courses, which include research methodology, ethics, behavioural medicine, rehabilitation, health economics, communications and soft skills.
New innovative courses on allergy and immunology, and diabetology are being started.
Enrichment courses BLS for the MBBS, and micro surgery, ALS, ATLS for PGs.
Student Centric Learning Process helps create ambience for critical thinking, creativity and scientific temper. Several student centric teaching learning tools are judiciously employed by various departments, which includes self learning modules, web forums, community based learning, reflective logs, role plays, concept mapping, learning by doing, debates, quizzes, seminars, etc,.
Poor Performers and High achievers
Saveetha Medical College takes special care for the students at either end of performance spectrum. Students who perform poorly are well taken care of, given additional support to help them improve in performance and confidence. The high achievers are provided a stimulating and challenging environment to help them further grow their competency and skills.