Ananth Narayan and Paniker 11th Edition

Model Microbiology Syllabus
for MBBS
According to MCI’s Competency Based
Medical Education (CBME) Curriculum
Apurba S Sastry MD DNB MNAMS PDCR

Hospital Infection Control Officer
Officer in-charge, HICC
Antimicrobial Stewardship Lead
Associate Professor
Department of Microbiology
Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Puducherry, India
Sandhya Bhat MD DNB MNAMS PDCR

Professor
Department of Microbiology
Pondicherry Institute of Medical Sciences (PIMS)
(A Unit of Madras Medical Mission)
Puducherry, India
Version: 2
September 2020
FACULTY KIT
The authors and the editorial team of Essentials of Medical Microbiology have prepared the following resource
materials for the Microbiology MBBS Teaching Faculty across the country.
Faculty Kit Comprises of:

1. Model Syllabus (according to CBME MBBS Curriculum)
2. Powerpoint Presentations (for the entire teaching sessions)
3. Model Question Bank (for assessment)
Kindly contact Jaypee Publisher’s local marketing staff to obtain the faculty kit. You can also visit website
drapurbasastry.com to obtain the faculty resource materials.
Prepared by
Authors
• Dr Apurba S Sastry, Associate Professor, Department of Microbiology, JIPMER, Puducherry, India
• Sandhya Bhat, Professor, Department of Microbiology, Pondicherry Institute of Medical Sciences (PIMS),
Puducherry, India
Editorial Team
• Dr Anand B Janagond, Professor, Department of Microbiology, S Nijalingappa Medical College, Bagalkot,
Karnataka
• Dr Deepashree R, Assistant Professor, Department of Microbiology, JSS Medical College, Mysuru, Karnataka
• Dr Haritha M, Ex-Senior Resident and Fellow in Hospital Infection Control, JIPMER
MESSAGE
Dear Microbiology Faculty
The new MBBS curriculum is implemented from MBBS 2019 batch onwards. The second
year departments need to modify their syllabus as the second MBBS is scheduled to start from
October 2020. The Microbiology syllabus is going to be changed in a big way from the traditional
organism-based teaching to system-based teaching. This has created a considerable uncertainty
and difference of opinion among the faculty of various medical colleges across India on framing
their own syllabus.
In this context, the authors of your favourite book Essentials of Medical Microbiology have put
an intense effort to bring out the second version of ‘Model Microbiology Syllabus’. It is prepared
based on the new competency-based MCI curriculum for MBBS. Inputs and opinion from Dr Apurba S Sastry
several senior and experienced faculty across India have been incorporated while preparing
this module. It comprises of three components:
1. Model Microbiology Syllabus
2. Model Teaching Schedule
3. Suggested Assessment Module
This document will guide the Microbiology faculty of teaching institutes and medical
universities across the nation in formulating their own syllabus, teaching schedule and
assessment module. It addresses various grey areas that have created ambiguity among
Microbiology faculty such as:
• Which organism to be included under each system
• How many hours to be allotted for each system
Dr Sandhya Bhat
• Type of teaching-learning method to be adapted for each topic
• Type of assessment methods to be followed
• Detail of theory and practical assessment method to be conducted (e.g. the model question paper for theory assessment,
the type of exercises to be kept for practical assessment)
However, this is only a suggested syllabus. The Microbiology faculty across the nation can use it as a template to
prepare their own syllabus/teaching schedule/assessment module, by incorporating the changes as per their department
consensus and university policy.
If the Microbiology faculty have any constructive suggestions, or any queries related to the syllabus framework, please
feel free to communicate to us.
Dr Apurba S Sastry Dr Sandhya Bhat

drapurbasastry@gmail.com sandhyabhatk@gmail.com
FOREWORDS
It gives me immense pleasure to know that the second version of edition of Model Microbiology
Syllabus is released by Dr Apurba and Dr Sandhya. This updated version has come at a much
needed time when MCI has implemented competency based medical education (CBME) and
there is a strong need for a clinical microbiology syllabus with stress on the Indian perspective.
There is also an urgent need for clinical microbiologists with patient-centric bedside orientation
rather than the age-old microbe-based laboratory limited attitude. This syllabus has been
restructured based on a syndromic rather than traditional organism-based approach, in
accordance with the revised competency based MBBS curriculum. This document comprises
of three sections—model syllabus, model teaching schedule and suggested assessment module.
I congratulate Dr Apurba S Sastry and his wife Dr Sandhya Bhat, for this commendable work.
Pallab Ray
I am happy to know that my colleague Dr Apurba and his wife Dr Sandhya have released the
second version of Model Microbiology Syllabus; prepared based on MCI’s competency based
medical education (CBME) curriculum. This document is meticulously formulated using a
system-wise approach, rather than traditional organism-based approach. The syllabus is divided
into two parts. The first part comprises of General Microbiology, Immunology and Hospital
Infection Control. The second part ‘Systemic Microbiology (Infectious Diseases)’ comprises
of several sections, each comprising a first chapter on clinical infective syndrome followed by
several chapters covering detailed information about the etiological agents. This document also
contains model teaching schedule and suggested assessment module. The model teaching
schedule comprises of teaching sessions of various types of teaching learning methods (TLMs)
such a lectures, small group discussion, self-directed learning, and practical. It also mentions Sujatha Sistla
the duration of each TLM. Assessment module provides the suggested theory and practical
assessment pattern. This document will be extremely useful for the Microbiology faculty across medical colleges, who
can use this as a template and modify according to their departmental consensus and university policy. I am sure that
this syllabus will be widely read and appreciated by Microbiology faculty and students across country.
Pallab Ray MD Sujatha Sistla MD

President Professor
Indian Association of Medical Microbiologists (IAMM) Department of Microbiology
Professor Jawaharlal Institute of Postgraduate
Department of Microbiology, PGIMER, Medical Education and Research (JIPMER)
Chandigarh, India Puducherry, India
CONTENTS
Section 1: Model Microbiology Syllabus 9
Section 2: Model Microbiology Teaching Schedule17
Section 3: Suggested Assessment Module29

??? 9
Section 1:
Model Microbiology Syllabus
The authors have suggested a Model Microbiology syllabus for MBBS undergraduates, after thoroughly reviewing the new
MCI curriculum. The MCI competencies have been incorporated along with the corresponding topics. The Microbiology
faculty across the nation can use this as a template to prepare their own syllabus by incorporating the changes as per their
department consensus and university policy.
The Microbiology syllabus is modified from the traditional organism-based teaching to system-based teaching.
To achieve this, the content of the syllabus is updated, concised and reshuffled—the three major types of changes
incorporated in this new syllabus. The reduction of the content is made keeping the perspective of an Indian Medical
Graduate (IMG) in mind.
The syllabus is categorized into two parts, which is further divided into eleven sections.
Part I: General Microbiology, Immunology, Hospital Infection Control

Part I comprises of three sections—General Microbiology, Immunology, and Hospital infection control
• Section 1: General Microbiology section is meticulously restructured with the inclusion of general virology, general
parasitology and general mycology topics. General bacteriology is reorganized into a single topic with several sub-
topics. Overview topics have been incorporated, which will help in better understanding of individual organisms
when discussed under infective syndromes.
• Section 2: Immunology section remains similar to the old syllabus; comprises of twelve topics. Various topics can be
incorporated/updated in the syllabus such as MAC ELISA, National immunization schedule 2020, etc. Outdated topics
such a precipitation, neutralization, complement fixation, etc. can be concised.
• Section 3: Hospital infection control (HIC) section of the syllabus requires a major update. In the era of COVID-19
pandemic, the significance of HIC is being increased to many folds. Every healthcare personnel is supposed to be
well verse with the finer details of HIC. Therefore, the updated version of the HIC section will be a key element in the
making of a skilled Indian Medical Graduate.
– The HIC content of the syllabus can be thoroughly updated with the inclusion of new topics such as Major HAI
types, monitoring of antimicrobial stewardship, escalation vs de-escalation strategy, donning/doffing of PPE and
transmission-based precautions.
– The sterilization and disinfection topic can be completely revised based on hospital use of sterilizers and
disinfectants rather than traditional ‘Microbiology use’ and can be shifted from general microbiology section to
HIC section.
Part II: Systemic Microbiology (Infectious Diseases)

It comprises of eight sections, each section comprises of a topic on clinical infective syndrome, followed by several topics
covering detailed information about the etiological agents.
10 Model Microbiology Syllabus for MBBS
• Section 4: Bloodstream and cardiovascular system infections section covers topics such as infective syndromes (infective
endocarditis, acute rheumatic fever, bloodstream infections, etc.), enteric fever, rickettsial infections, brucellosis,
leptospirosis, borreliosis, HIV/AIDS, viral hemorrhagic fever, malaria, visceral leishmaniasis and trypanosomiasis,
lymphatic filariasis, systemic candidiasis and systemic mycoses
• Section 5: Gastrointestinal infections section covers topics such as infective syndromes (diarrhoea, dysentery, food
poisoning, etc.), GI infections due to Enterobacteriaceae (diarrheagenic Escherichia coli, shigellosis, yersiniosis,
nontyphoidal salmonellosis), cholera, Helicobacter, Campylobacter and Clostridioides difficile infections, viral
gastroenteritis, intestinal protozoan and helminthic infections
• Section 6: Hepatobiliary system infections section covers topics such as infective syndromes (liver abscess, peritonitis
etc.) viral hepatitis, yellow fever, amoebic liver abscess, hydatid disease and Trematode infections of liver
• Section 7: Skin, soft tissue and musculoskeletal system infections section covers topics such as infective syndromes,
staphylococcal and streptococcal infections, gas gangrene and infections due to non-sporing anaerobes, leprosy,
anthrax, actinomycosis, nocardiosis, non-venereal treponematoses, viral exanthems and other cutaneous viral
infections, parasitic and fungal infections of skin, soft tissue and musculoskeletal systems.
• Section 8: Respiratory tract infections section covers topics such as infective syndromes, bacterial pharyngitis
(streptococcal pharyngitis, and diphtheria), bacterial lobar pneumonia (pneumococcal pneumonia, Haemophilus
influenzae pneumonia and others), bacterial atypical (interstitial) pneumonia (Mycoplasma, Chlamydia and Legionella),
tuberculosis and non-tuberculous mycobacteria infections, pertussis, infections due to non-fermenting gram-negative
bacilli, viral infections (myxoviruses—influenza, parainfluenza, mumps and respiratory syncytial virus, coronavirus,
rhinovirus, adenovirus and infectious mononucleosis), parasitic infections (e.g. paragonimiasis) and fungal infections
(zygomycosis, aspergillosis and pneumocystosis). Coronavirus has been added as a completely new topic covering in
detail about the most catastrophic disease, the COVID-19
• Section 9: Central nervous system infections section covers topics such as infective syndromes, bacterial meningitis
(meningococcal, pneumococcal, Haemophilus influenzae, Listeria, tubercular meningitis, spirochetal meningitis, and
others) tetanus, viral meningitis and myelitis (poliomyelitis and others), viral encephalitis and encephalopathy (rabies,
HSV and arboviral encephalitis), parasitic infections (neurocysticercosis, free-living amoebae infections, toxoplasmosis
and others) and fungal infections (cryptococcal meningitis and others)
• Section 10: Urogential tract infections section covers topics such as infective syndromes (UTI, pyelonephritis,
genital ulcers, urethritis, vulvovaginitis, etc), urinary tract infections (Enterobacteriaceae, Enterococcus, Schistosoma
haematobium and others), and genital tract infections or sexually transmitted infections (syphilis, chancroid,
donovanosis, gonorrhoea, Chlamydia trachomatis, Trichomonas vaginalis and genital candidiasis)
• Section 11: Miscellaneous infective syndrome section covers topics such as ocular and ear infections, congenital
infections, organisms with oncogenic potential and zoonotic infections. Several new topics are added such as
opportunistic infections, transplant infections, national health programs for communicable diseases, vector-borne
diseases, and transfusion-transmitted infections. AETCOM module has been added in the syllabus as a new annexure,
which covers several case scenarios pertaining to confidentiality in disclosing laboratory reports and demonstration
of respect for patient samples. Pandemic module has been added to meet the unexpected health crisis in future—an
acute necessity is being felt to train the Indian Medical Graduate (IMG) of the country.
Model Microbiology Syllabus 11
MODEL MICROBIOLOGY THEORY SYLLABUS

Competency Number
Part I: General Microbiology, Immunology and Hospital Infection Control (MCI Curriculum)
Section 1: General Microbiology
1. Introduction and History MI 1.1
2. Microscopy MI 1.1
3. General Bacteriology
3.1. Bacterial Taxonomy MI 1.1
3.2. Morphology and Physiology of Bacteria MI 1.1
3.3. Laboratory Diagnosis of Bacterial infections
• Specimen Collection MI 1.1, 1.2, 1.6, 8.9, 8.10 and
• Direct Detection (Staining Methods and Others) 8.13, 8.15
• Culture, Identification and Antimicrobial Susceptibility Test
• Molecular Diagnosis and Typing Methods
3.4. Bacterial Genetics MI 1.1
3.5. Antimicrobial Agents and Antimicrobial Resistance MI 1.6
3.6. Pathogenicity of Bacterial Infections MI 1.1
3.7. Overview of Bacterial Infections MI 1.1
4. General Virology and Overview of Viral Infections MI 1.1, 8.9, 8.10, 8.13, 8.15
5. General Parasitology and Overview of Parasitic Infections MI 1.1, 1.2, 8.9, 8.10, 8.13, 8.15
6. General Mycology and Overview of Fungal Infections MI 1.1, 1.2, 8.9, 8.10, 8.13, 8.15
7. Normal Human Microbiota MI 1.1
8. Epidemiology of Infectious Diseases MI 1.3
Section 2: Immunology
9. Immunity (Innate and Acquired) MI 1.7
10. Antigen MI 1.8
11. Antibody MI 1.8
12. Antigen-Antibody Reaction MI 1.8, 8.13, 8.15
13. Complement MI 1.8
14. Components of Immune System: Organs, Cells and Products MI 1.8
15. Immune Responses: Cell-mediated and Antibody-mediated MI 1.8
16. Hypersensitivity MI 1.10
17. Autoimmunity MI 1.10
18. Immunodeficiency Disorders MI 1.10
19. Transplant and Cancer Immunology MI 1.11
20. Immunoprophylaxis MI 1.9
Section 3: Hospital Infection Control
21. Healthcare-associated Infection MI 8.5, 8.6, 8.7
22. Major Healthcare-associated Infection Types MI 8.5, 8.6
23. Sterilization and Disinfection MI 1.4, 1.5
24. Biomedical Waste Management MI 8.5, 8.6
25. Needle Stick Injury MI 8.5, 8.6
26. Antimicrobial Stewardship MI 1.6
27. Environmental Surveillance (Bacteriology of Water, Air and Surface) MI 8.8
Part II: Systemic Microbiology (Infectious Diseases)

Section 4: Bloodstream and Cardiovascular System Infections
28. Cardiovascular System Infections: Infective Endocarditis and Acute Rheumatic Fever MI 2.1, 2.2, 2.3, 8.13, 8.15
29. Bloodstream Infections MI 1.1, 2.4, 8.15
Bacterial infections
30. Enteric Fever (Salmonella Typhi and S. Paratyphi) MI 3.3, 3.4, 8.15
31. Rickettsial Infections MI 1.1, 8.15
32. Miscellaneous Bacterial Bloodstream Infections: Brucellosis, Leptospirosis and Borreliosis MI 1.1, 8.1, 8.15
Viral infections MI 2.7, 8.15, 8.16
33. HIV/AIDS
34. Viral Hemorrhagic Fever (VHF)
Arboviral VHF (Dengue, Chikungunya and others), Filoviral VHF (Ebola and Marburg virus), MI 1.1, 8.15
Hantaviral and Other agents of VHF
Parasitic infections
35. Malaria and Babesiosis MI 2.5, 1.1, 8.16
36. Visceral Leishmaniasis and Trypanosomiasis MI 2.5, 1.1, 8.16
37. Lymphatic Filariasis MI 2.5, 1.1, 8.16
Fungal infections
38. Systemic Candidiasis and Systemic Mycoses MI 1.1, 8.15
Section 5: Gastrointestinal (GI) Infections
39. Gastrointestinal Infective Syndromes MI 3.1
40. Food Poisoning: S. aureus, Bacillus cereus, Clostridium botulinum and others MI 3.5
41. Gastrointestinal Infections due to Enterobacteriaceae : Diarrheagenic E. coli, Shigellosis, MI 3.1, 3.2
Nontyphoidal Salmonellosis and Yersiniosis
42. Cholera, halophilic Vibrio and Aeromonas infections MI 3.1, 3.2
43. Miscellaneous Bacterial Infections of Gastrointestinal System: Helicobacter, Campylobacter MI 3.1, 3.2, 3.6
and Clostridioides difficile Infections
Viral infections
44. Viral Gastroenteritis: Rotaviruses and others MI 3.1, 3.2
Parasitic infections
45. Intestinal Protozoan Infections: Intestinal amoebiasis, Giardiasis, Coccidian Parasitic MI 3.1, 3.2, 1.2, 8.15
Infections, Balantidiasis, Blastocystosis, and others
46. Intestinal Helminthic Infections MI 3.1, 3.2, 1.2, 8.15
– Intestinal Cestode Infections: Diphyllobothrium, Taenia, Hymenolepis and others
– Intestinal Trematode Infections: Fasciolopsis buski, Schistosoma mansoni, S. japonicum and
others
– Intestinal Nematode Infections: Trichuris, Enterobius, hookworm, Strongyloides, Ascaris and
others
Section 6: Hepatobiliary System Infections
47. Infective Syndromes of Hepatobiliary System and Abdomen MI 3.1
Viral infections
48. Viruses Causing Hepatitis MI 3.7, 3.8, 8.13, 8.15
Hepatitis Viruses, Yellow Fever and Other
Parasitic Infections
49. Parasitic Infections of Hepatobiliary System MI 3.1, 3.2
Amoebic Liver Abscess, Hydatid Disease (Echinococcosis), Trematode Infections
(Fasciola hepatica, Clonorchis and Opisthorchis) and Others
Section 7: Skin, Soft Tissue and Musculoskeletal System Infections

50. Infective Syndromes of Skin, Soft Tissue and Musculoskeletal Systems MI 4.1, 4.2, 4.3
51. Staphylococcal Infections MI 4.2, 4.3, 1.2
52. Beta-hemolytic Streptococcal Infections MI 4.3, 1.2
53. Gas gangrene (Clostridium perfringens) and Infections due to Non-sporing Anaerobes MI 4.1, 1.2
54. Leprosy (Mycobacterium leprae) MI 4.3, 8.15, 8.16
55. Miscellaneous Bacterial Infections of Skin and Soft Tissues: Anthrax (Bacillus anthracis), MI 4.3, 1.2, 8.13, 8.15
Actinomycosis, Nocardiosis, Non-venereal Treponematoses and Others
Viral infections
56. Viral Exanthems and Other Cutaneous Viral Infections: Herpesviruses (Herpes simplex, MI 4.3, 8.15
Varicella-zoster and HHV-6 and 7 infection), Pox viruses (Smallpox, Molluscum contagiosum),
Parvovirus, Measles, Rubella, Coxsackie viruses and Others
Parasitic infections MI 4.2, 4.3, 8.13, 8.15
57. Parasitic Infections of Skin, Soft Tissue and Musculoskeletal System
Cutaneous Leishmaniasis, Cysticercosis, Tissue Nematodes (Filarial Tissue Nematodes,
Dracunculus medinensis, Trichinella spiralis) and Larva Migrans
Fungal infections MI 4.2, 4.3, 8.13, 8.15
58. Fungal Infections of Skin, Soft Tissue and Musculoskeletal System
Superficial Fungal Infections, Subcutaneous Fungal Infections, Candidiasis (cutaneous and
mucosal) and Penicillium marneffei Infection
Section 8: Respiratory Tract Infections
59. Infective Syndromes of Respiratory Tract MI 6.1, 6.2, 6.3
Bacterial infections MI 6.1, 6.2, 8.15
60. Bacterial Pharyngitis: Streptococcus pyogenes Pharyngitis, Diphtheria and Others
61. Bacterial Lobar Pneumonia: Pneumococcal Pneumonia, Haemophilus influenzae Pneumonia MI 6.1, 6.3, 1.2, 8.15
and Others
62. Bacterial Atypical (Interstitial) Pneumonia: Mycoplasma, Chlamydia, Legionella and Others MI 6.1, 6.3
63. Tuberculosis and Non-tuberculous Mycobacteria Infections MI 6.1, 6.3, 1.2, 8.16
64. Pertussis (Bordetella pertussis) MI 6.1
65. Infections due to Non-fermenting Gram-negative Bacilli: Pseudomonas, Acinetobacter, MI 6.1, 6.3, 4.3
Burkholderia and Others
Viral infections
66. Myxovirus Infections of Respiratory Tract: Influenza, Parainfluenza, Mumps, Respiratory MI 6.1, 6.2, 6.3
Syncytial Virus and Others
67. Coronavirus Infections Including COVID-19 MI 6.1, 6.2, 6.3
68. Miscellaneous Viral Infections of Respiratory Tract: Rhinovirus, Adenovirus and Infectious MI 6.1, 6.2
Mononucleosis (Epstein-Barr Virus)
Parasitic and fungal agents MI 6.1, 6.2, 6.3
69. Parasitic and Fungal Infections of Respiratory Tract:
– Parasitic Infections: Paragonimiasis and Others
– Fungal Infections: Zygomycosis, Aspergillosis, Pneumocystosis and Others
Section 9: Central Nervous System Infections
70. Infective Syndromes of Central Nervous System MI 5.1, 5.2, 5.3
Bacterial infections MI 5.1, 5.3, 1.2, 8.15
71. Bacterial meningitis
– Acute Bacterial (Pyogenic) Meningitis: Neisseria meningitidis, Streptococcus pneumoniae,
Streptococcus agalactiae, Haemophilus influenzae and Listeria
– Chronic Bacterial Meningitis: Tubercular meningitis, Spirochaetal Meningitis, Lyme disease
and Others
72. Tetanus MI 4.1
Viral infections
73. Viral Meningitis and Viral Myelitis: Poliomyelitis, Coxsackievirus, and others MI 5.1, 5.3, 8.16
74. Viral Encephalitis and Encephalopathy MI 5.2, 8.15
Rabies, HSV Encephalitis, Arboviral encephalitis (Japanese Encephalitis and West Nile), Nipah
and Hendra, Slow Virus and Prion Disease, and Others
Parasitic and fungal infections
75. Parasitic and Fungal Infections of Central Nervous System MI 5.1, 5.2, 5.3, 8.15
– Parasitic Infections: Neurocysticercosis, Free-living Amoeba Infections, Toxoplasmosis and
others
– Fungal Infections: Cryptococcal Meningitis and Others
Section 10: Urogenital Tract Infections
76. Infective Syndromes of Urinary Tract MI 7.1, 7.3
– Bacterial Infections: Enterobacteriaceae, Enterococcus and Others
– Viral (BK Virus), Parasitic (Schistosoma haematobium) and Fungal Infections
77. Infective Syndromes of Genital Tract or Sexually Transmitted Infections (STIs) MI 7.1, 7.2, 8.15
– Ulcerative Genital Disease: Syphilis, Lymphogranuloma Venerum, Granuloma Inguinale,
Soft Chancre and Genital Herpes
– Gonorrhoea and Non-gonococcal Urethritis (Chlamydia trachomatis and Others)
– Vulvovaginitis (Trichomoniasis, Bacterial Vaginosis, Vaginal Candidiasis)
– Other Genital Tract Infections of Females and Males
Section 11: Miscellaneous Infective Syndromes
78. Ocular and Ear Infections MI 1.1, 8.15
79. Congenital Infections MI 1.1, 8.15
Cytomegalovirus Infections, Congenital Varicella, Neonatal Herpes, Congenital Rubella,
Congenital Toxoplasmosis, Congenital Syphilis Zika Virus Infections and Others
80. Organisms of Oncogenic Potential MI 8.3
Human Papilloma Virus, Kaposi Sarcoma, HTLV and HIV, Epstein-Barr Virus, Hepatitis B and C,
and Others
81. Zoonotic Infections: Plague, Tularaemia and Bite Wound Infections MI 8.1
82. Opportunistic Infections MI 8.2
83. Post-transplantation Infections MI 1.1, 8.2
84. Emerging and Re-emerging Infections MI 8.4
85. Bioterrorism—Biological Warfare MI 1.1
86. Laboratory-acquired Infections MI 1.1
87. National Health Programmes for Communicable Diseases MI 8.16
88. Vector-borne Infections and Ectoparasite Infestations MI 8.1
89. Transfusion-transmitted Infections MI 1.1
90. AETCOM in Microbiology MI 8.11, 8.12, 8.14
91. Pandemic Management MCI’s Pandemic
Management Module
MODEL MICROBIOLOGY PRACTICAL SYLLABUS

Competency Number
Section 1: General Microbiology, Immunology and Hospital Infection Control (MCI Curriculum)
General Microbiology
1. Introduction to Microbiology Department MI 1.1
2. Microscopy MI 1.1, 1.2
3. General Bacteriology
3.1. Morphology and Physiology of Bacteria MI 1.1
3.2. Specimen Collection and Transport MI 8.10
3.3. Direct Detection 1: Simple stain MI 1.1, 1.2
3.4. Direct Detection 2: Gram stain MI 1.2
3.5. Direct Detection 3: Special Stain (Acid Fast Stain, Albert Stain and Others) and Other Direct Detection MI 1.1, 1.2, 8.15
Methods
3.6. Culture Media (including Automated Culture) and Culture Methods MI 1.1, 8.15
3.7. Identification of Bacteria (Conventional and Automated) MI 1.1, 8.15
3.8. Antimicrobial Susceptibility Test MI 1.6
3.9. Molecular Diagnosis MI 8.15
4. Laboratory Diagnosis of Viral Diseases MI 1.1, 8.10, 8.15
5. Laboratory Diagnosis of Parasitic Diseases MI 1.2, 8.10, 8.15
6. Laboratory Diagnosis of Fungal Diseases MI 1.1, 8.10, 8.15
Immunology
7. Precipitation and Agglutination MI 8.15
8. ELISA, ELFA and Immunofluorescence MI 8.15
9. Western Blot, Rapid Tests and CLIA MI 8.15
Hospital Infection Control
10. Standard Precautions: Hand hygiene and PPE MI 8.7
11. Transmission-based Precautions MI 8.6, 8.7
12. Sterilization and Disinfection MI 1.5
13. Biomedical Waste Management MI 8.6
14. Needle Stick Injury MI 8.6, 8.7
15. Environmental Surveillance MI 8.8
Section 2: Systemic Microbiology (Infectious Diseases)
Bloodstream and Cardiovascular System Infections
16. Cardiovascular System Infections: Infective Endocarditis and Acute Rheumatic Fever MI 2.3
17. Bloodstream Infections MI 2.3, 8.15
18. Bacterial Infections of Bloodstream: Enteric Fever, Scrub typhus, Brucellosis, and Leptospirosis MI 3.4, 8.10, 8.15
19. Viral Infections of Bloodstream: HIV/AIDS and Dengue MI 2.7, 8.15
20. Parasitic Infections of Bloodstream: Malaria, Visceral Leishmaniasis and Lymphatic Filariasis MI 2.6
21. Fungal Infections of Bloodstream: Systemic Candidiasis and Systemic Mycoses MI 1.1, 8.15
Gastrointestinal Infections
22. Bacterial diarrhea: Diarrheagenic Escherichia coli, Shigellosis, Nontyphoidal Salmonellosis, Cholera and MI 3.2
Clostridioides difficile diarrhea
23. Viral Gastroenteritis: Rotaviruses and Others MI 3.2
24. Intestinal Protozoan Infections: Intestinal Amoebiasis, Giardiasis, Coccidian Parasitic Infections MI 1.2, 3.2, 8.15
25. Intestinal Helminthic Infections MI 1.2, 3.2, 8.15

– Intestinal Cestode Infections: Intestinal Taeniasis, Hymenolepiasis and Others
– Intestinal Trematode Infections: Fasciolopsis buski, Schistosoma mansoni and Others
– Intestinal Nematode Infections: Trichuriasis, Enterobiasis, Ascariasis, Hookworm Infection,
Strongyloidiasis
Hepatobiliary System Infections
26. Viral hepatitis MI 3.8
27. Parasitic Infections of Hepatobiliary System: Amoebic Liver Abscess, Hydatid Disease (Echinococcosis) MI 3.1, 3.2
and Others
Skin, Soft Tissue and Musculoskeletal System Infections
28. Staphylococcal Infections MI 4.2, 4.3, 1.2
29. Beta-hemolytic Streptococcal Infections MI 4.3, 1.2
30. Miscellaneous Bacterial Infections of Skin and Soft Tissues: Anaerobic infections including Gas gan- MI 4.3, 1.2, 8.10, 8.15
grene, Leprosy and Anthrax
31. Viral Exanthems and Other Cutaneous Viral Infections: Herpes simplex, Measles, Rubella and Others MI 4.3, 8.10, 8.15
32. Superficial and Subcutaneous Fungal Infections MI 4.3, 8.10, 8.15
Respiratory Tract Infections
33. Bacterial Pharyngitis: Streptococcus pyogenes, Pharyngitis and Diphtheria MI 6.2, 8.10, 8.15
34. Bacterial Pneumonia: Pneumococcal Pneumonia, Haemophilus influenzae Pneumonia Klebsiella pneu- MI 6.3, 1.2, 8.10, 8.15
moniae Pneumonia and Others
35. Tuberculosis MI 6.3, 8.15
36. Pseudomonas and Acinetobacter Infections MI 6.3
37. Viral Infections of Respiratory Tract: Influenza, COVID-19, Infectious Mononucleosis, and Others MI 6.2, 6.3
38. Parasitic and Fungal Infections of Respiratory Tract: Paragonimiasis, Zygomycosis, Aspergillosis, MI 6.2, 6.3
Pneumocystosis and Others
Central Nervous System Infections
39. Bacterial Meningitis MI 5.3, 1.2, 8.10, 8.15
40. Viral Meningitis and Viral Encephalitis (Enteroviruses including Polio, Rabies, Japanese Encephalitis and MI 1.1, 5.3, 8.15
Others)
41. Parasitic and Fungal Infections of Central Nervous System: Neurocysticercosis, Free-living Amoebae MI 1.1, 5.1, 5.3, 8.15
Infections, Toxoplasmosis, Cryptococcal Meningitis and Others
Urogenital Tract Infections
42. Urinary Tract Infections MI 7.3, 8.10, 8.15
43. Infective Syndromes of Genital Tract (Sexually-transmitted Infections): Syphilis, Gonorrhoea, MI 7.1, 7.2, 8.10, 8.15
Non-gonococcal Urethritis (Chlamydia trachomatis), Vulvovaginitis (Trichomoniasis, Vaginal Candidiasis)
and Others
Miscellaneous
44. Vaccines MI 1.9
45. AETCOM in Microbiology MI 8.11, 8.14
??? 17
Section 2:
Model Microbiology Teaching Schedule
There are various grey areas that have created ambiguity among Microbiology faculty while preparing the teaching
schedule; which include: (i) which organism to be included under each system, (ii) how many hours to be allotted for
each system, (iii) type of teaching-learning method to be adapted for each topic. The authors have given suggestions to
address these grey areas.
Time Allotment
The following points may be kept in mind while preparing the syllabus.
1. Second year duration: The duration of second year is reduced to 12 months (11 months of teaching + 1 month of
university examination); from 18 months in the old syllabus.
2. Weeks available: The second year duration is around 11 months, which equals to 335 days or nearly 48 weeks.
3. Teaching hours: According to new curriculum, the duration of teaching for Microbiology is reduced to 190 hours;
from 240–260 hours in old syllabus.
4. Teaching learning methods (TLMs): MCI has clearly mentioned that more number of small group teaching need to
be taken rather than theory lectures. The various TLMs emphasized by MCI for Microbiology are:
a. Lecture—70 hours
b. SDL (self-directed learning)—10 hours
c. SGD (small group discussion)—110 hours. This may include
» Small group discussion (SGD)
» Practical.
AETCOM: 37 hours have been allotted for the second phase, which will be taken by all second year departments.
AETCOM is considered additional teaching hours; not as a part under Microbiology teaching hours.
Refer the table of model teaching syllabus below for the detail break-up.
5. Weekly teaching hours: Minimum four hours per week may be allotted to Microbiology. If possible, additional one
hour per week may be allotted for better management.
a. Morning sessions: Two, one-hour lecture sessions in morning hours
b. Afternoon sessions: Two consecutive teaching hours in the afternoon, where half batch will come to
Microbiology. In this duration, two sessions (one-hour each) of either SGD or practical or both may be taken.
The 2-hours slot of afternoon session may be allotted in two-days to cover the whole batch. Therefore, although
total hours per week allotted to microbiology is 6 hours, total hours per student allotted will be only 4 hours.
8–9 AM 9–10 AM 10–1 PM 1–2 PM 2–3 PM 3–4 PM

Mon
Tue Microbiology Microbiology Microbiology
Clinical posting Lunch break
Wed
Thu Microbiology Microbiology Microbiology
Fri
Sat
6. Actual effective teaching hours: Four hours per week for 11 months equals to around 190 hours. However, classes
won’t be held in many occasions such as student’s vacation, class trip, government holidays, annual function, etc.
Therefore after reducing the wastage, the effective teaching hours may be around 180 hours.
7. Converting lectures into SGD: As the Microbiology lectures can be taken maximum up to 70 hours, many lecture classes
may have to be converted to SGD. For example, topics such as culture media and methods, bacterial identification
(conventional, automated, and molecular) may be converted to SGD.
8. Consecutive SGD and Practical: Attempt may be made to keep the SGD and practical of a topic together in a 2h slot in
the afternoon so that the continuity can be maintained and will be easy for the students to understand and remember.
For example, culture media and method can be kept in a 2h afternoon slot. First one hour can be a SGD session, where
the faculty can discuss with small group of students (10–15 no./ batch) about various culture media and methods. This
can be followed by 1h slot of practical session, where various culture media and methods can be demonstrated to the
students.
9. Internal assessment: The minimum number of internal assessment recommended by MCI is three, including the
send-up (pre-university) examination. However, the department is free to conduct more number of internal assessments.
Suggestion from the authors
Authors have suggested internal assessment of 12 hours (Theory—4 hours, practical—6 hours, viva—2 hours), excluding
the send-up examination. Refer the table of model teaching schedule below for detail break-up.
– Internal assessment may be taken in additional hours (for example, 7–8 am for theory, 4–5 pm for practical). This
is a suggestion, not clearly mentioned in the MCI curriculum.
– The send up examination may need another 10 additional hours (theory 4 hours and practical 6 hours).
Teaching-Learning Methods (TLMs)

The teaching-learning methods (TLMs) suggested by MCI include small group discussion (SGD), self-directed learning
(SDL), lecture, integrated lecture, problem-based and case scenario-based discussion and practical sessions. Among
these TLMs, two methods are completely new—small group discussion (SGD), self-directed learning (SDL). They are
discussed below in detail.
Small Group Discussion (SGD)

Group of 12–15 students may be allotted per teacher. He/she may teach a topic in a small group, followed by discussion.
• Active learning: In SGD session, the interaction is bidirectional, and one-to-one; as students can freely ask their doubts
and contribute their view-points. More discussion can happen in SGD as active learning is facilitated, compared to
lecture.
• SGD, a replacement of lecture: As number of lectures are limited to 70, many lectures may need to be converted to SGD.
The topics which will be taken in SGD would not have covered prior in lectures. If SGDs are allotted to postgraduates,
they need to be trained priorly.
Facility required for conducting SGD
• More number of teachers: Small group teaching needs more number of teachers. Therefore, SGD can only be
scheduled in afternoon session where only half of the batch comes to department at a time. Medical colleges need to
have adequate faculty to run a quality SGD sessions.
Model Microbiology Teaching Schedule 19
• System-coordinator: In SGD sessions, there may be a chance of lack of uniformity of teaching. The system coordinator
needs to be allotted for each system (e.g. cardiovascular and bloodstream infection). He/she has to play a very vital
role to develop content (power point, notes, practical demonstrations, case discussions, etc.) for the SGD sessions and
thereafter to organize prior discussions with all the teachers (faculty, postgraduates) on what to teach and how to teach
in each SGD session. The content to be delivered in SGDs must be same for all teachers.
• Method of delivery of content: As SGD sessions are directly taken without a prior lecture session, it is advisable to
deliver the content in the format of powerpoint or black board. Plain oral discussions without a powerpoint/writing
may be avoided.
SGD is different than practical, tutorial, and viva
SGD is more about teaching in small group with lot of two directional teaching. SGD classes are taken as a replacement
of lecture. So the topic will be taught first time in SGD, without any prior exposure of students to the topic in lecture. SGD
is different than practical, tutorial, and viva.
• Practical: Practical also happens in small groups where the teacher demonstrates the practical aspects of a topic and
students may perform some hands-on exercise related to the topic (e.g. Gram stain). Remember, practical is always a
second revision for the students as the topic would have priorly covered before either in lecture or in SGD. Never allot
a topic directly for practical, without prior coverage in theory or SGD.
• Tutorial: Tutorial is also taken as small groups, which involves discussion of a topic in a question-answer mode.
Assessment may be done in tutorial. The students are supposed to read the topics and come. Tutorial is usually
conducted for a group of topics (e.g. general microbiology). All the topics discussed in tutorials would have covered
priorly in the class by lecture or SGD.
• Viva-voce: This is an assessment method which is conducted one-to-one, not in small group. The teacher only asks
questions, there won’t be any discussion of the topics. He has to allot marks to the students at the end.
Self-directed Learning (SDL)

SDL is a unique teaching-learning method where the students are asked to read the topics by themselves from book,
internet search, etc. SDL is implemented in medical education, since physicians need to be self-directed learners to
maintain lifelong learning to obtain essential knowledge of their subjects in the ever-changing world of medicine.
• Hours recommended: MCI has asked to keep at least 10 SDL sessions (10 hours) in Microbiology syllabus.
• SDL followed by discussion: SDL should always be guided by a facilitator. The faculty may just not ask the students
to read SDL topics at home without a discussion in class. It is preferable to conduct a class for SDL, where the teacher
need to see whether the students have really put effort for reading the topic by themselves or not and if yes, then how
much they have understood. The discussion can be conducted in many ways. Some of the ways that we suggest are
mentioned below, however the teacher can adopt any other method which can stimulate interest among students.
– Seminar model: Here, students can be asked to present various parts of topics and teacher can summarize/ reinforce
each part at the end.
– MCQ model: In this format, the teacher can prepare 10–15 objective questions (one liner or MCQs) in such a way
that it will cover the whole topic sequentially. Then he can ask the questions one by one to the whole batch and
then summarize/reinforce/give explanation for each question.
– Case scenario based: The teacher can share a case scenario (with a set of questions covering the whole topic) at
least one week prior and ask the students to do self-reading of the topic from books and then solve the case scenario.
In the classroom, the teacher can ask the students to solve the case scenario and then discuss related questions.
• Topics selected for SDL: The selection of topic for SDL is very crucial and tricky. The topic may be at least moderate
to highly important in the examination and should not be more than 6–8 pages to read from book. Less important
topics (e.g. non-tuberculous mycobacteria) will not arouse interest among students. At the same time, if the topic is
very big topics (e.g. tuberculosis), students will find it difficult to read. Syndromic topics are also not ideal for SDL as
students will find it difficult to read.
– Important but short topics are ideal for SDL: Leprosy, plague, leptospirosis, diphtheria, anthrax, polio, rabies,
antigen, physiology of bacteria, candidiasis, biomedical waste, gonorrhoea, viral gastroenteritis, etc.
– Less important topics are not ideal for SDL: Enterococcus, Non-tuberculous mycobacteria, non-sporing anaerobes,
trematodes, Trypanosoma, etc.
– Important but lengthy topics are not ideal for SDL: M. tuberculosis, malaria, HIV, hepatitis viruses, immune
response, antigen-antibody reaction, etc.
– Syndromic topics are not ideal for SDL: Agents of pyogenic meningitis, UTI, etc.
– Complex and difficult to understand topics may also be avoided for SDL: Autoimmunity, Prion diseases, etc.
System Coordinator
Apart from MBBS batch in-charge faculty, there may be a ‘system coordinator’ allotted for each system (e.g. cardiovascular
and bloodstream infection). He/she has to play a very vital role to:
• Prepare the complete schedule for the whole system in parallel with pathology and pharmacology (The system
coordinators of all the three departments should actively coordinate with each other)
• To develop content (power point, notes, practical demonstrations, case discussions etc.) for the entire system
• To organize prior discussions with all the teachers (faculty, postgraduates) on what to teach and how to teach in each
SGD session, lecture session and practical session
• Coordinate with other departments for horizontal integration (pathology, pharmacology) and vertical integration
(medicine, surgery, PSM, etc.)
• Take feedback at the end of each system.
Organism Assignment
• The organisms assigned under each system are mainly based on the organs they infect and produce manifestations;
not based on their mode of transmission or habitat. For examples:
– HIV should be discussed under bloodstream, not genitourinary section. This is because HIV is transmitted sexually,
but does not produce any genital manifestations.
– Schistosoma mansoni and S. haematobium should be discussed under infections of GIT and urinary tract respectively.
Although called as blood flukes, only their habitat is bloodstream, but manifestations are confined to GIT and
urinary tract.
– Enteric fever should be discussed under bloodstream, not GIT section. This is because Salmonella Typhi is only
transmitted by enteric route, but manifestations are largely extraintestinal.
– Best place to discuss anthrax is skins and soft-tissue infection (cutaneous anthrax) and respiratory system (pulmonary
anthrax); rather discussing under zoonotic infections.
• For the organism infecting more than one system, it is discussed under the major system it principally infects and is
briefly discussed under other system/s by keeping only the relevant points.
Due to diversity in the organs infected, it is practically not possible to fit each and every organisms into a particular
system. Therefore, faculty can modify the assignment of organisms as per their departmental consensus.
Integrated Lecture
Integrated teaching involves the teaching of various subjects in a co-ordinated fashion so that the boundaries of the
subjects are abolished and the teaching is made system-wise rather than subject-wise. Here, some of the selected lectures
are integrated between the departments in a manner that different subtopics of a topic (e.g. malaria) are taken by the
teaching faculty of two or more departments together in the same class. The following should be kept in mind while
conducting an integrated lecture.
• Lesson plan must be well-drafted: Multiple meetings should be conducted between the teaching faculty of depart
ments involved to execute the lesion plan. One of the department should act as a coordinating department
• The core area of a topic should be divided between the disciplines. For example, laboratory diagnosis may be taken
by Microbiology, whereas clinical manifestations and treatment can be taken by Medicine
• Overlapping between the content in the PowerPoint presentations must be completely avoided. Slides need to be
shared at least a week before the class and mutual consensus must be obtained about the overlapping contents to be
included under the slides of which department
• Assessment and feedback need to be taken at the end of the session.
Synchronous presentation is the key behind a successful integrated lecture. If the session is not synchronized properly
and if the faculty teach their subtopics in a temporal integration fashion without synchrony, then it can lead to complete
failure of conducting integrated lectures.
MODEL MBBS MICROBIOLOGY TEACHING SCHEDULE

According to MCI’s Competency-based Medical Education (CBME) Curriculum, 2nd Revision, September 2020
Prepared by Dr Apurba Sastry and Dr Sandhya Bhat
MCI Suggested
Duration Competency Teaching Assessment
Microbiology Syllabus (Hours) Number Learning Certify Type
GENERAL MICROBIOLOGY 32
Introduction and history 1 MI 1.1 Lecture
Microscopy 1 MI 1.1 SGD
Microscopy 1 MI 1.2 Practical
General Bacteriology
Bacterial taxonomy 1 MI 1.1 SGD
Morphology of bacteria 1 MI 1.1 Lecture
Physiology of bacteria 1 MI 1.1 SDL
Morphology of common bacteria, bacterial growth curve 1 MI 1.1 Practical
Laboratory diagnosis of bacterial infections-1: 1 MI 8.9 SGD
Specimen collection and transport
Laboratory diagnosis of bacterial infections-2: 1 MI 8.10 Practical
Specimen collection and transport
Direct detection (Staining techniques and others)
Gram staining -1 1 MI 1.2 Practical
Culture media and culture methods
Identification of bacteria (conventional methods and
automations)
Antimicrobial susceptibility testing
Molecular methods and typing methods
Bacterial genetics 1 MI 1.1 Lecture
Antimicrobials: Antimicrobial agents, antimicrobial resistance 1 MI 1.6 Lecture
(integrate with pharmacology) (Integrated)
Pathogenicity of bacterial infections 1 MI 1.1 SGD
Overview of bacterial infections 3 MI 1.1 Lecture
General Virology, Parasitology and Mycology
General virology and overview of viral infections 3 MI 1.1 Lecture
Laboratory diagnosis of viral infections—microscopy, 1 MI 1.1 Practical
cultivation, serology, molecular tests
General parasitology and overview of parasitic infections 2 MI 1.1 Lecture
Labaratory diagnosis of parasitic infections— 1 MI 1.2 Practical
Stool microscopy-1, Peripheral blood smear
General mycology and overview of fungal infections 1 MI 1.1 Lecture
Contd...
Contd...
MCI Suggested
Laboratory diagnosis of fungal infections—KOH mount, 1 MI 1.1, 1.2 Practical
Gram stain (yeast), India ink, LPCB mount
Normal human microbiota 1 MI 1.1 SGD
Epidemiology of infectious diseases 1 MI 1.3 Lecture
IMMUNOLOGY 21
Immunity (innate and acquired)—immunological 1 MI 1.7 Lecture
mechanisms in health
Acid fast staining-1 1 MI 1.2 Practical
Antigen 1 MI 1.8 SDL
Antibody 1 MI 1.8 Lecture
Antigen-antibody reaction 2 MI 1.8 Lecture
Antigen-antibody reaction (conventional)—agglutination 1 MI 1.8, 8.15 Practical
and precipitation
Antigen-Antibody Reaction (newer)—ELISA, ELFA, CLIA, IFA, 1 MI 1.8, 8.15 Practical
westernblot, rapid methods
Stool microscopy-2 1 MI 1.2 Practical
Complement 1 MI 1.8 Lecture
Components of immune system-Organs, cells and products 2 MI 1.8 Lecture
Immune responses: Cell-mediated and antibody-mediated 2 MI 1.8 Lecture
Hypersensitivity 1 MI 1.10 Lecture
(Integrated with Pathology) (Integrated)
Autoimmunity 1 MI 1.10 Lecture
(Integrated with Pathology, Pediatrics) (Integrated)
Immunodeficiency disorders 1 MI 1.10 Lecture
Transplant and cancer immunology 1 MI 1.11 Lecture
Immunoprophylaxis 1 MI 1.9 Lecture
(Integrated with Pediatrics) (Integrated)
Internal Assessment Theory (IAT-1)—General Microbiology and 1 Not Not Theory
Immunology applicable applicable
HOSPITAL INFECTION CONTROL (PART-I) 9
Healthcare-associated infections (definition, risk factors, 2 MI 8.5, 8.6, SGD
standard precautions, transmission-based precautions) 8.7
Hand hygiene and PPE-1 1 MI 8.7 Practical
Sterilization and disinfection 1 MI 1.4 Lecture
Sterilization and disinfection 1 MI 1.4, 1.5 SGD
Sterilization and disinfection (including CSSSD visit) 1 MI 1.5 Practical
Biomedical waste 1 MI 8.5, 8.6 SDL
Needle stick injury 1 MI 8.5, 8.6 SGD
Contd...
Contd...
MCI Suggested
Hand hygiene and PPE-2, Biomedical waste 1 MI 8.7 Practical
Hand hygiene and PPE-1 1 MI 8.7 Practical
Hand hygiene and PPE-2, Biomedical waste 1 MI 8.7 Practical
Systemic Microbiology (Infectious Diseases)
BLOODSTREAM AND CARDIOVASCULAR SYSTEM 19
INFECTIONS
Cardiovascular system infections (infective endocarditis and 1 MI 2.1, 2.2 Lecture
acute rheumatic fever and others)
Bloodstream infections and infections causing anemia 1 MI 2.1, 2.2, 2.4 Lecture
Sepsis, CRBSI, rheumatic fever, infective endocarditis 1 MI 2.3, 8.15 Practical
Major etiological agents
Enteric fever (Salmonella typhi and S. paratyphi) 1 MI 3.3 Lecture
Rickettsial Infections 1 MI 1.1 Lecture
Miscellaneous bacterial bloodstream infections: 1 MI 8.1 SDL
Brucellosis, leptospirosis and borreliosis
Enteric (typhoid) fever, scrub typhus, brucellosis, 1 MI 3.4, 8.15 Practical
leptospirosis
Gram staining -2 1 MI 1.2 Practical
HIV/AIDS 2 MI 2.7 Lecture
Viral hemorrhagic fever (VHF) 1 MI 1.1 Lecture
Arboviral VHF (Dengue, Chikungunya, KFD and others)
Filoviral VHF (Ebola and Marburg virus), Hantaviral VHF
HIV and dengue 1 MI 2.7, 8.15 Practical
Malaria and Babesiosis 2 MI 2.5 MI Lecture
(Integrate with Pathology, Medicine) 8.16 (Integrated)
Visceral leishmaniasis and trypanosomiasis (brief ) 1 MI 2.5, 8.16 Lecture
Lymphatic filariasis 1 MI 2.5, 816 Lecture
Malaria, visceral leishmaniasis, lymphatic filariasis 1 MI 2.6, 8.15 Practical
Systemic candidiasis and systemic mycoses 1 MI 1.1 SGD
GASTROINTESTINAL INFECTIONS 19
Gastrointestinal infective syndromes 1 MI 3.1 Lecture
Food poisoning: S. aureus, Bacillus cereus, Clostridium 1 MI 3.5 SGD
botulinum and others
Gastrointestinal infections due to enterobacteriaceae: 1 MI 3.1 SDL
Diarrheagenic E. coli, shigellosis, nontyphoidal salmonellosis
and yersiniosis
Cholera, halophilic Vibrio and Aeromonas infections 1 MI 3.1 Lecture
Dysentery (Shigellosis), diarrhea (NTS, cholera) 1 MI 3.2 Practical
Contd...
Contd...
MCI Suggested
Gram staining-3 1 MI 1.2 Practical
Miscellaneous bacterial infections of gastrointestinal system: 1 MI 3.6 SGD
Helicobacter, Campylobacter and Clostridioides difficile MI 3.1
infections
Viral gastroenteritis (Rotaviruses and others) 1 MI 3.1 SDL
Intestinal Protozoan Infections-1: Intestinal amoebiasis 1 MI 3.1 Lecture
and balantidiasis
Intestinal Protozoan Infections-2: Giardiasis, coccidian 1 MI 3.1 SGD
parasitic infections, blastocystosis, and others
Intestinal amoebiasis, giardiasis, intestinal coccidian parasites 1 MI 3.2, 1.2 Practical
Intestinal Helminthic Infections-1 2 MI 3.1 SGD
• Intestinal cestode infections: Diphyllobothrium, Taenia,
Hymenolepis and others
• Intestinal trematode infections: Fasciolopsis buski,
Schistosoma mansoni, S. japonicum and others
Intestinal Helminthic Infections-2 2 MI 3.1 Lecture
Intestinal nematode infections: Trichuris, Enterobius,
hookworm, Strongyloides, Ascaris and others
Intestinal cestode and nematode infections 1 MI 3.2, 1.2 Practical
HEPATOBILIARY SYSTEM INFECTIONS 6
Infective Syndromes of hepatobiliary system and abdomen 2 MI 3.7 Lecture
Viruses Causing Hepatitis: Hepatitis viruses, yellow fever
and others
Parasitic Infections of Hepatobiliary System 1 MI 3.1, 1.1 SGD
Amoebic liver abscess, hydatid disease (echinococcosis),
trematode infections (Fasciola hepatica, Clonorchis and
Opisthorchis) and Others
Viral hepatitis, parasites causing liver infection 1 MI 3.8, 8.15 Practical
Internal Assessment Theory (IAT-2)—Bloodstream and 1 Not Not Theory
cardiovascular, gastrointestinal and hepatobiliary infections applicable applicable
Viva voce-1: General microbiology, immunology, bloodstream 1 Not Not Viva voce
and cardiovascular, gastrointestinal and hepatobiliary applicable applicable
Infections
SKIN, SOFT TISSUE INFECTIONS AND MUSCULOSKELETAL 15
SYSTEM INFECTIONS
Infective syndromes of skin, soft tissue and musculoskeletal 1 MI 4.1, 4.2, Lecture
systems 4.3
Staphylococcal infections 1 MI 4.2, 4.3 SGD
Beta-hemolytic streptococcal infections 1 MI 4.3 SGD
Contd...
Contd...
MCI Suggested
Gas gangrene (Clostridium perfringens) and infections due to 1 MI 4.1 SGD
non-sporing anaerobes
Staphylococcal, streptococcal infections and anaerobic 1 MI 4.1, 4.3, Practical
infections 8.15, 1.2
Leprosy (Mycobacterium leprae) 1 MI 4.3, 8.16 SDL
Miscellaneous Bacterial Infections of Skin and Soft 2 MI 4.3, 8.13 SGD
Tissues: Anthrax (Bacillus anthracis), actinomycosis,
nocardiosis, non-venereal treponematoses and others
Viral Exanthems and Other Cutaneous Viral Infections 2 MI 4.3 Lecture
Herpesviruses (herpes simplex, varicella-zoster and HHV-
6 and 7 infection), poxviruses (smallpox, molluscum
contagiosum), parvovirus, measles, rubella, coxsackieviruses
and others
Parasitic Infections of Skin, Soft Tissue and 2 MI 4.2, 4.3 SGD
Musculoskeletal System
Cutaneous leishmaniasis, cysticercosis, tissue nematodes
(filarial tissue nematodes, Dracunculus medinensis, Trichinella
spiralis) and larva migrans
Fungal Infections of Skin, Soft Tissue and Musculoskeletal 1 MI 4.3 SGD
System
Superficial fungal infections, subcutaneous fungal infections,
candidiasis (cutaneous and mucosal) and Penicillium
marneffei infection
SSTI due to superficial and subcutaneous fungal infections, 1 MI 4.3, 8.15 Practical
cutaneous and mucosal candidiasis
RESPIRATORY TRACT INFECTIONS 23
Infective syndromes of respiratory tract 1 MI 6.1 Lecture
Bacterial pharyngitis: Streptococcus pyogenes pharyngitis, 1 MI 6.1 SDL
diphtheria and others
URTI (beta hemolytic streptococci, diphtheria) 1 MI 6.2 Practical
Throat swab Gram staining-1,2,3 (smears made from 1 MI 6.2 Practical Throat
S. pyogenes, C. diphtheriae Candida) and certification swab Gram
staining
Bacterial Lobar Pneumonia: Pneumococcal pneumonia, 1 MI 6.1 Lecture
haemophilus influenzae pneumonia and others
Sputum Gram staining-1,2,3 (smears made from 1 MI 6.3 Practical Sputum
S. pneumoniae, Klebsiella, H. influenzae) and certification Gram
staining
Bacterial Atypical (Interstitial) Pneumonia: Mycoplasma, 1 MI 6.1 SGD
Chlamydia, Legionella and others
Tuberculosis including non-tuberculous mycobacteria 2 MI 6.1, 8.16 Lecture
(Integrated with pathology, pulmonary medicine) (Integrated)
Contd...
Contd...
MCI Suggested
Labaratory diagnosis of tuberculosis and Acid fast staining-5 1 MI 6.3, 1.2 Practical
Sputum Acid fast staining-1,2,3 (smears made from 1+, 2+, 3+ 2 MI 6.3 Practical Sputum acid
sputum specimens) and certification fast staining
Pertussis (Bordetella pertussis) 1 MI 6.1 SDL
Infections due to non-fermenting gram-negative bacilli: 1 MI 6.1, 6.3, SGD
Pseudomonas, Acinetobacter, Burkholderia and Others 4.3
Myxovirus Infections of respiratory tract: Influenza, 2 MI 6.1 Lecture
parainfluenza, mumps, respiratory syncytial virus and others
Coronavirus infections including COVID-19 1 MI 6.1 Lecture
Parasitic and Fungal Infections of Respiratory Tract: 2 MI 6.1, 6.2 SGD
• Parasitic Infections: Paragonimiasis and others
• Fungal Infections: Zygomycosis, aspergillosis,
pneumocystosis and others
Influenza and COVID-19 1 MI 6.2, 6.3 Practical
Fungal infections of respiratory tract 1 MI 6.2, 6.3 Practical
Internal Assessment Practical (IAP-1)-Gram staining and 1 Not Not Gram Practical
certification applicable applicable staining
CENTRAL NERVOUS SYSTEM INFECTIONS 13
Infective syndromes of central nervous system 1 MI 5.1, 5.2 Lecture
Bacterial meningitis 1.5 MI 5.1 Lecture
• Acute bacterial (pyogenic) meningitis: Neisseria
meningitidis, Streptococcus pneumoniae, Streptococcus
agalactiae, Haemophilus influenzae and Listeria
• Chronic bacterial meningitis: Tubercular meningitis,
spirochaetal meningitis, lyme disease and others
Tetanus 0.5 MI 4.1 Lecture
Laboratory diagnosis of pyogenic meningitis (N. meningit- 1 MI 5.3, 8.15 Practical
idis, Streptococcus pneumoniae, S. agalactiae, Haemophilus
influenzae)
Viral meningitis and viral myelitis: Poliomyelitis, 1 MI 5.1, 8.16 SGD
coxsackievirus, and others
Internal Assessment Practical (IAP-2)-Acid fast staining and 1 Not Not Acid fast Practical
certification applicable applicable staining
Viral Encephalitis and Encephalopathy-1 1 MI 5.2 Lecture
Rabies, HSV encephalitis
Viral Encephalitis and Encephalopathy-2 1 MI 5.2 Lecture
Arboviral encephalitis (Japanese encephalitis and West Nile),
Nipah and Hendra, slow virus and prion disease, and others
Parasitic and Fungal Infections of Central Nervous 1 MI 5.1, 5.2 SGD
System-1
• Parasitic infections: Neurocysticercosis, free-living
Amoeba infections
Contd...
Contd...
MCI Suggested
Parasitic and Fungal Infections of Central Nervous 1 MI 5.1, 5.2 SGD
System-2
• Parasitic infections: Toxoplasmosis and others
• Fungal infections: Cryptococcal meningitis and others
Laboratory diagnosis of aseptic meningitis (tubercular 1 MI 5.3, 8.15 Practical
meningitis, cryptococcal meningitis) and encephalitis
Internal Assessment Theory (IAT-3)—Skin, soft tissue and 1 Not Not Theory
musculoskeletal system, and respiratory tract infections applicable applicable
UROGENITAL TRACT INFECTIONS 10
Infective Syndromes of Urinary Tract and Agents 2 MI 7.3 SGD
• Bacterial infections: Enterobacteriaceae, Enterococcus and
others
• Viral (BK virus), parasitic (Schistosoma haematobium) and
fungal infections
Laboratory diagnosis of UTI: Uropathogenic E. coli, 1 MI 7.3 Practical
Klebsiella, Proteus, Enterococcus, Staphylococcus saprophyticus,
and others
Infective Syndromes of Genital Tract -1 1 MI 7.1, 7.2 Lecture
Classification of sexually-transmitted infections
Ulcerative Genital Disease: Syphilis, lymphogranuloma
venerum, granuloma inguinale, soft chancre and genital
herpes
Infective Syndromes of Genital Tract -2 1 MI 7.2 SGD
Urethritis: Gonorrhoea and non-gonococcal urethritis
(Chlamydia trachomatis and others)
Infective Syndromes of Genital Tract -3 1 MI 7.2 SDL
Vulvovaginitis (Trichomoniasis, bacterial vaginosis, vaginal
candidiasis)
Other genital tract infections of females and males 1 MI 7.2 SGD
Laboratory diagnosis of STI (Gonorrhoea, syphilis, 1 MI 7.1, 7.2 Practical
trichomoniasis, candidiasis and others)
Internal Assessment Practical (IAP-3)—Stool microscopy and 1 Not Not Stool Practical
certification applicable applicable microscopy
HOSPITAL INFECTION CONTROL (PART-II) 4
Major healthcare-associated infection types—CAUTI, CRBSI, 1 MI 8.5, MI 8.6 Lecture
VAP, SSI
Antimicrobial stewardship, monitoring of antimicrobial 1 MI 1.6 Lecture
therapy and rational use of antimicrobial agents
Environmental surveillance (bacteriology of water, air and 1 MI 8.8 SGD
surface)
Internal assessment practical (IAP-4)—Hospital infection control 1 Not Not Hand Practical
covering hand hygiene, PPE, BMW (and certification) applicable applicable hygiene and
PPE
Contd...
Contd...
MCI Suggested
MISCELLANEOUS INFECTIVE SYNDROMES AND OTHERS 22
Ocular and ear infections 2 MI 1.1 SGD
Congenital Infections 1 MI 1.1 SGD
Cytomegalovirus infections, congenital varicella, neonatal
herpes, congenital rubella, congenital toxoplasmosis,
congenital syphilis, Zika virus infections and others
Organisms with Oncogenic Potential 1 MI 8.3 Lecture
Human papilloma virus, Kaposi sarcoma, HTLV and HIV,
epstein-barr virus, hepatitis B and C, and others
Zoonotic infections: Classification, plague, tularaemia, bite 1 MI 8.1 Lecture
wound infections and others
Opportunistic infections (immunocompromised patients) 1 MI 8.2 Lecture
Transplant infections
Emerging and re-emerging infections microbial agents of 1 MI 8.4 Lecture
bioterrorism
Laboratory acquired infections vector-borne infections 1 MI 1.1, 8.1 SGD
Demonstrate respect for patient samples sent for laboratory 1 MI 8.11 Practical/
investigations AETCOM
National Health Programmes for Communicable Diseases 1 MI 8.16 Lecture
(Integrate with Community Medicine) (Integrated)
Confidentiality pertaining to patient's identity in lab result 1 MI 8.12 SGD/
AETCOM
Demonstrate confidentiality pertaining to patient's identity 1 MI 8.14 Practical/
in lab result AETCOM
Choose appropriate laboratory test in diagnosis of infectious 2 MI 8.13 SGD (Case
disease (Rational use of microbiological investigations ) discussion)
Internal Assessment Practical (IAP-5)—Clinical microbiology 2 Not Not Practical
applied exercise applicable applicable
Internal Assessment Theory (IAT-4)—Central nervous system, 1 Not Not Theory
and Genitourinary infections, Hospital infection control and applicable applicable
Miscellaneous
Viva voce-2: Infections of Skin, soft tissue and musculoskeletal 1 MI 4,5,6,7 Viva voce
system, respiratory, CNS, and Genitourinary, Hospital infection and 8
control and Miscellaneous
Quiz 2 Not
applicable
Activities (e.g. Role play) 2 Not
applicable
TOTAL TEACHING HOURS 178
(Theory-70 hrs, Practical-47 hrs, SDL-10 hrs, SGD-47 hrs and
Quiz/Activities-4 hrs)
TOTAL ASSESSMENT HOURS 12
TOTAL HOURS ALLOTTED FOR MICROBIOLOGY 190
Preferably, the internal assessment may be taken in additional hours (for example, 7–8 am for theory, 4–5 pm for practical) to compensate
the loss of teaching hours due to student vacation and holidays. This is a suggestion, not clearly mentioned in the MCI curriculum.
Section 3:
Suggested Assessment Module
University Examination
According to MCI new curriculum, there should be theory assessment, practical assessment and viva voce assessment
in university examination.
Theory Assessment
• Total marks 200
• Two papers, paper-I (100 marks) and paper-II (100 marks)
• Each paper may have two sections A and B; each carrying 50 marks
• Topic distribution under each paper is up to the university to decide
• There are two ways topics can be distributed:
– System-based (e.g. CVS infections, CNS infections, etc): the model of system-based topic distribution is given below.
– Organism-based (e.g. bacteriology, virology, parasitology, mycology)
• We suggest the microbiology departments to go for system-based assessment as the teaching throughout the year is
going to be system-based.
Model of Topic Distribution for Theory Assessment (suggested by authors)
Theory Subject Marks Question types
Paper-I General Microbiology, Immunology, Infections of bloodstream and 100 In each section
cardiovascular system, gastrointestinal tract and hepatobiliary system (IA, IB, IIA, IIB)
Section IA General Microbiology and Immunology 50 • LAQ (Problem- based)
= 10 marks × 1
Section IB Infections of bloodstream and cardiovascular system, gastrointestinal 50 • SAQ = 5 marks × 6
tract and hepatobiliary system • Ultra short notes/
Paper-II Infections of skin, soft tissue and musculoskeletal system, central nervous 100 MCQs = 1 mark × 10
system, respiratory system, genitourinary and sexually-transmitted Total = 50 marks
infections, hospital infection and control, zoonotic and miscellaneous
Section IIA Infections of skin, soft tissue and musculoskeletal system, and respirato- 50 One short note (5 marks) in
ry system section B of Paper I and II need
Section IIB Infections of central nervous system, genitourinary and sexually- 50 to be modified to cover AET-
transmitted infections, hospital infection and control, and miscellaneous COM module (total 10 marks)
• Attempt should be made to maintain appropriate proportion of questions from general microbiology (25 marks), immunology
(25 marks), bacteriology (45 marks), virology (30 marks), parasitology (25 marks), mycology (15 marks), hospital infection control
(15 marks), miscellaneous (10 marks) and AETCOM (10 marks)
• The full set (both the papers I and II) should preferably be prepared by the same question paper setter to avoid unequal distribution
of questions from various organisms-based sections.
Note: This is just an author’s suggestion. Medical colleges can use this as a template and modify according to the departmental consensus
and university policy.
Abbreviations: LAQ: Long answer question; SAQ: Short answer question.
Framing of Questions
Test the Acquisition of Competency Rather than the Subject Knowledge
During assessment, the way questions are framed will influence whether student will just learn a subject knowledge or will
acquire certain competencies to become an ideal Indian medical graduate. Therefore, everything that is being assessed,
both in theory, practical or viva-voce, either in formative or summative assessment need to be conducted in a manner
that it will have some clinical application.
Question according to old curriculum

pattern-tests only the subject knowledge Questions according to new curriculum pattern-test the clinical application
Describe the role of a bacterial cell wall structure Discuss in detail the structure and function of the cell wall of a gram-negative and
in diagnosis and antimicrobial treatment of a gram-positive bacteria with the help of a diagram.
bacterial infection.
Describe the laboratory diagnosis of vivax A 18-year-old female presented with high-grade fever which rises every third day
malaria? with chills and rigor. Her blood sample was subjected to a rapid diagnostic test
which revealed bands near pLDH line and control line, but no band near the HRP-II
antigen line. What is the etiological diagnosis and discuss the laboratory diagnosis.
Organism Based Questions

While framing questions on organisms, it has to be kept in mind for which syndrome the question is being framed. For
example, question should be asked on pneumococcal pneumonia rather pneumococcus per se while framing a theory
paper on respiratory system.
Practical Assessment
The salient features of university practical examination according to this new CBME based MBBS curriculum is as follows.
• Total mark allotted for practical examination is 100, which is divided into:
– Practical (80 marks) and
– Viva voce (20 marks): Viva voce marks are to be added to practical, not to theory
• Topic distribution under practical assessment is up to the department to decide
• Departments are advised to have OSPE stations for assessment of practical skills.
Author’s Suggestion
Authors suggest the following model of topic distribution as given below in the Table 1.
• Sample collection and transport: Authors have suggested to keep ‘’Sample collection and transport’ as a separate
exercise as this is the most important part of microbiology that an Indian medical graduate should know
• Hospital infection control: Authors have suggested to keep ‘Hospital infection control’ as a separate exercise. In lieu of
COVID-19 pandemic, MCI has implemented a pandemic module and has made it mandatory for every Indian medical
graduate to know the detail of infection control practices
• Stool examination for parasites need not be kept as a separate exercise, but can be asked as problem based exercise
under applied exercise.
Exercises included in practical assessment and chapter in which the topics are discussed are enlisted in Table 2.
Model of Topic Distribution for Practical Assessment (suggested by authors)
Practical Marks
Practical 80 marks
Problem based exercise on Gram-staining 15
(Smears made from clinical specimens-Pus, sputum, body fluids etc.)
• Staining quality (3)
• Microscopic finding with report writing (3)
• Knowledge testing particularly application part (4)
Contd...
Suggested Assessment Module 31
Contd...
Problem based exercise on Acid-fast staining of sputum smears 15

Sample collection and transport 10
Hospital infection control 10
Clinical Microbiology Applied Exercise 10 marks ×
(Based on clinical infective syndromes) 3 exercises= 30
Viva voce 20 marks
Viva voce-I: General Microbiology, Immunology, Infections of bloodstream and cardiovascular system, gastro- 10 marks
intestinal tract and hepatobiliary system
Viva voce-II: Infections of skin, soft tissue and musculoskeletal system, respiratory system, central nervous 10 marks
system, genitourinary and sexually-transmitted infections, hospital infection and control, and miscellaneous
Overall total in practical assessment (including Viva) 100
Table 2, exercises included in practical assessment and chapter in which the topics are discussed
Exercises included in practical assessment and chapter in which the topics are discussed
1. Problem based exercise on Gram-staining
(Smears made from clinical specimens-Pus, sputum, body fluids etc.)
2. Problem based exercise on Acid-fast staining of sputum smears
3. Sample collection and transport (Any one of the following exercise)
• Urine specimen for microscopy and culture
• Blood specimen for culture
• Blood specimen for serology
• Stool specimen for microscopy and culture
• Sterile body fluid specimens for microscopy and culture
• Pus and wound swab specimens for microscopy and culture
• Respiratory specimens for microscopy, culture and molecular test
• Anaerobic specimens for microscopy and culture
4. Hospital infection control (Any one of the following exercise)
• Hand hygiene (methods and indications)
• Personal protective equipment (donning and doffing of PPE and indications of their use)
• Biomedical waste (segregation compliance)
• Needle stick injuries (post-exposure prophylaxis for HIV and hepatitis B)
Contd...
Contd...
5. Clinical Microbiology Applied Exercise (Any three of the following exercise)

Bloodstream and cardiovascular system infections Gastrointestinal tract infections
• Infective Endocarditis • Shigellosis
• Acute Rheumatic Fever • Nontyphoidal Salmonellosis
• Bloodstream Infections (Sepsis) • Cholera
• Enteric Fever • Clostridioides difficile diarrhea
• Scrub typhus • Rotavirus diarrhea
• Brucellosis • Intestinal Amoebiasis
• Leptospirosis • Giardiasis
• HIV/AIDS • Cryptosporidiosis
• Dengue • Intestinal Taeniasis
• Malaria • Hymenolepiasis
• Visceral Leishmaniasis • Schistosoma mansoni infection
• Lymphatic Filariasis • Trichuriasis
• Systemic Candidiasis • Enterobiasis
• Ascariasis
• Hookworm Infection
• Strongyloidiasis
Hepatobiliary system infections Respiratory tract infections
• Viral hepatitis • Streptococcal Pharyngitis
• Amoebic Liver Abscess • Diphtheria
• Hydatid Disease • Pneumococcal Pneumonia
• Haemophilus influenzae Pneumonia
Skin, soft tissue and musculoskeletal system infections • Klebsiella pneumoniae Pneumonia
• Staphylococcal skin and soft tissue infections • Pulmonary Tuberculosis
• Streptococcal skin and soft tissue infections • Pseudomonas Infections
• Gas gangrene • Influenza
• Leprosy • COVID-19
• Cutaneous Anthrax • Infectious Mononucleosis
• Herpes simplex (cutaneous and mucocutaneous) • Paragonimiasis
• Measles • Zygomycosis
• Rubella • Aspergillosis
• Dermatophytoses • Pneumocystosis
• Mycetoma
Central nervous system infections Genitourinary system infections
• Pneumococcal Meningitis • Urinary Tract Infection (Escherichia coli)
• Haemophilus influenzae Meningitis • Urinary Tract Infection (Klebsiella pneumoniae)
• Meningococcal Meningitis • Urinary Tract Infection (Proteus mirabilis)
• Viral Meningitis • Urinary Schistosomiasis
• HSV Encephalitis • Syphilis
• Japanese Encephalitis • Gonorrhoea
• Rabies Encephalitis • Non-gonococcal Urethritis
• Neurocysticercosis • Trichomoniasis
• Toxoplasma Encephalitis • Vaginal Candidiasis
• Cryptococcal Meningitis
Internal Assessment
• It is up-to the individual microbiology department to decide how many internal assessment for theory and practical
to be conducted.
• According to MCI, minimum number of assessment should be three, including the send up (pre-university) examination.
• Authors suggest the following model of topic distribution for internal assessment.
Model of Topic Distribution for Internal Assessment (suggested by authors)

Theory Marks Question types
1 General microbiology and immunology 50 In each section
(IA,IB,IIA,IIB)
2 Infections of bloodstream and cardiovascular system, gastrointestinal tract and 50
• LAQ = 10 marks × 1
hepatobiliary system
• SAQ = 5 marks × 6
3 Infections of skin, soft tissue and musculoskeletal system, and respiratory system 50 • Ultra short notes/
MCQs = 1 mark × 10
4 Infections of central nervous system, genitourinary and sexually-transmitted 50
infections, hospital infection and control, and miscellaneous Total = 50 marks
5 Send up theory (paper I and II) 200 Same as university

examination
Practical
1 Gram staining 10
2 Acid fast staining 10
3 Stool examination 10
4 Sample collection and transport 10
5 Hospital infection control 10
6 Clinical microbiology applied exercise 30
7 Send-up practical examination 80 Same as university
examination
Viva voce
1 Viva voce-1 10
General microbiology, immunology and infections of bloodstream and
cardiovascular system, gastrointestinal tract and hepatobiliary system
2 Viva voce-2 10
Infections of skin, soft tissue and musculoskeletal system, respiratory system,
central nervous system, genitourinary and sexually-transmitted infections,
hospital infection and control, and miscellaneous
3 Send up viva voce (I and II) 20 Same as university
examination
Abbreviations: LAQ: Long answer question; SAQ: Short answer question
MODEL THEORY QUESTION PAPERS
Paper I :
General Microbiology, Immunology, Infections of Bloodstream and
Cardiovascular System, Gastrointestinal Tract and Hepatobiliary System
Section IA: General Microbiology and Immunology
1. Long answer question (10 marks × 1)

Describe the role of a bacterial cell wall structure in diagnosis and antimicrobial treatment of a bacterial infection.
2. Short answer questions (5 marks × 6)
a. Discuss the principle and application of polymerase chain reaction pertaining to diagnostic microbiology.
b. Discuss the principle and applications of ethylene oxide sterilizer. Add a note on the method to test the efficacy of
the sterilizer.
c. Discuss the vaccines included under National Immunization Schedule, with their timing and routes of administration.
d. Discuss the principle and application of IgM antibody capture ELISA pertaining to diagnostic microbiology.
e. Discuss the role of Major Histocompatibility Complex in health and disease.
f. Discuss the mechanism of hypersensitivity IV reaction and their role in various clinical conditions.
3. Objective type questions (Ultra short notes/MCQs) (1 mark × 10)
a. Name two organisms that do not follow Koch’s postulates.
b. Biological indicator of sterilization for autoclave________
c. Name two automated blood culture equipment.
d. What is the use of MALDI-TOF pertaining to diagnostic microbiology?
e. Which antimicrobial susceptibility test is based on both diffusion and dilution method?
f. Antibody that crosses placenta______
g. Serum sickness is an example of hypersensitivity reaction type_______
h. Angioneurotic edema is due to deficiency of ______________
i. Which MHC molecule is needed for antigenic presentation to cytotoxic T cells?
j. Name the agglutination test that is used for the diagnosis of enteric fever?
Section IB: Infections of Bloodstream and Cardiovascular System,

Gastrointestinal Tract and Hepatobiliary System
A 25-year-old male with history of multiple sex partners is admitted with complaints of unexplained fever, progressive
loss of weight, persistent diarrhoea and generalized lymphadenopathy for the past 6 months. (2 + 2 + 6)
a. What is your probable diagnosis and give justification?
b. Enlist the opportunistic infections seen in the above clinical conditions based on the CD4 T cell count?
c. Discuss specific laboratory tests required to diagnose the above clinical condition.
a. A 20 years male patient presented with high-grade fever, coated tongue, loss of appetite and intense headache. A
provisional diagnosis of typhoid fever was made. How will you confirm the diagnosis in the laboratory diagnosis?
b. A 3-year-old child presented to OPD with 6–8 episodes of copious amount of offensive dark-colored loose stool,
which was not adherent to the container. What is the probable etiological diagnosis and discuss the laboratory
diagnosis?
c. A 29-year-old female came to casualty with complaints of high-grade fever, severe joint pain, back pain, myalgia
and petechial rashes all over the body. A provisional diagnosis of dengue hemorrhagic fever was made. What is the
pathogenesis underlying this clinical condition?
d. A 13-year-old boy presented to OPD with 10–12 episodes of loose stool (with rice water appearance). What is the
etiological diagnosis? Discuss the laboratory diagnosis of the same.
e. An 18-year-old female presented with high-grade fever which rises every third day with chills and rigor. Her blood
sample was subjected to a rapid diagnostic test which revealed positive for Plasmodium vivax. Discuss the laboratory
diagnosis and treatment for the same.
f. Discuss briefly how to RESPECT patient samples sent to the laboratory for performance of laboratory tests (AETCOM)
a. Standard agglutination test is done for ___________
b. Name a transport media for Vibrio cholerae ________________
c. Chagas’ disease is transmitted by___________
d. What is PKDL?
e. Agents for lymphatic filariasis______________
f. Draw a labelled diagram of egg of Enterobius vermicularis__________
g. Name two agents of viral gastroenteritis_______
h. What is the vaccination schedule of hepatitis B vaccine in newborn?
i. Yeast form with Figure of eight appearance is seen in with _______________
j. Spherules are characteristic feature of which systemic mycoses infection?
Paper II:
Infections of Skin, Soft Tissue and Musculoskeletal System,
Respiratory System, Central Nervous System, Genitourinary System,
Hospital Infection and Control, and Miscellaneous
Section IIA: Infections of Skin, Soft Tissue and

Musculoskeletal System, and Respiratory System
1. Long answer question (10 marks × 1) (2 + 2 + 2 + 4 = 10)

A 62-year-old man has undergone an open surgery for fracture neck of femur. Three days after the surgery, he developed
pus, erythema and tenderness at the site of incision. Discharge collected from the incision site was sent for culture, which
has grown golden yellow hemolytic colonies on blood agar, catalase positive, culture smear showed gram-positive cocci
in clusters
a. What is the clinical diagnosis and the etiological agent? Give your justification.
b. What are the risk factors that can lead to this condition?
c. What are other common etiological agents that can cause this clinical condition?
d. Describe the laboratory diagnosis for this etiological agent.
a. Sputum examination of a patient with cough expectoration for past 6 months revealed long, slender and beaded
acid-fast bacilli. What is your provisional diagnosis and how you arrive at it? Mention the laboratory diagnosis in
detail.
b. A 23-year-old male after a crush injury to his right leg following a road traffic accident 3 days back, presented to
emergency department with the heavily contaminated wound with soil. The local muscles appeared to have been
crushed, there was edema and pain at the site and crepitus was felt on palpation. What is the clinical condition?
Describe in detail the pathogenesis of this condition.
c. A 65-year-old patient with complaints of dry cough, sore throat and fever visited a hospital. His throat swab was sent
for COVID-19 testing, which came positive. Discuss the infection control measures to prevent the transmission of
this disease
d. Discuss the impact of antigenic variations on epidemiology of influenza
e. List the cutaneous parasitic infections. Write briefly on cutaneous larva migrans
f. Clinical manifestations and laboratory diagnosis of pulmonary aspergillosis.
a. Expand RNTCP.
b. Name two classical manifestations pertussis infection?
c. What is the treatment recommended for melioidosis?
d. Name the serotypes included in the trivalent influenza vaccine
e. Describe the rashes of chickenpox?
f. Vaccine strain used for measles is _____________.
g. What are the hosts for Paragonimus westermani?
h. Name two agents of eumycetoma.
i. Name the causative agent of Rose Gardener’s disease?
j. Agent of seborrheic dermatitis is ______________.
Section IIB: Infections of Central Nervous System, Genitourinary System,

Hospital Infection and Control, and Miscellaneous
A 7-year-old girl was admitted to the hospital with complaints of high-grade fever, headache, vomiting, altered mental
status, seizure and neck rigidity. CSF sample was collected by lumbar puncture in a sterile container and sent to
microbiology laboratory which revealed gram-positive cocci in pair on Gram-stain and α-hemolytic colonies on blood agar
a. What is your probable clinical diagnosis and the etiological agent?
b. What are the pathogenesis and clinical manifestations caused by the etiological agent?
c. Describe the laboratory diagnosis of this clinical condition in detail?
d. What are the treatment modalities?
a. Discuss the specific infection control measures involved while giving care to a patient with tuberculosis?
b. A 45-year-old nurse came to department of hospital infection control with history of needle stick injury. The source
is unidentified. Discuss the post-exposure prophylaxis in this case.
c. A 25-year-old female presented to the STD clinic with vaginal discharge since 5 days. Vaginal discharge microscopy
revealed trophozoites with jerky motility. What is the etiological diagnosis and discuss its pathogenesis and
treatment?
d. Enumerate various microbial agents with oncogenic potential. Discuss the mechanism of oncogenicity of the
microbial agent that causes carcinoma cervix?
e. A 32-year-old male with history of HIV/AIDS presented to casualty with high-grade fever, headache and seizures.
CSF microscopy revealed budding yeast cells, surrounded by a halo. What is the etiological diagnosis and discuss
its laboratory diagnosis and treatment.
f. Discuss how you will maintain confidentiality pertaining to patient identity on laboratory results. (AETCOM).
a. Name two agents spread by airborne transmission.
b. What are the ‘My five moments’ of hand hygiene?
c. What are ESKAPE pathogens.
d. Name two device-associated infections.
e. What is the most reliable indicator of recent bacteriological contamination of water?
f. Name two agents transmitted by rodents.
g. Name two microbial agents causing congenital malformation of fetus.
h. Name two microbial agents that can be used for bioterrorism.
i. What is re-emerging infection?
j. Name two diseases transmitted by louse?
Mark Distribution of the Model Question Paper

GM IMM BACT VIRO PARA MYCO HIC MISC AETCOM
Paper-IA LAQ-1 SAQ-4
SAQ-2 USN-5
USN-5
Paper-IB SAQ-2 LAQ-1 SAQ-2 USN-2 SAQ-1
USN-2 SAQ-1 USN-4
USN-2
Paper-IIA LAQ-1 SAQ-2 SAQ-1 SAQ-1
SAQ-2 USN-3 USN-1 USN-3
USN-3
Paper-IIB LAQ-1 SAQ-1 SAQ-1 SAQ-2 SAQ-1 SAQ-1
USN-5 USN-5
Total 25 25 45 30 25 15 15 10 10
Note: This table denotes the mark distribution of the above mentioned model question paper. The number of LAQ (long answer question),
SAQ (short answer question) and USN (ultra short notes) from each organism-based section may vary, but overall the attempt should
be made to maintain appropriate proportion of questions from general microbiology (25 marks), immunology (25 marks), bacteriology
(45 marks), virology (30 marks), parasitology (25 marks), mycology (15 marks), hospital infection control (15 marks) and miscellaneous
(10 marks) and AETCOM (10 marks)
Therefore, the full set (both the papers I and II) should preferably be prepared by the same question paper setter to avoid unequal
distribution of questions from various organisms-based sections.
References
1. Competency based undergraduate curriculum for the Indian medical graduate, Medical Council of India, 2018;
volume I (pre and para clinical).
2. Medical Council of India Regulations on Graduate Medical Education, 2012.
3. Attitude, Ethics and Communication (AETCOM) Competencies for the Indian Medical Graduate, Medical Council of
India, 2018.
4. Competency based undergraduate curriculum for the Indian medical graduate, Medical Council of India, 2018;
Module-3; Assessment.
5. Vision 2015, Medical Council of India.
6. Badyal DK, Singh T. Internal assessment for medical graduates in India: Concept and application. CHRISMED J Health
Res 2018;5:253-8.
7. National Health Policy, 2017, Ministry of Health and Family Welfare.
8. Apurba Sastry and Sandhya Bhat, Essentials of Medical Microbiology, 3rd edition, 2018.
Acknowledgement
We would like to acknowledge the following senior faculty whom we have consulted during the syllabus preparation.
1. Dr Pallab Ray, President, Indian Association of Medical Microbiologists (IAMM) and Professor, Department of
Microbiology, PGIMER, Chandigarh, India.
2. Dr S. Sujatha, Professor, Department of Microbiology, JIPMER, Puducherry.
3. Dr Suman Singh, Professor, Department of Microbiology, Pramukhswami Medical College, Karamsad, Gujarat
(contributor of the Microbiology part for the new MCI CBME curriculum for medical graduates).
4. Dr Padma Srikanth, Professor, Department of Microbiology, Sri Ramachandra Medical College & Research Institute,
Chennai (contributor of the Microbiology part for the new MCI CBME curriculum for medical graduates).
5. Dr Anand B Janagond, Professor, Department of Microbiology, S Nijalingappa Medical College, Bagalkot, Karnataka,
Member of Curriculum development committee, Rajiv Gandhi University of Health Sciences (RGUHS), Karnataka.
6. Dr Deepashree R, Assistant Professor, Department of Microbiology, JSS Medical College, Mysuru, Karnataka:
7. All faculty, Department of Microbiology, JIPMER, Puducherry.
8. All faculty, Department of Microbiology, Pondicherry Institute of Medical Sciences, Puducherry.

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Model Microbiology Syllabus

Apurba S Sastry MD DNB MNAMS PDCR

Sandhya Bhat MD DNB MNAMS PDCR

Faculty Kit Comprises of:

Dr Apurba S Sastry Dr Sandhya Bhat

Pallab Ray MD Sujatha Sistla MD

Section 1: Model Microbiology Syllabus 9

Section 2: Model Microbiology Teaching Schedule17

Section 3: Suggested Assessment Module29

Part I: General Microbiology, Immunology, Hospital Infection Control

Part II: Systemic Microbiology (Infectious Diseases)

MODEL MICROBIOLOGY THEORY SYLLABUS

Part II: Systemic Microbiology (Infectious Diseases)

Section 7: Skin, Soft Tissue and Musculoskeletal System Infections

MODEL MICROBIOLOGY PRACTICAL SYLLABUS

25. Intestinal Helminthic Infections MI 1.2, 3.2, 8.15

8–9 AM 9–10 AM 10–1 PM 1–2 PM 2–3 PM 3–4 PM

Teaching-Learning Methods (TLMs)

Small Group Discussion (SGD)

Self-directed Learning (SDL)

MODEL MBBS MICROBIOLOGY TEACHING SCHEDULE

Question according to old curriculum

Organism Based Questions

Problem based exercise on Acid-fast staining of sputum smears 15

5. Clinical Microbiology Applied Exercise (Any three of the following exercise)

Model of Topic Distribution for Internal Assessment (suggested by authors)

5 Send up theory (paper I and II) 200 Same as university

MODEL THEORY QUESTION PAPERS

Section IA: General Microbiology and Immunology

1. Long answer question (10 marks × 1)

Section IB: Infections of Bloodstream and Cardiovascular System,

Section IIA: Infections of Skin, Soft Tissue and

1. Long answer question (10 marks × 1) (2 + 2 + 2 + 4 = 10)

Section IIB: Infections of Central Nervous System, Genitourinary System,

Mark Distribution of the Model Question Paper

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Section 1: Model Microbiology Syllabus 9

Section 2: Model Microbiology Teaching Schedule17

Section 3: Suggested Assessment Module29