List of Value Added Courses: 42: Discipline Name of The Course Year of Starting

List of value added courses: 42
Discipline Name of the course Year of starting

Helping Babies Breathe(HBB) 2015-16 1.
JNMC- 03 Basic Life Support(BLS) 2015-16 2.
Advanced Course in Life 2015-16 3.
Support(ACLS)
Health education and health 2019-20 4.
promotion
Health communication 2019-20 5.
Leadership skills 2019-20 6.
Personality development 2019-20 7.
MPH-09 course
Scientific writing course 2019-20 8.
Disaster management 2015-16 9.
Health behavior and sociology 2015-16 10.
Bioethics in Patient Care 2015-16 11.
Computer skills course 2015-16 12.
Communication Skill (2 year 2016-17 13.
Course)
Early Clinical Exposure (2 2017-18 14.
year Course)
Orientation programme for 2017-18 15.
VKIDS-04
clinical training including
Workshop on Tobacco
Cessation
Value Added courses for 2017-18 16.
Interns
Samsiddha Level -II 2018-19 17.
Vadatu Samskrita 2018-19 18.
Samsiddha Level -II 2018-19 19.
Hospital Etiquettes 2018-19 20.
Ayurveda-11 Vraksayurveda-Medicinal 2018-19 21.
Plants Cultivation Technology
Herbarium Techniques 2018-19 22.
Samsiddha Level -III 2018-19 23.
Samsiddha Level -IV 2018-19 24.
Samsiddha Level – 2018-19 25.
IV(Including Hospital
Etiquettes)
Sanskara 2018-19 26.
GCP 2018-19 27.
WHO Multi Professional 2017-18 28.
Patient Safety Measures
Training
Pain management 2018-19 29.
National guidelines on Infant 2018-19 30.
Nursing-06 and Young Child Feeding
Respectful maternity care 2018-19 31.
CRC – Compassionate 2018-19 32.
Respectful Caring Health
Work Force training
Psychiatric Rehabilitation 2018-19 33.
Basic Entrepreneurship Skills 2018-19 34.
Clinical data 2018-19 35.
Pharmacy-03
management(AICTE)
TCS ION Career skill 2018-19 36.
Communication Skill 2018-19 37.
Interpersonal Relationship 2018-19 38.
Physiotherapy- 04
Stress Management 2018-19 39.
Life Skill Training 2019-20 40.
Homoeopathy- 01 Counselling Skills 2019-20 41.
Fundamentals
Pharmacy- Hubli- 01 Yoga & Nutrition 2021 42.
Total value Added Courses: 42

HELPING BABIES BREATHE
Helping Babies Breathe (HBB) is the first module in the Helping Babies
Survive (HBS) suite of evidence-based educational programs by the American Academy of
Pediatrics (AAP). HBB teaches the skills of caring for healthy babies and assisting babies
that do not breathe on their own after birth.
Each year, more than one million babies die at birth because there is no one present
who can assist a baby who does not breathe. Helping Babies Breathe teaches the initial
steps of neonatal resuscitation to be accomplished within The Golden Minute to save lives
and give a much better start to many babies who struggle to breathe at birth
The Faculty of Department of Paediatrics are trained in Helping Babies Breathe and
provide this value added course every year according to American Academy of Paediatrics
guidelines.
The main aim of the program is to the birth attendants in acquiring knowledge and
skills pertaining to caring of healthy babies and assisting of babies that do not breathe on
their own at birth.
OBJECTIVES
1 Identify babies requiring assistance at birth
2 Understanding the importance of resuscitation during ‘The First Golden Minute’
3 Hands on Skill Development of HBB on mannequin
Duration of course: 16 hours
Target Participants: Medical & Nursing students
Course content:
Preparation before attending delivery of a newborn
Prevention of hypothermia
Routine care of normal newborn babies
Initial steps of resuscitation
Positive pressure ventilation
Transfer of babies requiring advanced resuscitation

Method of conducting the course
Didactic lectures – 4 hours
Hands on training and assessment – 10hrs
Methods of Assessment
OSCE stations and Multiple Choice Questions (Pre and Post Tests)
JAWAHARLAL NEHRU MEDICAL COLLEGE
DR. PRABHAKAR KORE CHARITABLE HOSPITAL
AND MRC
DEPARTMENT OF ANAESTHESIOLOGY
BASIC LIFE SUPPORT
Cardiopulmonary arrest is defined as the cessation of cardiac activity and

confirmed by absence of circulation signals. It is considered a major public health
problem especially when it occurs in an out of hospital environment.
The most important determinant for survival in these situations is the performance
of Cardio pulmonary resuscitation maneuvers at the earliest by trained personnel in
B.L.S. One of the greatest challenges is organizing and accessibility to teaching of
CPR.
The faculty of the Department of Anaesthesiology are trained BLS & ACLS
instructors and provide this value added course of BLS according to American
Heart Association guidelines.
The main Aim of the course is to impart knowledge and skills among the
participants to provide immediate medical care in cardiorespiratory arrest
conditions until proper medical care at a hospital can be given.
Objectives:
1) Identification of Cardio respiratory arrest
2 Understanding the concepts of Basic life support
3) Hands on skills development of BLS on mannequin
Duration of course: 16 hrs

Target Participants: Medical, Dental, Nursing, Physiotherapy Faculty and
Students
12 courses per year with 15 candidate registrations per course
Course Fees: Rs 500/
Course content includes:

 Early recognition of Cardio Respiratory Arrest
 Activation of Emergency Medical Services
 Early high-quality CPR
 Early defibrillation
 Early transfer.
Steps of CPR:
1. Safe place for resuscitation
2. Victim’s response check
3. Call for help, inform emergency medical system and get
4. emergency equipment
5. Check pulse and breath simultaneously
6. Early high‑quality cardiopulmonary resuscitation:
7. Early defibrillation
8. Recovery position
9. Transfer
Method of conduction of the course-
Didactic lectures- 2 hours
Hands on workshop- Demonstration and Assessment- 10 hours
Online Module teaching and assessment- 4 hours
Scheme of examination:
Multiple choice questions to evaluate the knowledge .
Assessment of the skills of BLS
Reference text book

 Https://eccguidelines.heart.org/index.php/circulation/cpr-ecc-guidelines-2/
 http://www.ijaweb.org/article.asp?issn=0019-
5049;year=2017;volume=61;issue=11;spage=874;epage=882;aulast=Garg
Bioethics in Patient Care
1. Name of the course: Bioethics in Patient Care
2. Aim: This course aims at developing skills for making appropriate decisions based on morale,
values and facts for highest patient care.
Objectives: The program is designed to focus on the acquisition of knowledge and skills
applicable to deal with patients. Upon completion of the programme, the student will be:
 Aware of ethical issues, principles of ethics in patient care,
 Gain knowledge and skills of communication and empathy.
3. Course contents:
Topics:
 Introduction to Bioethics in patient care
 Essential competencies
o Interpersonal communication
o Cognitive skills
o Work related skills
o Professionalism
 Principals of Health care ethics
 Code of conduct
 Beginning and end of life:
o Right to life
o Assisted reproductive technologies
o Care of terminally ill
o Euthanasia
 Ethics consultation
4. Duration of the course: 8 weeks
5. Timing of the course: 2 hours per week

6. Eligibility Criteria: Candidate should have completed graduation in any Health science
stream with as basic courses or equivalent course established under law considered equivalent
thereto by KAHER.
7. Fees:
8. Resource persons:
1. Dr. B. S. Kodkany,
2. Dr. Mubashir Angolkar
3. Dr. Manisha Bandenkar
4. Dr. Ashwini Narasannavar
9. Method of assessment:
 Completion of 2 assignments
 Online quiz,
10. Feedback: Online google form
11. List reference books:
1. C.M. Francis, Medical ethics, Jaypee Brothers, Medical Publishers.1st Edition 1993
2. What Is Medical Ethics, and Why Is It Important?
https://www.medscape.com/courses/section/898060
3. Internet Encyclopedia of Philosophy https://www.iep.utm.edu/h-c-ethi/#H1
12. Criteria for completion:

 Completion of assignments
 50 marks MCQ
 One case presentation
Computer skills
1. Name of the course: Computer Skills
2. Aim: This course aims to teach basics of computer knowledge and appreciate computer
programmes for the participants.
Objectives:
 To train the participants on basic usage of computers, preparing personal and official
letters, viewing information on internet, writing and sending Emails, internet banking
services etc.
 To impart knowledge on file and folder making and saving of the documents.
3. Courses contents:
Topics:
1. Introduction to information Technology

2. Introduction to MS office, MS Word, MS Excel, MS power point
3. Presentation skills
4. Internet – search strategies, Email and Email etiquettes
5. Online survey development tools
5. Timing of the course: Weekly 3 classes of 1 hour duration
6. Eligibility criteria: Life science students, Doctors, Practitioners, BSW & MSW students,
School Counselors, Health Inspectors and Health Care Workers.
7. Fees:
1. Dr. Nagaraj Patil

2. Mr. Rajesh Bagal
3. Mr. Sachin Vastrad
9. Method of Assessment: Assignments and Quiz
10. Feedback: Google feedback forms
11. List of reference books:
1. Computer Basics – by Bittu Kumar
2. Basic Computer Courses - by Jain Satish
12. Criteria for completion: If the participants attend 10 hours out of 15 hours and complete
assignments and quiz
Disaster Management
1. Name of the course: Health communication
2. Aim: This course aims to raise the level of awareness and preparedness as well as to
enhance analytical skills and professional competencies of different key stakeholders in
various areas of Disaster Risk Management.
Objectives-
 To professionalise disaster risk reduction and emergency management in India by
developing an independent cadre of professionally trained emergency and mitigation
managers.
 To promote formal training and education for disaster management in India and in the
region
3. Course contents:
Topics
1. Understanding Disasters and Disaster Management
2. Disaster Health care management
3. Disaster Trends
4. Geological Disasters
5. Hydro-Meteorological Disasters
6. Dos’ and Don’ts’ For Various Hazards/Disasters
7. Differential Impact of Disasters on Women and Men
8. Engendering Disaster Management
9. Empowering Women and Men in Disaster Risk Management
10. Village Disaster Management Plan

5. Timing of the course: 3 days a week
6. Eligibility Criteria : Life science students, Doctors, Practitioners, BSW & MSW students,
School Counsellors, Health Inspectors and Health Care Workers.
7. Fees:

4. Dr. Rajashree Koppad
9. Method of assessment – multiple choice questions at the end of every week
10. Feedback – Google forms
11. List reference books
1. Disaster Management by G.K. Ghosh
2. Emergency Medical Services And Disaster Management: A Holistic Approach by
P.K. Dave
3. Disaster Management - Recent Approaches by Arvind Kumar
4. Textbook of Preventive and Social Medicine by Mahajan & Gupta
5. Textbook of Community Medicine by Dr Sunder Lal, Dr Adarsh and Dr Pankaj
6. K. Park, Park's Textbook of preventive and social medicine.
12. Criteria for completion – the student must have attended at least 80% of the lectures and
completed all the assignments.

Health Behaviour and Sociology
1. Name of the course: Health Behaviour and Sociology
2. Aim: Aim of this course is to train the participants on Health Behaviour and Sociology.
Objectives:
1. To bring about the positive Health Behaviors among the participants.

2. To introduce students to the basic social processes of society, social institutions and
patterns of social behavior.
3. To train students to understand and to interpret objectively the role of social processes,
social institutions and social interactions in their lives.
3. Course contents:
Topics:
1. Health Belief Model (HBM)/ Risk Perception
2. Theory of Reasoned Action/ Theory of Planned Behavior
3. Social Cognitive Theory (SCT)/ Self-Efficacy (SE)
4. Trans Theoretical Model (TTM)
5. Motivation and Self-Efficacy; Stress, Coping, and Social Support
6. Self-Determination Theory (SDT)
7. Motivational Interviewing
8. Behavior Modification
9. Goal Setting, Attributions, Self-Regulation
10. Building Conceptual Frameworks
11. Elaboration Likelihood Model/

12. Cognitive Load Theory
13. Theory-Informed Interventions
5. Timing of the course: Weekly 3 classes of 1 hour duration.
7. Fees:

3. Dr. Pooja Nilgar
9. Method of assessment: Assignments and Quiz
1. Health Behavior: Theory, Research, and Practice - by Karen Glanz, Barbara K. Rimer, K.
Viswanath
2. Theoretical Foundations of Health Education and Health Promotion - by Manoj Sharma
3. Introduction to Community and Public Health - by Manoj Sharma, Paul W.
Branscum, Ashutosh Atri
4. Haralambos & Holborn Sociology: Themes and Perspectives
5. Handbook of Indian Sociology (Handbooks Series) - by Veena Das
assignments & quiz
Health communication
1. Name of the course: Health communication

2. Aim: This course aims to introduce the basic principles of communication and provide an
understanding of effects of communication in promoting various health goals
Objectives:
 Explain the role of health education in health care.
 Articulate and clearly understand health communication models and strategies
 Establish effective communication with people in diverse health fields.
3. Course contents:
Topics
1. Introduction to communication: Definition, principles of communication,
communication skills
2. Communication process
3. Types of communication and barriers in communication
4. Application of communication in health education.
5. Models of communication process.
6. Media of communication.
7. Behaviour change communication.
8. IEC Strategy
4. Duration of the course - 3 weeks
5. Timing of the course – 3 days a week
7. Fees

2. Dr. Annapurna Kari
4. Dr. Pooja Nilgar
1. Health behavior and health education : theory, research, and practice by Karen Glanz,
Barbara K. Rimer, and K. Viswanath.
2. Theoretical Foundations of Health Education and Health Promotion by Manoj Sharma
and John A. Romas.
5. Promoting Health: A Practical Guide To Health Education by Ewles L and Simnet I
6. K. Park, Park's Textbook of preventive and social medicine
Criteria for completion – attended at least 7 out of the 9 lectures and completed all the
assignments.
Health Education and Health Promotion
1. Name of the course: Health education and Health Promotion

2. Aim: This course aims to prepare dynamic health education specialists to work in a variety
of settings including health care organizations, non-profit organizations, community settings,
government organizations, private health care agencies, research, policy and educational
institutions etc.
Objectives:
 Explain the role of health education and promotion in health care as well as within
culturally diverse populations.
 Assess individual and group health education and promotion needs.
 Create or select effective health education programs.
3. Course contents:
Topics:
1. Introduction to Health education: Definition, Aims and objectives, changing concepts,
scope and evolution of health education
2. Health promotion: Definition, Concept, Principles, Strategies of health promotion
3. Principles of health education
4. Role of Health education specialists
5. Approaches to health education
6. Models and contents of health education
7. Health education and training methods: Training need assessment (TNA),
Formulation of objectives, Curriculum designing and implementation,
Communications skills, Educational aids and Evaluation
8. Planning of health education

1. Duration of the course - 4 weeks
2. Timing of the course – 3 days a week
Eligibility Criteria : Life science students, Doctors, Practitioners, BSW & MSW students,
3. Fees

1. Health behavior and health education : theory, research, and practice by Karen Glanz,
Barbara K. Rimer, and K. Viswanath.
2. Theoretical Foundations of Health Education and Health Promotion by Manoj Sharma
and John A. Romas.
5. Promoting Health: A Practical Guide To Health Education by Ewles L and Simnet I
6. K. Park, Park's Textbook of preventive and social medicine
8. Criteria for completion – the student must have attended at least 10 out of the 12
lectures and completed all the assignments.

Leadership Skills
1. Name of the course: Leadership Skills
2. Aim: Leadership is the process of leading individuals as a group to achieve a common
objective. The aim of the leadership training is to make leaders competent to function effectively
and manage and influence the employees. It assists in organizing and synthesizing complex ideas
into a tapestry of words and images.
Objectives:
 To bring out the best in employees by communicating effectively about what needs to
be done and why it matters.
 To bring out the best in employees through careful instruction as well as management
practices aimed at motivating workers to do their best.
 To improve the critical skill- visioning process and eventually aiding in analyzing the
past, understanding the present and exploring options to craft a clear future vision.
3. Course contents:
Topics:
1. SWOC Analysis
2. Leadership Qualities and Challenges
3. Types of Leaders
4. Motivation
5. Ethics and responsibilities
6. Communication
7. Management
8. Team Building
6. Eligibility Criteria: Life science students, Doctors, Practitioners, BSW & MSW students,
7. Fees:

4. Mr. S. G. Patil
1. The Leader in You - by Dale Carnegie
2. How to Develop Self-Confidence & Influence People by Public Speaking - by Dale
Carnegie
3. The Power of your Subconscious Mind - by Joseph Murphy
assignments & quiz
Personality Development
1. Name of the course: Personality Development
2. Aim: The programme aims at grooming the participants through sensitizing them about
proper behavior, socially and professionally, in formal and informal circumstances.
Objectives: The objective of the programme is to build self-confidence, enhance self-esteem
and improve overall personality of the participants.
3. Course contents:
Topics:
1. Personality development
2. Types of personality
3. Influencing factors
4. Leadership qualities
5. Five factor model
6. Freud’s tripartite theory
7. Developmental stage theories
8. Motivation and confidence
6. Eligibility Criteria: Life science students, Doctors, Practitioners, BSW & MSW students,
School Counselors, Health Inspectors and Health Care Workers.
7. Fees:

3. Mr. S. G. Patil
4. Dr. Sphootrhi Mastiholi
1. Personality Development and Soft Skills - by Barun Mitra
2. The Ace of Soft Skills: Attitude, Communication and Etiquette for Success -
by Gopalaswamy Ramesh
3. Communication Skills - by Sanjay Kumar, Pushp Lata
assignments & quiz.
Scientific Writing Skills
1. Name of the course: Scientific Writing Skills
2. Aim: This course aims at imparting the knowledge on scientific writing skills for health
professionals and life science students.
Objectives:
 To introduce participants to different types of scientific articles and provide an outline of

how to write an original research article describing their original scientific research.
 To enable health professionals to write scientific research articles that can be published
and to equip them with skills to cite and manage references/ bibliography while writing
using a reference management tool
3. Courses contents:
Topics:
1. Application writing for Grants

2. Introduction to information system and sources of intelligence
3. Format of writing a concept paper and mini protocol
4. Critical issues and common errors in grant applications
5. Timing of the course: Weekly 3 classes of 1 hour duration
6. Eligibility criteria: People interested in research work, health researchers based in NGOs\
academic institutions, undergraduates in health (any discipline) and Masters level training in
health and development (MPH, MSc Nutrition, MSc Nursing, MSW).
7. Fees:

2. Dr. Ramesh S. Paranjape
9. Method of Assessment: Assignments and Quiz
10. Feedback: Google Feedback forms
11. List of reference books:
1. Successful scientific writing: A step –by- step guide for the biological and medical
sciences - by Janice R. Matthews and Robert Matthews
2. How to write and publish a scientific paper - by Robert A. Day.
3. The Craft of Scientific Writing - by Michael Alley
assignments and quiz
KAHERs VKIDS
Communication skill for dental undergraduates
Domain: Cognitive/Psychomotor/Affective skills
Communication skill plays an important role in health care. Effective communication skill
helps establish rapport with patient and aid gather information, explain the findings/diseases to
patient, explain need for any further investigation, discuss various treatment options to patient
and the family member/relative. Further taking informed consent before examination or any
procedures(radiograph/LA/surgery) effective communication skill is required. The effectiveness
of treatment also, depends on post treatment instruction and follow up instruction.Currently the
patient care is shifting to multidisciplinary approach, so as to provide holistic management,
hence making necessary for student to understand and develop sound interpersonal
relationship.Students also have to present their cases/study to faculty or scientific forum and
need to hone these presentation skills is must. Hence communication has become a core clinical
skill rather than an optional curricular component. Thus making it an integral part of the
undergraduate dental curriculum.1 Students can be trained through series of skill that can be
taught, learned and retained.2 In the light of above knowledge an informal program to impart
communication skill is planned.
Targeted learners: Ist, IInd , III year and IV year BDS students
Aim: To impart training on communication skills. (Listening, observing, speaking,

understanding interpersonal process, questioning, analyzing, non verbal and written
communication)
Course objectives-Every under graduate will understand and use communication(verbal and
written) effectively.
Objectives – By end of the training session every student will be able to
a) Collect relevant information for diagnosis and effective management of patient.
b) Convey relevant information (before / during and after) pertaining to effective

management.
c) Communicate written information/write notes about patient care(clinical, lab

notes, other investigation referral letter, prescription) etc….
d) Demonstrate an apt/appropriate non verbal communication during entire procedure of

patient care.(body language and gestures)
e) Demonstrate effective interpersonal skill during team work(colleagues,

paramedics and support staff)
Educational strategies:
The training begins with series of 40 interactive lectures, role plays and group
activities in 5 modules.
Students will be provided with hand book on communication in language (English,

kannada and Marathi).
Phase I will be conducted during I BDS Course: Total 22 hours. Annexure 1
Phase II will be conducted in II BDS: Total 18 hours. Annexure 1
Phase III- Refresher program at the beginning of III year course.
Phase IV- Training and Continuous assessment, OSCE ,and feed back by all the departments.
Students will be instructed about the various communication skills required in each
department and the criteria of assessment. Every student will receive feedback on
their performance in the clinic.
1. History taking-Pain, swelling, Ulcer, sensitivity… relevant to each department
2. Informed consent-Examination, Radiograph, Injection, Extraction..
3. Advising investigation (Verbal and written)-Radiograph, Blood, Referral writing
4. Interpreting investigation & advising treatment (involving patient).
5. Explaining the procedure (Before and during treatment)
6. Post treatment instruction: Extraction, Denture, Restoration
7. Counseling: Diet, oral hygiene tips, tobacco/ stress related diseases.
8. Breaking bad news/ # of instruments/accidental trauma from bur/ chemical burn, etc
Assessment
Phase 1&2:Through log book day to day participation
Phase III in clinics by all the depts. OSCE with checklist for relevant competency
required.
Evaluation of the program: By feedback recieved from all the dept(Objectives

attained)
Department wise:
Immediate outcome: Understand the skill and use effectively
Mid term outcome: Develop good dentist –patient relationship
Fair well in the patient management.
Encounter less/no problem due to poor/lack of

communication skill
Long term outcome: Communication skill will be integral part of dental

curriculum and all the objectives achieved.
Kalmazoo Essential elements check list (KEECC ) 3
Note:1=poor, 2=fair, 3=good, 4=very good, 5=excellent
1 2 3 4 5
Build a
relationship
Open the
discussion
Gather
inormation
Understand
the patient
perspective
Share
information
Reach
Agreement
Provide
closure
Feed back of students on training –Department wise
Feed back by patients –randomly in each department
Necessary revisions in the program as per feed back

Annotated Bibliography
1. Hannah A, Milli champ CJ, Ayers K M. A communication skills course for
undergraduate dental students. J Dent Educ 2004;68(9):970-7.
Sixty-seven third-year dental students of Dunedin, New Zealand, participated, In a
communication skills course, using simulated patients, case-based scenarios, videotaped
interviews, and class roleplays. Course emphasized on active listening techniques, taking a
medical history, and emotion-handling skills as run by the Department of Psychological
Medicine, Dunedin School of Medicine. The students were assesses through questionnaire (n =
59),they rated the course very highly and considered communication skills to be significantly
more important as a component of their undergraduate training The course materials w as more
helpful in developing new communication skills and techniques. This increased their interest
in the subject and their self-confidence. They rated the tutor as more effective and the course.
2 Oh J, Segal R, Gordon J, Boal J, Jotkowitz A. Retention and use of patient-

centered interviewing skills after intensive training. Acad Med
2001;76(6):647-50.
This study assessed two components among residents and house staff of from Long Island
Jewish Medical Center (LIJMC): (1) a prospective study of the retention of Patient Centered
Interviewing skills two years after the intensive training and (2) a cross-sectional survey
comparing the use of PCI skills between housestaff who received training and those who had not.
Fourteen medicine housestaff from Long Island Jewish Medical Center (LIJMC) received
intensive training in PCI during their internship. Control groups for the cross-sectional survey
consisted of 14 PGY-1s from LIJMC prior to their PCI training (1998 interns) and 14 medicine
residents from another institution whose level of training (PGY-3) matched that of the
intervention group, but who had not been trained in PCI. The curriculum of Smith and Novack
was used for training in PCI during internship experiential one-month course, the training
consisted of 20 core sessions incorporating seminars, role plays, and supervised interactions with
patients. These encounters were videotaped for immediate feedback and further discussion. The
main foci of these sessions were efficient data gathering, emotion handling, patient education,
and management of common psychosocial and psychiatric problems encountered by primary
care physicians.. Residents were assessed prior to, immediately after, and late after the training
course through three directly observed interviews with random in hospital patients at LIJMC.
Each interview was scored by one of the three faculty members responsible for the training block
using the Rhode Island Hospital Resident Interview Checklist (RIC), formerly called Brown
Interview Checklist.10 Only four residents (44%) had all three evaluations scored by the same
faculty member. The late evaluation was obtained two years after training to identify retention of
acquired PCI skills. Evaluation of PCI skills immediately after intensive training the residents
had significantly improved their abilities No significant loss of PCI skills was evident on the late
evaluation when compared with the scores of the evaluation immediately after training,
3 Barbara L,Joyce , Timothy S, Eric Scher Use of the Kalamazoo essential

elements communication checklist(Adapted) in an Institutional
Interpersonal and communication skills curriculum, Jr of Graduate
Medical Education, June 2010; 165-169
A study was conducted to assess reliability and validity of The Kalamazoo Essential Elements
Checklist with essential elements(7) that is needed in physician-patient communication. This was
conducted among first-year and second-year residents (N 135) at Wayne State University from
16 residency programs in a teaching hospital during the academic year 2008–2009. The
residents were trained through lectures. The performance was on the standardized patient, the
session was video recorded. A faculty member, an SP, and the participating resident rated the
resident’s performance using the KEECC-A. Residents self assessed their performance on the
OSCE immediately afterward using the KEECC-A. Standardized patients (N 5 ), who had
formalized training in using the KEECC-A, assessed the residents immediately afterward using
the KEECC-A and then provided verbal feedback. Faculty assessed residents later by reviewing
the videotape of their OSCE and providing written and verbal feedback to the resident in a
mentoring meeting This study concluded that KEECC-A provides reliability and validity
evidence for the KEECC-A as a measure of physician communication skills and provides a user
friendly communication tool, that can be quickly and accurately completed by a variety of raters.
This will allows for the robust development of communication curriculum and assessment in
graduate medical education.
4 Charlotte r, Charlottee S & Susie D, The development of a scale to measure medical

students attitudes towards communication skills learning: the communication skills
attitude scale(CSAS), Medical education 2002;36:141-147
This is an pilot study conducted to outlines the development of a new scale to measure
attitudes towards communication skills learning. First- and second-year medical students (n =
490) completed the 26-item Communication Skills Attitude Scale (CSAS) and 39 students
completed the CSAS on a second occasion. Factor analysis was conducted to determine the
factors underpinning the scale. The internal consistency of the subscales was determined using a
coef®cients. The test-retest reliability of the individual scale items were determined using
weighted kappa coef®cients and the test-retest reliability of the subscales were established using
intraclass correlation coef®cients. The authos concluded that development of this new and
reliable scale to identify medical students' attitudes towards communication skills learning will
enable researchers to explore the relationships between medical students'attitudes and their
demographic and education-related characteristics.
Departments Role
Make a list of expected communication skill required in their specialty
Training prog
Prepare handout/SOP/checklist of what is expected/videos/roleplay
Assessment of same
Feed back
Revision based on feed back
EARLY CLINICAL EXPOSURE
(Enrichment programme monitored and
conducted by Department of Public Health Dentistry)
Aim :
As there is tectonic changes in Dental knowledge, skill, technology, and practice and with
changes in the clinical environment, patients expectation, need for accountability of
stakeholders, there is need for understanding these basis demand. Early effective approach
to the learning and the preparation of learners will be of immense benefit.
Objectives :
 To acquire knowledge about common dental diseases
 To assess knowledge pertaining to oral hygiene aids
 To know the status of dental disease in the community

 Orientation to several aspects of dental practice
 Introduction to clinical skills (history taking, oral examination)

 To learn communication skills, patients perspectives and aspects of
professionalism
 To understand oral health and disease

 Orientation to community health education
***********
I BDS
Program Details : 14 hours
Phase I - Sensitization Lecture
Phase II – Visit to Dental Health Education Camp
Phase III - Visit to Primary Health Centre and Satellite Centers
Phase IV - Visit to Various Specialty Department of KLE VK Institute of Dental
Sciences and Interaction with the Staff
Phase I
Sensitization Lecture : 2 Hours
 Gross introduction on common oral health and disease.

 Introduction on Survey procedures and information about Primary Health
Care Centre and Satellite Clinic.
Phase II
Visit to Village for Screening and Dental Health Education Camp.
Students will participate and conduct :

1. Health Education
2. School Oral Health Check Up
3. Door To Door Survey.
Phase III
Visit to PHC Center and Satellite Center
The students will be divided into groups for the visit to :
1. Primary Health Centre at Kiniya
2. Satellite centre at KLE Centenary Charitable Hospital and MRC, Yellur,

Belagavi
Phase IV : Visit to all speciality Department of KLE VK Institute of Dental Sciences

and Interaction with the Staff.
EARLY CLINICAL EXPOSURE
II BDS
Phase I – Sensitization Lecture : 2 hours

1. Research – Cross-sectional studies/Questionnaire studies
In-vitro studies
In-vivo studies
2. Paper/Poster
Presentation - Scientific Convention
Conferences – IDA
3. Publication – Preparation of article for publication in the Journal
Phase II – Visit to Dental and other Laboratories : 5 hours

A group of 50 students each in two batches will be taken to :
1. Prosthodontics Laboratories
2. Oral Pathology and Microbiology Laboratories
3. Dr. Prabhakar Kore Basic Science Research Centre, Belagavi (BSRC)
4. National Institute of Traditional Medicine, Belagavi (RMRC/NITM)
Phase III :
In divided batches students will visit to all departments of Dentistry to observe the
ongoing treatment procedures and to have more insight during surgical operation
(OT) procedures.
Evaluation of students participation :

1. Attendance of students for every phase to be recorded
2. Recording in log book and preparation of summary report
3. Concerned teacher incharge to approve every phase
4. Final approval and completion certificate with grades by the HOD.
Annexure – IV
TOBACCO CESSATION AWARENESS PROGRAMME
III, IV BDS & Interns
Preamble
The chief commercial crop of tobacco is Nicotina tabacum, though more than 70
species of tobacco are known, the more potent variant N. rustica is also used around the world.
Tobacco contains the highly addictive stimulant alkaloid ‘nicotine’ apart from other alkaloids
and chemicals. Dried tobacco leaves are mainly used for smoking in cigarettes, cigars, as well
as pipes and shishas (Hookah). They are also consumed as snuff dipping, chewing tobacco and
using it as dentifrices.
Tobacco use is a cause or risk factor for many diseases; especially those affecting
heart, liver, lungs and oral cavity. The treatment of these diseases and cancer is huge financial
burden on patient's family. In 2008, the World Health Organization named tobacco use as the
world's single greatest preventable cause of death. Its use is one of the leading causes of
preventable morbidity and mortality in the world.
Tobacco dependence is an addiction that is hard to quit and requires repeated intervention
and multiple attempts to quit. Oral cancer is the 4th most common cancer in Indian males and 5th
most common in Indian females. Dentist get opportunity to see the patients and create awareness
among patients at the earliest. Inclusion of education on tobacco cessation into clinical setup
provides the opportunities to the doctor to remind the tobacco users about the ill effects of
tobacco and motivating them to quit. Identifying and assessing tobacco user increases clinician
intervention and thus prevention. Tobacco cessation is the process of discontinuing tobacco
smoking. Nicotine withdrawal often makes the process of quitting difficult.
Objectives :
a. Knowledge
At the end of course the student is excepted to know :
1. Basic concepts of types of tobacco
2. Use of tobacco in different forms
3. Ill effects of tobacco and common oral lesions cause by tobacco use
4. Methods of bring about tobacco awareness
5. The protocol to be followed for tobacco cessation
Page 1 of 3
b. Skill
At the end of course the student is excepted to make use of the knowledge for :
1. Identify tobacco users in the daily practice
2. Identify any tobacco associated oral diseases
3. Educate patients about the ill effects of tobacco use
4. Counsel the patients to quit tobacco habit
5. Refer the patients to tobacco counseling cells / centres
6. Refer the patient for specific treatment for tobacco associated lesions
Duration of the course : 26 Hours
Course will contain : 3 phases

Phase I : III BDS - 8 Hours
Phase II : IV BDS – 5 Hours
Phase III : Interns – 13 Hours
Course Content
Phase Program Duration

a. Lecture on Tobacco : types & uses 30 minutes
b. Lecture on ill effects of Tobacco 30 minutes
c. Epidemiology of cancer 1 hour
d. Lecture on Tobacco cessation Protocol 1 hour
Phase I e. Demonstration of Patient educational tools 1 hour
for f. Patient registration for counseling and consent form 30 minutes
III BDS g. Demonstration on patient counseling 1 hour : 30 minutes
h. Observation of actual patient being advised and 2 hours
counseled by tobacco counselor
(Demonstration and Patient counseling at the Tobacco
cessation cell in the Dept. of Oral Medicine and
Page 2 of 3
Phase Program Duration
Radiology)
a. Students introduced to patients with tobacco habits.
Phase II b. Registration of patient and filling of consent form
for c. Perform counseling cessation under staff supervision. 5 hours
IV BDS d. Feedback is given to the students about their
counseling the patients
a. One day workshop is conducted to improve the 8 hours
student's knowledge and understanding of Tobacco
cessation strategies and boost their skills and ability
in providing effective tobacco cessation
interventions.
Phase III
b. Intern should counsel 5 patients by the end of
for
internship 5 hours
Interns
c. Reinforcement of tobacco and its associated diseases
: Identification, confirmation of diagnosis and Done during the
treatment plan. regular teaching
learning process in
all departments.
Resources :
1. Faculty : Trained faculty of Tobacco Cessation Cell.
All other faculty members of depts. of Oral Medicine, Oral Pathology, Oral Surgery and
Public Health Dentistry.
2. Reading material and educational pamphlets
3. Patients
Methods of Instruction / Training

Lectures, demonstration, videos, case scenario.
Page 3 of 3
SYNOPSIS FOR ENRICHMENT PROGRAM FOR INTERNS AND KLE VK
INSTITUTE OF DENTAL SCIENCES, BELAGAVI
Need for change: Dental undergraduate training program consists of internship after successful
completion of four years of study. Internship is a period where students have clinical rotations in
the nine departments of dentistry. During this period they work on clinical cases in each specialty
ranging from examining patients independently, to assisting consultants in certain procedures to
rendering treatment. This routine however is not sufficient to increase their value in the job
market. Therefore to enhance the knowledge, skills and value of graduating dentists, additional
skills need to be imparted. The topics that are not a part of DCI syllabus for undergraduates will
be chosen
Targeted audience: Interns
Goals and objectives:
Goal
The goal of the enrichment program is to enhance the skills of graduating dentists
Course Objectives:
By the end of the course all interns should achieve minimum desired proficiency in the skills
identified by each specialty in the dental college.
Educational strategies:
1. Lecture
2. Small group teaching
3. Demonstrations
4. Assessment – observational assessments
Lesson contents: Enclosed
Implementation:
Approval has been obtained from all the relevant stake holders for the conduct of the enrichment
program. The enrichment program will be implemented for interns who begin internship in the
year 2018, Sept. each department will conduct their courses – instruction and assessment, in their
respective departments. Resources for the training program are already part of the existing
infrastructure. The courses will be conducted during clinical rotations by each department for
each batch of interns. Existing faculty of each department will be assigned the responsibility of
engaging in instruction and/or assessment. Criteria for certification are presence for each session,
and passing in the assessments devised. Absence or unsuccessful attempt in the assessment will
not be awarded a certificate.
Page 1 of 16
Evaluation:
A structured feedback using a 4 point Likert scale will be distributed to each intern who
completes the training program in each department. The responses obtained from these feedback
forms will be used to strengthen the Interns Enrichment Program.
Annotated bibliography:
1. Lagali-Jirge V, Umarani M. Evaluation of readiness to practice among interns at an Indian

dental school. This manuscript shows results of a survey conducted among dental Interns at a
Dental school in India. A total of 51 Interns participated in the survey on perceived readiness
to practice after graduation. 51% students had joined dentistry out of interest, 31% students
had joined because they did not get admission in medical schools. About 96% of students felt
that they would require additional exposure under a dentist before establishing their own
practice. About 88% of the responders felt that they had not gained sufficient knowledge and
confidence during the course of study to practice as an independent dental practitioner
immediately after internship. Majority of the students appeared to be doubtful about
performing root canal treatments on single and multiple rooted teeth. The Interns felt they
were unprepared and not competent to handle complex tasks.
This study shows that graduating dentists require additional skills to be ready for independent
practice.
2. C. K. Y. Yiu C. McGrath S. Bridges E. F. Corbet M. G. Botelho J. E. Dyson L. K. Chan.

Self‐perceived preparedness for dental practice amongst graduates of The University of Hong
Kong’s integrated PBL dental curriculum
This study was conducted among BDS graduates qualified from the HKU’s Faculty of
Dentistry from 2004 to 2008 were invited by mail to participate in this study. this study
aimed at determining how prepared BDS graduates of HKU’s integrated PBL curriculum
(2004—2008) perceived themselves to be for dental practice and to identify factors
associated with self‐perceived preparedness. The overall response rate was 159 (66%). The
mean proportion (± standard deviation) of respondents indicating well‐preparedness was
72.0 ± 15.1% overall, and for each domain was as follows: general patient management,
93.1 ± 12.1%; practice management, 81.0 ± 22.2%; periodontology and dental public
health, 73.5 ± 19.3%; conservative dentistry, 92.5 ± 13.1%; oral rehabilitation, 62.8
± 24.0%; orthodontics, 23.0 ± 32.9%; managing children and special‐needs patients,
64.8 ± 28.9%; oral and maxillofacial surgery, 52.2 ± 25.2%; and drug and emergency
management, 84.7 ± 22.6%. The odds of self‐perceived well‐preparedness were increased
for cohorts graduating in 2004 and 2005 and graduates working in a non‐solo dental practice.
3. Ali K, Cockerill J, Zahra D, Qazi HS, Raja U, Ataullah K. Self‐perceived preparedness of

final year dental students in a developing country—A multi‐institution study.
Page 2 of 16
In this study the authors have conducted an online survey with dental undergraduate students
in their final year from three dental institutions in Pakistan. The objective of this survey was
to assess self‐perceived preparedness using a validated preparedness assessment scale. 134
students responded to the questionnaire yielding a response rate of 72%. Students felt
adequately prepared to carry out several clinical procedures including clinical assessment,
fillings, tooth extractions and communication skills. However, perceived preparedness was
low in the students’ ability to undertake intraoral radiographs, treatment planning, crowns,
multirooted endodontics, research skills, referral for suspected oral cancer and raising
concerns regarding inappropriate behavior of colleagues.
From these surveys it is evident that graduating dentists are lacking in certain skills.
Therefore addition of skills training during internship may better equip them for general
dental practice.
VALUE ADDED COURSES FOR INTERNS

Department of Oral Medicine and Radiology
Topic : Extra Oral Radiographic Techniques
Duration- 20 hours
Aim :
To develop proficiency in identifying and interpretation of various extra oral radiographic views,
(normal anatomical landmarks with variations and clinical applications of each radiographic
projection).
Course Objectives :
By the end of this course all interns should be able
1. Identify the radiographic view.
2. Identify the normal anatomical landmarks and pathology.
3. Prescribe right radiograph.
4. Provide radiographic differential diagnosis
Course content
Extra oral radiographic views
1. Paranasal sinus
PA Projection
Standard Occipitomental view
Modified Occipitomental view
Page 3 of 16
Water’s View (PNS)
2. Base of the skull
Submentovertex
3. Mandible
PA mandible
Rotated PA mandible
Lateral oblique
-Body
- Ramus
4. Temperomandibular joint
Transcranial
Transpharyngeal
Transorbital
5. Reverse Towne
6. Skull
Lateral cephalogram
7. Orthopantomograph
Teaching methods :
The topics will be covered through videos, demonstrations, handouts, power-point
presentations of normal anatomical landmarks and pathologies.
Assessment :
1. After session - Assessment sheet / checklist
References:
1. Oral Radiology- Principles and Interpretation Stuart C White and Michael J Pharoah 5th
and 6th edition
2. Essentials of Dental Radiography and radiology, 4th edition, Author- Eric Whaites
Page 4 of 16
Department of Public Health Dentistry
Topic : Preparation for Entrance Examination
Duration – 18 hours during clinical rotations
Aim : To sensitize students to the NEET preparation of Public Health Dentistry.
Objective :
By the end of the course at least 90%of the interns will be able to
1. Understand the importance Public Health Dentistry questions in NEET.

2. Improve their competency level in attempting questions of Public Health Dentistry
3. Recall the correct answers of the MCQ’s.
Course Content :
1.Indices
2.Preventive dentistry
3.General epidemiology
4.Survey and planning
5.Epidemiology of dental diseases
6.Biostatics
7.Flourides
8.Environment and health
9.Health education
Approach:
Lectures and Demonstrations
Assessment and Monitoring :
MCQ Test
Reference Books:
1. Dental Pulse
2. Gouri Shankar
3. Manish Prabakar
4. Vivek Jain
5. Satish Chandra
Page 5 of 16
Department of Prosthodontics
Topic : Smile Designing Principles and Veneer preparation : Hands-on course
Duration : 16 hours
Aim : To provide knowledge to students for Practical orientation of case selection in Veneer
preparation for management and esthetic treatment of patients to improve esthetic smile.
Objectives :
By the end of the course the Interns should be able to demonstrate competence in the following skills
1. Learn diagnosis and evaluation of patient for Veneers
2. Understand and use of Diagnostic tools
3. Acquire knowledge in model preparation by incorporating smile design principles
4. Learn the detail techniques of Veneer preparation on study models
Approach :
 Module - 1 Introduction to case selection, use of Diagnostic tools, Crown and Bridge
teeth preparation (4 hours)
 Module - 2 Soft Tissue management, Impression making, Temporization. ( 4 hours)
 Module - 3 Wax pattern fabrication, Temporization cementation procedures (4 hours)
 Lectures and demonstrations (4 hours)
Course Content :
1. Case selection
2. Use of Diagnostic tools
3. Veneer preparation on Study models
4. Wax up
5. Soft Tissue management
6. Impression making
7. Temporization
8. Cementation procedures.
Assessment :
By conducting Objective Structured Clinical Examination (OSCE)
Reference Books :
1. Esthetic in dentistry by R. E. Goldstein, 3rd Edition Vol 1 & 2 willey Publisher
2. Science and art of Porcelain laminate Veneers by Gulop Gurel Quintessence publishing
1st Edition.
3. Change your smile by Ronald E. Goldstein, 4th Edition Quintessence publishers
Page 6 of 16
Department of Oral Pathology & Microbiology
Topic : Hematological Interpretations
Course duration: 15 hrs (One hour every day for 15 days)
Aim: To make interns training programme in clinical pathology effective so as to develop

independent capabilities in a student to learn and apply the knowledge of hematology through
interpretation of test results in identifying blood related problems and their diagnosis.
Objectives:
1. To train a student so as to ensure higher competency in clinical pathology dealing with
blood (blood related diseases, their causes, processes and effects).
2. He/she is expected to perform collection of blood from different sites depending on age
of patient and procedures to be done.
3. He/she is expected to perform routine haematological evaluation such as complete blood
count (haemoglobin estimation, bleeding time, clotting time, Random blood sugar, total
RBC count, total WBC count and Differential WBC count) of collected blood samples.
4. He/she is expected to have an understanding of collection and interpretation of data.
He/she is expected to have an understanding of normal ranges and altered values,
diseases in which they are altered and processes involved.
5. He/she is expected to deal with correct professional handling, examination, interpretation.
Skills:
1. To develop confidence in graduate students to handle and to manage laboratory and
research responsibilities in future.
Course Content:
I. Introduction and scope of hematology
II. Physiology of Blood
a. Blood cells
i. RBC
ii. WBC
iii. Platelets
b. Plasma
Page 7 of 16
III. HematologyTests: complete blood count tests
IV. Interpretation of complete blood count tests
a. Normal values
b. Altered values
i. Conditions in which values are increased
ii. Conditions in which values are decreased
V. Blood disorders and disease processes
Approach: Topics to be covered as didactic lectures, demonstrations and seminars.
Assessment and monitoring:

1. Log books.
2. Objective structures clinical examination (on patients) with checklist.
3. Objective structures practical examination (using previously stained slides of blood
smears and questions framed relating to the interpretation).
Reference Books:
1. Textbook of Haematology by Tejindar Singh
2. Bethesda Handbook of Clinical Hematology 3rd Edition
3. Hematology for Students and Practitioners by Ramnik Sood
4. Practicals and Quick Review by Ganga S.Pilli
5. For Applied aspects : Textbook of Oral Pathology by Shafer
6. Text book of human physiology by Chaterjee
Page 8 of 16
Department of Oral and Maxillofacial Surgery
Topic : Trans-alveolar method of Tooth Extraction and IM/IV Demonstration
I. Trans-alveolar method of tooth extraction

Duration : 15 hours
Objectives:
By the end of the course all the interns will be able to
1. Understand the indications for transalveolar extraction.
2. Identify instruments required for trans-alveolar extraction.
3. Understand the principles of incision and flap design, methods of bone cutting, tooth
removal, suturing.
4. Perform transalveolar extraction (open extraction) on patients.
Course Content for transalveolar extraction : -

1. Introduction of trans-alveolar extraction – 1 hour
2. Indications of trans-alveolar extraction – 1 hour
3. Principles of incision and flap design – 1 hour
4. Methods of bone removal, tooth division, socket toilet – 2 hours
5. Video demonstration of bone removal, tooth division, socket toilet – 1 hour
6. Suturing and aftercare – 1 hour
Approach :
1. Lectures
2. Video demonstration
3. Live demonstration of transalveolar extraction
Assessment and monitoring
1. Assessment while performing on patients using checklist
Page 9 of 16
II. IM/ IV injection Techniques - 8 hours
Aim : To train the students perform IM/ IV injection
Objective:- At end of the course, students should be able to explain how to give IM/ IV
injection and individually perform IM/IV injections
Duration: – 8 hours
1. Power Point Presentation on anatomical landmarks for IV – 1 hour

2. Power Point Presentation on anatomical landmarks for IM – 1 hour
3. Video demonstration of IV / IM - 2 hour
4. Demonstration on the patient for IM - 1 hour
5. Demonstration on the patient for IV - 1 hour
6. Students to perform on patient - 2 hours
Course contents:-
1.Introduction and Brief anatomy at the area of injection.
2. Technique of IM/IV injection - theoretic knowledge and demonstration
Approach :
1. Power point presentation of IM/IV techniques
2. Video demonstration
3. Live demonstration of IM/IV techniques
Assessment of students – To assess how much each student has understood about the course by
observation and checklist.
Reference Books :
1. Clinical Surgery – Michael H.

2. Fundamental of Nursing Potter and Perry and Jeoffrey Thomson
Page 10 of 16
Department of Pedodontics and Preventive Dentistry
Topic : Stainless Steel Crown in Primary Molars of Children
Duration : 16 hours
Aims :
The interns should acquire adequate knowledge and necessary skills towards placement of a
Stainless Steel Crown also understand the basic concepts in occlusion.
Objectives :
The interns should acquire the following during the period of training:
1. Knowledge about Anatomy of primary and permanent teeth
2. Attributes, Indications and contraindications for stainless steel crowns.
3. Demonstrate Crown Preparation methods for Stainless steel crowns.
Skills :
1. Able to differentiate indications and contraindications for placement of Stainless Steel
Crown.
2. Acquire skills to prepare a tooth for receiving a Stainless Steel Crown.
3. Select an appropriate size crown.
4. Skills to maintain occlusal relation and to identify any occlusal disharmony and take
measures to correct it if any need arises.
Course Content :
Week 1:
1. Introduction to anatomy of primary and permanent teeth in brief and different crowns
in Pediatric Dentistry
2. Introduction to stainless steel crowns.
3. Indications and contraindications for stainless steel crowns.
4. Crown Preparation for Stainless steel crowns.
Week 2:
1. Methods of Placement of Stainless steel crowns.
2. Demonstration of Placement of Stainless steel crown on typhodont/ extracted teeth by
the faculty.
3. Placement of Stainless steel crown on typhodont/ extracted teeth by the Interns.
Week 3:
1. Live Demonstration on placement of Stainless steel crown on patient by faculty.
2. Placement of Stainless steel crown on extracted tooth by interns.
Page 11 of 16
Approach :
1. Lectures and demonstrations
2. Hands-on training with dummy models.
Assessment :
Review of Performance by the Interns
References Books :
1. Mathewson R. J. Fundamentals of Pediatric Dentistry, 3rd Edition. Boston : Quintessenec

Books, 1995
2. Kennedy DB, Roberts JF, Curzon ME, J Kennedy’s Pediatric Dentistry, 4th edition,
Oxford Wright, 1997
3. Tandon S. Textbook of Pedodontics. 2nd Eition. Hydrabad : Paras Publications 2009
Page 12 of 16
Department of Conservative Dentistry & Endodontics
Topic : Molar Endodontics (Root Canal Treatment on Extracted molar tooth using hand
instruments)
Duration of Course : 15 Hours Maximum
Aim : To provide basic knowledge about molar root canal therapy to aid in clinical practice
Objectives :-
By the end of this course all the interns should be able
1. To know the root canal anatomy of molar teeth.
2. To identify and use endodontic hand instruments and material required for the procedure.
3. Perform all the steps involved in Molar Endodontics
4. Perform RCT on extracted molar using endodontic hand instruments.
Course Content :
1. Basic knowledge on anatomy of molar and root canal system – 1 hour
2. Lecture and demonstration on Access Opening - 2 hours
3. Methods of measurement of Working Length - 2 hours
4. Demonstration of Cleaning and Shaping - 2 hours
5. Discussion on Irrigation Protocol - 2 hours
6. Interaction on Master Cone - 2 hours
7. Methods of Obturation - 2 hours
8. Techniques of Core Buildup - 2 hours
Approach :
Discussion and Demonstrations
Assessment and Monitoring :
1. Observation using check list
2. The Faculty on intern duty will be monitoring the work done by interns.
Reference Books :
1. Grossman’s Endodontics Practice – 12th Edition B. Suresh Chandra V. Gopi C. Krishna
2. Ingle’s Endodontics 6th Edition Ingle, Bakland, Baumgartner.
Page 13 of 16
Department of Orthodontics and Dentofacial Orthopaedics
Topic : General & Clinical Photography
Duration : 15 hours
Aim : –
1. To train to students in clinical dental Photography
Objectives :-
By the end of the course at least 80% of the Interns will be able to
1. Recall Theoretical , practical, esthetic aspects of photography
2. Recall concepts in Medical and Dental photography
3. Demonstrate proficiency in Dental photography
Course Content :-
1. Applications of Photography for
i. Documentation and record
ii. Progress of the case
iii. Education, Teaching, Presentation
iv. Publication, Communication, Teledentistry
v. Marketing
Approach :
Lectures and demonstrations
1. Specific lenses
2. Standardized views
a. Extra-oral
b. Intra-oral
c. Single tooth
d. Pathology
Page 14 of 16
Assessment
3 rounds of Practical assessment
1. Extra oral front photograph
2. Extra oral lateral photograph
3. Extra oral 3/4th photograph
4. Intraoral front photograph
5. Intraoral right lateral photograph
6. Intraoral left lateral photograph
7. Intraoral upper occlusal photograph
8. Intraoral lower occlusal photograph
Reference Books :
1. Clinical photography in Dentistry – A new perspective – Peter Sheridan
Page 15 of 16
Department of Periodontics
Topic : Minor Surgical Periodontics
Duration : 41 hours
Objectives :-
At the end of the training the Intern should be able to:
Recall, understand and perform procedure of Gingivectomy, Gingivoplasty, Frenectomy
& frenotomy
Course Content :
1. Nonsurgical
2. Root Planning
3. Treatment
4. Local Drug Delivery
5. Subgingival irrigation
6. Treatment of dentinal
7. Hypersensitivity
8. Use of Electrocautery Frenotomy
9. Frenectomy
10. Gingival depigmentation
11. Hemostasis
12. Use of Laser Frenotomy
13. Frenectomy
14. Gingival depigmentation
Approach
Lectures and demonstrations
Assessment
Observed assessment
Reference Books :
1. Carranza’s Clinical Periodontology – 13th edition
2. Clinical periodontology and implant dentistry volume 1 and volume 2 – 6th edition
3. Decision making in periodontology 3rd edition
4. Periodontal medicine - 2000
Page 16 of 16
SHRI.B.M.KANKANAWADI AYURVED MAHAVIDYALAYA
Post Graduate Studies & Research Centre
(Approved by Central Council of India Medicine, New Delhi & M/o AYUSH, GoI)
A Constituent Unit of
KLE ACADEMY OF HIGHER EDUCATION & RESEARCH
(DEEMED-TO-BE-UNIVERSITY)
(Re-Accredited ‘A’ Grade by NAAC (2nd Cycle) || Placed under Category ‘A’ by MHRD GoI)
Value Added Courses on
SAMSIDDHA
(Preparedness for Ayurveda Education) – I
For I Professional BAMS
1|Page
Preamble:
Our Institutes offers a value added certificate courses which is conducted at the
beginning of the first professional year, where students are given the bird view of the Basic
Concepts of Ayurveda. Students are also taught about the various aspects of first professional
year. This VAC will add the students to inculcate the disciplined approach in the profession.
Aims and Objectives:
 To understandthe Basic concepts ofAyurveda.

 Orientation to Different Departments of First Professional BAMS and their Credential
Courses.
 Hospital Visit – Various Wings of the hospital
Type of Course: Value added course
 Know your Campus.

 Orientation to Different Departments
 Etiquettes and Ethics of all the Departments
Advantage of the Value Added Course
 Bird view of KLE Ayurworld (College and Hospital)

 The course facilitates Basic Understanding of Ayurveda and Relative Subjects.
Eligibility: First Professional BAMS students
Language: English
Duration: 40 Hours
Campus and course orientation: 25Hours
(College & Hospital)
2|Page
Introduction to departments of first profession: 15Hours
Campus and course orientation: 25Hours
Getting started
 Campus orientation
 Familiarize with campus, infrastructure
 Orientation to code of conduct
 Self-expressions
 Ayurveda over view
Visits on Rotation – Route map with coordinators

DAY-1 Batch - A
TIME ROUTE MAP WITH COORDINATORS HOURS
9 am to 1pm  Reception
Hospital  OPD Block
 Administration Block 4 Hours
(Hospital Visit –  Panchakarma
Various Wings  Pharmacy, MRC
of the hospital)  Yoga hall & Garbha Samskar Room
 Male general ward and free PK Theatre
 Different IPD Wards
 Pathya Wing
 OT- Complex
 Lab our Room, NICU Dental Wing & Fertility centre
 Naturopathy & Physiotherapy Wing
 Obesity Cell, Clinical Skill Lab
 Lab/USG/X ray& Pharmacy dispensing wing

2 pm to 5pm  General health checkup, Routine examination ,eye checkup 3 Hours
3|Page
DAY-2
9 am to 1pm  Principal Chamber
College  Office 4 Hours
 Bhaishajya kalpana Lab
 IQAC and Placement
 Rashastra Dept and Lab
 Rachana Dept and Lab
 Various UG departments & class Rooms &
 New PG Block with depts. & Seminar halls, Auditorium and
Reading room
 Herbal Garden, DAME, Central Library, Sports room, CRF
and microbiology, Women’s cell
 Digital Library
 Bank & canteen
 Boys Hostel and General Mess
2 to 3.30 pm  Assessment of computer knowledge and skill 1 ½ Hours
3.30 to 5 pm  Orientation to Library 1 ½ Hours
DAY-3
9 am to 10am  Animal House 1 Hour
10am to 1pm  Photography by digital lab 3 Hours
2 pm to 5 pm  Apron measurement 3 Hours
DAY-1 Batch - B
of the hospital)  Yoga hall &Garbha Samskar Room
4|Page
 Pathya Wing
 OT- Complex
 Labour Room, NICU Dental Wing & Fertility centre
2 pm to 5pm  General health checkup, Routine examination and eye checkup 3 Hours
DAY-2
 Various UG departments & class Rooms &
Reading room
and microbiology, Women’s cell
 Digital Library
 Bank & canteen
 Boys Hostel, General Mess
2 to 3.30 pm  Assessment of computer knowledge and skill 1 ½ Hours
3.30 to 5 pm  Orientation to Library 1 ½ Hours
DAY-3
5|Page
DAY-1Batch - C
of the hospital)  Yoga hall & Garbha Samskar Room
 Pathya Wing
 OT- Complex
 Labour Room, NICU Dental Wing & Fertility centre
2 pm to 5pm  General health checkup, Routine examination ,eye checkup 3 Hours
 DAY-2
 Various UG departments & class Rooms
Reading room
6|Page
and Microbiology, Women’s cell
 Digital Library
 Bank & canteen
 Boys Hostel, General Mess
2 to 3.30 pm  Assessment of computer knowledge and skill 1 ½ Hrs
3.30 to 5 pm  Orientation to Library 1 ½ Hrs
DAY-3
Introduction to Departments of first profession; 15hrs
 Orientation to various Departments

 Students able to understand scope of course
Departments Hours
1) Basic Principle 4 Hours
2) Kriya Shareera 5 Hours
3) Rachana Sharira 5 Hours
7|Page
DEPARTMENT OF BASIC PRINCIPLES
Sl. No Activity Hours

1 Introduction of the Basic Principle Department 30 Mins
2 Execution of the curriculum 30 Mins

a. Syllabus
b. Term wise syllabus division
c. Internal assessment examination
d. Weightage of marks in Theory and Viva
3 Introduction of Courses 1:30 Hours
a. Bridge Course- ‘सेतुबन्धः’
b. Crash course: i. Sanskrit sambhasha Shibira
ii. Integrated value added course on
गर्भव्याकरणम्
c. CBCC- ‘Samhita Adhyayana Krama’
d. Guest lecture
4 Department Library 1 :30 Hours
a. Charts
b. Books
c. CD/DVDs
Outcome and Scope of the Department
 At the end of this course students will be able to understand scope and application of
Basic Principles of Ayurveda.
8|Page
DEPARTMENT OF RACHANA SHARIRA
Sl. No Activity Hours

1 Introduction of the Rachana sharira Department 30 Minutes
2 Execution of the curriculum 1:20 Hours
 Unitized Syllabus (Theory and Practical)
 Term wise syllabus division
 Modular classes
 Seminar
 AV classes
 Briefing historical event in Rachana Sharira
 Internal assessment examination
 Weightage of marks in Theory and Practical’s
 Activate classes
3 Introduction of Courses 1 Hour
 Quiz
 Group Discussion
 CBCC – Surgical Anatomy
 Guest lectures
 Intensive training programme on
Radiological anatomy and osteology
 Role play
4 Introduction to co- curricular activities 10 Minutes
 Educational tour
 Visit to anatomy museum
5 Orientation to Dissection hall 2 Hours
 Etiquettes to Dissection Hall
 Anatomy Museum demonstration.
 Orientation to Bones organs mummified
body
 Pro dissected model
 Better understanding of basic concepts of Ayurveda Rachana Sharira & Modern
Anatomy. The students will be orientated with methods of teaching and exam pattern
9|Page
DEPARTMENT OF KRIYA SHAREERA
Sl.No Activity 05 Hours

1) Introduction of the Kriya Shareera Department 30 Min
2) Execution of the curriculum 1.30 Hours
a) Unitized Syllabus (Theory and Practical)
b) Term wise syllabus division
c) Internal assessment examination
d) Weightage of marks in Theory and Practical’s
e) Modular classes
3) Introduction of Courses 1 Hour
a) Quiz
b) Group Discussion
c) CBCC – Prakuti study
d) Guest lectures
e) ECG Workshop
4) Introduction to co- curricular activities 30 Min
 Field visit
 Educational tour
5) Dept laboratory 1.30 Hours
a) Laboratory Etiquettes
b) Museum demonstration.
c) Models
d) Instruments, equipment’s and utensils.

 Students are well versed with knowledge of physiology which helps in
diagnosis the diseases.
 Basics concept of Dosha dhatu mala and prakuti helps in understanding the
diseases.
10 | P a g e
K L E ACCADAMY OF HIGHER EDUCATION AND RESEARCH
Reaccredited ‘A’ Grade By NAAC (2nd Cycle) Placed In Category ‘A’ by MHRD (GOI)
Shri.B.M.Kankanawadi Ayurveda Mahavidyalaya Post Graduate Studies & Research Centre
(India’s only institution with NAAC & NABH accreditation in AYUSH sector)
Shahapur, Belagavi – 590003, KARNATAKA
Phone: 0831-2486286, Fax: 0831-2424157
Value added course

On
वदतु संस्कृतम्
Department of Basic Principles
Page 1 of 4
INTRODUCTION:
वदतु संस्कृतम् is one of the Innovative program, which is going to be started from the
KAHER’s BMK Ayurveda Mahavidylaya. Under this program, the newly joined students for
BAMS are trained in respect to gain the confidence level in understanding Sanskrit language.
Sanskrit is an ancient language of India, and all texts of Ayurveda are written in the
Sanskrit language. By studying this course, students will develop the communication skills in
Sanskrit language in campus and as well as develop better understandings of the Ayurveda
Samhitas which are in Sanskrit.
AIMS:
To facilitate communication skills in Sanskrit for newly joined students for B.A.M.S.
OBJECTIVES:
1. To make संस्कृतपरिसिः (Sanskrit Campus).

2. To ease the reading and understanding of Ayurveda texts.
3. To create interest in Sanskrit language.
4. To promote the Indian tradition.
5. To enhance communication skills in Sanskrit language.
Learning Outcome:
1. At the end of the course students will be able to speak Sanskrit easily in college
Campus.
2. Will be able to understand original Ayurveda texts written in Sanskrit.
Pre – requisite(s):
1. Books (Reference books)
2. AV aids/Photographs
3. Video and Charts.
Type of Course: Value added course.
Eligibility: BAMS First Profession
Language: Sanskrit.
Intake Capacity: 100

Page 2 of 4
Duration: 30Hrs
Evaluation: Assignment based Assessment
Teaching Learning Methods:

 Didactic Lectures, AV class, Demonstration, Conversation.
Teaching methods and hours
Methods : Hours
Didactic classes and AV classes : 13Hrs
Video demonstration : 3Hrs
Group activity and Discussion : 6Hrs
Role play : 4Hrs
Demonstration : 4Hrs
Assessment: Assessed for Knowledge, Skills, Attitude, Written Activity, Comprehension, and
Questionnaire.
Syllabus:
Sl. Contents Teaching and learning Hours
no. methodology
1 गीतम् –पठतुसंस्कृतम्, सं स्कृतवर्णा नणं ववभणग:, मम Didactic with Video 2 hours.
नणम--भवत: नणम विम्, भवत्यण: नणम विम्,
परस्परपररचयः
2 स: ,सण ,एष:, एषण, एतत् ,। अस्ति—नणस्ति- सस्ति Didactic with Video 1 hour
3 तत्र, अत्र, िुत्र, सवात्र, अन्यत्र, एित्र्. With Didactic with Video 1 hour
practical demonstration.
4 कृपया, स्वागतम्, धन्यवादाः, क्षम्यताम् Didactic 1 hour
5 अवश्यक्म्-पर्णा प्तम्-मणिु Didactic 1 hour
6 सरलणाः िथणाः Didactic with charts 1 hour
7 संख्यणप्रर्ोगः - १-१०० writing and oral Didactic with chart 2 hours
8 समर्पररचयः Didactic with chart 1 hour
9 Discussion on previous topics Group activity 1 hour
10 प्रश्निरर्म्, विनस्य पररचर्-प्रपरह्य:- परह्य:-ह्य:- Didactic 1 hour
अद्य-श्वः-परश्वः-प्रपरश्वः
Page 3 of 4
11 पुरत-पृष्ठत:, वणमत:-िविर्त:,उपरर-अध:, अि: Didactic with video 1 hour
-बवि: सिणर्ेन वणक्य प्रर्ोग
12 अवभनर् - above all contents with speaking Didactic 2hours
practice to the students. And group activity
13 वतामणन रूप–अस्ति-सस्ति, भूतिणल-भववष्यत्कणल Didactic 1 hour
रूपणवर्
14 Language lab Demonstration 1 hour
16 र्वि-तविा , च-एव-इवत-अवप, त-पर्ािम्, सि- Didactic 1 hour
ववनण
17 ववरूद्धणथाि शब्दण: Didactic 1 hour
उन्नत-वणमन, पुरणतन-नूतन, बृित् -लघु िीघा -हृस्व,
स्थूल-िृश अवधिं-विंवचत
18 षष्ठीववभस्तताः, वैद्य-रोगी-सम्भणषर्म् Didactic with chart 1 hour
19 शरीरस्य अवर्वणनणं पररचर् Didactic 1 hour
20 क्त्वण प्रत्यर्, तुमिणव्यर्, अवनर्र् प्रत्यर्, तरप् -तमप् Didactic and practical 1 hour
21 Previous class revision Didactic and 1 Hour

विल, बहुश:, ववशेषर्-ववशेषभणवस्य अभ्यणस:, Conversation
बन्धुवणचिशब्दण: वचत् , द्वर्म्, संख्य़णसु वलंगभेि:,
संख्यणन्वेषर्म्
22 Language lab Demonstration 1 Hour
24 Discussion on previous topics, अवभनर् -above Group activity and 4 Hours
all contents will be practiced to the students with conversation
conversation method.
References:
1. ABHYASAPUSTAKAM, Samskrutabharati, Bangalore
2. PRATHAMADIKSHA - VAKYAVISTARA, V K Shastri Rashtriya Samskruta
Samsthanam, New Delhi
3. www.sanskritpromotion.in
4. SAMBHASHANASHIBIRAM (Video Series), Vishwas, Samskrutabharati, Bangalore
Page 4 of 4
Post Graduate Studies & Reseach Centre
(Approved by Central Council of Indial Medicine, New Delhi & M/o AYUSH, GoI)
SAMSIDDHA
(Preparedness for Ayurveda Education) – II
For II Professional BAMS
1|Page
Participants: - II Professional B.A.M.S
Course Duration:-20 Hours
PREAMBLE:-
No curriculum can adequately cover all areas of magnitude or relevance. It is
important for professional education institutions to supplement the curriculum to make
students better prepared to get acquainted with professional attitude along with high-quality
communication, knowledge and skills in order to acquaint with the II professional curriculum
beginning of the II professional BAMS, where students are given the bird view of the II year
curricular design & methodical approach to it. Students are also taught about the various
aspects of II professional year. This VAC will add the Laboratory etiquettes which will assist
the students to inculcate the disciplined approach in the profession.
Aim:
 To develop Practical skill, Professional attitude, high-quality communication in order to
acquaint with the II professional curriculum.
Objectives:
 Enhancement of the Professional attitudes and communication skills by orienting the

students.
Type of Course: Value Added Course
Course Outcome
 Impart the theoretical knowledge, Professional attitude, communication skills to the II
professional students
 Provides II professional students to acquire professional attitude which will enhance the
Skill based learning
2|Page
Eligibility: BAMS 2nd Professional Students
Language: English
Duration: 20 Hours
Evaluation: Pretest & Post Test
Teaching Learning Methods: Didactic Lectures, A.V lectures, Play roles, Hands on
training/Laboratory Postings and Assignment.
3|Page
Syllabus
Sl No Contents Hours
1. Departmental Introduction –
 Introduction to Department : Teaching Faculty and Teaching resources
 Objectives of the course/Subject
 Introduction to the Curricular design of year in each Subject and their
02 Hours
scope and relevance
 Strengths and Achievements of the departments.
 Scope of PG and Research in relevant subjects and their employability.
2.  Subject: Number of papers, teaching hours (Theory & Practical’s),
marks allocation, Details of Internal Assessment Examinations and 02 Hours
their marks distribution etc. By Each Department
3. Allied Courses
 Introduction to Allied Courses
 Different Allied Courses and their scope and Employability (NPTEL, 01 Hour
CBCC, and VAC) courses with UG /PG Degree.
4.  Types and nature of practical’s/ OSPE/OSCE exam system 02 Hours

5.  Writing of Practical records
 Teaching Methods:
 Unitized Teaching
02 Hours
 Modular Teaching Method
 Field visits
6. An overview of the Department/Laboratory/Herbal garden /Pharmacy/

08 Hours
CRF/Hospital
7. Safety briefing and laboratory rules, Student Laboratory Code of Conduct
and basic rules of the laboratory, The usefulness of laboratory to attain a
greater comprehension, Implementation of the capacity to use of 3 Hours
instruments, The usefulness and ease of use of the informatics
instrumentation, Aims and importance of learning and potential careers
Total 20 Hours
4|Page
Hospital Etiquettes
1
Preamble:
Medical etiquette is defined as rules of procedure which governs conduct of members of

profession in their relationship with one other. It is based on fundamental principles and values
of medical ethics, especially compassion, beneficence, non-Maleficence, respect for person,
justice and accountability.
Medical etiquette is almost unknown to many younger physicians. This course will
enable students to maintain manners, mutual understanding, sharing of knowledge and
professionalism in the Ayurvedic medical practice.
Aim:
Proficient to:
 Ensure and Develop Polite behavior , better communication skill, better body language
 To bring in intimate doctor-patient relationship
Objectives:
 Designing and developing a sense of self professional grooming techniques to suit the
profession.
 To bring in the politeness into ones behavior.
 To learn and adopt verbal and non –verbal effective communication skills, which
influence positive health outcomes.
 Encouraging developing the skill for polite listening (patience) for better diagnosis.
 Setting standards to maintain secrecy of patient’s data for better Social life of patients.
 Setting standards for polite behavior and Mannerism.
Advantage of the credit course:
 The students will be with standards for better professional outlooks, Communication
skills and polite behavior skillful recording techniques.
Eligibility: II Professional BAMS students
2
Language: English.
Intake Capacity: Minimum 50. Maximum 100
Duration: 15 Hours
Evaluation: Assignment based Assessment is done by online evaluation test
Six credits of total 15 hours (students will be awarded credits points after attending 80%
of teaching and training schedule and after completion of the given assignments).
 Didactic Lectures
 A.V lectures
 Guided self-learning
 Demonstration
 Hands on training
 Assignment
 Bed side visits
Syllabus:
 Concept of Medical Etiquettes
 Communication skills.
 Listening and observation
 Behavior and mannerism
 Discussion and role play
 Assessment
3
1st - Credit Hours: 03 Hours
Theory: 3 Hours.
S. No Content Hours Teaching &

Learning
Methodology
01 Concept of Medical Etiquettes 03 Hours A/V Lecture
 Introduction and Definition of Medical
etiquettes.
 Professional grooming techniques
 Importance and necessity of medical
equipment.
2nd Credit Hours: 03 Hours

Theory: 03Hours

Learning
Methodology
02 Communication skills. 03 Hours A/V Lecture and
 Principles and fundamentals of Hands on training
communication.
 Verbal and Non-verbal communication
 Eden Soler theory
 Written & oral communication skills.
3rd - Credit Hours: 03 Hours

Theory: 03 Hours
Learning
Methodology
03 Listening & observations 03 Hours A/V Lecture
 Listening comprehension
 Understanding the conversations for
better diagnosis
4
4th - Credit Hours: 03 Hours
Theory: 03 Hours
Learning
Methodology
04 Behavior and mannerism 03 Hours A/V lecture
 Definition ,meaning
 Behavioral psychology and types of
behavior
 Concept of mannerism

Theory: 03 Hours
Learning
Methodology
05 Discussion & roleplay 03 Hours Lecture
 Ensuring the applications of medical Roleplay
etiquettes
 Scenario and role play
 Assessment
5
ASSESSMENT CRITERIA
Sl Name of Durati Total teaching Total Evaluation methods

No the on contents theory
course class
01 Medical 16 1) Concept of 02
Etiquettes Hours Medical Etiquettes
02 04
2) Communication
skills.
03 3) Listening & 02
observations
04 4) Behaviour and 04
mannerism
05 5)Discussion & 02
roleplay
06 6)Assessment 02
SCORE CARD
CREDIT Attendance Score % Performance Score % Performance Score %

(1 Hour attendance =1%) Theory -----------------------------
20% Internal Evaluation =40%
=40%MCQ
1)
2)
3)
4)
OVER ALL 40-59% 60-75% 75%& Above

SCORE % C B A
6
REFERENCE BOOKS
S.No Author Name of the Book Publisher

01 Colin Ogilvie. Chamberlains  Library of congress Cataloguing
Christopher C. Evans symptom & signs in in publication.
clinical medicine
02 Graham Doglas Macleods Clinical Library of congress Cataloguing
Fiona Nicol Examination in publication.
Colin Robertson
03 www.themitchellorganisation.com - -
04 www.physicianspractice.com - -
05 www.journals.sagepub.com - -
7
(Approved by Central Council of Indian Medicine, New Delhi & M/o AYUSH, GoI)
Value Added Course on
Sadhana
For Internees
Page 1 of 5
Aim:
To enable the participants to understand the concept of clinical skills and effective
administration in Healthcare organizations.
Objectives:
 To enhance clinical skills

 To orient the responsibilities and duties in OPD and IPD.
 To develop diagnostic and management skills of all specialities
 To incorporate the NABH standards in Healthcare organisations
 To build leadership qualities
 To improve communication skills
Advantage of the credit course
 The course facilitates opportunity of acquiring in-depth knowledge of clinical skills and
management in Healthcare institutions to the individuals and those seeking career in
healthcare field so to provide them with greater career opportunities.
Eligibility: Internees
Language: English.
Intake Capacity: Maximum 100
Duration: 48 Hrs
Five Credits:
 Each credit includes 06 hours
 After completion of each credit assessment & evaluation is done
 After completion of 8 credits, final assessment & feedback.

 Didactic Lectures, AV class, Demonstration & Hands on training. :
Page 2 of 5
Questionnaire.
Eight credits of total 48 hours (students will be awarded credits points after attending 80% of
teaching and training schedule and after completion of the given assignments).
Syllabus:
1. Duties and responsibilities in OPD / IPD

2. Scope, services of Hospital
3. Communication skills
4. NABH standards
5. Personality development
1st Credit 06 Hrs

S. No Content Hrs Teaching &
Learning
Methodology
01  Internship General regulatory policy 06 hrs Didactic Lecture
 Code of conduct and AV class
 Duty Postings
 Leave policy
2nd Credit 06 Hrs

Learning
Methodology
01  Personality development 06 hrs Didactic Lecture/
 Communication skills AV
 Leadership skills
 Confidence building
 Time management
Page 3 of 5
3rd - Credit Hours: 06 Hrs
Learning
Methodology
01  Know your hospital 06 hrs Didactic Lecture/
 Scope of services (Including emergency AV and Hands on
care) experience
 Departments & services
 Medico-legal aspects
 Awareness about MRD
4th - Credit 06 Hrs

Learning
Methodology
01  Process Mapping-OPD & IPD 06 Hrs Didactic Lecture,
 Case Paper writing – OPD & IPD AV class,
 Discharge card writing Hands on experience
 Aushadhalaya - Policy & procedures
 Prescription writing
5th - Credit 06 Hrs

Learning
Methodology
01  Awareness & Orientation of NABH 06 Hrs Didactic Lecture/
accreditation AV class
 Patient centered NABH Standards
 Biomedical waste disposal
 Hospital infection Control
6th - Credit 06 Hrs

Learning
Methodology
01 Panchakarma - Documentation, receiving 06 Hrs Didactic Lecture/
patients, cluster charts, implementation of AV class, Hands on
therapies, monitoring, action during untoward experience
effects
Physiotherapy - Hands on training on
instruments and commonly used passive
exercises
Page 4 of 5
7th - Credit 06 Hrs
Learning
Methodology
01 Shalya tantra - Hands on training on First aid & 06 Hrs Didactic Lecture/
casualty AV class, Hands on
Basti fitness experience
Shalakya tantra - Hands on training on
instruments and kriyakalpas,
Nasya fitess
8th - Credit 06 Hrs

Learning
Methodology
01 Koumarbrutya - Vaccination, NICU 06 Hrs Didactic Lecture/
management AV class, Hands on
Hands on training newborn resuscitation experience
PT SR - Garbha samskara
Hands on training of delivary
Laboratory - Documentation, storage
transportation
Hands on training on instrumentation
ASSESSMENT CRITERIA
SCORE CARD
Attendance Score % Performance Score % Theory Performance Score %

CREDIT (1 Hour attendance =1%) Internal Evaluation =1-20% Practical
10% MCQ Internal Evaluation =1-20%
1
2
3
4
5
OVER ALL SCORE Upto 39% 40-59% 60-79% 80%& Above

% D C B A
Page 5 of 5
Vrukshayurveda
Medicinal Plants Cultivation Technology
1
Introduction:
Medicinal plants are good source of income as there has been a resurgence of interest in
traditional herb based health systems. The world herbal trade has grown to 120 billion dollar and
is expected to reach 7 trillion dollar by 2050. Hence, this is a tremendous opportunity to be
trapped. However, no concerted effort has been made to ensure this, in the face of the threats
posed by increasing demand, a vastly increasing human population and extensive destruction of
plant-rich habitats. Fall in collection of wild herbs threatens the industry. Sourcing the best raw
material is one of the biggest problems the pharma industry is facing today. Hence cultivation of
herbs is need of the hour.
Vrukshayurveda is an ancient Indian science of plant life which deals with overall
issues related with plants. It has details of plant physiology, Nutrition, pathology and
management by organic methods, which can be practiced. Though this science explains
comprehensive care of plants but its real potential still remains untouched as techniques
mentioned are not much in practice.
These courses will unable students to unravel different Vrukshayurveda techniques along
with contemporary methods which will enable them to cultivate plants.
Aim:
 To Understand, Recognize and Apply Vrukshayurveda techniques in medicinal plant

cultivation
Objectives:
 To instill interest in medicinal plant cultivation

 To develop skills in cultivation and post harvesting management
 To make understand and apply Vrukshayurveda techniques
The course facilitates the students how to cultivate medicinal plants by using
Vrukshayurveda techniques.
Eligibility: II Professional BAMS students
2
Language: English.
Intake Capacity: 15-30
Duration: 15 Hours

 Didactic Lectures, AV class, Demonstration & Hands on training.
Questionnaire.
Syllabus:
1) Importance of Medicinal plants cultivation
2) Vrukshayurveda
3) Basic cultivation techniques
4) Harvesting and post harvesting techniques
3
Syllabus for value added course
Duration 15 hours
Theory
Sl no Syllabus Duration
(In hours)
1. Introduction – Vrukshayurveda, Importance of cultivation
Vruksha sharir Vichar – 02
Vruksha Rachana, Kriya, Vruksha-Indriya, Dhatu vichar, Vruksha
vayo vichar.
2. Vruksha Anga- Moola, Kand, Kaand(Stem), Shaakha, Patra vichar 01
Pushpa, Phala, Beeja, Twak, Niryas vichar.
3. Vruksha vargeekaran, Vana vichar, Bhoomi- Desha bheda, Rutu 01
vichar
4. Fundamentals of Soil and Water science – Soil types, Soil testing, 02
Influence of soil on plants, Influence of Jala, Rutu, Graha on plants.
5. Beeja vichar – Beejankurana vidhi, Beejopti vidhi, Ankur arpana vidhi, 01
nishechan vidhi, Seed selection, processing techniques, seedling
methods.
Stem cutting development
6. Druma Raksha vichar – Druma Raksha vidhi, Poshan vidhi, kunapa 01
jala, Plant nutrition, manure, fertilizer.
7. Vruksha chikitsa vidhi - Common pathological conditions & their 01
8. management, Weed management, pest control – Vrukshayurveda
methods.
Harvesting & post harvesting techniques, Vichitreeakarana
Total 09
4
Practical
Sl no Syllabus Duration
(in Hours)
1. Beeja vichar – Beejopachar vidhi (processing techniques), Beejopti 02
vidhi, nishechan vidhi, seedling methods, stem cutting development
2. Druma Raksha vichar – preparation of kunapa jala, Plant nutrition, 02
manure, fertilizer, organic manure, vermicompost
3. Vruksha chikitsa vidhi - Common pathological conditions & their 02
management, Weed management, pest control – Vrukshayurveda
methods
Harvesting & post harvesting techniques, Vichitreekarana
Total hours 06
5
1st - Credit Hours: 03 Hrs
Sl. No Content Teaching & Duration
Learning in hour
Methodology
01 Introduction – Vrukshayurveda, Importance of Didactic Lecture/ 02
AV class
cultivation.
Vruksha sharir Vichar –
Vruksha Rachana, Kriya, Vruksha-Indriya, Dhatu
vichar, Vruksha vayo vichar.
02 Vruksha Anga- Moola, Kand, Kaand(Stem), Didactic Lecture/ 01
AV class
Shaakha, Patra vichar,Pushpa, Phala, Beeja, Twak,
Niryas vichar,
2nd Credit Hours: 03 Hrs

S. No Content Teaching & Duration
Learning in hour
Methodology
01 Vruksha vargeekaran, Vana vichar, Bhoomi- Didactic Lecture/ 01
Desha bheda, Rutu vichar AV class,
Practical
02 Fundamentals of Soil & Water science – Soil Didactic Lecture/ 02
types, Soil testing, Influence of soil on plants, AV class,
Influence of Jala, Rutu, Graha on plants. Practical
3rd Credit Hours: 03 Hrs

Learning in hour
Methodology
01 Beeja vichar – Beejankurana vidhi, Beejopti vidhi, Didactic Lecture/ 01
Ankur arpana vidhi, Beejopachar - Seed selection, AV class
processing techniques.
02 Beeja vichar – Beejopachar vidhi (processing Practical/Field 02
techniques), Beejopti vidhi, nishechan vidhi, activity
seedling methods, stem cutting development.
.
6
4th Credit Hours: 03 Hrs
Learning in hour
Methodology
01 Druma Raksha vichar – Druma Raksha vidhi, Didactic Lecture/ 01
Poshan vidhi, kunapa jala, Plant nutrition, AV class
manure, fertilizer.
02 Preparation of kunapa jala, Plant nutrition, Practical/ 02
manure, fertilizer, organic manure, Field activity
vermicomposting.
5th Credit Hours: 03 Hrs

Learning in hour
Methodology
01 Vruksha chikitsa vidhi - Common pathological Didactic Lecture/ 01
conditions & their management, Weed AV class
management, pest control – Vrukshayurveda
methods.
Harvesting & post harvesting techniques,
Vichitreekarana
02 Vruksha chikitsa vidhi - Common pathological Practical/ 02
conditions management, Weed management, pest Field activity
control – Vrukshayurveda methods.
Harvesting & post harvesting techniques,
Vichitreekarana.
7
ASSESSMENT CRITERIA
SCORE CARD

(1 Hour attendance =1%) Internal Evaluation =1-20% Practical
OVER ALL SCORE Upto 39% 40-59% 60-79% 80%& Above

% D C B A
REFERENCE BOOKS
S.No Name of the Book Author Publisher
1 Vrukshayurveda Dr Nageshwar Rao Dr M S Nageshwar Rao
Smarak Ayurveda Pragati
Mattu Samshodhana Kendra
2 Fundamentals of R.S.Chaudhary Himanshu Publications
Agronomy: Theory and
Practical
3 A Textbook of Agronomy B.Chandrashekharan New Age International
Limited
4 Basics of Horticulture Jitendr Singh Kalyani Publishers
5 Vrukshayurveda Shri. Krishna Jugunu Chaukambha publishers
8
Herbarium Techniques

Preamble:
Herbarium is a collection of plants that usually have been dried, pressed, preserved on
sheets and arranged according to any accepted system of classification for future reference and
study.
In fact, it is a great fileting system for information about plants, both primary in the form
of actual specimens of the plants, and secondary in the form of published information, pictures
and recorded notes.
Goal of the Course:
To develop the skill for herbarium preparation
Objectives:
 To act as a repository of dried plant specimens, safeguard them against loss & destruction
by fungi, insects, etc. & make them available for study.
 Several herbaria of repute, keep Type Specimens-the principal proof of the existence of a
species, in safe custody, often in rooms with restricted access.
 As original documents upon which knowledge of taxonomic characters rests, herbarium
specimens greatly help in developing floras, manuals & monographs.
 Those engaged in taxonomic studies, can personally identify their engaged collection by
comparison with already identified herbarium specimens.
 Voucher specimens preserved in various herbaria, provide an index of specimens on
which studies on chromosomes, phytochemistry, ultrastructure micro-morphology, etc.
have been undertaken.
 Most herbaria have specimens collected from different parts of the world &, thus their
scrutiny can provide information on the geographical distribution of taxa.
 By the end of the course the student should able to prepare different types of herbarium
Knowledge
 Herbarium collections can have great significance and value to science, and have a large
number of uses
 Herbaria are essential for the study of plant taxonomy, the study of geographic
distributions, and the stabilizing of nomenclature
 Specimens housed in herbaria may be used to catalogue or identify the flora of an area
 Herbaria also preserve a historical record of change in vegetation over time. In some
cases, plants become extinct in one area or may become extinct altogether. In such cases,
specimens preserved in a herbarium can represent the only record of the plant's original
distribution
Syllabus
Total teaching Hours: 20
Theory-08 Practicals-12 Hours
Unit Contents Theory Practical

Hours Hours
I 1. Introduction to herbarium techniques, 02 Nil
2. Importance of Herbarium,
3. Knowledge Different Herbarium Museums.
4. Types of Herbarium,
Methods of preparation of Herbarium Specimens-
II  Field Equipment’s, 01 02
 Field Visits
 Field Notes
III  Collection of specimens, 02 06
 Drying
 Mounting
 Preservation
 Labelling
 Storage
IV  Introduction to digital herbarium, Methods of 01 04
Preparation of E herbarium
 Data base browsing techniques
Total 08 12
SAMSIDDHA
(Preparedness for Ayurveda Education) – III
For III Professional BAMS
1|Page
Participants: III year B.A.M.S admitted students
Course Duration: 30 hours
PREAMBLE:-
It is important for professional education institutions to supplement the curriculum to

make students better prepared to get acquainted with professional attitudealong with high-
quality communication, knowledge and skills in order to acquaint with the III year clinical
curriculumas well as develop their own interests and aptitudes.
beginning of the III year, where students are given the bird view of the III year curricular
design & methodical approach to it. Students are also taught about the various aspects of III
year. This VAC will add the professional &hospital etiquettes which will assist the students
to inculcate the disciplined approach in the profession.
Aim:
The course is aimed at triggering interest and preparing mindset in proactive learning
amongthird year BAMSstudents.
Objectives:
1. To make the students to be acquainted with third year subjects and learning
methods
2. To impart good learning skills and adopting techniques about third year BAMS
subjects.
3. To prepare student’s mindset to learn the subjects with practical approach.
All department introductory components are included in the course.
Course Outcome
 Impart the theoretical knowledge, Professional attitude, communication skills to the III
year students which will help in the field of clinical practice and Health care needs.
2|Page
 Students will be able to conduct/analyze house to house surveys, community health
programs in rural and urban population and acquainted with treatment protocols of
selected subjects in the hospital/ healthcare organizations/ services/ activities.
Future Prospects:
The course underwent students will be able to focus on skill based learning with professional
attitude and which help them in the clinical practice and community based health activities in
rural and urban population with better administration and documentations.
Eligibility: BAMS Third year Students
Language: English
Duration: 30Hours
Evaluation: Pretest & Post Test
Teaching Learning Methods: Didactic Lectures, A.V lectures, Play roles, Hands on
training/Hospital Postings and Assignment
3|Page
Syllabus
Sl No Contents Hours
1. III Profession Responsibilities
Code of conduct/Attendance 01 Hour
Clinical Postings
2. Scope and Employability of allied (NPTEL,CBCC,VAC) courses with
01 Hour
UG /PG Degree
3. Proactive Role in National health programs 01 Hour
4. NSS and NSS activities – proactive involvement 01 Hour
5. AyurFood festival/International Day of Yoga/Rathasapthami – relevance
01 Hour
of Mega event celebrations –Importance of proactive involvement
6. Swasthavritta
 Rationality of Swasthavritta subject in curriculum
 Rationality of museum specimen/equipment’s in department
 Swasthavritta OPD working pattern
 Pathyahara section working pattern
06 Hours
 Department activities – A bird view
 Proactive involvement in learning
 Therapeutic Yoga – VAC introduction, importance
 Yoga section and Nature cure section etiquette
 Research outputs and ongoing research activities
7. Prasooti&StreerogaDepartment
 Rationality of studying subject Vision &Mission
/Achievements
 Professional decorum
 Student/Faculty introduction & their achievements
 Teaching schedules –Theory/Practical /Clinics/Modules
 Curriculumand Distribution of marks 06 Hours
Exampattern / Method of conduction
 Orientationtodepartmentunits andfunctioningathospital
National/ InternationalDaycelebration andInvolvement of
students in community services
 Relevance of Garbhasamskara CBCC
 Labor room etiquette, Labor ward etiquette
4|Page
8. Kaumarabhritya
 Know your Department
 Getting Prepared to Learn
 Kaumarabhritya Syllabus Overview
 Roles and responsibilities 05 Hours
 Group Division for Morning PK Posting and Resuscitation
 NICU – etiquettes
 Pallava Panchakarma ward etiquettes
 Research outputs and ongoing research activities
9. Agadatantra
 Dept introduction & Department activities – A bird view
 Nirvisha OPD
 CBCC on Ayurtoxicodermatology
 Cancer OPD working pattern, 04 Hours
 Cancer Fellowship program
 Rationality of museum specimen/equipment’s in department
 Research outputs and ongoing research activities from the
department
10. Basic Principles
 Introduction of the department,
 Execution of the curriculum
 Syllabus -Term wise syllabus division 03 Hours
 Internal assessment examination -
 Weightage of marks in Theory and Viva
 Modular classes
11. Feedback and evaluation 01 Hour
12. Total hours 30 Hours
5|Page
ASSESSMENT CRITERIA
SCORE CARD
Performance Score %
Attendance Score % Performance Score %
Theory
(1 Hour attendance Practical
CREDIT Internal Evaluation =1-
=1%) Internal Evaluation
20%
10% =1-20%
MCQ
1
2
3
4
5
OVER ALL Upto 39% 40-59% 60-79% 80%& Above

SCORE % D C B A
6|Page
Post Graduate Studies &Reseach Centre
SAMSIDDHA (Preparedness for Ayurveda

Education) - IV
For IV Professional BAMS
PREAMBLE:-
1
No curriculum can adequately cover all areas of magnitude or relevance. It is
important for professional education institutions to supplement the curriculum to make
students better prepared to get acquainted with professional attitude along with high-quality
communication, knowledge and skills in order to acquaint with the IV professional clinical
curriculums well as develop their own interests and aptitudes.
Our Institutes offers a value added certificate courses which is conducted at the beginning of
the IV profession, where students are given the bird view of the IV year curricular design &
methodical approach to it. Students are also taught about the various aspects of IV
profession. This VAC will add the professional &hospital etiquettes which will assist the
students to inculcate the disciplined approach in the profession.
Aim:
Proficient to:
 Acquaint Comprehensive Understanding of Clinical Curricular design and develop
propensity to understand the importance knowledge based skillful learning
 Develop Professional Attitude, High-Quality Communication, Professional & Hospital
etiquettes in order to acquaint with the IV professional clinical curriculum.
 Develop scientific aptitude and expertise relating to hospital management acquaintance.
Objectives:
 Knowledge based skillful learning is addressed through orientation of the students by

Professional & hospital etiquettes.
 Enhancement of the Professional attitudes and communication skills by orienting the

students through code of conduct professional responsibilities.
 Quality in health care is addressed through Approach towards doctor-centered, patient-

centered, disease-oriented and problem-orientation.
 Students are oriented to hospital administration and documentation of policies.
2
SAMSIDDHA – IV (Preparedness for Ayurveda Education) refers to IV Professional
students to undergo comprehensive training that would enhance the knowledge based skillful
learning.
Course Outcome
This VAC sensitizes and tutors the IV professional students about profound doctrine of IV
profession Clinical curriculum supplemented with knowledge based skillful learning,
Professional attitude, high-quality communication, along with extensive theoretical & practical
training of Professional & hospital etiquettes, with which students will become efficient
professionals fully proficient who are equipped with prerequisites for effective clinical learning
and to serve the health care needs at next level.
This VAC will introduce the students to the new horizon in the medical profession
through allied courses (NPTEL, CBCC etc.) which increases the employability in Ayurveda
education & ascertains enough confidence to deliver the given clinical responsibilities at Various
Level.
Future Prospects:
The student who learns this course will be able to focus on skill based learning with professional
attitude and high quality communication skills which will help them in the clinical practice at
OPD/IPD/Casualty level and with better administration and documentations.
Eligibility: IV Professional BAMS students
Language: English.
Duration: 30Hrs
Evaluation: Pretest & Post-test based assessment
I. Teaching methods and hours : Total -35Hrs

 Lecture and AV classes : Hr, Min
 Demonstration : Hrs, Min
 Hands on experience : Hrs, Min
 Assessment and PBL : Hrs, Min
 Self-Study : Hr, Min
3
 Role play : Hr Min
 Presentation and discussion by Students : Hr
 Any other :
Syllabus
1. IV Professional Departmental Introduction –

2. Professional Attitude and Professional etiquettes
3. Health Care Systems – Functionality of system
4. Allied Course - Scope and Employability
5. Quality in Health care Management and standards
6. Hospital Visit – Various Wings of the hospital
II. Assessment:
Students are assessed for Knowledge, skills, attitude, Written, activity, comprehension,
Viva etc.
4
S. No Content Hrs
01 Professional Attitude and Professional etiquettes 07 Hours
 Introduction Definition and meaning of Professional Behavior &
Etiquettes
 Personality development, Interpersonal
and Communicative Skills
 Major challenge and overcoming these challenges in effective learning
the skills.
 Professional attitude, Confidence building, time management and
Professional ethics.
 IV Profession Responsibilities Code of conduct/Attendance Clinical
Postings
 Etiquettes & Code of conduct related to the departments
02 Learning Objectives in IV Profession 07 Hours
 Departmental Introduction
 Introduction to the clinical curriculum.
 Strength and Achievements of the department (research Projects etc.)
 PG in concern specialty & Its scope in practice as well as employability
 Facility available with depts.
Journal Records, Case papers writing skills & Disciplines in
Examination
03 Health Care Systems 04 Hours
 Functional System of the Hospital and Pharmacy
 OPD Documentation and IPD Documentation.
 Medico legal aspect and documentation policies.
04 Allied Courses - Scope and Employability 01 Hour
 Introduction to Allied Courses
Different Allied Courses and their scope and Employability (NPTEL,
CBCC, VAC) courses with UG /PG Degree.
05 Quality in Health care Management and standards 04 Hours
 Introduction to the need for Quality in Healthcare
 Components of Quality in Healthcare – Awareness & Orientation on
NABH.
 Components of Quality in Professional Education - NAAC
 Standardization and Accreditation & their significance
 Knowledge of Biomedical waste & its application in clinical postings &
Hospital infection Control.
 Hygiene and Sterilization - its application during clinical postings
06 Hospital Visit – Various Wings of the hospital 07 Hours
A B C D
5
Unitized Schedule
Sl. No Department Resource Person Time Teaching

Methods
1) Induction Program
 Prayer 9.00 –
 Welcome 10.00am
 Lamp Lighting
 Address by Principal
 Vote of Thanks
2) Kayachikitsa 60 minutes Didactic
Lecture/PPT
3) Panchakarma 60 minutes Didactic
Lecture/PPT
4) Shalyatantra 60 minutes Didactic
Lecture/PPT
5) Shalakyatantra 60 minutes Didactic
Lecture/PPT
6) R.M and Statistics 30 minutes Didactic
Lecture/PPT
7) PE 30 minutes Didactic
Lecture/PPT
8) IV Profession Responsibilities 60 Minutes Didactic
Code of conduct/Attendance Lecture/PPT
Clinical Postings
9) Development of Professional Attitude 60 Minutes Didactic
Confidence building & time management Lecture/PPT
10) Personality development 60 Minutes Didactic
 Ways to communicate/Goals Lecture/PPT
 Communication process/barriers
Improving communication, importance of listening
11) Scope and Employability of allied (NPTEL,CBCC,VAC) 60 Minutes Didactic
6
courses with UG /PG Degree Lecture/PPT
12)  Awareness & Orientation on NABH. 60 Minutes Didactic
 Functional System of the Hospital and Pharmacy Lecture/PPT
Dispensary System
OPD Documentation and IPD Documentation
13) Case Paper writing skills – OPD and IPD 4 hours PBL
Documentations
14) NAAC Accreditation & its significance 60 Minutes Didactic
Lecture/PPT
15) Medico legal aspects and documentation 60Minutes Didactic
Lecture/PPT
16) OT Etiquettes, 120 Minutes Didactic
OT Code of Conduct Lecture/PPT
OT Documentation and its significance
Donning of Gloves
Hands Scrubbing
17) Panchakarma theatre Etiquettes Panchakarma Theatre 120 Minutes Didactic
Code of Conduct Panchakarma Theatre functional Lecture/PPT
systems
18) Knowledge of Biomedical waste & its application in 60 Minutes Didactic
clinical postings Lecture/PPT
Hospital infection Control
19) Hygiene and Sterilization - its application during clinical 60 Minutes Didactic
postings - Hand Hygiene etc. Lecture/PPT
Video / Hands
on Training
20) Integrated Services, Super specialty services and its 60 Minutes Didactic
relevance in Clinical practice Lecture/PPT
21) Hospital visit – Various Wings 07 Hours
A- B- C- D
7
REFERENCE BOOKS

01 Jennifer Tinch Hospital Etiquettes  Format: Kindle Edition
How to get better patient
 Publisher: Jennifer Tinch (22 May 2016)
care
 Sold by: Amazon Asia-Pacific Holdings
Private Limited
 Language: English
02 Barun K Mitra Personality development and  Language: English
Soft Skills  Binding: Paperback
 Publisher: Oxford University Press
 ISBN: 9780199459742, 0199459746
 Edition: 2nd edition, 2016
03 Singh Hari Quality in Health care  Publisher: Taylor & Francis Ltd
Management and standards  Language: English
Essentials of Management  ISBN: 9781138297487, 1138297488
for Healthcare Pages: 283
Professionals (English,
Hardcover, Singh Hari)
04 R Biomedical Waste Hardcover: 354 pages
Radhakrishnan Management Publisher: Sumit Enterprises (1 Jan 2007)
Language: English
ISBN-10: 8184200013
ISBN-13: 978-8184200010
05 Didier Pittet Hand Hygiene: A Handbook Series: Hospital Medicine: Current Concepts
John.M. Boyce for Medical Professionals  Paperback: 456 pages
Benedetta (Hospital Medicine: Current Publisher: Wiley-Blackwell; 1 edition (June
Allegranz Concepts) 6, 2017)
 ISBN-10: 9781118846865
 ISBN-13: 978-1118846865
 ASIN: 1118846869
06 Emanuel Hayt Medicolegal Aspects of  Hardcover: 519 pages
Hospital Records  Publisher: Physicians Record Co; 2nd
edition (June 1, 1977)
 ISBN-10: 0917036131
 ISBN-13: 978-0917036132
07 Dagmar Well-Mannered Medicine:  Paperback: 264 pages
Wujastyk Medical Ethics and Etiquette Publisher: Oxford University Press; 1
in Classical Ayurveda edition (August 2, 2012)
 ISBN-10: 0199859965
 ISBN-13: 978-0199859962
8
PRETEST
1. Which of the following is most appropriate Clinical Curriculum in IV profession
1. Theory, Clinical postings
2. Theory, Clinical postings, Skill lab teaching,
3. Theory, Clinical postings, Skill lab teaching & Hands on training,
4. PK & Operation Theatre code of conduct
2. What are the accreditation bodies for Standards in health care system?
1. NABH
2. NAAC
3. NBA
4. UGC
3. What are the accreditation bodies for Standards in Ayurveda Education system
1. NAAC
2. NABH
3. UGC
4. AICTE
4. NABH stands for …………………………………
1. National board accreditation for Hospitals & Healthcare Providers
2. National board accreditation for healthcare system
3. National board accreditation for Health
2. National board accreditation for human’s health care
5. NAAC stands for
1. National Assessment and Accreditation Council
2. National Accreditation and Assessment Council
3. National Assessment and Accreditation committee
4. National Assessment and Accreditation country
6. Which of the following is correct route of OPD level care system of the Hospital
for patient
1. Reception Screening O.P.D Pharmacy Exit
2. Reception O.P.D Pharmacy Exit
3. O.P.D Pharmacy Exit
4. Casualty Pharmacy Exit
9
7. Which of the following is correct path of Functional system of laboratory and X-ray
Lab when patient comes?
1. Reception Screening O.P.D Lab/Xray Bill counter
Lab/Xray OPD/Exit
2. Reception O.P.D Lab/Xray Lab/Xray Exit
3. Lab/Xray Bill counter Lab/Xray OPD/Exit
4. Reception Screening O.P.D Lab/Xray Bill counter
Lab/Xray OPD/Exit
8. Which of the following is correct route of Admission process of the patient in IPD
1. Reception Screening O.P.D IPD
2. Reception O.P.D Pharmacy IPD
3. O.P.D Pharmacy IPD
4. Casualty Pharmacy IPD
9. What are the basic OT and PK ETIQUETTES?
10. Did you know about the Clinical Research and Various Govt Organizations in
research?
1. CCIM, IMA
2. CCRAS, CCRS, CCRUM
3. AFI, NIMA
4. ALL
Do you find this VAC Useful in the learning IV profession Process within 100 words?
10
KAHER’s
(Deemed to be Unversity)
Accredited ‘A’ grade by NAAC
Shri B M Kankanawadi Ayurveda
Mahavidyalaya, Shahapur, Belgaum—03
Sanskara
Principal
Dr. B. S. Prasad MD, PhD
E-mail: dr_bsprasad@rediffmail.com
Sanskarasya hi Gunantaradanamuchyate
PG Coordinator
Dr. Kirankumar Mutnali MD (Ayu)
Reader, Dept of Kayachikitsa
Department of Post Graduate Studies

PREAMBLE
Pupils from various parts of country with different languages, cultural
background, and academic status chasing their dreams take admission to pursue post-
graduate degree and specialty in the area of their interest. Coming from different places
with different background it is essential to bring all of them to a common platform. In
this order, initially before commencement of their specialty classes, few common
subjects and activities viz., synopsis writing skills, workshops, practicals, orientation on
research methodology and statistics are bestowed to them to strengthen their basic
academics. This will enable and help them all in their future academic activities like
synopsis writing, dissertation writing and publication of their scientific work through-
out the PG career. Therefore the Sanskar (Induction Program) will offer them an
exposure to various platforms where in they can learn basics of many Post Graduate
common academic activities.
AIMS AND OBJECTIVES
 To make the PG scholars familiar and acclimatize with the college campus
 To prepare PG scholar well to identify the research area and expertise in preparing
the quality synopsis
 To make them aware of rules and regulations of the institution, society and
University.
 To make them familiar with basics of PG general academic activities
 To make them aware of various institutional policies regarding publication, clinical
research, audit, in-house and peripheral postings etc.
 To develop congenial atmosphere in the campus.

2

SANSKAR
Transformation towards Scholar
For Post Graduate Scholars
1
Preamble:
Pupils from various parts of country with different languages, cultural background, and
academic status chasing their dreams take admission to pursue post-graduate degree and
specialty in the area of their interest. Coming from different places with different background
it is essential to bring all of them to a common platform. In this order, initially before
commencement of their specialty classes, few common subjects and activities viz., synopsis
writing skills, workshops, practical’s and orientation on research methodology and statistics
are bestowed to them to strengthen their basic academics. This will enable and help them all
in their future academic activities like synopsis writing, dissertation writing and publication
of their scientific work through-out the PG career. Therefore the Sanskar (Induction Program)
will offer them an exposure to various platforms wherein they can learn basics of many Post
Graduate common academic activities.
Aims and Objectives:
• To make the PG scholars familiar and acclimatize with the college campus
• To prepare PG scholar well to identify the research area and expertise in preparing the
quality synopsis
• To make them aware of rules and regulations of the institution, society and
University.
• To make them familiar with basics of PG general academic activities
• To make them aware of various institutional policies regarding publication, clinical

research, audit, in-house and peripheral postings etc.
• To develop congenial atmosphere in the campus.
• The Scholars will be acclimatizing to the standards of Post Graduate Education,

working environment and nature of duties and responsibilities.
Eligibility: MD / MS PART I Scholars
Language: English.
Intake Capacity: Minimum15. Maximum 64
2
Duration: 140 Hours
Evaluation: Assignment based Assessment is done by evaluation tests
• Didactic Lectures
• A.V lectures
• Guided self-learning
• Demonstration
• Hands on training
• Assignment
• Bed side visits
Syllabus:
ENTRY LEVEL
• Medical Ethics
• Hospital Etiquettes
• Basic Life Support And Advance Cardiac Support
• Personality Development and Communication Skills
• MET/ICT – Medical Photography, AV Aids, PPT, Videos
MID LEVEL
• GCP
• GLP
• IPR
• Synopsis Writing
• Case Report Format
3
ENTRY
LEVEL
4
MEDICAL ETHICS
For MD Part I Scholars
Preface
In present day healthcare practice has become extremely complex and multifaceted making the
healthcare professionals to face several ethical dilemmas. Often physicians are unprepared to
manage such situations competently. We begin physicians are highly privileged to have a great
Doctor – Patient relationship where we exchange scientific knowledge and care completely
based on ethics and Trust. Thus Doctor-Patient relationship once treated as a noble relationship
has now become a commercial relationship. Where in Doctor is a service provider and the
patient is Consumer. Because of Commercialization the ethics becomes as integral part of
medical practice. This is value added course specifically structured to reinforce and strengthen
the ethical mindset and practice of physicians and provide tools to find ethical solutions to
these dilemmas.
Aim:
Enable the medical professionals to practice sound medical ethics and overcome the conflicts
with more competencies.
Objectives:
• To understand the importance of ethics and professionalism in the practice of medicine
• To understand the relationship between medical ethics and medical professionalism
• To understand ethical and legal aspects relating to informed consent, decision making and
advance directives etc.
• To understand ethical and legal aspects of professional secrecy.
• To understand the Personal, Official, Legal and social duties of the physician.
Eligibility: MD Part I Scholars
5
Language: English.
Intake Capacity: Minimum 15, Maximum 64
Duration: 7 Hrs
• Lectures, AV class, Case Studies, Group discussions etc.

Syllabus:
1. Introduction to Medical Ethics

2. Doctor Patient Relationship
3. Duties of Doctor during clinical practice
4. Medical Negligence - with case studies
5. Professional Misconduct - with case studies
6. Ethical Issues in special cases
7. Medical Ethics in Ayurveda
6

Learning
Methodology
02 Hrs
01 Introduction to Medical Ethics
• What is Morality & Ethics?

• What is medical ethics?
• Why study medical ethics?
• Medical ethics, medical professionalism,
human rights and law
• Hippocratic Oath
Duties of Doctor during clinical practice
• Personal Duties
• Official duties
• Legal duties
• Social duties
• Conflict of interests and professional
duties
2nd Credit Hours: 02Hrs

Learning
Methodology
01 Doctor Patient Relationship 02 Hrs
• Effective communication
• Patient’s Autonomy
• Confidentiality
• Informed Consent
7
• Decision making in End life situations
• Disclosure of Truth
• Patient’s Rights
• Attending Emergency Patients and the
right to refusal to treat.
3rd - Credit Hours: 01 Hrs

Learning
Methodology
01 • Medical Negligence - with case studies 01 Hrs

• Commonly encountered Medical
Negligence in Ayurveda Clinical Practice
& Hospital Management
• Professional Misconduct - with case
studies
4th - Credit Hours: 01Hrs

Learning
Methodology
01 Ethical Issues in special cases 01 Hrs
• Ethical issues related to Reproductive

Health
• Ethical issues related to treatment of
HIV/AIDS patients
• Ethical issues related to Transplantations
8
of Organs
Mentally Unsound patients
Children
5th - Credit Hours: 01 Hrs

Learning
Methodology
01 Medical Ethics in Ayurveda 05Hrs
• Types of Vaidya
• Vaidya Guna
• Vaidya vrutti
• Vaidya Sadvrutta
• Methods of Vadiya guna vruddi
• Charaka Oath
9
REFERENCE BOOKS
01 Prof (Dr) D.J. Borah Medical Ethics for Ahuja Publishing House, Delhi-35
Students & Doctors
02 C M Francis Medical Ethics Jaypee Brothers Medical Publishers Pvt.

Ltd, New Delhi
03 Albert R Jonsen A short history of Oxford University Press, New Delhi

Medical Ethics
04 K.S.N. Narayan Reddy Text book of Forensic K P Reddy Publishers, Malakpet,

Medicine & Hyderabad
Toxicology
05 Modi Text book of Medical Lexis Nexis Publications, Gurgaon,

Jurisprudence & Haryana
Toxicology
06 Acharya Charaka Charaka Samhita Choukamba Publications New Delhi
07 Acharya Sushruta Sushruta Samhita Choukamba Orientalia Varanasi
08 Acharya Vridda Ashtanga Sangraha Choukamba Sansrkita Series Office

Vagbhata Varanasi
09 Acharya Vagbhata Ashtanga Hrudaya Krishnadas Academy Varanasi,

Choukamba Presses Varanasi
10
HOSPITAL ETIQUETTES
Preamble:
Medical etiquette is defined as rules of procedure which governs conduct of members of

profession in their relationship with one other. It is based on fundamental principles and
values of medical ethics, especially compassion, beneficence, non-Maleficence, respect for
person, justice and accountability.
Medical etiquette is almost unknown to many younger physicians. This course will
enable students to maintain manners, mutual understanding, sharing of knowledge and
professionalism in the Ayurvedic medical practice.
Aim:
Proficient to:
• Ensure and Develop Polite behavior, better communication skill, better body language
• To bring in intimate doctor-patient relationship
Objectives:
• Designing and developing a sense of self professional grooming techniques to suit the
profession.
• To bring in the politeness into ones behavior.
• To learn and adopt verbal and non –verbal effective communication skills, which
influence positive health outcomes.
• Encouraging developing the skill for polite listening (patience) for better diagnosis.
• Setting standards to maintain secrecy of patient’s data for better Social life of patients.
• Setting standards for polite behavior and Mannerism.
• The students will be with standards for better professional outlooks, Communication
skills and polite behavior skillful recording techniques.
Eligibility: MD / MS Part I PG Scholars
11
Language: English.
Duration: 6 Hours
Six credits of total 15 hours (students will be awarded credits points after attending
80% of teaching and training schedule and after completion of the given assignments).
• Didactic Lectures
• A.V lectures
• Guided self-learning
• Demonstration
• Assignment
• Bed side visits
Syllabus:
• Concept of Medical Etiquettes

• Communication skills.
• Listening and observation
• Behavior and mannerism
• Discussion and role play
• Assessment
12
1st - Credit Hours: 01 Hours Theory: 1 Hours
S. No Content Hours Teaching & Learning

Methodology
Concept of Medical Etiquettes
• Introduction and Definition of

01 Hours
01 Medical etiquettes. A/V Lecture
• Professional grooming techniques
• Importance and necessity of
medical equipment.
2nd Credit Hours: 02 Hours Theory: 02 Hours

Methodology
02 Communication skills.
• Principles and fundamentals of

communication.
A/V Lecture and
• Verbal and Non-verbal
02 Hours
communication Hands on training
• Eden Soler theory
• Written & oral communication
skills.
13
3rd - Credit Hours: 01 Hours Theory: 01 Hours

Methodology
Listening & Observations
• Listening comprehension
03 01 Hours A/V Lecture
• Understanding the conversations for
better diagnosis
4th - Credit Hours: 01 Hours Theory: 01 Hours

Methodology
04 Behavior and Mannerism
• Definition, meaning A/V lecture

• Behavioral psychology and types of 01 Hours
behavior
• Concept of mannerism
5th - Credit Hours: 01 Hours Theory: 01 Hours

Methodology
05 Discussion & Role play
• Ensuring the applications of medical Lecture

etiquettes 01 Hours
Role play
• Scenario and role play
• Assessment
14
ASSESSMENT CRITERIA
Sl Name of Duration Total teaching Total Evaluation methods

No the contents theory
course class
01 Medical 16 Hours 1) Concept of 02

Medical Etiquettes
Etiquettes
02 2) Communication 04
skills.
03 3) Listening & 02
observation
04 4) Behavior and 04
mannerism
05 5)Discussion & role- 02

play
06 6)Assessment 02
15
SCORE CARD
Performance Score % Performance

Attendance Score %
Theory Score %
CREDIT (1 Hour attendance =1%)
Internal Evaluation ---------------------
20%
=40%MCQ --------=40%
1)
2)
3)
4)
OVER ALL 40-59% 60-75% 75%& Above

SCORE % A
C B
REFERENCE BOOKS
01 Colin Ogilvie. Chamberlains • Library of congress Cataloguing

symptom & signs in in publication.
Christopher C. Evans
clinical medicine
02 Graham Doglas Macleods Clinical Library of congress Cataloguing

Examination in publication.
Fiona Nicol
Colin Robertson
03 www.themitchellorganisation.com - -
04 www.physicianspractice.com - -
05 www.journals.sagepub.com - -
16
BASIC LIFE SUPPORT AND ADVANCE CARDIAC SUPPORT
BLS and advanced cardiac support workshop trains participants to promptly recognize
several life-threatening emergencies, give high-quality chest compressions, deliver
appropriate ventilations and provide early use of an AED. It is a classroom, video-based,
instructor-led course that teaches adult BLS use as well as how to relieve resuscitate an
adult. This course teaches skills with research-proven Practice-While-Watching (PWW)
technique, which allows instructors to observe the students, provide feedback and guide
the students’ learning of skills.
Aim – To resuscitate the person suspected to have sudden cardiac arrest
Objectives –
1. PG Scholar should be able to assess the person of cardiac arrest

2. Able to give Basic life support in effective manner.
3. To assess and assist in ACLS.
Type of Course: Workshop
Advantage of the Workshop:
On completion of CPR training, the participant should be able to demonstrate

resuscitation of an adult in cardiac arrest. This will be assessed during or at the end of the
training, using a simulated incident and a resuscitation training manikin. Adult CPR consists
of the following steps, which should be performed sequentially:
• Check for risks to the victim, any bystanders, and yourself
• Assess the victim to be unresponsive
• Open the airway
• Establish absence of normal breathing
• Alert the ambulance service
• Perform chest compressions
• Give rescue breaths
• Maintain CPR with the correct ratio of chest compressions to rescue breaths
17
Eligibility: MD / MS Part I PG Scholars
Language: English.
Duration: 5 Hours
Six credits of total 15 hours (students will be awarded credits points after attending
80% of teaching and training schedule and after completion of the given assignments).
• A.V lectures
• Demonstration
• Assignment
Syllabus:
• Introduction
• Adult BLS & CPR
• Sequence
• Skills
• AED Defibrillation
• CPR Quality Accountability
• Recovery Position
Assessment: Assessed for Knowledge, Skills, Attitude, Written Activity, Comprehension,

and Questionnaire.
18
SCHEDULE
S.No Contents Time Coordinator Venue
Welcome and Introduction of Dr Pradeep

1. 9 –9.15 am Clinical Skill Lab
CPR Shindhe
Dr Pradeep
2. Presentation on CPR 9.15-10.15 am Clinical Skill Lab
Shindhe
10.15- 10.30
3. Video Demonstration on CPR Dr Ramesh K Clinical Skill Lab
am
4. Hands on training on BLS 10.30-11.30 am Dr Ramesh K Clinical Skill Lab
5. Break 11.30 - 11.45am
Video Demonstration and 11.45 am -

6. Dr Laxmikant Clinical Skill Lab
Hands on training on ACLS 12.45pm
Vote of thanks & Feedback 12.45pm

7. Dr Santosh Y M Clinical Skill Lab
on workshop 1 pm
19
PERSONALITY DEVELOPMENT
& COMMUNICATION SKILLS
Introduction:
Personality of a person is defined as the amalgamation of qualities and attributes which

contribute to the person’s character and image. It arises from within and makes us who we
are. The personality of an individual is determined and judged by his/her appearance,
behavior, attitude, education, values and some more varying characteristics. Most people lack
a working knowledge of the techniques of developing a personality. This course helps in
bridging a Gap between what one knows and what one needs to know.
Aims
• To create awareness amongst the UG and PG Scholars regarding the principles of

Success.
Objectives:
• To Train PG Scholars on developing a stronger inner personality
• Personality development
The course facilitates the students to develop a strong Personality
Language: English.
Duration: 15 Hrs
Five Credits:
• Each credit includes 03 hours

• After completion of each credit assessment & evaluation is done
20
• After completion of 5 credits, final assessment & feedback.
• Didactic Lectures, AV class, Demonstration & Hands on training.

and Questionnaire.
Five credits of total 15 hours (students will be awarded credits points after attending 80% of
Syllabus:
• Goal setting and Dream building

• Personality Windows
• Communication Skills
• Dressing for Success
• Living with confidence
• Attitude is Life
• Time Management
• Leadership Skills
Personality Development- For 1st PG
1st Credit: 3 hours
Teaching & Learning

S. No Content Hrs
Methodology
Didactic Lecture,
Goal setting and Dream building
1. 02 Hrs Group Discussion and
• Process of Goal setting
AV class
Didactic Lecture,
2. Personality Windows 01 Hour Group Discussion and
AV class
21
2nd Credit: 3 hours
Communication Skills
Didactic Lecture,
• Art of dealing with people
3. 02Hrs Group Discussion and
• Communication with Patients/Client
AV class. Workshop
• Communicating with hospital staff
Didactic Lecture,
4. Dressing for Success 01Hour Group Discussion and
AV class
3rd Credit: 3 hours
Didactic Lecture,
5. Living with confidence 03 Hours Group Discussion and
AV class
4th Credit: 3 hours
Didactic Lecture,
6. Attitude is Life 01 Hours Group Discussion and
AV class
Time Management
• Skill in Organizing and Managing time

Didactic Lecture,
and oneself
7. 02 hour Group Discussion and
• Time killers and techniques of
AV class
overcoming
• Quadrants of Urgency and priority
22
4th Credit: 3 hours
Didactic Lecture,
8. Leadership Skills 03 Hours Group Discussion and
AV class
23
ASSESSMENT CRITERIA
SCORE CARD


SCORE % D C B A
REFERENCE BOOKS
01 Barun K. Mitra Personality Oxford University Press; Second edition

Development and ISBN-10: 9780199459742
Soft Skills
ISBN-13: 978-0199459742
02 Surya Sinha Complete Personality Publisher: Diamond Books

Development Course Language: English
ISBN-10: 8128830562
ISBN-13: 978-8128830563
24
03 Napoleon Hill Success Through a Publisher: Fingerprint! Publishing
Positive Mental (1 December 2018)
Attitude Language: English
ISBN-10: 9388369742
ISBN-13: 978-9388369749
04 Dale Carnegie The Leader in You Publisher: Amazing Reads
• Language: English
ISBN-10: 9387585069
• ISBN-13: 978-9387585065
05 Shiv Khera You Can Win Publisher: Bloomsbury India
Language: English
ISBN-10: 9382951717
• ISBN-13: 978-9382951711
25
MEDICAL EDUCATION TECHNOLOGY
Introduction:
Most of the PG scholars choose teaching as profession and land up in classes without
enough knowledge of what it actually means to be a Good teacher. Hence a means is required
to transform the students into effective teachers; with this idea this value added course is
setup. There are number of innovations keep happening in the field of education.
Innovation in medical education has almost become synonymous with technology and
the use of technology in the field is growing exponentially. It seems technology is
everywhere - articles about it are frequently published in medical education journals, special
interest groups are now firmly established, social media use appears ubiquitous amongst
learners and technology-related content regularly features in conference proceedings.
To pace up the PG scholars in par with the demands of learning community and to
train the students the entire curriculum is designed.
Aims
• To create awareness amongst the PG Scholars regarding the principles of medical

education technology.
Objectives:
• To Train PGs into different Methods of teaching used for Medical Education.
• To make future teachers as confident teachers making the process of learning and
teaching an enjoyable productive process
• Medical Education Technology involves various techniques to be an effective teacher
The course facilitates the students to learn various teaching methods.

26
Language: English.
Duration: 15 Hrs
Five Credits:
• Each credit includes 03 hours

• Didactic Lectures, AV class, Demonstration & Hands on training.

and
Questionnaire.
Syllabus:
• Adult Learning Principles

• Domains and Taxonomy
• Curriculum, Outcomes and Objectives
• Teaching Learning Methods
• Teaching Large Groups
• Teaching Small Groups
• One minute preceptor
• Assessment
• ICT teaching methods
27
Medical Educational Technology –MD Part I
1st - Credit Hours: 03Hrs 15 Minutes
Content/Title Duration Teaching Learning

Method
Adult Learning Principles 30 minutes Didactic Lecture, Group

Discussion and AV class
Domains and Taxonomy 30 minutes Didactic Lecture, Group

Curriculum, Outcomes and Objectives 75 minutes Didactic Lecture, Group

2nd - Credit Hours: 03Hrs
Framing Specific Learning Objectives 60 minutes Didactic Lecture, Group

Introduction to Teaching Learning Methods 60 minutes Didactic Lecture, Group

Activity: T-L Methods 60 minutes Didactic Lecture, Group

3rd - Credit Hours: 03Hrs
Aligning Curriculum, Objectives and T-L 60 minutes Didactic Lecture, Group

methods Discussion and AV class
Teaching Large Groups 60 minutes Didactic Lecture, Group

Teaching Small Groups 30 minutes Didactic Lecture, Group

One minute preceptor 30 minutes Didactic Lecture, Group

28
Introduction to Assessment 75 minutes Didactic Lecture, Group

Writing Triad 30 minutes Didactic Lecture, Group

Presentations of Micro Teaching 75 minutes Didactic Lecture, Group

ICT teaching methods 165 minutes Didactic Lecture, Group

Discussion and AV class,
Hands on training
ASSESSMENT CRITERIA
SCORE CARD


SCORE % D C B A
29
REFERENCE BOOKS
01 David I. Newble Handbook for Medical Springer; 4th edition (October 1, 2001)
Teachers ISBN-10: 0792370929,
Robert Cannon
ISBN-13: 978-0792370925
02 Peter Cantillon, ABC of Learning and BMJ Books; 1 edition (August 8, 2003)
Teaching in Medicine ISBN-10: 0727916785
Linda Hutchinson,
(ABC Series)
ISBN-13: 978-0727916785
Diana Wood
03 Geoffrey R. Norman, International Handbook Kluwer Academic Publishers (Hardcover)

of Research in Medical ISBN-10: 1402004664, ISBN-13: 978-
Cees P.M. van der Vleuten
Education 1402004667
(Editor),
D.I. Newble (Editor)
04 Yvonne Carter, • Oxford University Press, USA; 1 edition

Medical Education and
Training (December 15,
Neil Jackson (Editor)
• ISBN-10: 0199234213,
• ISBN-13: 978-0199234219
05 Other reference books • https://www.homeobook.com/list-of-

are available on the text-and-reference-books-on-medical-
given website education-and-technology/
30
MID
LEVEL
31
GOOD CLINICAL PRACTICE
For MD 1st Year
Introduction:
Good Clinical Practice is a set of guidelines for biomedical studies which comprises
the design, conduct, termination, audit, analysis, reporting and documentation of the studies
involving human subjects. The fundamental principle of GCP is that in research on mankind,
the interest of science and society should never take precedence over considerations related to
the wellbeing of the study subject. It aims to ensure that the studies are scientifically and
ethically sound and that the clinical properties of the pharmaceutical substances under
investigation are properly documented. The guidelines try to establish two basic principles:
protection of the rights of human subjects and authenticity of biomedical data generated.
Aim & Objectives:
GCP training aims to ensure that:
• The rights, safety, and well-being of human subjects are protected

• Clinical trials are conducted in accordance with approved plans with rigor and
integrity
• The responsibilities of investigators, sponsors, monitors in the conduct of clinical
trials are well understood
• Data derived from clinical trials are reliable
Also, upon completion of this training, scholar will be able to:
• Recount the origin of Good Clinical Practice and explain how and why it evolved
over time.
• Identify sources for Good Clinical Practice guidance, summarize key elements, and
determine which apply to the specific product.
• Evaluate case studies pertaining to GCP.
Eligibility: BAMS
Language: English
32
Duration: 20 Hours
- Didactic Lectures, AV class, Demonstration and Hands on training.
Methods : Hours
Didactic classes and AV classes :
Audio-Video demonstration :
Demonstration / Hands on experience :
Discussion/Problem based learning :
Group activity :
Syllabus:
• Introduction to GCP and Regulatory guidelines

• Components of Protocol
• Prerequisites for clinical trial
• Ethical and Safety Considerations
• Responsibilities of Sponsor and Monitor
• Responsibilities of Investigator
• Record Keeping and Data Handling
• Special Concerns - Clinical Trials of Herbal Remedies and Medicinal Plants
33
Outline of Syllabus:
S. Duration
Topic Mode of teaching
No.
Didactic lecture and 2 hrs
Introduction to GCP & regulatory guidelines
AV classes
• Introduction to clinical trials
1. • Important definitions related to GCP

• Need for GCP
• History of Human Ethics in Clinical
Practice
Components of Protocol Didactic lecture and 1 hr
2.
• Objectives and Justification AV classes and
• Study design Group discussion
• Inclusion, Exclusion and Withdrawal of
Subjects
• Assessment of Efficacy
• Assessment of Safety
• Publication policy
Prerequisites for clinical trial Didactic lecture and 1 hr
3.
• Permission of Regulatory authorities AV classes and
• Investigational Pharmaceutical Product Group discussion
• Pre-Clinical supporting data
Ethical & Safety Considerations Didactic lecture and 2 hrs
4.
• Ethics Committee AV classes and
• Informed Consent Group discussion
• Confidentiality
• Compensation and Insurance
• Special Groups
Responsibilities of Sponsor and Monitor Didactic lecture and 1 hr
5.
AV classes
Responsibilities of Investigator Didactic lecture and 1 hr
6.
AV classes
34
Record Keeping and Data Handling Didactic lecture and 1 hr
7.
AV classes
Special Concerns -Clinical Trials of Herbal Didactic lecture and 2 hrs
8.
Remedies and Medicinal Plants AV classes and
Group discussion
Investigator’s Brochure Group activity 2 hrs
9.
Protocol writing Group activity 2 hrs
10.
2 hrs
11. CRF, ICF, PIS, ADR forms etc. Group activity
Other Essential Documents Group activity 1 hr

12.
Publication Issues PBL / Group activity 1 hr
13.
1 hr
14. Safety reporting and assessment PBL / Group activity
35
REFERENCES
1. Handbook On National Ethical Guidelines For Biomedical And Health Research

Involving Human Participants, Edited & Coordinated by Dr. Roli Mathur, Scientist ‘E’ &
Head ICMR Bioethics Unit, NCDIR, Bengaluru. Published by Director-General Indian
Council of Medical Research (ICMR), New Delhi - 110 029. 2018.
2. ICH HARMONISED GUIDELINE Integrated Addendum To ICH E6 (R1): Guideline
For Good Clinical Practice E6(R2) Current Step 4 version dated 9 November 2016.
Published by International Council For Harmonization Of Technical Requirements For
Pharmaceuticals For Human Use (ICH).
3. Handbook for Good Clinical Research Practice (GCP) Guidance for Implementation
Published by WHO Library Cataloguing-in-Publication Data 2002.
4. Good Clinical Practice Guidelines for Clinical trials in Ayurveda, Siddha, Unani
Medicine (GCP-ASU) Department of AYUSH, Ministry of Health & Family Welfare,
Government of India, New Delhi, www.indianmedicine.nic.in ISBN: 978-81-910195-8-2
5. General Guidelines for Clinical Evaluation of Ayurvedic Interventions (Vol: III) Central
Council For Research In Ayurvedic Sciences (CCRAS) Ministry of AYUSH,
Government of India, New Delhi- 110058. First Edition – 2018 ISBN: 978-93-83864-22-
5.
6. Dr A Vijayananthan Dr. O Nawawi. The importance of Good Clinical Practice guidelines
and its role in clinical trials Biomed Imaging Interv J. 2008 Jan-Mar; 4(1): e5. Published
online 2008 Jan 1. doi: 10.2349/biij.4.1.e5 PMCID: PMC3097692 PMID: 21614316.
7. S Abraham D Grace T Parambi S Pahuja. Milestones In Development Of Good Clinical
Practice. The Internet Journal of Health Volume 9 Number 1, 2008.
36
GOOD LABORATORY PRACTICE
For MD PART I
Aim:
Proficient to:
• Understand and follow the SOP for Drug testing.

• Identification of instruments and equipment.
• Quality control standards for Ayurvedic formulations/ drugs.
• Ability to implement Laboratory and biomedical waste management.
Objectives:
1. Able to identify laboratory reagents and instruments and equipment’s used for
analytical testing of Ayurvedic drugs.
2. Able to incorporate advance analytical procedure and standardization techniques
of different procedures.
3. Able to establish a Good laboratory for Ayurvedic pharmaceutics.
4. To implement advance analytical techniques
5. To implement techniques of biomedical waste management.
• Good Laboratory Practice refers to standard operative procedure of laboratory to test

the quality of the product.
The course facilitates the students how good laboratory practices can be adopted in
relation to drug testing and biomedical waste management and how can utilize in
practice.
Eligibility: PG I Year
37
Language: English.
Duration: 30 Hrs.
Five Credits:

• Lectures/PPT, Demonstration & Hands on training, Problem based learning, Group

activity.
Methods : Hours
Lecture / PPT : 4 Hours 45min
Demonstration & Hands on experience : 6 Hours
Demonstration : 8 Hours
Problem based learning : 4 Hours
Group activity : 6 Hours 15 min
Visits : 1 Hr

and Questionnaire.
Syllabus:
1) Good Laboratory Practice

2) Rules for performing studies
38
3) Instrument and Equipment
4) Methodology and Report
5) Peripheral units and Documentation
1st - Credit Hours: 06 Hours

Methodology
1. Good Laboratory Practice (Clinical and Pre 1 Hour Lecture/PPT

clinical)
Introduction, objective and scope, Advantage and

Disadvantage of Good Laboratory practice
2. Fundamental points of GLP 1 Hour Lecture/PPT
3. Laboratory overview 1 Hour Visit
• Drug Testing Laboratory

• Microbiology Laboratory
• Animal house
4. Resources 1 Hour Lecture/PPT
• Human resources
• Facility – Buildings and Equipment
5. • Safety measures 2 Hours Demonstration / Hands

• Training for Human resources
on training
2nd Credit Hours: 06 Hours

Methodology
1. Rules for performing studies 2 Hours Group activity
• Study protocol/ plan
39
• Standard operative procedures
2. Laboratory reagents and reference standards 1 Hour Lecture/PPT
3. Calibration of instruments and Equipment 1 & 1/2 Demonstration

Hours
• Weighing balance
• pH meter
4. Quality assurance 45 min Lecture/PPT
Quality audit 45 min Group activity
3rd - Credit Hours: 06 Hours
S. No Content Hrs Teaching & Learning

Methodology
1. Instrument and Equipment 2 hours Group activity
SOP preparation of Analytical instrument
2. Practical demonstration of Laboratory instruments 4 hours Demonstration / Hands on

training

Methodology
1. Methodology and Reporting 4 Hours Demonstration
Validation of Analytical methods
2. Results: Raw data collection and Reporting 2 hour PBL
40
S. No Content Hrs Teaching & Learning

Methodology
1. Peripheral units and Documentation 1&1/2 Group activity

Hours
Laboratory and Biomedical waste management
2. Microbiology - lab operating procedures 1 hour Demonstration
3. Animal handling, blood withdrawal, dissection 1&1/2 Vedio/Demonstration

Hours
(If subjects are available and IAEC)
4. Documentation 2 Hours PBL
• Samples handling and accountability.

• Receipt, identification, storage, method of
sampling of test and control articles.
• Record keeping, reporting, storage and
retrieval of data.
• Operating of technical audit personnel in
conducting and reporting audits, inspections,
reports, reviews.
• Routine inspection of cleaning, maintenance,
testing
• Calibration of equipment.
• Validation of analytical methods.
• Health and safety protection.
• Animal room preparation and animal care.
• Storage, maintenance and traceability of
microbial cultures.
• Storage, use of reference standards and
Reagents.
• Laboratory waste handling
41
42
ASSESSMENT CRITERIA
SCORE CARD
Performance Score %
Attendance Score % Performance Score %
Theory
(1 Hour attendance Practical
CREDIT Internal Evaluation =1-
=1%) Internal Evaluation
20%
10% =1-20%
MCQ
OVER ALL Upto 39% 40-59% 60-79% 80% & Above

SCORE % D C B A
43
REFERENCE BOOKS
1. https://www.who.int/tdr/publications/documents/glp-handbook.pdf
2. https://www.indiaoppi.com/sites/default/files/PDF%20files/OPPI%20Guidelines%20on
%20Good%20Laboratory%20Practices%28GLP%29.pdf
3. Agrawal DK, Introduction to the WHO/TDR Handbook Handbook Good

Arevalo M, on GLP Laboratory Practice
Bhalla S, Chai Handbook Good Laboratory Practice (GLP) (GLP)
D, Gamaniel KS
4. Huber L Introduction to GLP/cGMP basics. A primer Germany: Agilent

Good laboratory practice and current good Technologies; 2000-
manufacturing practice 2002
5. Seiler JP Excerpts from the United States food and 2nded. New York:
drug agency good laboratory practice for Springer-Verlag
nonclinical laboratory studies 21 code of berlin Heidelberg;
federal regulations part 58. Good laboratory 2005.
practice-the why and the how
6. Sharma PP Practice of GLP. How to practice GLP 1sted. Delhi: Vandana

publications; 2000.
7. https://www.pharmaguideline.com/2011/08/good-laboratories-practice-glp.html
44
INTELLECTUAL PROPERTY RIGHTS
Regulations & Syllabus
For MD/MS Part I Scholars

Currriculum regulations and Syllabi
Sl.No Topics
Section I Preamble
Section II Goals of the course
Section III Aims and objectives of the course
Regulations governing the course
A. Eligibility
B. Intake of student
C. Medium of instruction
Section IV D. Duration of the course
E. Course of study
F. Attendance and progress
G. Scheme of examination
H. Teaching Learning Methods
Section V Subject syllabus
45
Section I
Preamble:
Intellectual property Right (IPR) is a term used for various legal entitlements which
attach to certain types of information, ideas, or other intangibles in their expressed form. The
holder of this legal entitlement is generally entitled to exercise various exclusive rights in
relation to the subject matter of the Intellectual Property. The term intellectual property
reflects the idea that this subject matter is the product of the mind or the intellect, and that
Intellectual Property rights may be protected at law in the same way as any other form of
property. Intellectual property laws vary from jurisdiction to jurisdiction, such that the
acquisition, registration or enforcement of IP rights must be pursued or obtained separately in
each territory of interest.
Intellectual property rights (IPR) can be defined as the rights given to people over the
creation of their minds. They usually give the creator an exclusive right over the use of
his/her creations for a certain period of time.
Intellectual property is an intangible creation of the human mind, usually expressed

or translated into a tangible form that is assigned certain rights of property. Examples of
intellectual property include an author's copyright on a book or article, a distinctive logo
design representing a soft drink company and its products, unique design elements of a web
site, or a patent on the process to manufacture chewing gum.
Ayurveda is the science of life, prevailing from the time of human existence and
which is very much grass rooted in the Indian traditional system of science. Thus to preserve
and nurture this unique system of science, the intellects thriving their ideas must be protected
to justify their knowledge for further advancements. Such a system that would ensure
development in the field of Ayurveda is Intellectual property rights. Intellectual property (IP)
is a term referring to a number of distinct types of expressions for which a set of rights are
recognized under the corresponding fields of law.
It is need of the hour to understand the rights of the intellectual property in order to
upgrade the knowledge about IPR and its laws. It helps to connect the intangible traditional
knowledge can be converted in to tangible adopting advance technology in pre and para and
clinical subjects. The application of these will helps to uplift the glory of Ayurveda across
globe.
46
Section II
Goal of the course
To introduce certified value added course for I year Post Graduate scholars of Ayurveda.
Section III
1. Aims and Objectives
i. To Impart basic knowledge regarding Intellectual property Rights and its outlines.
ii. To stimulate inventive and creative ideas of their minds and intellect.
iii. To connect the bridge between Ayurveda and Intellectual property Rights
iv. To support in filing of Patent and their guidelines of National and International level.
2. Course Outcome:
The student must be able to understand
i. Gross out lines of Intellectual Property Rights.

ii. Overview of laws related to Intellectual Property Rights in India
iii. Understand differences in rules and regulations of IPR in National and International
level.
iv. Patenting techniques and method of Application.
v. Indian Intellectual Property – Administrative Machinery
vi. The Agreement of Trade Related Aspects of Intellectual Property Rights (TRIPS)
vii. World Intellectual Property Organization (WIPO)
viii. Commercialization of Intellectual Property Rights(IPR)
ix. Important Websites
x. Ayurveda & IPR
xi. IPR application to the Traditional system of Medicine.
Future Prospects:
• Acquire basic knowledge about Intellectual Property Rights and its application in
Ayurveda.
47
• Helps to bring back the glory and scientifically thoughts of Ayurveda in global level.
• To prevent treasure of Ayurvedic science in terms of duplication.
• Intangible creative ideas are to be converted in to tangible, assigned by certain rights of
property.
• Helps to develop technology in the field of Ayurveda by inculcating established ideas.
• Application of IPR in pre, Para and Clinical domains.
Section IV
Regulations of governing Intellectual Property Rights value added course.
Curriculum:
A. Eligibility : PG I year
B. Medium of Instructions : English
C. Duration of the Course study : 25 hours (Five Credits)
D. Course of study: All the candidates admitted for the course are required to pursue the
recommended duration as a fulltime manner.
E. Attendance and Progress:
A minimum of 85% of attendance is required to eligible for examination at the end of course
to the condition that He/Her progress and conduct are counted to be satisfactory .
F. Credential system of Course (Credits- Five)
G. Scheme of examinations:
a. Conduction of examination
• After completion of every credit objective based examination will be conducted to

assess the level of understanding.
• Each credit will have 10 marks.
• The final examination is conducted at the end of course, based on syllabus framed.
• The credit performance level will be taken in to consideration and will be added to the
final score.
b. Criteria for Pass:
Minimum 50% marks to be secured to pass.
48
c. Declaration of Class:
A candidate obtaining 50% or more but less than 60% of the marks in grand total in
the first attempt shall be declared to have passed the examination in second class.
A candidate obtaining 60% or more but less than 75% of marks in the grand total in
the first attempt shall be declared to have passed the examination in first class.
A candidate obtaining 75% of marks or more of marks in the grand total in the first
attempt shall be declared to have passed the examination in distinction class.
H. Teaching Learning Methods:
A.V lectures, PBL and Group discussion.
Section V
Syllabi of Intellectual Property Rights
Total credits -05
Marks for each credit - 10
Duration – 25 hours
Theory-100 marks
49
Credit-I
Sr.No Topic and Content Teaching

hours
01 OVERVIEW OF INTELLECTUAL PROPERTY 05
• Introduction and the need for intellectual property right (IPR)
• IPR in India – Genesis and Development IPR in abroad
• History of IPR in India
• Overview of Laws related to Intellectual Property Rights in India
• Overview of Ayurveda and Intellectual Property
• Ayurveda Research and IPR management
• Commercializing Ayurvedic Research under IPR
Credit II

hours
02 PATENTS 05
• Macro-economic impact of the patent system,
• Patent and kind of inventions protected by a patent.
• Patent document.
• How to protect your inventions?
• Granting of patent
• Rights of a patent.
• How extensive is patent protection?
• Why protect inventions by patents?
• Searching a patent.
50
• Drafting of a patent
• Filing of a patent.
• The different layers of the international patent system (national,

regional and international options
Credit III

hours
COPYRIGHT
• What is copyright?
• What is covered by copyright?
• How long does copyright last?
• Why protect copyright?
RELATED RIGHTS
• What are related rights?
• Distinction between related rights and copyright?
• Rights covered by copyright?
Credit IV

hours
TRADEMARKS
• What is a trademark?
• Rights of trademark?
• What kind of signs can be used as trademarks?
51
• Types of trademark
• Function does a trademark perform
• How is a trademark protected?
• How is a trademark registered?
• How long is a registered trademark protected for ?
• How extensive is trademark protection?
• What are well-known marks and how are they protected?
• Domain name and how does it relate to trademarks ?
Credit V
Sr.no Teaching
hours
Topic and content
05 05
GEOGRAPHICALINDICATIONS
• What is a geographical indication?
• How is a geographical indication protected?
• Why protect geographical indications?
INDUSTRIAL DESIGNS
• What is an industrial design?
• How can industrial designs be protected?
• What kind of protection is provided by industrial designs?
• How long does the protection last?
• Why protect industrial designs?
52
NEW PLANT VARIETIES
• Why protect new varieties of plants?
• How can new plants be protected?
• What protection does the breeder get?
• How long do the breeder’s rights last?
• How extensive is plant variety protection?
UNFAIR COMPETITION
• What is unfair competition?
• Relationship between unfair competition and intellectual property

laws?
REFERENCE BOOKS
Sr.No Name of the Book Author and Publication
1) Hand book of Intellectual Property Rights in Author ; Rajkumar S Aduka

India
2) Laws related to Intellectual property Rights Author; V.K.Ahuja
3) How to patent an Idea in India Prasad Karhad
ISBN;9781983372445
4) An Introduction to Intellectual Property rights M. Venkata Raman
ISBN;978-81-910457-2-7
5) NPTEL course - Swayam
53
SYNOPSIS WRITING
Preface
Synopsis (Greek word, sun - together, opsis - seeing) means brief summary of something.
The research synopsis is the plan of a research project. Synopsis is the gist of planned project
submitted for approval from competent authorities. It gives a panoramic view of research for
quick analysis by the reviewers. It provides the rationale for the research, the research
objectives, the proposed methods for data collection and recording formats and/or
questionnaires and interview guides. The synopsis is based on the information provided by
the investigator and by secondary sources of information. A good synopsis will give
maximum information in minimum words.
Aim:
• To enable the post graduate scholars to effectively conceive and write a meaningful research
project. (Synopsis).
Objectives:
• To enable PG Scholar to provide a comprehensive review of research problem.
• To enable PG Scholar to pick up lacunae in existing resources and develop a research
question.
• To enable Research Scholar to state the problem or hypothesis.
• To enable Research Scholar to frame Title, Aim and Objectives of Research Proposal
• To enable Research Scholar to choose appropriate Research Methodology including study
design, settings, sampling, variables, controls, study methods, data collection and analysis.
• To enable Research Scholar to apply for necessary regulatory process including Ethical
Clearance, Registration to CTRI etc.
Language: English.
Intake Capacity: Minimum 15, Maximum 64
Duration: 7 Hrs
• Lectures, AV class, Case Studies, Group discussions etc.
Syllabus:
1. Introduction to Synopsis
54
2. Introduction of Research Area
3. Title, Subtitle
4. Problem analysis (Statement of the problem) Review of literature
5. Aims and objectives
6. Hypotheses
7. Research methodology
8. References
9. Official requirements
10. Appendix A - Research Data collection instruments (e.g., interview guide, questionnaire)

Learning
Methodology
Lecture / Case
01 • Introduction to Research Synopsis 30 min
Studies
• Introduction of Research Area –

• Main problem
Lecture / Case
02 • Context / Background 60 min
Studies
• Relevance and
• Justification
• Guidelines to Framing Title & Subtitle
Lecture / Case
03 • Characteristics of Title 30 min
Studies
• Relation to Main objective
• Problem analysis/ Review of Literature
• Details of Research Problem
• Historical Background of Problem
Lecture / Case
04 • Problems complexity 60 min
Studies
• Review of Scientific Literature
• Theories used to frame research
• Knowledge available
55
• Research methods used
• Degree of success in previous works
• Recent literature which critically synthesizes
knowledge rather than merely describing
• identification of relevant literature through a
thorough and systematic literature search
using combinations of relevant key words in
appropriate databases
• Aims and objectives
Lecture / Case
05 • Identification based on problem analysis 30 min
Studies
• Overall and Specific Objectives
• Hypothesis
• Formulation of Research Hypothesis
• How Crucial element is hypothesis
• Derivation of Hypothesis from theory, Lecture / Case
06 30 min
experience, knowledge concerning Studies
contextual factors
• Hypothesis in Quantitative, deductive
research
2nd - Credit Hours: 03 Hrs

Teaching &
S. No Content Hrs Learning
Methodology
• Research methodology
• Study designs
• Study settings
• Sampling Lecture / Case
01 90 min
• Variables Studies
• Controls
• Study methods - examinations or
investigations
56
• Data collection
• Data analysis – Statistical Tests
• Ethical clearance
Lecture / Case
02 • References 30 min
Study
• Animal Study related Synopsis framing Lecture / Case

03 30 min
• Study
• Official requirements
• Appendix A - Research Data collection
30 min Lecture
04
instruments (e.g., interview guide,
questionnaire)
A synopsis is incomplete if it does not contain the following information:

• Name of the researcher and designation
• Name and designation of the guide
• Name and designation of head of department\institution
• Name of the institution
• Signatures of all with official seal
REFERENCE BOOKS
BK Mahajan Methods in Biostatistics Jaypee Brothers, New Delhi

01
Dr S N Dornala & Dr Ayurvedic Research Chaukambha Sanskrit Pratisthan,

02 Delhi
J Snehalatha Update
Comprehensive Research
Chaukambha Sanskrit Pratisthan,
03 Prof S Suresh Babu Methodology for
Delhi
Ayurvedic Scholars
Manual of Research
Dnyaneshwar Chaukambha Sanskrit Pratisthan,
04 Methodology & Medical
K.Jadhav Delhi
Statistics
57
Dr Dhulappa Research Methodology Chaukambha Sanskrit Pratisthan,
05 Delhi
Mehatare & Biostatistics
Dr Ajit Patil, Pramod Research Methodology Chaukambha Sanskrit Pratisthan,

06 Delhi
Kanap & Medical Statics
Research Methodology Chaukambha Sanskrit Pratisthan,

07 Dr Baidyanath Mishra
VOL I & II Delhi
Dr Nandini Research Methodology Research Methodology &

08 Medical Statics
Dhargalkar & Medical Statistics
Mahajan’s Methods in
Revised & Edited by Biostatistics for Medical Jaypee Brothers Medical
09 Publishers (P) Ltd. New Delhi
Bratati Banerjee Students and Research
Workers 9th Edition
58
CASE REPORT FORMAT
Workshop (5 Hours)
S.No Activity Time Faculty
1 Title Page 30 min
2 General Instructions 15 min
3 Index 15 min
4 Patient Information Sheet 30 min
5 Informed Consent Form 30 min
6 Diagnostic Criteria 15 min
Eligibility Criteria (Inclusion

7 15 min
& Exclusion)
Subject Enrollment Form –

8 Medical History & Clinical 30 min
Examination
Assessment Parameters –
Clinical Signs & Symptoms,
9 30 min
Investigations,
Scales/Questionnaires
10 Adverse Event 30 min
11 Patient Medication Dairy 20 min
12 Summary 20 min
Annexures – Scales, Prakruti

13 Questionnaire, Lab Vouchers 20 min
etc
59
Good Clinical Practice
For MD 1st Year
1|Page
Introduction:
Good Clinical Practice is a set of guidelines for biomedical studies which comprises the
design, conduct, termination, audit, analysis, reporting and documentation of the studies
involving human subjects. The fundamental principle of GCP is that in research on mankind, the
interest of science and society should never take precedence over considerations related to the
wellbeing of the study subject. It aims to ensure that the studies are scientifically and ethically
sound and that the clinical properties of the pharmaceutical substances under investigation are
properly documented. The guidelines try to establish two basic principles: protection of the
rights of human subjects and authenticity of biomedical data generated.
Aim & Objectives:
GCP training aims to ensure that:

 The rights, safety, and well-being of human subjects are protected
 Clinical trials are conducted in accordance with approved plans with rigor and integrity
 The responsibilities of investigators, sponsors, monitors in the conduct of clinical trials
are well understood
 Data derived from clinical trials are reliable
Also, upon completion of this training, scholar will be able to:

 Recount the origin of Good Clinical Practice and explain how and why it evolved over
time.
 Identify sources for Good Clinical Practice guidance, summarize key elements, and
determine which apply to the specific product.
 Evaluate case studies pertaining to GCP.
Eligibility: BAMS
Language: English
Duration: 20 Hours
- Didactic Lectures, AV class, Demonstration and Hands on training.
2|Page
Methods : Hours
Didactic classes and AV classes :
Audio-Video demonstration :
Demonstration / Hands on experience :
Discussion/Problem based learning :
Group activity :
Syllabus:
 Introduction to GCP and Regulatory guidelines
 Components of Protocol
 Prerequisites for clinical trial
 Ethical and Safety Considerations
 Responsibilities of Sponsor and Monitor
 Responsibilities of Investigator
 Record Keeping and Data Handling
 Special Concerns - Clinical Trials of Herbal Remedies and Medicinal Plants
3|Page
Outline of Syllabus:
S. No. Topic Mode of teaching Duration

Introduction to GCP & regulatory guidelines Didactic lecture and 2 hrs
 Introduction to clinical trials AV classes
 Important definitions related to GCP
1.
 Need for GCP
 History of Human Ethics in Clinical
Practice
2. Components of Protocol Didactic lecture and 1 hr
 Objectives and Justification AV classes and
 Study design Group discussion
 Inclusion, Exclusion and Withdrawal of
Subjects
 Assessment of Efficacy
 Assessment of Safety
 Publication policy
3. Prerequisites for clinical trial Didactic lecture and 1 hr
 Permission of Regulatory authorities AV classes and
 Investigational Pharmaceutical Product Group discussion
 Pre-Clinical supporting data
4. Ethical & Safety Considerations Didactic lecture and 2 hrs
 Ethics Committee AV classes and
 Informed Consent Group discussion
 Confidentiality
 Compensation and Insurance
 Special Groups
5. Responsibilities of Sponsor and Monitor Didactic lecture and 1 hr
AV classes
6. Responsibilities of Investigator Didactic lecture and 1 hr
AV classes
7. Record Keeping and Data Handling Didactic lecture and 1 hr
4|Page
AV classes
8. Special Concerns -Clinical Trials of Herbal Didactic lecture and 2 hrs
Remedies and Medicinal Plants AV classes and
Group discussion
9. Investigator’s Brochure Group activity 2 hrs
10. Protocol writing Group activity 2 hrs
11. CRF, ICF, PIS, ADR forms etc. Group activity 2 hrs
12. Other Essential Documents Group activity 1 hr
13. Publication Issues PBL / Group activity 1 hr
14. Safety reporting and assessment PBL / Group activity 1 hr
5|Page
REFERENCES
1. Handbook On National Ethical Guidelines For Biomedical And Health Research Involving
Human Participants, Edited & Coordinated by Dr. Roli Mathur, Scientist ‘E’ & Head ICMR
Bioethics Unit, NCDIR, Bengaluru. Published by Director-General Indian Council of
Medical Research (ICMR), New Delhi - 110 029. 2018.
2. ICH HARMONISED GUIDELINE Integrated Addendum To ICH E6 (R1): Guideline For
Good Clinical Practice E6(R2) Current Step 4 version dated 9 November 2016. Published by
International Council For Harmonization Of Technical Requirements For Pharmaceuticals
For Human Use (ICH).
3. Handbook for Good Clinical Research Practice (GCP) Guidance for Implementation
Published by WHO Library Cataloguing-in-Publication Data 2002.
4. Good Clinical Practice Guidelines for Clinical trials in Ayurveda, Siddha, Unani Medicine
(GCP-ASU) Department of AYUSH, Ministry of Health & Family Welfare, Government of
India, New Delhi, www.indianmedicine.nic.in ISBN: 978-81-910195-8-2
5. General Guidelines for Clinical Evaluation of Ayurvedic Interventions (Vol: III) Central
Council For Research In Ayurvedic Sciences (CCRAS) Ministry of AYUSH, Government of
India, New Delhi- 110058. First Edition – 2018 ISBN: 978-93-83864-22-5.
6. Dr A Vijayananthan Dr. O Nawawi. The importance of Good Clinical Practice guidelines
and its role in clinical trials Biomed Imaging Interv J. 2008 Jan-Mar; 4(1): e5. Published
online 2008 Jan 1. doi: 10.2349/biij.4.1.e5 PMCID: PMC3097692 PMID: 21614316.
7. S Abraham D Grace T Parambi S Pahuja. Milestones In Development Of Good Clinical
Practice. The Internet Journal of Health Volume 9 Number 1, 2008.
6|Page
KAHER Value added course
on
Basic Entrepreneurship Skills
Introduction:
Entrepreneurship can be defined as “the activity of setting up a business,
taking on financial risks in the hope of profit”. Entrepreneurship is also
about “an entrepreneur having the ability to find and act on opportunities to
translate ideas, inventions or technologies into services or
products”. Entrepreneurs need to explore various business opportunities
from unmet needs of society, think of innovative products and solutions. In
order to be a successful they need to have knowledge and skills relevant to
leadership, innovations, market research, start-up establishment,
intellectual property and idea management, business plan development and
control, team-building, networking management and market strategies.
They must be able to take calculated risks use their creativity and strategic
thinking to develop business plans, concentrate and control their business
performance.
People having the Practice of Pharmacy, have many times exhibited

entrepreneurship qualities from setting up pharmacy retail store to
multinational pharmaceutical companies. Pharmacists have followed their
dreams to become successful entrepreneurs, showing path for many young
students who have opted career in Pharmacy. Entrepreneurship in
healthcare field is very significant to provide much needed services to
community by establishing hospitals, pharmacy and research institutes etc.
Related Knowledge such as People Management, Innovation, Intellectual
Property Rights, Fund Raising etc., are must for budding entrepreneurs. In
this regard, health care education has to be complemented with value added
courses on Entrepreneurship.With recent government policies and
availability of cost effective finance, there is no shortage of support for
youngsters if they decide to be an entrepreneurs.
Importance of Entrepreneurship in Healthcare sector:
Entrepreneurship has unlockedprospects of countless scope in the Indian

economy. India is witnessing the growth of small business enterprises in
many business sectors. Small enterprises offer convenient means of
nurturing and developing entrepreneurship by providing opportunity for
budding entrepreneurship talents and can play akey role in solving
unemployment problem.
Presently, Indian Government is promoting Entrepreneurship in a big way

by strengthening Start-up Ecosystem. Many educational institutions are
recognised as Incubation Centres and supporting students by incubating
their business ideas. Entrepreneurship courses and idea labs are
complimenting the Government Start-up initiative. So, healthcare related
educational institutions are also expected to introduce the course to impart
entrepreneurial skills to students.
The growth of the country depends on advanced health care sector like on
any other business sectors. Hence, the entrepreneurs of the country that are
emerging into the healthcare sector must cater to the following aspects:
 Identify the start-up opportunities based on health needs of the

community at large
 Create enterprises that cater to Research and Development, Supply
Chain and Distribution and Services
 Providing efficient Products and services
 Working on optimum cost
 Generate employment
To start an enterprise, young generation has to be educated and developed

formally about entrepreneurship irrespective of their basic education to
enhance the knowledge, skills and attitude required to manage an
enterprise.
Objectives of Entrepreneurship Education/Course are to:
 Develop entrepreneurial quality among students

 Analyse ecosystem related to business in health/Pharmacy industry.
 Aptly make a choice of product/service
 Create Project Planning
 Know the Procedure for establishingan enterprise.
 Obtain basic management skills.
 Understand ethics and social responsibilities involved in business.
 Educate the risks involved in entrepreneurship and prepare the young
minds to accept the calculated risks
 Develop Communication and Leadership skills
Proper education/training is essential for any new businessto be successful.

Business Case to understand the need for Entrepreneurs in Pharma
Industry:
Healthcare sector in India is one of the fastest growing sectors due to

increased health awareness, life expectancy and also because of the changed
lifestyle and stress-related diseases. The health care sector has embraced
technological advancement like other sectors. Indian entrepreneurs today
are leveraging these technologies to create novel and locally relevant digital
solutions that address healthcare affordability and accessibility
challenges.So,there is a huge potential for health-tech start-upsconsidering
the 1.3 billion population in India. Health-tech start-upsinclude
telemedicine, online pharmacy, personal health management, home
healthcare, fitness & wellness, diagnostics, biotech R&D, medical devices,
and many more. According to an article published on
(www.entrepreneur.com) dated 6 March 2019, following are some areas to be
considered by entrepreneurs.
 There are opportunities from drug manufacturing to product design

 Due to scarcity of manufacturing firms, who prepare medical
products, entrepreneurs can start the business into it.
 There is also an opportunity in Generic Drugs market globally
Awareness about such opportunities is created among students of Pharmacy

or any health care education through case studies and industry related
articles in Entrepreneurship courses.
About the Value added course on Basic Entrepreneurship Skills:
Considering the growing importance of Entrepreneurship and opportunities

in Health sector, KLE College of Pharmacy, a constituent unit of KLE
Academy of Higher Education and Research, Belagavi, Karnataka has
introduced “Value Added Course on Basic Entrepreneurship Skills”, will
help to provide fast-track knowledge on Entrepreneurship.It is very
important for students of healthcare to know the nuances of starting an
enterprise alongside their primary study area.
The course is intended to provide entrepreneurial skills for the students of

health science institutes MBBS/BDS/BAMS/B PHARM/BPT/NURSING,
who have genuine interest in theoretical knowledge and basic understanding
of business, and for those, who are interested to start their own business, or
planning to maintain their family's business. Students enrolled in this
course will learn principles of entrepreneurship, basic management and
leadership communication skills. With these skills, they may start their own
business and/or have better performance as financial, management analyst,
project manager /administrator in various companies and as franchise
owners.
Significance of the course:
The course provides interactive platform for developing a basic

understanding about the topic of entrepreneurship, where in successful
entrepreneurs and faculty members of reputed management and academic
institutes deliver the course modules. The course also involved the case
based pedagogy.
The learning outcome of the course include the following:

 Understand the basics of entrepreneurship from Global and Indian
perspective
 Identify business opportunity in a specific market
 Idea generation to evaluating ideas
 Overview of copyrights and intellectual property rights and its
relevance to business.
 Understanding about business models and financial management
 Knowledge of essential Leadership and Human Resource Management
Skills
 Understanding about risks and rewards of entrepreneurship.
2/12/2021 George Clinical Supports Clinical Research Training in Asia | George Clinical | Leading Asia Pacific CRO
  
(https://www.georgeclinical.com)
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George Clinical Supports Clinical Research Training in Asia us)
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By George Clinical (https://www.georgeclinical.com/author/george) July 13th, 2015
Posted In: Corporate News (https://www.georgeclinical.com/resources/corporate-news)
Tags: asia clinical research (https://www.georgeclinical.com/tag/asia-clinical-research), clinical research training
(https://www.georgeclinical.com/tag/clinical-research-training), CRO (https://www.georgeclinical.com/tag/cro)
George Clinical (GC) is at the heart of developing Asia Clinical Research Professionals. This summer, our Clinical and
Regulatory Manager, East Asia volunteered as a trainer for Asia Training Consortium (ATC) in its Foundational Clinical Project
Management training program in Hong Kong.
(https://www.george
clinical.com/wp-
content/uploads/201
5/07/gc_corporate_t
raining.png)
ATC is a non-pro t
organisation aimed at
providing a uni ed
platform for industry
players to share
training resources in
order to e ciently,
and cost-e ectively
provide training and
development
programs for all
healthcare and
pharmaceutical
professionals in Asia.
This particular
training program was
a two day workshop
for aspiring clinical
research professionals that are moving up the career ladder as clinical project managers. Our GC trainer organised the training
workshop this year in Hong Kong and delivered training topics covering project life cycle management, quality and risk
management, people management and resources planning.
Participants from di erent pharmaceutical and CRO companies from Asia joined the ATC program conducted in the Merck
Hong Kong facility this summer. Two GC participants from Malaysia and Hong Kong joined respectively and shared their
clinical project management experience with other participants through interactive class exercises.
This is the second year in which George Clinical participated in the program, allowing our sta opportunities to mingle with the
wider clinical research community in Asia region.
Please click here (https://www.trainingconsortium.asia/public/chairmansmessage) for more information on Asia Training
consortium.
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2/12/2021 Data Management | George Clinical
Data Management
Our highly experienced Data Management team have a wealth of industry experience from contract research organizations, to biotech, medical
device and pharmaceutical companies.
Therapeutic Expertise » Data Management ()
D ATA MA N AG EMEN T
Data Experts Aligned with Global Therapeutic Experience

You need customized data management solutions tailored to your speci c needs for any study in any therapeutic area. George
Clinical’s data management team has industry experience across contract research organizations, biotech, medical device
and pharmaceutical companies and includes certi ed database builders and medical coders. Therapeutically, the team aligns
with the company’s scienti c leaders in our core areas of renal, oncology, cardiology, respiratory, as well as experience in many
other areas including medical devices studies.
Global Network Combines Data Management, Research and Distinguished Therapeutic

Scienti c Leadership
As one of the leading data management teams in the Asia-Paci c region with
sta located in Australia, Europe, India and China as as well as the USA, George
Clinical can truly operate across all time zones with local representation. As a
contract research organization (CRO) with o ces in Asia, USA and Europe that
engages some of the world’s most distinguished scienti c expertise in a diverse
range of therapeutic areas, we are able to leverage our scienti c leadership to
establish and maintain unique investigator networks across the globe.
Customized, Cost-E ective, Integrated Solutions Across

the Globe
George Clinical specializes in the development and maintenance of databases
for a wide range of study types, from simple questionnaires to large global
registration studies, which are customized to each study’s unique requirements.
We can deliver the cost-e ective solutions both academic and commercial
customers need for epidemiology, registration and post-registration studies. Teams spread across the Asia-Paci c region,
Australia, Europe,
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studies and regions. We provide our customers with end-to-end data management services for Phase I–IV and other post-
marketing commitments, as well as tailored services for academic research trials. The fully validated and 21 CFR Part 11
compliant systems George Clinical use include IBM® Clinical Development, OmniComm® TrialMaster and Medrio.
Data Management Services Include:

Protocol review and design of CRF and attendant speci cations
Design, testing, validation and maintenance of 21 CFR Part 11 electronic databases
Regular data review/cleaning/query management
External data reconciliation
Web-based randomization and IP dispensing
Integration with external randomization systems
Database administration including user Management including site sta training
Medical coding (MedDRA and WHO-DD)
Electronic patient-reported outcomes (ePRO)
Endpoint adjudication database design and set-up
Application development and integration with EDC through API’s
Good documentation practice
Disaster recovery and back up services
Data entry services
Risk-based monitoring
customerservice@georgeclinical.com
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11/6/2019 Fwd: Ticket No: 708843 has been resolved - iON Digital Hub - Yahoo Mail
Fwd: Ticket No: 708843 has been resolved - iON Digital Hub dnsastry@yahoo..../Inbox
Principal Dr.B.M.Patil <principal@klepharm.edu> 20 Sep at 12:55

To: D.N. Sastry <dnsastry@yahoo.com>, Mr. D. N. Sastry <nithyanandasastry@klepharm.edu>
---------- Forwarded message ---------

From: <ion.servicedesk@tcsion.com>
Date: Wed, 18 Sep 2019 at 03:35
Subject: Ticket No: 708843 has been resolved - iON Digital Hub
To: <principal@klepharm.edu>
Cc: <Ion.Servicedesk@tcs.com>
Subject: Please verify the solution provided for your Ticket No. 708843
Dear Patil,
Please refer to your ticket 708843. The description & steps taken to fix the issue are mentioned below for your
reference.
Ticket Description
Sir ,Madam, With reference to the above subject, i am here with enclosing the details of our Institution kindly register
our Institution for the Free career Skill course to help students Name of the Institution KLE College of Pharmacy,
Belagavi Address : Nehru Nagar, JNMC Campus, Belagavi AICTE Approval Reg. No. 1-7555099 Permanent ID
Resolution:
Dear Mr.Patil,, Greetings from TCS iON Digital Learning Hub. Provided information that Please find attached below the
letter which elaborates in detail the MOU signed between AICTE and TCS iON. Request you to go through the letter in
detail to understand how AICTE and TCS iON together, are helping students develop "Career Skills" required for job
readiness. Kindly use the link below to register your college and receive the course details:
https://bit.ly/CareerSkills_CollegeRegistration Have a nice day.! For any further query or clarification , you may contact us
at : Toll Free : 1800 2666 282 Email : info.tcsionhub@tcs.com
We endeavour to provide a solution to your satisfaction and sincerely urge you to check/ test the solution provided for
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In case you are not satisfied, you may reopen the same ticket by contacting TCS iON Customer Support on below
details within 72 hours of this e-mail
Please feel free to contact us at the below given numbers for any issues/ enquiry/ assistance.
Alternatively you can also e-mail us at the below provided e-mail ID. We will be glad to attend & rectify your query.
*Note: This is a system generated mail, please do not reply.
Warm Regards,
TCSiON Customer Support.
mailto: ion.servicedesk@tcs.com
call us at: 18002096030 (Toll Free)
website: https://www.tcsion.com
website: https://www.tcs.com
--
Prof. (Dr.) B. M. Patil
M. Pharm., Ph. D
Principal
KLE College of Pharmacy, Belagavi
Nehru Nagar
Belagavi - 590 010
Phone: 0831-2471399 (Off.)
9448634245 (Mob.)
2 files 1001.6kB
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11/6/2019 Fwd: Ticket No: 708843 has been resolved - iON Digital Hub - Yahoo Mail
Patil_7916109468@@@4695697.eml
18kB
Letter to informing the MoU signed with TCSiON_7775740075@@@4399532.pdf
983kB
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{ ta: ms@aicte-india-org.
frilaq qEe
q). 3rr#o' qir'rqr forrf, ALL INDIA COUNCIL FOR TECHNICAL EDUCATION
gtrFI Hfuq (A Statutory Body of the Govt. of lndia)
(Ministry of Human Resource Development, Govt. of lndia)
Prof. Alok Prakash Mittal Nelson Mandela Marg, Vasant Kunj, New Delhi-110070
Phone: 011- 26'131497
Member Secretary E-mail : ms@aicte-india-org
F.No. AICTE(P&AP)/MoU-AICTE&TCSioN/2019 Date. 11tr,July 19
To
All Principals/Directors
AICTE approved Technical Institutions
Subiect: AICTE MoU with TCS iON for Helping Students Develop Career Skills for fob Readiness
Sir/Madam,
AICTE is making concerted efforts to improve the standard of technical education in the country and to provide
competent technical manpower. Towards this AICTE is taking various steps by signing Memorandum of
Understanding (MoUJ with number of organizations, for the benefit of institutions and students at large.
It is immense pleasure to inform that continuing with this streak, AICTE signed an MoU on 1Oth July 20L9 with
'TCS iON' to develop career skills required for job readiness amongst students pursuing higher education. The intent
is to ensure that students who are looking to build their career in the corporate world, get the right guidance in the
form of an online training program to enhance their soft skills. TCS iON is a strategic business unit of Tata Consultancy
Services focused on developing digital solutions for the education sector. Through this collaboration, TCS iON will
bring to our students a custom curated, 20-hour long, free career skills course that will help our students hone basic
skills considered essential in today's job market. The aforesaid MoU signed can be viewed on the AICTE website
www.aicte-india.ors.
Data gathered through the years show that many of our students, despite being academically meritorious, are
losing out on good job opportunities. We can attribute this to a lack of career skills. As much as 50% of the students
who clear qualification tests and technical rounds get dropped in the final round of interview, since they fall short
when it comes to their career skills. These are basic soft skills, such as effective communication and interpersonal
management that companies today look for in their employees, in addition to domain knowledge. The 2O-hour long
free course curated by TCS iON will help our students hone their career skills, so that they are better equipped to deal
with the demands of today's job market. It will help students build a strong foundation to their corporate careers. The
course will cover topics such as corporate etiquette, resume writing, effective email writing, impactful presentations,
interpersonal skills, group discussion and interview skills, IT awareness skills, etc., and will be available to our
students throughout the duration of their degree curriculum. It can be taken multiple times so that students can
continuously work on their career skills.
Kindly use the link below to register your college and receive the course details:
https://bit.ly/CareerSkills CollegeRegistration
You can also reach out to TCS iON in one of the following ways to get on-boarded/ stay informed
in fo.tcsionhub@ tcs.com Call @1800 266 6282
We hope your institution will take maximum advantage of this partnership and for this you are
requested to adequately publicize this information among your students and faculty. There will be no financial
liability on the students and rrrJLrLuLrvrrr
institutions while
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Regards aaffi
(Prof.tA P Mittal)
Member Secretary, AICTE
Copy to:
1. All Vice Chancellors of State Technical Universities
2. Director, Technical Education [of allState/UTsJ
3. AIIAICTE approved institutions
Accredited “A” Grade by NAAC (2nd Cycle) & Placed in Category “A” by MHRD (GoI)
INSTITUTE OF PHYSIOTHERAPY
EMPOWERING PROFESSIONALS
BELAGAVI - KARNATAKA
Value Added Course

on
Interpersonal Relationship
Interpersonal Relationship
PREAMBLE
è Interpersonal Relationship is an important component in managing
relationship between any 2 persons
è Good relation between 2 persons improves output and avoids conflicts
è Interpersonal relationship requires effort to nurture & maintain to ensure
smooth functioning in day to day life
è Interpersonal relationship helps to improve all aspects of life
This course is designed to imbibe good Interpersonal relationship in order to

achieve high level of performance and output.
OBJECTIVE
To learn the concept of Interpersonal relationship for improving personal, social
and behavioral aspects of individual
DURATION : 2 days (16 hours)
MEDIUM OF INSTRUCTION : English
FREQUENCY : Twice a Year
No. of Seats : 100
CONTENT
è Definition of Interpersonal relationship
è Behavior, attitude, ego
è Rapport
è Transactional activity
è Language
è Evaluation
PREAMBLE
Life skills are abilities for adaptive and positive behavior that enables humans to deal
effectively with demands and challenges of life. WHO has identified 10 skills that are
essential for an individual to live a productive and satisfying life. These are problem
solving, critical thinking, empathy, managing/ coping with stress and emotions,
communication skills, interpersonal; relationship skills, decision making, self-
awareness. These are most essential for today's youth who face various challenges in
everyday life due to societal pressure and self- confidence issues.
OBJECTIVE
è To understand different life skills and their importance
è To understand and apply these skills and improve quality of life
No. of Seats : 100
CONTENT
è What are life skills? Why are they needed?
è Activities to understand various life skills
è How to apply/ use life skills in everyday life?
Value Added Course

on
Stress Management
Stress Management
PREAMBLE
Stress in day- today life is a common concern and has implications on quality of life
and health parameters. Difficulty/inability to manage work life matters causes
stress in students. Identification and managing stress early will benefit the mental
and physical health of students. Hence, this course has been planned/designed to
help students identify and manage stress during their academic life and in turn
apply the same in later life
OBJECTIVE
è To understand the nature and impact of stress on health and behavior.
è To identify signs of stress.
è To understand the impact of stress on physical and mental health.
è To understand and practice different methods to minimize and overcome the
effects of stress.
è Apply these methods in life situations.
No. of Seats : 100
CONTENT
è Definition and types of stress
è Stress assessment
è Stress management
è Anger management
Value Added Course

on
COMMUNICATION SKILLS
Communication Skills
PREAMBLE
Communication skills is a training program for individuals to develop their
interpersonal skills and build rapport with others in the community. It covers
effective communication strategies to enhance understanding all forms of
communication with others.
OBJECTIVE
To communicate and pass the information to others, accept the messages from
others and get the work done by understanding the communication aptly
No. of Seats : 100
CONTENT
è Definition of Communication Skills
è Modes of Communication
è Types of Communication
è Code and Content of Communication Skills
è Stimulus and response of Communication Skills
è Effective Public Speaking
è Ethics in Communication
è Assessment of Communication Skills
Duration: 30 hrs
Periodicity of course: September, October and November
month of every year.
Course fees: Free
Class schedule: Every Saturday from 2pm to 5pm
Eligibility: The course is for final UG students of KAHER Value Added Course on
health sciences.
COMPASSIONATE, RESPECTFUL AND
Medium of instruction: English CARING HEALTH WORKFORCE
Mode of Instruction: Online & face to face lectures.
Intake capacity: 30 per batch, 80% attendance to get

certificate
Future Prospects: The course will help the students to

intervene in the community tertiary prevention programs
and help the patients to foster independence by maximizing
personal strengths.
Contact Details of Course Coordinator
Mr. Gururaj Udapi VENUE: M. Sc (N) 2nd year class room, KAHER INS,
Assoc Prof, Department of Mental Health Nursing
KAHER Institute of Nursing Sciences BELAGAVI
Nehru Nagar, Belagavi - 590010, Karnataka State
Email: gururajudapi@gmail.com Phone No: 0831-2472303
Mobile No: 9964412008 Commencement of the program: September 2020
Co-Coordinator: Mrs. Shubha Murgod, Asst Prof. KAHER INS, Bgv
Name of the course:
Introduction to the Course: Compassionate, Respectful and Caring Health Workforce.
Delivering Compassionate and Respectful care is essential Aim of the course:

to high quality healthcare and should be at the heart of our This program is designed to enable students to acquire
healthcare system. Compassionate and Respectful Care knowledge of Compassionate, Respectful and Caring
(CRC) is critical to building a sustainable, equitable and practice in health care.
healthy future for all.
The manual used for the course was developed by the Objectives of the course:
Federal ministry of Health of Ethiopia and approved in June At the end of this program the participant will be able to:
2017 for the training of healthcare providers. This manual is
 Describe the components of compassionate care.
an important step to address knowledge gaps identified to
 Explain the components of respectful care.
prepare our service providers with the necessary skills to
 Demonstrate different ways of providing
deliver compassionate and culturally caring health service
compassionate care.
delivery.
 Employ basic concepts of respectful care.
KAHER, Belagavi and Debre Beharan University, Ethiopia
 Practice principles of compassionate and respectful
had MOU in health care education and under this MOU we
care.
have selected this manual for training students of KAHER
 Apply basic principles of communication.
Belagavi by modifying the necessary skills to deliver
 Discuss principles of health professional ethics.
compassionate and culturally caring health service in our
country.  Analyze the effects of compassionate leadership in
improving the quality of care.
Name of the course: National guidelines on IYCF
Aim of the course: To provide knowledge and skills for feeding of
Infant and Young children.
Objectives of the course:
1.Enhance optimal IYCF in other exceptionally difficult
circumstances
2.Contribute to the prevention and reduction of childhood and
maternal malnutrition
VALUE ADDED COURSE 3. Promote, protect and support exclusive breast feeding.
on
Duration: 30 hours
Periodicity of course: November, Dec and Jan month of every year
National guidelines on Infant & Course fees: Free
Young Child Feeding Class schedule: Every Saturday from 2pm to 5pm
Eligibility: The course is for all B.Sc III (N) Year UG students
Medium of instruction: English
Intake capacity: 100 per batch, 80% attendance to get certificate
Future Prospects: This value added course can be taken in addition to

the current degree especially for UG ( B.Sc. Nursing III year) students.
Such a short course helps to update student’s knowledge and skills. This
course is a great way to fill the gaps in knowledge and give competitive
edge.
Contact Details of Course Coordinator:

Mrs.Vaishali S. Bagewadi
Assistant Professor
Department of Child Health Nursing
KAHER,Institute of Nursing Sciences
VENUE: SEMINAR HALL, KAHER INS, BELAGAVI
Email: vsbagewadi@gmail.com Phone No:9964299877
KAHER : “PAIN MANAGEMENT”
Name of the Course
KAHER
Aim of the Course : To enhance knowledge about the
INSTITUTE OF NURSING SCIENCES phenomenon of pain, pain alleviation by
A Constituent of unit of means of drugs and other methods and
KLE Academy of Higher Education & Research (Deemed-to-be-University) Accredited ‘A’ Grade providing practice in pain measurement
by NAAC (2nd Cycle) Placed in Category ‘A’ by MHRD (Gol)
NEHRU NAGAR, BELAGAVI- 590010, KARNATAKA, INDIA Office: 091-831-2472303, and documentation.
Fax: 091-831-2475103, Email: principalnursingbgm@yahoo.com Website:
http:/klenursingbgm.edu.in Recognized by: Indian Nursing Council (New Delhi- Karnataka
Nursing Council (Bengaluru, Karnataka) Objectives of the Course
 Prepares students for advanced practice roles as

clinical experts.
 Apply theoretical, patho physiological and
pharmacological principles and evidence base in
implementing therapies /interventions in pain
management.
 Students will be able to explain the origin of pain
and different mechanism of pain treatments.
 Identify, analyze and assess causes of pain and
evaluate the patients nursing needs in and its
treatment.
 Carry out nursing interventions independently and in
cross professional co-operation to mitigate pain in
the patient and document nursing interventions.
Duration of course : 3 months

Course Fees : Free for KAHER students
Class Schedule : Every Saturday from 2pm to 5pm
Eligibility : The course is open for all undergraduates
Medium of Instruction: English
Intake Capability : 100
DEPARTMENT OF MEDICAL SURGICAL
NURSING
Name of the course: Psychosocial rehabilitation
Aim of the course: An attempt to provide the best possible community
role which will enable the patient to achieve the maximum range of
activity, interest and of which he is capable.
 Achieving physical and psychological recovery as early as
possible.
 Improving quality of life through gaining life management skills
 Rebuilding social connectedness to family and community
 Assisting the person to return to safe and meaningful work at the
VALUE ADDED COURSE earliest possible.
Duration: 30 hours
on Periodicity of course: January, February and March month of every
year.
PSYCHOSOCIAL REHABILITATION Course fees: Free

Eligibility: The course is for all P.B B.Sc II (N) Year UG students
Intake capacity: 50 per batch, 80% attendance to get certificate
Future Prospects: The course will help the nurses to intervene in the
community tertiary prevention programs and help the patients to foster
independence by maximizing personal strengths.

Mrs. Sushma Patil
Senior Tutor
Department of Mental Health Nursing
KAHER Institute of Nursing Sciences
Email: sushpadwd@gmail.com Phone No.: 8951744688

Name of the course: Respectful Maternity Care
Aim of the course: To practice Respectful Maternity care in Labour
Room.
 To raise awareness of common abusive and disrespectful
practices and attitude in the care of mother and newborn.
 To understand the categories of RMC
 To promote the need for RMC
 To establish the rights of women in child bearing women.
Duration: 30 hours
VALUE ADDED COURSE Periodicity of course: October, May and June month of every year
Course fees: Free
on
Eligibility: The course is for all Final Year UG students
RESPECTFUL MATERNITY CARE Intake capacity: 100 per batch, 80% attendance to get certificate
Future Prospects: The course will help the nurses in providing care
to all women in a manner that maintains their dignity, privacy and
confidentiality and ensures freedom from physical and emotional
harm and mistreatment. It will also boost them to get informed
choice and continuous physical and emotional support during labour
and childbirth.

Mrs. H. GinetaChanu
Senior Tutor
Department of OBG Nursing
KAHER Institute of Nursing Sciences
Nehru Nagar, Belagavi- 590010, Karnataka
Email: genitachanu@gmail.com, principalnursingbgm@yahoo.com
Phone: 9036694478, 0831-2472303
Course Description
WHO Patient safety curriculum sets the stage for students,
irrespective of their chosen profession, to begin to understand
and practice patient safety in all their professional activities.
KAHER
INSTITUTE OF NURSING SCIENCES, BELAGAVI
(Deemed-to-be-University)
Objectives of the Course
Accredited ‘A’ Grade by NAAC (2nd Cycle) Placed in Category ‘A’ by MHRD (GOI)  Prepare health-care students for safe practice in the work
Nehru Nagar, Belagavi-590010, Karnataka, India place
 Promote a safe and supportive environment for teaching stu-
dents about patient safety
VALUE ADDED COURSE ON
Eligibility: This course open for all Final year UG students,
B.Sc Nursing/ B.PHARAM,/BPT/MBBS//BDS/BAMS/
Allied Health sciences.
WHO MULTI-PROFESSIONAL Duration of the Course: 30 Hours

Course fees: Free for KAHER students.
PATIENT SAFETY MEASURES Periodicity of the course: September-2020
Intake capacity: 30 students, 80% of attendance is
TRAINING compulsory to get certificate
Schedule : 3 months
Duration: 30 hours
Class Timing: 2.30 pm to 4.30 pm every Saturday.
RESOURCE PERSON: Faculty of Nursing KAHER INS ,

Belagavi.
Contact detail of Course Coordinators

Prof. Sumitra LA Mr. Mahaling M H
Dean, Faculty of Nursing Assoc, Professor,
HOD, Dept,of CHN Dept, of Child Health Nursing
KAHER INS Belagavi KAHER .INS Belagavi
Mob: 9845896114 Mob : 8660566008
Venue: KAHER Institute of Nursing Sciences, Belagavi

List of Value Added Courses: 42: Discipline Name of The Course Year of Starting

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List of Value Added Courses: 42: Discipline Name of The Course Year of Starting

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List of value added courses: 42

Discipline Name of the course Year of starting

Total value Added Courses: 42

1 Identify babies requiring assistance at birth

2 Understanding the importance of resuscitation during ‘The First Golden Minute’

3 Hands on Skill Development of HBB on mannequin

Duration of course: 16 hours

Target Participants: Medical & Nursing students

Preparation before attending delivery of a newborn

Routine care of normal newborn babies

Initial steps of resuscitation

Positive pressure ventilation

Transfer of babies requiring advanced resuscitation

Didactic lectures – 4 hours

Hands on training and assessment – 10hrs

Cardiopulmonary arrest is defined as the cessation of cardiac activity and

Duration of course: 16 hrs

12 courses per year with 15 candidate registrations per course

Course Fees: Rs 500/

Course content includes:

Reference text book

1. Name of the course: Bioethics in Patient Care

4. Duration of the course: 8 weeks

5. Timing of the course: 2 hours per week

10. Feedback: Online google form

11. List reference books:

12. Criteria for completion:

1. Introduction to information Technology

4. Duration of the course: 5 weeks

5. Timing of the course: Weekly 3 classes of 1 hour duration

1. Dr. Nagaraj Patil

10. Feedback: Google feedback forms

11. List of reference books:

1. Computer Basics – by Bittu Kumar

2. Basic Computer Courses - by Jain Satish

enhance analytical skills and professional competencies of different key stakeholders in

various areas of Disaster Risk Management.

 To professionalise disaster risk reduction and emergency management in India by

developing an independent cadre of professionally trained emergency and mitigation

2. Disaster Health care management

6. Dos’ and Don’ts’ For Various Hazards/Disasters

7. Differential Impact of Disasters on Women and Men

8. Engendering Disaster Management

9. Empowering Women and Men in Disaster Risk Management

10. Village Disaster Management Plan

4. Duration of the course: 8 weeks

1. Dr. Mubashir Angolkar

9. Method of assessment – multiple choice questions at the end of every week

10. Feedback – Google forms

11. List reference books

1. Disaster Management by G.K. Ghosh

2. Emergency Medical Services And Disaster Management: A Holistic Approach by

3. Disaster Management - Recent Approaches by Arvind Kumar

4. Textbook of Preventive and Social Medicine by Mahajan & Gupta

5. Textbook of Community Medicine by Dr Sunder Lal, Dr Adarsh and Dr Pankaj

6. K. Park, Park's Textbook of preventive and social medicine.

completed all the assignments.

1. Name of the course: Health Behaviour and Sociology

1. To bring about the positive Health Behaviors among the participants.

1. Health Belief Model (HBM)/ Risk Perception

2. Theory of Reasoned Action/ Theory of Planned Behavior

3. Social Cognitive Theory (SCT)/ Self-Efficacy (SE)

4. Trans Theoretical Model (TTM)