Page 5 - Goal Mission Attributes

Longitudinal themes

The curriculum is pillared on the 6 competencies (themes); which are emphasized since first
week till graduation. Gradual building up of the competencies is managed from course to course

and module to module. The curriculum is structured partly on knowledge and scientific skills as
well as nearly similar weightage for the art of medicine; including communication, consultation,

interpersonal, managerial, research and professionalism skills. With progress in the curriculum
levels and semesters, gradual building of these skills is done with increasing levels both in
breadth and depth.

There are specific courses covering the basics of all these skills, however the most important is

the merged skills within the frame of all courses till graduation. Demonstration and application of
all the required skills must be observed and documented in multiple levels, encounters and
contexts. Assessment drives learning, is a well-known statement that can help in consolidation

of all the essential points needed to be known, shown or to be done in each domain. It is very
helpful for both the curriculum and student learning. Assessment of these skills will be done
through a variant of methods that can be applicable.

Program learning and assessment toolbox

As stated in chapter 2, the strategies for curriculum reform mandates the usage of

specific explicit teaching and learning as well as assessment strategies. There is no

modern curriculum without modern assessment tools. Much weightage must be
emphasized on formative assessment as well as summative assessment. Usage of

multisource feedback is a must.

Continuous assessment throughout the course or module is mandatory with good

representative weight. Old era of final exam with 80% weightage MUST be changed.

The famous international competency frameworks have their own toolboxes. Most of

the tools used in our curriculum are adopted from ACGME toolbox.

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