GUIDELINES FOR COMPETENCY BASED

POSTGRADUATE TRAINING PROGRAMME FOR MD IN

PAEDIATRICS

Preamble
The purpose of PG education is to create specialists who would provide high quality health care
and advance the cause of science through research & training.

A post graduate student after undergoing the required training should be able to deal effectively
with the needs of the community and should be competent to handle the problems related to his
specialty including recent advances. S/He should also acquire skills in teaching of medical/para-
medical students.

The purpose of this document is to provide teachers and learners illustrative guidelines to
achieve defined outcomes through learning and assessment. This document was prepared by
various subject-content specialists. The Reconciliation Board of the Academic Committee has
attempted to render uniformity without compromise to purpose and content of the document.
Compromise in purity of syntax has been made in order to preserve the purpose and content.
This has necessitated retention of “domains of learning” under the heading “competencies”.

SUBJECT SPECIFIC OBJECTIVES

The objectives of MD Course in Paediatrics are to produce a competent pediatrician who:

 Recognizes the health needs of infants, children and adolescents and carries out
professional obligations in keeping with principles of the National Health Policy
and professional ethics
 Has acquired the competencies pertaining to Paediatrics that are required to be
practiced in the community and at all levels of health system
 Has acquired skills in effectively communicating with the child, family and the
community
 Is aware of contemporary advances and developments in medical sciences as
related to child health
 Is oriented to principles of research methodology
 Has acquired skills in educating medical and paramedical professionals
 Is able to recognize mental conditions and collaborate with Psychiatrists/Child
Psychologists for the treatment of such patients

SUBJECT SPECIFIC COMPETENCIES

A. Cognitive domain

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At the end of the MD course in Paediatrics, the students should be able to:
1. Recognize the key importance of child health in the context of the health priority
of country
2. Practice the specialty of Paediatrics in keeping with the principles of professional
ethics
3. Identify social, economic, environmental, biological and emotional determinants
of child and adolescent health, and institute diagnostic, therapeutic, rehabilitative,
preventive and promotive measures to provide holistic care to children
4. Recognize the importance of growth and development as the foundation of
Paediatrics and help each child realize her/his optimal potential in this regard
5. Take detailed history; perform full physical examination including neuro-
development and behavioral assessment and anthropometric measurements in the
child and make clinical diagnosis
6. Perform relevant investigative and therapeutic procedures for the paediatric patient
7. Interpret important imaging and laboratory results
8. Diagnose illness based on the analysis of history, physical examination and
investigations
9. Plan and deliver comprehensive treatment for illness using principles of rational
drug therapy
10. Plan and advice measures for the prevention of childhood disease and disability
11. Plan rehabilitation of children with chronic illness and handicap and those with
special needs
12. Manage childhood emergencies efficiently
13. Provide comprehensive care to normal, ‘at risk’ and sick neonates
14. Demonstrate skills in documentation of case details, and of morbidity and
mortality data relevant to the assigned situation
15. Recognize the emotional and behavioral characteristics of children, and keep
these fundamental attributes in focus while dealing with them
16. Demonstrate empathy and humane approach towards patients and their families
and keep their sensibilities in high esteem
17. Demonstrate communication skills of a high order in explaining management and
prognosis, providing counseling and giving health education messages to patients,
families and communities
18. Develop skills as a self-directed learner. Recognize continuing educational needs;
use appropriate learning resources and critically analyze published literature in
order to practice evidence-based Paediatrics
19. Demonstrate competence in basic concepts of research methodology and
epidemiology
20. Facilitate learning of medical/nursing students, practicing physicians, paramedical
health workers and other providers as a teacher-trainer
21. Implement National Health Programs, effectively and responsibly
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22. Organize and supervise the desired managerial and leadership skills
23. Function as a productive member of a team engaged in health car, research and
education.
24. Recognize mental conditions, characterized by self absorption, reduced ability
to respond, abnormal functioning in social interaction with or without repetitive
behavior, poor communication (autism) and collaborate with Psychiatrists/Child
Psychologists for the treatment of such patients.

All PG students joining the course should have an orientation session to acquaint
them with the requirements and other details. A plan for orientation session has
been given at Annexure 1.

B. Affective Domain:

1. Should be able to function as a part of a team, develop an attitude of cooperation with

colleagues, and interact with the patient and the clinician or other colleagues to
provide the best possible diagnosis or opinion.
2. Always adopt ethical principles and maintain proper etiquette in dealings with
patients, relatives and other health personnel and to respect the rights of the patient
including the right to information and second opinion.
3. Develop communication skills to word reports and professional opinion as well as to
interact with patients, relatives, peers and paramedical staff, and for effective
teaching.

C. Psychomotor domain

At the end of the course, the student should have acquired following skills:

I. History and Examination

The student must gain proficiency in eliciting, processing and systemically
presenting Paediatrics history and examination with due emphasis of the
important and minimization of less important facts. The following skills must be
achieved:
i) Recognition and demonstration of physical findings
ii) Recording of height, weight, head circumference and mid arm circumference and
interpretation of these parameters using growth reference standard assessment of
nutritional status and growth
iii) Assessment of pubertal growth
iv) Complete development assessment by history and physical examination, and
recognizing developmental disabilities, including autism
v) Systematic examination
vi) Neonatal examination including gestation assessment by physical neurological criteria
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vii) Examination of the fundus and the ear-drum
viii) Skills related to IMNCI and IYCF

II. Monitoring Skills

Non-invasive monitoring of blood pressure, pulse and respiratory rates, saturation; ECG

III. Investigative Procedures

i) Venous, capillary and arterial blood sampling using appropriate precautions
ii) Pleural, peritoneal, pericardial aspiration; subdural, ventricular and lumbar
puncture
iii) Tuberculin test
iv) Biopsy of liver and kidney
v) Urethral catheterization and suprapubic tap
vi) Gastric content aspiration

IV. Therapeutic Skills

i) Breast feeding assessment and counseling; management of common problems

ii) Establishment of central and peripheral vascular access; CVP monitoring
iii) Administration of injections using safe injection practices
iv) Determination of volume and composition of intravenous fluids and heir
administration
v) Neonatal and Pediatric basic and advanced life support
vi) Oxygen administration, CPAP and nebulization therapy
vii) Blood and blood component therapy
viii) Intraosseous fluid administration
ix) Phototherapy, umbilical artery and venous catheterization and exchange
transfusion
x) Nasogastric feeding
xi) Common dressings and abscess drainage; intercostal tube insertion
xii) Basic principles of rehabilitation
xiii) Peritoneal dialysis
xiv) Mechanical ventilation

V. Bed side investigations, including

i) Complete blood counts, micro ESR, peripheral smear
ii) Urinalysis
iii) Stool microscopy and hanging drop
iv) Examination of CSF and other body fluids
v) Blood sugar
vi) Shake test on gastric aspirate

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 vii) Gram stain, ZN stain

VI. Patient Management Skills

i) Proficiency in management of pediatric emergencies, including emergency

triaging
ii) Drawing and executing patient management plan and long term care
iii) Documenting patient records on day to day basis and problem oriented medical
record
iv) Care of a normal and sick newborn, management of neonatal disorders
hypothermia, sepsis, convulsions, jaundice, metabolic problems
v) Identifying need for timely referral to appropriate departments/health facility and
pre-transport stabilization of the sick child

VII. Communication Skills; Attitudes; Professionalism

i) Communicating with parents/child about nature of illness and management plan
prognostication, breaking bad news
ii) Counseling parents on breast feeding, nutrition, immunization, disease prevention,
promoting healthy life style
iii) Genetic counseling
iv) Communication and relationship with colleagues, nurses and paramedical workers
v) Appropriate relation with pharmaceutical industry
vi) Health economics
vii) Professional and research ethics

VIII. Interpretation of Investigations

i. Plan x-ray chest, abdomen, skeletal system

ii. Contrast radiological studies: Barium swallow, barium meal, barium enema, MCU
iii. Ultrasound skull and abdomen
iv. Histopathological, biochemical and microbiological investigations
v. CT Scan and MRI (skull, abdomen, chest)
vi. Electrocardiogram, electroencephalogram
vii. Arterial and venous blood gases
viii. Desirable: Interpretation of radio-isotope studies, audiogram, neurophysiological
studies, (BERA, VER, Electromyography [EMG], Nerve Conduction Velocity
[NCV]), lung function tests

IX. Academic Skills

i. Familiarity with basic research methodology, basic IT skills. Planning the protocol of
the thesis, its execution and final report
ii. Review of literature

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iii. Conducing clinical sessions for undergraduates medical students
iv. Desirable: writing and presenting a paper. Teaching sessions for nurses and medical workers

Syllabus
Course contents:
Guidelines

During the training period, effort must be made that adequate time is spent in discussing
child health problems of public health importance in the country or particular region.

Basic Sciences
 Principles of inheritance, chromosomal disorders, single gene disorders,
multifactorial / polygenic disorders, genetic diagnosis and prenatal diagnosis,
pedigree drawing.
 Embryogenesis of different organ systems especially heart, genitourinary system,
gastro-intestinal tract. Applied anatomy and functions of different organ systems.
 Physiology of micturition and defecation; placental physiology; fetal and neonatal
circulation; regulation of temperature, blood pressure, acid base balance, fluid
electrolyte balance and calcium metabolism.
 Vitamins and their functions.
 Hematopoiesis, hemostasis, bilirubin metabolism.
 Growth and development at different ages, growth charts; puberty and its regulation.
 Nutrition: requirements and sources of various nutrients.
 Pharmacokinetics of common drugs, microbial agents and their epidemiology.
 Basic immunology, biostatistics, clinical epidemiology, ethical and medico-legal issues.
 Teaching methodology and managerial skills.

Understanding the definition, epidemiology, aetiopathogenesis, presentation,

complications, differential diagnosis and treatment of the following, but not limited
to:

Growth and development

 principles of growth and development  normal growth and development,
 normal growth and development  sexual maturation and its disturbances
 failure to thrive and short stature  Autism (as mentioned in objective 24)

Neonatology
 perinatal care  low birth weight
 care in the labor room and resuscitation  newborn feeding
 prematurity  respiratory distress
 common transient phenomena  apnea
 infections  anemia and bleeding disorders
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 jaundice  gastrointestinal disorders
 neurologic disorders  malformations
 renal disorders  understanding of perinatal medicine
 thermoregulation and its disorders
Nutrition
 maternal nutritional disorders;  nutrition for the low birth weight
impact on fetal outcome  breast feeding
 infant feeding including  vitamin and mineral deficiencies
complementary feeding
 protein energy malnutrition  obesity
 adolescent nutrition  parenteral and enteral nutrition
 nutritional management of systemic illness (GI, hepatic, renal illness)

Cardiovascular
 congenital heart diseases  rheumatic fever and rheumatic heart
(cyanotic and acyanotic) disease
 infective endocarditis  arrhythmia
 disease of myocardium  diseases of pericardium
(cardiomyopathy, myocarditis)  systemic hypertension
 hyperlipidemia in children

Respiratory
 congenital and acquired disorders of nose  infections of upper respiratory tract
tonsils and adenoids  obstructive sleep apnea
 congenital anomalies of lower respiratory tract  acute upper airway obstruction
 foreign body in larynx trachea and bronchus  trauma to larynx
 subglottic stenosis (acute, chronic)  neoplasm of larynx and trachea
 bronchial asthma  bronchiolitis
 acute pneumonia, bronchiolitis  aspiration pneumonia, GER
 recurrent, interstitial pneumonia  suppurative lung disease
 atelectasis  lung cysts, mediastinal mass
 pleural effusion

Gastrointestinal and liver disease

 disease of oral cavity  disorders of deglutition and
esophagus
 peptic ulcer disease  congenital pyloric stenosis
 intestinal obstruction  acute and chronic pancreatic
disorders

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 malabsorption syndrome  acute and chronic diarrhea
 irritable bowel syndrome  inflammatory bowel disease
 Hirschsprung disease  anorectal malformations
 hepatitis  hepatic failure
 chronic liver disease  Budd-Chiari syndrome
 metabolic diseases of liver  cirrhosis and portal hypertension

Nephrologic and Urologic disorders

 acute and chronic glomerulonephritis  xanthema syndrome
 hemolytic uremic syndrome  urinary tract infection
 VUR and renal scarring  involvement in systemic diseases
 renal tubular disorders  neurogenic bladder, voiding
dysfunction
 congenital and hereditary renal disorders  renal and bladder stones
 posterior urethral valves  hydronephrosis
 undescended testis, hernia, hydrocoele  Wilms tumor

Neurologic disorders
 seizure and non-seizure paroxysmal events  epilepsy, epileptic syndromes
 meningitis, encephalitis  brain abscess
 febrile encephalopathies  Guillain-Barre syndrome
 neurocysticercosis and other neuroinfestations  HIV encephalopathy
 SSPE  cerebral palsy
 neurometabolic disorders  neurodegenerative disorders
 neuromuscular disorders  mental retardation
 learning disabilities  muscular dystrophies
 acute flaccid paralysis and AFP surveillance  malformations
 movement disorders  Tumors

Hematology and Oncology

 deficiency anemias  hemolytic anemias
 aplastic anemia  pancytopenia
 thrombocytopenia  disorders of hemostasis
 blood component therapy  transfusion related infections
 bone marrow transplant/stem cell transplant  acute and chronic leukemia
 myelodysplastic syndrome  Lymphoma
 neuroblastoma  hypercoagulable states

Endocrinology
 hypopituitarism/hyperpituitarism  diabetes insipidus
 pubertal disorders  hypo – and hyper-thyroidism
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 adrenal insufficiency  Cushing’s syndrome
 adrenogenital syndromes  diabetes mellitus
 hypoglycemia  short stature
 gonadal dysfunction and intersexuality  obesity

Infections
 bacterial (including tuberculosis)  viral (including HIV)
 fungal  parasitic
 rickettssial  mycoplasma
 protozoal and parasitic  nosocomial infections
 control of epidemics and infection prevention  safe disposal of infective material

Emergency and Critical Care

 emergency care of shock  cardio-respiratory arrest
 respiratory failure  acute renal failure
 status epilepticus  acute severe asthma
 fluid and electrolyte disturbances  acid-base disturbances
 poisoning  accidents
 scorpion and snake bites

Immunology and Rheumatology

 arthritis (acute and chronic)  vasculitides
 immunodeficiency syndromes  systemic lupus erythematosus

ENT
 acute and chronic otitis media  hearing loss
 post-diphtheritic palatal palsy  acute/chronic tonsillitis/adenoids
 allergic rhinitis/sinusitis  foreign body

Skin Diseases
 exanthematous illnesses  vascular lesions
 pigment disorders  vesicobullous disorders
 infections  Steven-Johnson syndrome
 atopic, seborrheic dermatitis  drug rash
 alopecia  icthyosis

Eye problems
 refraction and accommodation  partial/total loss of vision
 cataract  night blindness
 strabismus  conjunctival and corneal disorders

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 disorders of retina, including tumors

Behavioral and Developmental disorders

 rumination, pica  enuresis, encopresis
 sleep disorders  habit disorders
 breath holding spells  anxiety disorders
 mood disorders  temper tantrums
 attention deficit hyperactivity disorders  autism (as mentioned in objective
24)
Social/Community Paediatrics
 national health programs related to child health  IMNCI
 Vaccines: constituents, efficacy, storage, contraindications and adverse reactions
 rationale and methodology of pulse polio immunization
 child labor, abuse, neglect  adoption
 disability and rehabilitation  rights of the child
 National policy of child health and population  juvenile delinquency
 Principles of prevention, control of infections (food, water, soil, vector borne)
 Investigation of an epidemic

Orthopaedics
 major congenital orthopedic deformities  bone and joint infections
 common bone tumors

Approach to clinical problems

Growth and development
 precocious and delayed puberty  developmental delay
 impaired learning

Neonatology
 low birth weight newborn  sick newborn

Nutrition
 lactation management and complementary  protein energy malnutrition
feeding (underweight, wasting, stunting)
 failure to thrive and micronutrient deficiencies

Cardiovascular
 Murmur  cyanosis

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 congestive heart failure  systemic hypertension
 arrhythmia  shock

GIT and Liver

 Acute diarrhea  persistent and chronic diarrhea
 abdominal pain and distension  ascites
 vomiting  constipation
 gastrointestinal bleeding  jaundice
 hepatosplenomegaly  hepatic failure and encephalopathy

Respiratory
 Cough/chronic cough  hemoptysis
 wheezy child  respiratory distress

Infections
 acute onset pyrexia  prolonged pyrexia with and
 recurrent infections without localizing signs
 nosocomial infections  fever with xanthema
Renal
 Hematuria/dysuria  bladder/bowel incontinence
 voiding dysfunctions  renal failure (acute and chronic)
 hypertension

Hematology and Oncology

 anemia  bleeding

Neurology
 limping child  convulsions
 paraplegia, quadriplegia  cerebral palsy
 macrocephaly and microcephaly  floppy infant
 acute flaccid paralysis  headache

Endocrine
 thyroid swelling  ambiguous genitalia
 obesity  short stature

Miscellaneous
 skin rash  lymphadenopathy
 epistaxis  proptosis
 arthralgia, arthritis
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 TEACHING AND LEARNING METHODS
Postgraduate teaching programme
General principles
Acquisition of practical competencies being the keystone of PG medical education, PG
training should be skills oriented. Learning in PG program should be essentially self-
directed and primarily emanating from clinical and academic work. The formal sessions
are merely meant to supplement this core effort.

Teaching methodology
This should include regular bedside case presentations and demonstrations, didactic
lectures, seminars, journal clubs, clinical meetings, and combined conferences with allied
departments. The post graduate student should be given the responsibility of managing
and caring for patients in a gradual manner under supervision. Department should
encourage e-learning activities.

Formal teaching sessions

In addition to bedside teaching rounds, at least 5-hr of formal teaching per week are
necessary. The departments may select a mix of the following sessions:

• Journal club t Once a week

• Seminar Once a fortnight
• Case discussions once a month
• Interdepartmental case or seminar Once a month
[Cardiology, Pediatric Surgery]
• Attend accredited scientific meetings (CME, symposia, and conferences).
• Additional sessions on resuscitation, basic sciences, biostatistics, research
methodology, teaching methodology, hospital waste management, health
economics, medical ethics and legal issues related to pediatric practice are
suggested.
• There should be a training program on Research methodology for existing faculty
to build capacity to guide research.
• The postgraduate students shall be required to participate in the teaching and training
programme of undergraduate students and interns.
• A postgraduate student of a postgraduate degree course in broad specialities/super
specialities would be required to present one poster presentation, to read one
paper at a national/state conference and to present one research paper which
should be published/accepted for publication/sent for publication during the
period of his postgraduate studies so as to make him eligible to appear at the
postgraduate degree examination.

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 • Log book: During the training period, the post graduate student should maintain a
Log Book indicating the duration of the postings/work done in Pediatric Wards,
OPDs and Casualty. This should indicate the procedures assisted and performed,
and the teaching sessions attended. The purpose of the Log Book is to:
a) Help maintain a record of the work done during training,
b) Enable Consultants to have direct information about the work; intervene if
necessary,
c) Use it to assess the experience gained periodically.

The log book shall be used to aid the internal evaluation of the student. The Log
books shall be checked and assessed periodically by the faculty members
imparting the training.
Rotations
The postgraduate student should rotate through all the clinical units in the department. In
addition, following special rotations should be undertaken:

Mandatory
Neonatology, perinatology
Intensive care, emergency
Desirable
Posting in Out Patient Services of the following specialties is recommended
Skin
Pediatric Surgery
Physical Medicine and Rehabilitation
Community

Note: Additionally, the PG students may be sent to allied specialties (Cardiology,

Neurology, nephrology etc.) depending on facilities available. It should be ensured that
the training conforms to the curriculum.

• Thesis
Objectives
By carrying out a research project and presenting his work in the form of thesis, the
student shall be able to:
 identify a relevant research question
 conduct a critical review of literature
 formulate a hypothesis
 determine the most suitable study design
 state the objectives of the study
 prepare a study protocol
 undertake a study according to the protocol

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  analyze and interpret research data, and draw conclusions
 write a research paper
Guidelines
While selecting the topic, following should be kept in mind:
 the scope of study is limited to enable its conduct within the resources and time
available
 the study must be ethically appropriate
 the emphasis should be on the process of research rather than the results
 the protocol, interim progress and final presentation is made formally to the
department
 only one student per teacher/thesis guide
There should be periodic department review of the thesis work, as per following
schedule:
End of 6 months Submission of protocol
During 2nd yr Mid-term presentation
6 months prior to examination Final presentation; submission

During the training programme, patient safety is of paramount importance;

therefore, skills are to be learnt initially on the models, later to be performed under
supervision followed by performing independently. For this purpose, provision of
skills laboratories in medical colleges is mandatory.

ASSESSMENT

FORMATIVE ASSESSMENT, ie., assessment to improve learning

Formative assessment should be continual and should assess medical knowledge,

patient care, procedural & academic skills, interpersonal skills, professionalism, self
directed learning and ability to practice in the system.

General Principles
Internal Assessment should be frequent, cover all domains of learning and used to provide
feedback to improve learning; it should also cover professionalism and communication skills.
The Internal Assessment should be conducted in theory and practical/clinical examination.

Quarterly assessment during the MD training should be based on:

1. Journal based / recent advances learning

2. Patient based /Laboratory or Skill based learning
3. Self directed learning and teaching
4. Departmental and interdepartmental learning activity
5. External and Outreach Activities / CMEs
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The student to be assessed periodically as per categories listed in postgraduate student
appraisal form (Annexure I).

SUMMATIVE ASSESSMENT, ie., assessment at the end of training

The summative examination would be carried out as per the Rules given in
POSTGRADUATE MEDICAL EDUCATION REGULATIONS, 2000.

The postgraduate examination shall be in three parts:

1. Thesis
Thesis shall be submitted at least six months before the Theory and Clinical / Practical
examination. The thesis shall be examined by a minimum of three examiners; one internal
and two external examiners, who shall not be the examiners for Theory and Clinical
examination. A post graduate student shall be allowed to appear for the Theory and
Practical/Clinical examination only after the acceptance of the Thesis by the examiners.

2. Theory examination
The examinations shall be organized on the basis of ‘Grading’or ‘Marking system’ to
evaluate and to certify post graduate student's level of knowledge, skill and competence at the
end of the training. Obtaining a minimum of 50% marks in ‘Theory’ as well as ‘Practical’
separately shall be mandatory for passing examination as a whole. The examination for
M.D./ MS shall be held at the end of 3rd academic year. An academic term shall mean six
month's training period.

There shall be four theory papers. Each paper should have 10 short essay questions (SEQ).
Paper I: Basic sciences as applied to Paediatrics
Paper II: Neonatology and community Paediatrics
Paper III: General Paediatrics including advances in Paediatrics relating to Cluster I
specialties
Paper IV: Paediatric Medicine including advances in Paediatrics relating to Cluster
II specialties
Cluster I: Nutrition, Growth and Development, Immunization, Infectious disease,
Genetics, Immunology, Rheumatology, Psychiatry and Behavioral
Sciences, Skin, Eye, ENT, Adolescent Health, Critical Care, Accidents
and Poisoning
Cluster II: Neurology and Disabilities, Nephrology, Hematology and Oncology,
Endocrinology, Gastroenterology and Hematology, Respiratory and
Cardiovascular disorders

3. Practical/clinical and Oral/viva voce examination

Practical examination
Case I
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 Case II (Newborn)
Case III
OSCE may be used.

Oral/Viva voce examination on defined areas by each examiner separately. Oral

examination shall be comprehensive enough to test the post graduate student’s overall
knowledge of the subject.

Recommended Reading:
Books (latest edition)

1. Nelson's Textbook of Pediatrics, Kliegman et al (Editors)

2. Manual of Neonatal care, Cloherty
3. Nada's Pediatric Cardiology, Kaene
4. PG Textbook of Pediatrics, IAP P Gupta et al (Editors)
5. Clinical Methods in Pediatrics, P Gupta
6. Care of the newborn, Meharban Singh

Journals
03-05 international Journals and 02 national (all indexed) journals

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 Annexure I
Orientation sessions for PG students joining MD in Paediatrics

This could be spread over 4-5 sessions once or twice a week depending on
departmental routine and feasibility.
For all PG students
Orientation to the Hospital: Various Departments and facilities available
 Communication skills: Patients and colleagues
 Literature search
 Basic research methodology
 Protocol writing and thesis

Pediatric PGs
Introduction to Residency in Paediatrics
 Universal precautions and appropriate disposal of hospital waste
 Management of shock
 Congestive cardiac failure
 Normal fluid and electrolyte requirement and their disorders
 Interpretation and management of disorders of acid-base balance
 Evaluation of a sick newborn
 Management of seizures, hypothermia and hypoglycemia in the newborn
 Management of seizures and status epilepticus
 Management of comatose patients
 Hospital management of severe PEM
 Acute kidney injury
 Fulminant hepatic failure
 Management of respiratory distress
 Management of acute diarrhea
 Approach to a bleeding child and its management
 Rational antibiotic therapy

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 Annexure II
Postgraduate Students Appraisal Form
Pre / Para /Clinical Disciplines
Name of the Department/Unit :
Name of the PG Student :
Period of Training : FROM…………………TO……………
Sr. PARTICULARS Not Satisfactory More Than Remarks
No. Satisfactory Satisfactory

1 2 3 4 5 6 7 8 9

1. Journal based / recent

advances learning

2. Patient based /Laboratory or

Skill based learning

3. Self directed learning and

teaching

4. Departmental and
interdepartmental learning
activity

5. External and Outreach

Activities / CMEs

6. Thesis / Research work

7. Log Book Maintenance

Publications Yes/ No

Remarks*_____________________________________________________________________________________
______________________________________________________________________________________________
_______________________________________________________________________________________

*REMARKS: Any significant positive or negative attributes of a postgraduate student to be mentioned. For score
less than 4 in any category, remediation must be suggested. Individual feedback to postgraduate student is
strongly recommended.

SIGNATURE OF ASSESSEE SIGNATURE OF CONSULTANT SIGNATURE OF HOD

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