Annual Quality Assurance Report (AQAR) Sri Balaji ......Annual Quality Assurance Report (AQAR)...
Transcript of Annual Quality Assurance Report (AQAR) Sri Balaji ......Annual Quality Assurance Report (AQAR)...
Revised Guidelines of IQAC and submission of AQAR Page 1
Annual Quality Assurance Report (AQAR) –Sri Balaji Vidyapeeth,
Pondicherry.
Part – A
1. Details of the Institution
1.1 Name of the Institution
1.2 Address Line 1
Address Line 2
City/Town
State
Pin Code
Institution e-mail address
Contact Nos.
Name of the Head of the Institution:
Tel. No. with STD Code:
Mobile:
Ph: 0413 – 2611802, 2611805,
2611809.
Fax: 0413 – 2615457
SRI BALAJI VIDYAPEETH
NH – 45 A, Pondy Cuddalore Main
Road,
Pillaiyarkuppam,
Pondicherry
Pondicherry
607 402
Prof. K.R. Sethuraman
8124627600
0413- 2615225
Revised Guidelines of IQAC and submission of AQAR Page 2
Name of the IQAC Co-ordinator:
Mobile:
IQAC e-mail address:
1.3 NAAC Track ID (For ex. MHCOGN 18879)
1.4 NAAC Executive Committee No. & Date:
(For Example EC/32/A&A/143 dated 3-5-2004.
This EC no. is available in the right corner- bottom
of your institution’s Accreditation Certificate)
1.5 Website address:
Web-link of the AQAR:
For ex. http://www.ladykeanecollege.edu.in/AQAR2012-13.doc
1.6 Accreditation Details
Sl. No. Cycle Grade CGPA Year of
Accreditation
Validity
Period
1 1st Cycle A 3.11 2015 Nov. 2020
1.7 Date of Establishment of IQAC : DD/MM/YYYY
1.8 AQAR for the year (for example 2010-11)
2016-2017
www.sbvu.ac.in
14.07.2009
www.sbv.ac.in/aqar
Prof. David Livingstone
9994257378
EC/71/A&A/13.1
PYUNGN11437
Revised Guidelines of IQAC and submission of AQAR Page 3
1.9 Details of the previous year’s AQAR submitted to NAAC after the latest Assessment and
Accreditation by NAAC ((for example AQAR 2010-11submitted to NAAC on 12-10-2011)
Not applicable.
i. AQAR _______________________ __________________ (DD/MM/YYYY)4
ii. AQAR__________________ ________________________ (DD/MM/YYYY)
iii. AQAR__________________ _______________________ (DD/MM/YYYY)
iv. AQAR__________________ _______________________ (DD/MM/YYYY)
1.10 Institutional Status
University State Central Deemed Private
Affiliated College Yes No
Constituent College Yes No
Autonomous college of UGC Yes No
Regulatory Agency approved Institution Yes No
(eg. AICTE, BCI, MCI, PCI, NCI)
Type of Institution Co-education Men Women
Urban Rural Tribal
Financial Status Grant-in-aid UGC 2(f) UGC 12B
Grant-in-aid + Self Financing Totally Self-financing
1.11 Type of Faculty/Programme
Arts Science Commerce Law PEI (Phys Edu)
TEI (Edu) Engineering Health Science Management
Others (Specify)
1.12 Name of the Affiliating University (for the Colleges)
√
√
√
NA
√
√
√
√
√
√
Revised Guidelines of IQAC and submission of AQAR Page 4
1.13 Special status conferred by Central/ State Government-- UGC/CSIR/DST/DBT/ICMR etc
- NIL
Autonomy by State/Central Govt. / University
University with Potential for Excellence UGC-CPE
DST Star Scheme UGC-CE
UGC-Special Assistance Programme DST-FIST
UGC-Innovative PG programmes Any other (Specify)
UGC-COP Programmes
2. IQAC Composition and Activities
2.1 No. of Teachers
2.2 No. of Administrative/Technical staff
2.3 No. of students
2.4 No. of Management representatives
2.5 No. of Alumni
2. 6 No. of any other stakeholder and
community representatives
2.7 No. of Employers/ Industrialists
2.8 No. of other External Experts
2.9 Total No. of members
2
1
2
7
1
10
1
26
50
Revised Guidelines of IQAC and submission of AQAR Page 5
2.10 No. of IQAC meetings held 23
2.11 No. of meetings with various stakeholders: No. Faculty
Non-Teaching Staff Students Alumni Others
2.12 Has IQAC received any funding from UGC during the year? Yes No
If yes, mention the amount
2.13 Seminars and Conferences (only quality related)
(i) No. of Seminars/Conferences/ Workshops/Symposia organized by the IQAC
Total Nos. International National State Institution Level
(ii) Themes
2.14 Significant Activities and contributions made by IQAC
Conducted AAA audit meetings once in 3months for the period of November 2015 to
june 2017.
Generated 6 patents with complete specifications, 8 provisional patents and 33
copyright through IPR cell.
Organized National Conference on Developing strategies for quality care in
psychiatry
Breaking News To Rehabilitation Oncology Nursing exploring New Horizons
Conducted State level Symposium on Research Methodology
Problem Based Questioning
-
Changing trends in health professional education
Patent and copyright
Developing strategies for quality care in Psychiatry
Breaking news to rehabilitation oncology Nursing exploring New
Horizons
Problem Based Questioning
11
5
9
2 3
2 - 3 - 6
√
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2.15 Plan of Action by IQAC/Outcome
The plan of action chalked out by the IQAC in the beginning of the year towards quality
enhancement and the outcome achieved by the end of the year *
Plan of Action Achievements
Skill Training BLS Training Program for Students
Workshop on “Research Methodology” Organized State Level Symposium on Research
Methodology on 06.07.2017 & 07.07.2017
Faculty Development Programme Training Program on LMS-E Learning Module For
Faculty
Faculty Development Programme - I am the creator
of my life on 09.07.16
National Conference Breaking News To Rehabilitation Oncology
Nursing exploring New Horizons
12.10.16 at National conference
NEU- Guest Lecture on “ Problem Based
Questioning Technique”
NEU – Workshop on Problem Based Questioning
on 28.09.16
Workshop Guest Lecture on Connect , Communicate and Care
Induction Program for Fresher’s Induction Program for Freshers
IQAC & Placement Cell -Career Guidance
Program
Placement Opportunities For Nurses at Canada on
05.05.2017
IQAC-MDTLF Integrated Teaching Programme Pregnancy
Induced Hypertension26.10.16
IQAC-NEU Guest Lecture NEU – Workshop on Problem Based
Questioning21.10.16
Eco-friendly Program Tree planting on 12.8 16 in Pillaiyarkuppam
and CN Palayam
Inauguration of Nature Club in KGNC on
22.9.16 and initiated terrace gardening
Sapling Plantation in SBV Campus on
27.03.2017
IQAC-V th Alumni Meet Alumni meet in September 2016
Granted Scholarship to the Students by
Alumni Association on .13.09.2016
Revised Guidelines of IQAC and submission of AQAR Page 7
IQAC & NEU-Guest Talk on “Inter
professional Educational Module”
Classroom Management & Strategies to handle
Problematic Students-01.02.2017
IQAC – Guest Lecture Mind over Matter - 27.2.2017
IQAC-Internal Audit Internal Academic Audit on 04.04.2017
IQAC – Guest Lecture Nurses: A Voice to lead – Achieving the Sustainable
Development Goals(SDGS)” 12.05.2017
2.15 Whether the AQAR was placed in statutory body Yes No
Management Syndicate Any other body
Provide the details of the action taken
Part – B
Criterion – I
1. Curricular Aspects
1.1 Details about Academic Programmes
Level of the
Programme
Number of
existing
Programmes
Number of
programmes added
during the year
Number of
self-financing
programmes
Number of value
added / Career
Oriented
programmes
PhD/ MPhil 11 / 2 2 - -
PG 39 + 5 1 - -
UG 4 + 6 - - -
PG Diploma 10 + 6 1 - -
Advanced Diploma - - - -
Diploma - - - -
Certificate 06 - - -
Others - - - -
The AQAR was duly place to the BOM and the approval to upload an AQAR
was sought. Unanimous approval was accorded.
√
Revised Guidelines of IQAC and submission of AQAR Page 8
Total 89 4 - -
Interdisciplinary - - - -
Innovative - - - -
1.2 (i) Flexibility of the Curriculum: CBCS/Core/Elective option / Open options
(ii) Pattern of programmes:
Criteria
1.3 Feedback from stakeholders* Alumni Parents Employers Students
(On all aspects)
Mode of feedback : Online Manual Co-operating schools (for PEI)
*An analysis of the feedback is provided in the Annexure I,II,III &IV
1.4 Whether there is any revision/update of regulation or syllabi, if yes, mention their salient aspects.
Regular revision /updation of Curricular/syllabi enabled. Duly constituted Board of studies are in place at
the constituent colleges in all the Faculties, viz., Medicine, Dentistry, Nursing Sciences and Allied Health
Sciences.
1.5 Any new Department/Centre introduced during the year. If yes, give details.
Not applicable
Criterion – II
2. Teaching, Learning and Evaluation
2.1 Total No. of
permanent faculty
2.2 No. of permanent faculty with Ph.D.
Pattern Number of programmes
Semester 11 (CBCS)
Trimester -
Annual 67
Total Asst. Professors Associate Professors Professors Others
937 202 106 129 500
Asst.
Professors
Associate
Professors
Professors Others Total
R V R V R V R V R V
16
Y Y Y Y
Y Y
-
Revised Guidelines of IQAC and submission of AQAR Page 9
2.3 No. of Faculty Positions
Recruited (R) and Vacant (V)
during the year
2.4 No. of Guest and Visiting faculty and Temporary faculty
NIL
2.5 Faculty participation in conferences and symposia:
No. of Faculty International level National level State level
429 faculty Attended Seminars
Workshops
147 413 714
Presented papers 23 55 50
Resource Persons 9 27 55
2.6 Innovative processes adopted by the institution in Teaching and Learning:
Interactive Lectures.
Small Group discussions.
Simulation based skills training & Pedagogy.
Problem oriented Learning.
Integrated teaching – Horizontal & Vertical
Vertically integrated, Longitudinal Modules.
Self directed Learning.
Open Book exams.
MCQ based testing.
Creation of Modules & Prototype. (Kinesthetic learning)
Experiential modules.
Focus on system based practice.
Student seminars.
Quiz programs.
Power Point Competition.
Student Teachers.
Peer Learning.
Near Peer Learning.
69 - 7 - 13 - 145 - 234 -
Revised Guidelines of IQAC and submission of AQAR Page 10
Team based Learning.
Multi – station exercises.
Focused Group discussions.
Flipped classes.
Program for improvement of students needing additional curriculum support (SNACS)
Reflective Learning.
Technology enhanced learning
o LMS based.
o E Portfolio
o Gaming
Writing as learning
Language classes (English Regional Language)
Workshops.
Hands – on training.
Research projects students.
Modular teaching
Formative OSCE & OSPE
Structured Viva voce.
Mind mapping session for better understanding & retention
Multi Disciplinary Teaching Learning Framework – 7C’s Model
Remedial classes for Supplementary students
Training through Online Module- E Learning Procedures
2.7 Total No. of actual teaching days
during this academic year
2.8 Examination/ Evaluation Reforms initiated by the Institution (for example: Open Book
Examination, Bar Coding, Double Valuation, Photocopy, Online Multiple Choice Questions)
Pre-examination process-
(i) Setter level- The whole process of setting question papers has been shifted from manual to
online format with adequate safe-guards.
(ii) Question paper review: A new process of scrutiny of question papers has been introduced by a
review board- External review process for PG courses have been introduced from 2014-15.
(iii) Examiner level-
245 days
Revised Guidelines of IQAC and submission of AQAR Page 11
-The whole process of maintaining database of examiners has been shifted from manual to
electronic database, which is constantly updated.
-Appointment letters to examiners and receiving of consent forms is made online.
Examination process-
(i) New answer booklets with pre-printed barcode for easy compilation of student
information was designed and introduced by SBV.
(ii) Answer booklet with OMR coding sheet for examiners to enter marks question-wise.
To eliminate ‘examiner bias’, each examiner was asked to correct the same question in
all the answer booklets.
Post-examination process-
(i) Scanning of OMR sheets using OMR Scanner –Fujitsu (fi-6125) and Licensed
Verificare software (Version 3.8, Ginger webs pvt.ltd) enabling easy computerized
tabulation of marks.
(ii) Online publication of results in SBV Garuda system.
Rigorous features introduced by the university to ensure confidentiality in the conduct of the
examinations
a) Question paper set by external examiners is received by 128 bit encrypted e-mail (UG -3 sets
&PG -2 sets). 1 set is selected randomly by COE.
b) Scrutiny of question papers by subject experts is done in a highly confidential manner.
c) A dedicated high speed Xerox and printing machine is used to print question papers securely
under direct supervision of COE in a secluded chamber.
d) The question papers are printed prior to examinations.
e) For Sri Sathya Sai Medical College, QPs are sent by 128 bit encrypted mail 1 hour before the
commencement of examination.
f) Before entering the exam hall, students are thoroughly checked by security personnel to
avoid the student carrying any unauthorized materials-all electronic devices (particularly cell
phones), study materials and etc.
g) In the exam hall, CCTV Cameras are installed to monitor students’ behaviour.
h) Adequate numbers of experienced invigilators are arranged in the exam hall along with Chief
Superintendent.
i) Examination conduction protocol and manual are available with the chief superintendent.
j) Flying squad from on campus and off campus selected by Vice - Chancellor are arranged.
k) Seating arrangement are made in a scrambled manner.
Revised Guidelines of IQAC and submission of AQAR Page 12
l) Standard procedure for exam entry & exit time – no entry after 30min of commencement and
no exit 30min before the end.
m) Written answer booklets along with examinee information are collected in sealed cover and
transferred to COE’s office.
n) The institution has a Manual for Examinations. All examinations are conducted strictly as
per the examination manual. The manual consists of :
For students and Faculty-
a. Procedure for dealing with suspected malpractice.
b. Suspected candidate malpractice.
c. Suspected malpractice that you discover.
d. Procedures for investigating alleged malpractice.
e. Sanctions and penalties applied against candidates.
f. Appeals against decisions of the SBV University malpractice committee.
2.9 No. of faculty members involved in curriculum
restructuring/revision/syllabus development
as member of Board of Study/Faculty/Curriculum Development workshop
2.10 Average percentage of attendance of students
2.11 Course/Programme wise
distribution of pass percentage :
Title of
the
Program
me
Academic
Year
Final
Part II
Total no.
of
students
appeared
No. of
Student
s Passed Distinction
% I % II %
Pass
%
MBBS
(MGMCR
I)
2016 -
2017
Jun 61 28 - 2 8 46
Dec 164 95 1 48 27 58
2017 -
2018
Jun 81 53 - 1 6 65
MBBS
(SSSMCR
I)
2016 -
2017
Jun 58 36 - 4 12 62
Dec 123 100 - 55 31 81
2017 -
2018
Jun 60 35 - 4 18 58
BDS
(IGIDS)
2016 -
2017
Jun 75 63 1 43 1 84
Dec 33 21 1 10 2 64
89.9%
68
Revised Guidelines of IQAC and submission of AQAR Page 13
B.Sc
(KGNC)
2016 -
2017
Aug 87 82 7 72 3 94
Dec/Feb 8 7 - 4 3 88
M.Sc
(KGNC)
2016 -
2017
Aug 4 4 4 - - 100
P.B.B.Sc.,
(KGNC)
2016 -
2017
Jun/Aug 7 6 1 5 - 86
M.Sc(Me
dical
(Microbil
ogy)
2016 -
2017
Aug 3 1 - 1 - 33
Feb /
Mar 2 2 - 2 - 100
M.Sc(Me
dical
(Biochemi
stry)
2016 -
2017 Aug 2 2 - 2 - 100
D.M.Card
iology
Aug 1 1 - - 1 100
M.Ch.
Urology
Aug 1 1 - - 1 100
PG Dip.
In Yoga
Therapy
Aug /
Sep 8 8 4 4 - 100
FUGRA Feb/Mar 2 2 - 2 - 100
Health
Profession
Education
Aug /
Sep 2 2 - - 2 100
M.Sc
(Music
Therapy)
Mar (III
Sem) 1 1 - 1 - 100
M.Phil
Yoga
Theraphy
Mar (I
Sem) 2 2 1 1 - 100
2.12 How does IQAC Contribute/Monitor/Evaluate the Teaching & Learning processes :
IQAC conducts Quarterly administrative and academic audit to Monitor/Evaluate the Teaching &
Learning processes.
Annual assessment and feedback of students on Faculty and subject is monitored and analyzed
by IQAC.
Conduction of Unit, sessional and Model examination for UG and PG students ,their
performances are analyzed by respective coordinators and plan for remedial classes who need
additional support
Revised Guidelines of IQAC and submission of AQAR Page 14
Mentor Mentee Meeting is conducted very month and analyzed by Nodal officer of every Batch
with corrective actions and solutions for the students’ problems in relation to teaching and
learning
Parent teachers association meet is held in once in every 3 months and the progress of the
students is informed to the parents
Online feedback from students, Peers, external experts are obtained, analyzed and appropriate
actions are taken.
2.13 Initiatives undertaken towards faculty development
Faculty / Staff Development Programmes Number of faculty
benefitted
Refresher courses 26
UGC – Faculty Improvement Programme 70
HRD programmes 57
Orientation programmes 49
Faculty exchange programme nil
Staff training conducted by the university 113
Staff training conducted by other institutions 53
Summer / Winter schools, Workshops, etc. 194
Others 45
2.14 Details of Administrative and Technical staff
Category Number of
Permanent
Employees
Number of
Vacant
Positions
Number of
permanent
positions filled
during the Year
Number of
positions filled
temporarily
Administrative Staff 319 3 63 9
Technical Staff 463 20 84 1
Criterion – III
3. Research, Consultancy and Extension
3.1 Initiatives of the IQAC in Sensitizing/Promoting Research Climate in the institution
Conduction of Workshop on Research Methodology annually
Sensitized the Importance of Research to the Students and Faculty Members
Revised Guidelines of IQAC and submission of AQAR Page 15
Initiated Interdisciplinary Research Projects Eg. YogaTherapy
Facilitated faculty for disseminating research findings through poster/podium presentation in
research week celebration of the university.
Encouraged the faculty members to conduct research project in association with government
funding agency.
A workshop on “Protocol Writing and Research Methodology” was organized by research
committee and IQAC, IGIDS from 27th to 29th June 2017 at Conference hall, 7th Floor new
college block.
3.2 Details regarding major projects
Completed Ongoing Sanctioned Submitted
Number 1 3 - 1
Outlay in Rs. Lakhs 31,80,000 4,69,15,000 - 46,00,000
3.3 Details regarding minor projects
Completed Ongoing Sanctioned Submitted
Number 32 78 - -
Outlay in Rs. Lakhs 20,83,887 5,58,65,422 - -
3.4 Details on research publications
International National Others
Peer Review Journals 287 636 -
Non-Peer Review Journals - - -
e-Journals - - -
Conference proceedings 1 10 -
3.5 Details on Impact factor of publications:
Range Average h-index Nos. in SCOPUS
3.6 Research funds sanctioned and received from various funding agencies, industry and other organisations
Nature of the Project Duration
Year
Name of the
funding Agency
Total grant
sanctioned
Received
Major projects DBT 5,00,95,000
Minor Projects
SBV,
ICMR,DBT,
DSTE,PCST,
RNTCP,
5,58,65,422
Interdisciplinary Projects SBV, 5,70,08,000
2.231 0.64 17 221
Revised Guidelines of IQAC and submission of AQAR Page 16
ICMR,DBT,
DSTE,PCST,
RNTCP,
Projects sponsored by the
University/ College SBV 36,03,444
Any other(Specify)
1. Travel grants for major
conferences and workshops
(40 number)
6,00,415
2. Copyright 2,65,000
3. Patent with complete
specification 50,000
4. Provisional patent 70,400
3.7 No. of books published i) With ISBN No. Chapters in Edited Books
ii) Without ISBN No.
3.8 No. of University Departments receiving funds from : Nil
UGC-SAP CAS DST-FIST
DPE DBT Scheme/funds
3.9 For colleges Autonomy CPE DBT Star Scheme
INSPIRE CE Any Other (specify)
3.10 Revenue generated through consultancy
3.11 No. of conferences organized by the Institution
Level International National State University College
Number 4 9 6 6 20
Sponsoring
agencies
SBV SBV,
Orthoone,
Medopharm,
Anabond
3M
Aruna
clinical
lab,
ISA,
SBV,
Philips
repsironics
SBV,
Ethicon
-
Rs. – 25,31,643
8
45
-
-
-
- - -
- - -
12 13
Revised Guidelines of IQAC and submission of AQAR Page 17
3.12 No. of faculty served as experts, chairpersons or resource persons
3.13 No. of collaborations International National Any other
3.14 No. of linkages created during this year
3.15 Total budget for research for current year in lakhs :
From Funding agency From Management of University/College
Total
3.16 No. of patents received this year
In addition 33 copyrights filed during this period.
3.17 No. of research awards/ recognitions received by faculty and research fellows
Of the institute in the year
Awards:
Recognitions:
3.18 No. of faculty from the Institution
who are Ph. D. Guides
and students registered under them
3.19 No. of Ph.D. awarded by faculty from the Institution
Experts Chairperson Resource person
77 75 91
Type of Patent Number
National Applied 12
Granted -
International Applied 2
Granted -
Commercialised Applied -
Granted -
Total International National State University Dist College
16 1 3 3 9 - -
Total International National State University Dist College
100 18 8 41 33 - -
4 3 1
6
Nil 200 Lakhs
200 Lakhs
31
16
3
Revised Guidelines of IQAC and submission of AQAR Page 18
3.20 No. of Research scholars receiving the Fellowships (Newly enrolled + existing ones)
JRF SRF Project Fellows Any other
3.21 No. of students Participated in NSS events:
University level State level
National level International level
3.22 No. of students participated in NCC events: Not applicable
University level State level
National level International level
3.23 No. of Awards won in NSS:
University level State level
National level International level
3.24 No. of Awards won in NCC: Not applicable
University level State level
National level International level
3.25 No. of Extension activities organized
University forum College forum
NCC NSS RRC
YRC
Total number of beneficiaries – 1,11,232
3.26 Major Activities during the year in the sphere of extension activities and Institutional Social
Responsibility
Swatch Bharat activity was carried out in Kuttiyankuppam village, Pondicherry. Plastic
wastes were cleaned from the school campus, Major Street and temple of the villages.
Basic life support(BLS) Awareness cum hands on training session
nil nil nil nil
300
20
488
nil
nil nil
nil nil
nil 2
nil nil
nil nil
nil nil
1396 -
nil 39 11
3
Revised Guidelines of IQAC and submission of AQAR Page 19
at Puducherry’s Honourable Lt. Governor Kiran Bedi’s residence for public
(as part of International Women’s day celebration)
35 Community health camps
43 Community health awareness programmes
34 District Blindness Control Society Camps [DBCS Camps]
Prostate awareness camp
Transgender Urology Camp
Digital India- Creating Public awareness on Online transaction
Quick Response Team
Green Campaign through plantation of saplings in and around rural areas of
Puducherry
Mumps, Rubella Campaign
Pulse Polio Campaign
First Aid Camp in festivals of religious importance through Youth Red Cross
Blood Donation Camp and Awareness Programme through Red Ribbon Club
Medical Camp , Participating in Electoral Commission work Through NSS
Creating Public awareness on Environmental issues like Antiplastic Campaign
through NSS
Disaster training and Adventure Camp (Himachal Pradesh) for NSS Volunteers
to rescue the victims in time of Disaster
Flood relief measures where undertaken by our NSS Volunteers in the year
December 2015
Annual Coastal cleaning by NSS Volunteers of KGNC in coastal areas of
Puducherry
Himalayan Dental Project
Nilgiris Oral Health Program
Criterion – IV
4. Infrastructure and Learning Resources
4.1 Details of increase in infrastructure facilities:
Facilities Existing Newly created Source of
Fund
Total
Amount
Rs.
Campus area Main Campus: 48.097 Acres, Off
Campus: 148 Acres
16,559 Sq feet SBECPT
(sponsoring
trust)
33,51,390
No. of important equipments purchased
(≥ 1-0 lakh) during the current year.
172 equipments purchased
Value of the equipment purchased
during the year (Rs. in Lakhs)
Total Amount Rs - 8,22,14,519
Revised Guidelines of IQAC and submission of AQAR Page 20
4.2 Computerization of administration and library
Administration – HR; Finance; COE Office; Academic Section administered through
Management Information System through GARUDA and university websites
Examination division – Exam application, University practical marks uploaded and entered
online.
Online Student feedback system
University administration for University departments
Library- Bar coding access in library
Remote access to library e-resources (journals) through Central library
LMS Online modules for the students through KGNC website
4.3 Library services:
Existing Newly added Total
No. Value No. Value No. Value
Text Books 39,012 3,22,65,885 851 17,98,772 39,863 3,40,64,657
Reference
Books
7,593 25,51,240 117 86,159 7,710 26,37,399
e-Books 10,062 5,12,000 13 4,000 10,075 5,16,000
Journals 658 1,17,54,603 11 50,576 669 1,18,05,179
e-Journals 3092 6,75,000 - - 3092 6,75,000
Digital Database 3092 6,75,000 - - 3092 6,75,000
CD & Video 1,655 18,500 232 5,000 1,887 23,500
Others (specify) - - - - - -
4.4 Technology up gradation (overall)
Total
Computers
Computer
Labs Internet
Browsing
Centres
Computer
Centres Office
Depart-
ments Others
Existing 330 6 60Mbps 20 20 100 100 10
Added 150 - 80Mbps - - 150 150 4
Total 480 6 140
Mbps
20 20 250 250 14
4.5 Computer, Internet access, training to teachers and students and any other programme for technology
upgradation (Networking, e-Governance etc.)
The institution has e-learning at central library of SBV utilized by students and faculty
Training of faculty on use Elsevier e- module for nursing procedures in five specialities.
MRU and MEU jointly conducts sessions for UG/PG/faculty on computer use and other ICT
available in the campus.
Revised Guidelines of IQAC and submission of AQAR Page 21
4.6 Amount spent on maintenance in lakhs :
i) ICT
ii) Campus Infrastructure and facilities
iii) Equipments
iv) Others
Total :
Criterion – V
5. Student Support and Progression
5.1 Contribution of IQAC in enhancing awareness about Student Support Services
Orientation regarding various student support services is done in I and II MBBS. Posters and
circulars are displayed regarding student support services such as student clubs(8 clubs such as
ecoclub ,fine arts, sports, literary),co-curricular activities, NSS, anti-ragging, grievance issues.
Monthly meeting of student clubs are conducted to spread the awareness. Online grievance and
support portal is established(www.support.sbvu.ac.in)for any grievance.
Mentor- mentee system for academic support to the students
Conduct of special sessions for SNACS students
Special orientation programmes on research for both UG & PG students-Medical Research Unit
Deputing Faculty to guide and support students for their participation in National/Regional
student conferences, Intercollegiate sports and cultural competitions.
Awareness created about online feedback system for students was initiated by IQAC
Workshop for the students to operate the e-governance portal was carried out at Institutional
Level.
Regular feedback system is being monitored.
The achievements, awards and merits of the students are intimated to the parents through their
mentors to motivate them further in both curricular and Co- curricular activities.
Founder Chancellor Merit – cum Means Scholarship were awarded to meritorious students for
the year 2015
5.2 Efforts made by the institution for tracking the progression
Half yearly assessment of students’ academic progress and attendance is carried out. Parents are
asked to participate actively in these meetings which helps in discussing the weak and strong
0.21 Lakhs
0.96 lakhs
188.37 Lakhs
325.84 Lakhs
513.38 Lakhs
Revised Guidelines of IQAC and submission of AQAR Page 22
aspects of students learning. Additional support is provided to low performing students. In above
meetings previous reports are compared which helps in tracking the progression.
SNACS (Students needing additional Curricular support) PROGRAM for slow learner
Mentor mentee system
SPICES (Student centred, problem based integrated, community oriented, elective and
systematic)model for interns to assess the competency level
Institution has appointed special Placement Cell Coordinator
KGNC Placement Cell tracks the progression through social network every 3 months using
IQAC template
Alumni association of KGNC coordinates with placement cell to update the progress
Campus conclave was conducted to assist in placement of students for the month
of April to June.
Formal social gathering of the alumni is being tracked with the help of social
networks like Skype, face book, Twitter, etc
Attendances and marks are compiled as students reports and sent to parents and
students
5.3 (a) Total Number of students
(b) No. of students outside the state
(c) No. of international students
Men Women
Demand ratio -1:2 Dropout % - 0.15%
5.4 Details of student support mechanism for coaching for competitive examinations (If any)
UG PG Ph. D. Others
2717 397 72 -
No %
1449 45.19
No %
1746 54.80
Last Year This Year
General SC ST OBC Physically
Challenged
Total General SC ST OBC Physically
Challenged
Total
556 326 16 1888 - 2786 669 363 18 2135 1 3186
2144
1
Revised Guidelines of IQAC and submission of AQAR Page 23
SPEED-PG NEET coaching has been initiated with effect from 22nd June 2017 for interns and
final year students to help them in passing the NEET PG examination. 151 students have
benefitted.
5.5 No. of students qualified in these examinations
NET SET/SLET GATE CAT IAS/IPS etc State PSC UPSC Others
5.6 Details of student counselling and career guidance
Student counseling session are regularly conducted by the students welfare department and a total
of 728 medical students benefitted
In the dental college, various Skill enhancement programme for alumni (SEA) was conducted
which includes hands on workshop fixed partial denture (15 benefited ),molar RCT(20
benefited) impaction(17 benefited), FDB (47 benefited), Opportunities abroad (80
benefited),antibiotic and analgesics – use and misuse (45 benefited)
A total of 593 students from the nursing college from various counseling and career guidance
programs which includes Career guidance Program by ABC study link(Study-Abroad
Consulting Company)
5.7 Details of campus placement
On campus Off Campus
Number of
Organizations
Visited
Number of Students
Participated
Number of
Students Placed
Number of Students Placed
4 46 25 College and hospitals – 76
Corporate hospitals- 9
Clinic – 72
Dental surgeon in health
insurance company - 4
5.8 Details of gender sensitization programmes
In collaboration with SBV , International women’s day (may8th ) was celebrated by conducting
various competition for students and faculty among the constituent college
11th March 2017 – Woman’s day celebration conducted a Comprehensive Oral Screening Camp
Conducted at Reddiyar Thirumana Mandapam, Cuddalore. On 11th March 2017, a total number
of 44 patients were screened for oral diseases
24
nil
nil
nil
nil
1
nil
9
Revised Guidelines of IQAC and submission of AQAR Page 24
On behalf of WE (Women Cell, SBV) commemorating the international women's day 2017 ,
Elocution & short video message competitions were held at all four constituent SBV institutions
on 13th march 2017.
Title: “Be Bold for Change-Women in the Changing World of Work”
5.9 Students Activities
5.9.1 No. of students participated in Sports, Games and other events
State/ University level National level International level
No. of students participated in cultural events
State/ University level National level International level
5.9.2 No. of medals /awards won by students in Sports, Games and other events
Sports : State/ University level National level International level
Cultural: State/ University level National level International level
5.10 Scholarships and Financial Support
Number of
students Amount
Financial support from institution 26 0.53 Lakhs
Financial support from government 379 236.92 Lakhs
Financial support from other sources Nil Nil
Number of students who received
International/ National recognitions Nil Nil
60 47 -
889 21 -
6 - 178
1 - -
Revised Guidelines of IQAC and submission of AQAR Page 25
5.11 Student organised / initiatives
Fairs : State/ University level National level International level
Exhibition: State/ University level National level International level
Others: Institutional level
5.12 No. of social initiatives undertaken by the students
5.13 Major grievances of students (if any) redressed: Nil
Criterion – VI
6. Governance, Leadership and Management
6.1 State the Vision and Mission of the institution
OUR VISION
“To be in the forefront of higher education in order to give India the high calibre manpower she needs”.
VISION 2025
“To be known nationally and internationally for leadership and excellence in health professions education
and to strive for progress of humanity and for sustainable development of our globalized society through
outstanding holistic health care, translative research and value-based transformative education.”
OUR MISSION
A. To provide quality collegiate education from undergraduate level to postdoctoral
programs.
B. To ensure a high standard of behaviour and discipline, amongst our student community.
C. To guarantee rapid transfer of the very latest research findings into our Institutions.
D. To create a climate of joyful learning to impart skills in students which will make them
successful in their endeavour.
E. To provide meaningful industrial education, research and training at all levels.
F. To offer a wide range and flexibility of options especially in the areas of non-formal and
continuing education.
G. To set a high standard of professional conduct and ethics for staff and students alike.
6.2 Does the Institution has a management Information System
3
nil
nil nil
nil nil
14
16
Revised Guidelines of IQAC and submission of AQAR Page 26
Yes. The institution has a management information system - GARUDA
6.3 Quality improvement strategies adopted by the institution for each of the following:
6.3.1 Curriculum Development
With a vision to evolve into a center of excellence in medical education, the medical education unit
constantly strives to effectively aid in the implementation of curriculum.
Undergraduate Curriculum: The Medical education unit aided in the developing the Integrated curriculum
being implemented in the First and second year MBBS. MEU team undertakes, on a regular basis,
training programmes and workshops for the faculty and the students in order to facilitate the design of the
integrated curriculum. MEU team collaborates along with various departments to plan and deliver this
integrated curriculum. Regular feedback from the stakeholders is collected which helps to plan timely
interventions to facilitate the process of integration.
Postgraduate Curriculum: With the proud initiative of the SBV- a paradigm shift to a competency based
curriculum for post graduate teaching, the MEU team was part of planning of the curriculum. Workshops
to familiarize the faculty with the competency based approach were undertaken. MEU also aided in
developing an extensive list of Entrustable Professional Activities (EPA) in each subject specialty to be
used as measures for the competencies trained. MEU also undertook workshops and hands on training
exercises to facilitate the faculty’s understanding of the E-portfolio platform to be used for 360 degree
workplace based assessment system.
Medical education unit regularly conducts faculty development programmes to aid in improving the skills
of the teaching faculty and create an atmosphere for progressive learning. Annually on an average 15
FDP’s are taken up by the MEU of SSSMCRI. The workshops are designed to cater the following areas:
1. Undergraduate teaching: A three day orientation programme for the freshly joined undergraduate
students is organized in the month of September-October every year to facilitate smooth induction of the
students. The students during these three days are oriented to various aspects of the MBBS curriculum
and Medical Ethics.
2. Post graduate Teaching: Three workshops for the fresh batch of post graduate student are organized by
the medical education unit. The first workshop is a general orientation programme which is followed by a
Three day orientation programme designed to familiarize the postgraduates with the competency based
medical education. They are given a clear overview of the competency based programme and how to use
the Entrustable activities as a measure of their skills. They are also given hands on training in the E-
portfolio platform used for 360 degree workplace bases assessment.
A research methodology workshop spanning for three day which covers in detail the process of planning
and writing a research proposal is also undertaken. The workshop appraises the postgraduate’s ability to
design their thesis protocol and also participate in critical appraisal of scientific writing.
Faculty Development: The MEU team organizes Two MCI approved Revised Basic Course Medical
Education Workshop Spanning Three days under an observer from the MCI nodal center. The workshop
is a part of the medical council of India’s drive to encourage faculty development. The workshop’s are
scheduled in the months of February and September.
Revised Guidelines of IQAC and submission of AQAR Page 27
In addition to the above mentioned endeavours theses the MEU team also organizes various faculty
development programmes to facilitate integrated teaching and improving faculty skills. Various
workshops on Microteaching, Question paper setting, small group discussions; Preparing Specific
Learning Objectives, Workplace based assessment etc are conducted annually for the benefit of the
faculty at SSSMCRI
6.3.2 Teaching and Learning
Orientation Program for I years for 10 days.
HeART – Rapid rural appraisal using qualitative techniques – An experiential program on ‘Early
community Exposure’ for I MBBS students.
STEPs Curriculum for year 1 implemented.
Introduction of Ganesha’s Canvas – Learning Management System for I MBBS course.
CReAMS – A hospital based experiential Module on ‘System Based Practice’ for Semester 3/ II
MBBS students.
Integrated Model for ‘Introduction to Clinical Medicine’ course – III semester /II MBBS using
Standardized Patients trained from local community.
Clinical Curriculum for Semester 4 & 5 / II MBBS, features ‘Clinical Connect’ modules bridging
basic & Clinical sciences.
Vertically Integrated, longitudinal Modules on ‘Ethics & Professionalism’ and
‘Communication Skills’ starting from I MBBS to Internship.
Clinical clerkship for semester 6 final MBBS Part I students in Emergency Medicine & ICU.
Systematic Training Program for CRRIs featuring Practice – Oriented, Integrated Clinical skills
approach – 26 Modules.
Mandatory ACLS & BLS training program for all Interns.
Orientation Program for I Year PGs – 3 days.
COBALT Program for PGs
E Portfolios for PG student to practice based Learning & Improvement.
Mandatory ACLS & BLS training program for all PGs.
Training in ‘First Aid’ and ‘Trauma’ module for all surgical specialty PGs.
‘Training of Young Trainers’ – pedagogy training for II year PGs.
Training in ‘Research Methodology’ for all PGs.
Courses in ‘Basic of Critical Care’ & ‘Palliative care’ for PG students.
6.3.3 Examination and Evaluation
The following reforms have been introduced:
1. All the Departmental Heads prepared the blue print of question paper which was used
as a template for the question paper setting.
2. Correspondence for question paper setting was made fully online. The security of
confidential documents is ensured by encrypting.
3. Pre-validation of question papers by external reviewers (subject experts).
a) The whole process of setting question papers is received via e-mail. The
electronic transcript of which is available for scrutiny by Scrutiny Board.
Revised Guidelines of IQAC and submission of AQAR Page 28
b) Scrutiny Board comprises Chairman of the Board (single member) for each
subject.
c) Question paper Scrutiny: Controller of examinations ensures transparency in
the review process of question papers by the Scrutiny Board by maintaining
documents for the same.
4. Post-validation of results introduced to identify the lacunae. Individual department-
wise meetings are held to discuss the issues in post-validation.
a) Answer keys are prepared by the evaluators for all UG courses, which is used
for valuation and as a reference for re-evaluation.
b) Results of group performance are analyzed.
5. Multiple workshops are conducted for faculty orientation, training and capacity
building and a National Level experts Committee meeting was convened on May 23,
2014 to look into the prospect of the Sri Balaji Vidyapeeth’s proposal on
Objectivisation of Clinical / Practical exams.
6. Mechanism for redressal of grievances with reference to examinations
a) SBV constitutes the grievance committee comprising of Vice-Chancellor, one
member of board nominated by Vice-Chancellor, dean/principal of constituent
college, senior professor, one reader, one member of administrative staff and
educational administrator nominated by vice-chancellor.
b) Redressal of grievances by introduction of – 1. Revaluation 2. Retotaling.
c) Grievance redressal committee looks into complaints on a case by case basis.
This committee looks in to the various aspects of grievances and their redressal as per the
SBVU bye-laws laid down. These details are provided in the Examination manual.
6.3.4 Research and Development
Recognition and awards for Publication in high index journal
A Research committee has been created to coordinate and improve quality of research activities
Analysis of Publication made by faculty members.
Medical Research Unit was formed with 16 members. Convenes meeting every 3rd Wednesday
of a month and reviews protocols and clears it for scientific content. All scientific protocols for
IEC or IAEC or any other funding agencies is screened by this MRU.MRU also has developed its
own Vision and Mission and conducts monthly programmes as per the calendar of events
scheduled.
Research methodology workshop for Faculty and Students
Cochrane workshop – 17.02.2016 to 19.02.2016
Revised Guidelines of IQAC and submission of AQAR Page 29
6.3.5 Library, ICT and physical infrastructure / instrumentation
Library resources enhanced across faculties
MRI has been installed in SSSMCRI and is on service
6.3.6 Human Resource Management
Fire safety class, Bio Medical waste management workshop, Stress Management workshop have
been conducted
6.3.7 Faculty and Staff recruitment
6.3.8 Industry Interaction / Collaboration
International collaboration with Canadian Health Care Academy, Canada
National collaboration with Barath Madha Deaddiction Centre
National collaboration with Baby Sarah, Ariyankuppam, Puducherry
Biomedical engineering student training at our campus
Mou with Agni college of engineering and technology, Chennai
The IMC University of Applied Sciences, Austria and SBVU, Pondicherry (Music Therapy
Deptt.)
Kaivalyadhama Yoga Institute, Swami Kuvalyananda Marg, Lonavla -410403, Pune, Maharastra
and SBVU, Pondicherry
Dept. of Biotechnology, Ministry of Science and Technology, Govt. of India
Partners Medical International Inc, Cambridge Street, 20th Floor, Suite 2002, Boston,
Massachusetts, USA and SBVU, Pondicherry
The University of IOWA City, IOWA, IA 52242, USA and SBVU, Pondicherry
IMC Fachhochschule, Krem, Austria and SBVU, represented by the Dean (R & AHS),
Pondicherry
Strand Life Sciences Private Limited, Bangalore and CIDRF, SBVU, Pondicherry
6.3.9 Admission of Students
Common Entrance Test(CET) Interviews
6.4 Welfare schemes for
Statutory requisites:
Teaching Yes
Non teaching Yes
Students Yes
The university follows SBV norms
Revised Guidelines of IQAC and submission of AQAR Page 30
Provident fund
ESIC
Financial support /other facilities:
General:
Marriage Gift
Free Tea
Accommodation for Faculty Members in concession manner
Employee’s family dependents funeral expenses
Cash award for honesty during duty
Night shift perks
3 sets of Uniforms per year
Transport facility
Exgratia for festivals and loans
Salary advances and loans
Free medical treatment
Welfare day, nurses day and doctors day celebrations
For academic activities:
Financial support for publication of articles/research papers in Journals
Encouragement for research activities, and attending seminars, conferences in national and
International Level
Support for Hosting Seminars & Conferences including CMEs and Workshops within the
campus
Research grants
6.5 Total corpus fund generated
6.6 Whether annual financial audit has been done Yes No
6.7 Whether Academic and Administrative Audit (AAA) has been done?
Audit Type External Internal
Yes/No Agency Yes/No Authority
Academic Yes TNC,
INC,MCI,DCI
Yes IQAC,SBV
Administrative Yes TNC,INC Yes IQAC, SBV
6.8 Does the University/ Autonomous College declares results within 30 days?
For UG Programmes Yes No
500 crores (Maturity value 11.59 crores dated 15.5.2018)
Y
√
Revised Guidelines of IQAC and submission of AQAR Page 31
For PG Programmes Yes No
6.9 What efforts are made by the University/ Autonomous College for Examination Reforms?
Examination reforms in evaluation procedures
(i) Central Valuation: Bar coded blinded examinees’ answer scripts are evaluated by internal and
external examiners.
(ii) Every year updated examiners list is obtained for each subject from the Board of Studies
(BOS- Chairman, Dean, Registrar & HOD) and presented to Board of Examinations.
(iii) One examiner corrects only a particular question in all the answer scripts.
(iv) All UG (M.B.B.S., B.D.S. and Nursing) answers script were evaluated by single valuation.
(v) All PG and Diploma (MD/MS, MDS, and PhD) answer scripts were evaluated by four valuations.
(vi) Scanning of OMR sheets using OMR Scanner –Fujitsu (fi-6125) and Licensed Verificare
software (Version 3.8, Ginger webs pvt.ltd) enabling easy computerized tabulation of marks,
which is available for scrutiny by higher officials of the university.
Evaluator feed-back- is taken from the examiners and suggestions are recorded.
Efforts made by the university to streamline the operations at the Office of the Controller of
Examinations
SBV University Examinations Handbook was prepared to streamline the operations at the Office of the
Controller of Examinations.
The following are the significant efforts which have improved the process and functioning of the
examination division / section.
Designed new answer booklets with pre-printed barcode for easy compilation of student
information.
Answer booklet with OMR coding sheet for examiners to enter marks question-wise.
To eliminate ‘examiner bias’, each examiner asked to correct the same question in all the
answer booklets.
Scanning of OMR sheets - Verificare software
Online publication of result in SBV Garuda system.
Blue print of question paper used as a template for QP setting.
Correspondence for question paper setting was made fully online128 bit encrypted.
Pre-validation of question papers
Post-validation of results
√
Revised Guidelines of IQAC and submission of AQAR Page 32
Examination reforms in announcement of results
• Average time taken by University for declaration of examination results is 5 days. (Range
2days-15days) after the completion of practical examinations.
• Results are passed by concerned boards.
• Scheduling of examinations have been designed in such a way so as to avoid simultaneous
examinations in different courses at the same time.
The university publishes the examination results online in the SBV Garuda website.
Also, the results are put up by manual display on the notice board.
6.10 What efforts are made by the University to promote autonomy in the affiliated/constituent colleges?
The Constituent colleges as well as the faculties are given functional authority to conduct
innovative curricular / academic programmes as elaborated by Academic Flexibility, vested with
Deemed to be universities and in compliance with UGC guidelines. However, mention must be
made of the fact that the university would monitor such of those courses that are conducted in
the conventional mode, as per the rules and regulations laid down by the statutory bodies, Viz.
MCI,DCI, INC
6.11 Activities and support from the Alumni Association
The Alumni Association has been conducting meetings on a regular basis.
The Alumni Association has been providing financial support to the needy students
Student Skill Enhancement Alumni Program – Annualy (IGIDS)
6.12 Activities and support from the Parent – Teacher Association
Regular Parent-Teacher meetings are conducted twice a year.
The Parents give their feedback on the conduct of the academic programme to the
There is constant interaction between Coordinators and parents which helps to provide timely
support and encouragement to students in times of need. coordinators and other faculty members
are often in touch with the parents. Additionally, when there is a disciplinary problem or if there
is poor performance in the examinations, the parents are contacted over the phone and
counselling session will be arranged by principal to the needy students and their parents.
Parents can contact the faculty at any time
Interactions between the parents and the teachers regarding the support & progression of their
respective wards in academic & personal aspects.
6.13 Development programmes for support staff
Staff development programme for support staff include fire safety program, motivation classes,
Psychology classes, Hand wash techniques training, blood spillage and mercury spillage training,
Revised Guidelines of IQAC and submission of AQAR Page 33
ergonomics and wellness, needle stick injury management, Basic life support, cardiac life support,
biomedical waste management and orientation classes.
6.14 Initiatives taken by the institution to make the campus eco-friendly
Nature club that takes care of eco-friendly activities in the campus. Tree plantation, rain water
harvesting, recycling of waste water etc., are some of the initiatives taken by the institution.
Awareness programme through nature club
Large scale tree plantations in and around campus ( Pillaiyarkuppam, Kirumambakkam)
Environment awareness program.
The university known for its eco friendly, vibrant green foliage landscaping with extensive
gardens and lawn spaces, maintain by using recycled water.
Plantation of Basil to circulate oxygen and less Carbon for a Healthy class Environment
The campus is strictly a NO SMOKING zone.
Installation of LED lights
Battery operated Vehicles
Recycling of waste water for gardening
Criterion – VII
7. Innovations and Best Practices
7.1 Innovations introduced during this academic year which have created a positive impact on the
functioning of the institution. Give details.
Indigenous chair side segregated biomedical waste receiver- Forty five fabricated units were
fixed to all dental chairs in UG and PG clinical department
Artificial Neural Network is used in predicting occurrence of Cancer with a high Sensitivity and
Specificity. The same concept has been recognized as the Best project by MAKE IN INDIA
Forum.
Tooth brush patent
International student observer-ship program for the unique Outreach activities of the department,
for the students of IOWA. This program has generated international recognition and funding for
the institute
Value Added Skill Training
Mind mapping sessions
Integration of YOGA Therapy in nursing curriculum
Earn & Learn facility
7.2 Provide the Action Taken Report (ATR) based on the plan of action decided upon at the
beginning of the year
Revision of NAAC, SSR inspection document
Feedback
Revised Guidelines of IQAC and submission of AQAR Page 34
7.3 Give two Best Practices of the institution (please see the format in the NAAC Self-study Manuals)
BEST PRACTICES: 1
Post validation
1. Name of the Constituent College : Mahatma Gandhi Medical College & Research Institute
Title of the Best practice: The SBV protocol for Post Validation of Learning
Outcomes
2. Author/s:
Dr VN Mahalakshmi
Dr KR Sethuraman
3. Statement of Work:
Validation of learning outcomes means the process of confirming that the assessed learning
outcomes achieved by a learner correspond to specific outcomes which may be required for
qualification and are specified in the curriculum.
Post validation process is an audit that involves an external, independent reviews of the
assessment- both the content and the process. Those in charge of the post-validation, take stock
of the results of assessment, comparing this with the learning outcomes laid down in the syllabus
and examining the extent to which the two processes are consistent.
Following post-validation, the fact that the knowledge, skills and competence as envisioned in
the curriculum process has been met by learners is confirmed. Also, the agency in charge of
recognition verifies that the processes of assessment and validation have taken place according to
existing norms and that there are no irregularities.
The outcomes are available for use by educational managers in curriculum planning, or as part of
quality enhancement or quality assurance processes.
4. Description Of The work:
Process and methods
There are many techniques described for the post-validation process. Item analysis is a general
term that encompasses a variety of methods for summarizing and analyzing the responses of
students to test items. Certain patterns of responses can indicate desirable and undesirable
features of the item or of the scoring procedure employed. Often these methods suggest why an
item has not functioned effectively and how it might be improved. Use of item analysis may also
help an instructor improve his or her test writing skill by identifying flaws in items previously
written. In addition, a systematic review of student answers may reveal needed changes in
instructional emphasis, especially if nearly all students do poorly on a question.
Our strategy
We plotted the marks scored by the entire group of students as a frequency distribution chart and
analyzed the group performance with regards to the content and the process. This exercise was
done for all the undergraduate courses for 2 consecutive summative examinations and the results
were shared with the departments.
The post validation was done as a series of workshops involving all the faculty of the department,
the Controller of examinations and members of the Internal Quality Assurance cell. The
following patterns of the graphs were identified and used for analysis.
I. Assess overall Group performance (Bell Curve)
It is normal / better (Shift to right) / worse (shift to left)
The Question paper was scanned to correlate if better curve is due to easy Question paper or
better student cohort or if worse curve is due to tough question paper or poor student cohort.
II. Assessment of individual items: Comparing group score in individual items with the group
score overall.
a. Assessment of the question item:
i. Is it must know area / desirable to know area;
ii. Is the question clear and appropriate for the examination?
Revised Guidelines of IQAC and submission of AQAR Page 35
b. Comparison of the group score with overall score:
i. Is it similar or better? If yes, this question is marked for future use.
ii. If it is worse for the item (Shift to left / majority fails) discuss why? Is the question tough /
not clear / not taught? This question has to be revised or deleted from the bank.
iii. If majority (> 50%) scores 0, it is a system failure: if it is a must know area then it is a
teaching failure; remedial action is needed for the future batches. If the question is not a must
know area then it may be deleted.
III. Bell curve variation
i. Bimodal Curve: Is it a question to discriminate between good and poor students? Or is it a
judgmental examiner?
ii. Central Tendency: indicates examiner factor; corrective feedback is recommended.
iii. Any other variation: for example – Liberal Examiner (Gross shift to right) Tough Examiner
(Gross shift to left) may be noted.
Following the workshops, individual departmental faculty identified areas of concern (what
worked and what didn’t) and suggested the action plan for future.
• Post validation of learning outcomes is done through Evaluation of the group performance by
plotting of the marks scored by all the students in the group to total marks awarded for each
question. This process can identify the potential faults in the evaluation tool and or the Teaching
Learning methods. The group performance for every single item is compared with group
performance for the entire QP, to identify if there is a system error.
• The results of the exams and item analysis are shared with the departments for internal
discussion, identification of potential areas needing improvement and corrective action.
5. Uniqueness of the work:
• Validation of learning outcomes is of particular importance in medical education, since we
need evidence of the development of skills and competences that are essential for certification
and practice in the real world.
• Though, it would definitely add to the value of the curriculum process, it is not at all common
practice especially in the field of medical education.
The Post validation process gives significant insight and provides evidence for
• Curriculum Process
• Intended learning outcomes
• Relevance of the concepts being tested
• TL methods - performance in ‘Must know areas’ / in broad bases areas
• Performance by Additional batch students
• Evaluation process
• SOPs and Guidelines for Question paper setters
• Pre validation of the question papers
• difficulty level and balance of questions, adherence to blue prints
• Inter Examiner Variability - Examiner shifts and drifts
• Use of Answer key and rubrics
• Bench marking of the evaluators
6. Advantages of present work:
• The post-validation process confirms that the learning outcomes that have achieved by the
learners, and subsequently assessed in the summative assessment, correspond to specific learning
outcomes intended in the curriculum, thus completing the triple loop feedback.
• Post validation essentially addresses these questions
• What is the evidence that curricular goals are met?
• If not, what needs to be changed?
In this process, we can identify the potential faults in the
• evaluation tool i.e.,
Revised Guidelines of IQAC and submission of AQAR Page 36
o the question themselves (framing, distribution, etc)
• the evaluation process
o creation of rubrics
o Examiner bias
• Effectiveness of the Teaching Learning methods
• Also, the triple feedback loop (what, how and why) helps the curriculum planners to evaluate
the validity of the learning process.
BEST PRACTICES:2
Competency based learning and training program (cobalt) for post graduates in medicine)
1. Name of the Constituent College : Mahatma Gandhi Medical College & Research Institute
Title of the Best practice: Competency based learning and training program (cobalt) for post
graduates in medicine
2. Author/s:
Prof. N. Anathkrishnan
3. Statement of Work:
Current scenario of Postgraduate training in India
Postgraduate training in medicine occupies a crucial role in the development of the health
workforce of the country. It is expected that the postgraduates who have passed out successfully
from a medical college are competent and fit enough to practice independently in a variety of
settings. The Medical Council of India has no doubt recommended that the “postgraduate
curriculum shall be competency based”.In spite of this core principle being enshrined in the
Council’s Postgraduate Medical Education Regulations, so far no concrete steps have been taken
in the country to establish and implement a competency based medical education program. There
are a number of reasons for the present state of matters.
Firstly, there is no agreed list of skills and competencies required to be attained by the resident
during the period of training. The expected standards vary from institute to institute, and even
within the same institute, from one faculty to another! Secondly, there is no mechanism for
recording or monitoring the progress of individual students on a regular and continuous basis.
Thirdly, there is no scope for tailoring intervention based on the levels attained by the individual
postgraduate at various intervals of training. Last, but not the least, the assessment is based on the
final examination, when it is too late for interventions.
In response to this, SBV has introduced a unique Competency Based Learning and Training
Model (COBALT) for setting up a high standard of Post Graduate Medical Education in the
country and to ensure training of postgraduates who can function independently as specialists,
researchers or medical teachers when they complete their course. This model is a progressive step
that addresses variability of standards within and across PG departments, overemphasis on final
examination (summative evaluation) of the residents, and lack of opportunities for feedback and
improvement. Such a process has been set in place for the first time in the country.
Definition of Key Terms
Competence
“Competence is defined as the habitual and judicious use of communication, knowledge,
technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the
benefit of the individuals and communities being served.” - Epstein RM & Hundert EM.
Competencies refer to attributes or qualities.
Domains of competence are the broad distinguishable areas of competence that in aggregate
constitutes a general framework for a profession. The Accreditation Council of Graduate Medical
Education (ACGME), U.S. framework identifies six domains of competence: Patient care (PC),
Revised Guidelines of IQAC and submission of AQAR Page 37
Medical Knowledge (MK), Interpersonal and Communication Skills (ICS), Professionalism (P),
Practice-Based Learning and Improvement (PBLI) and Systems-Based Practice (SBP). Each
domain includes a set of competencies.
Entrustable Professional Activity (EPA) is an essential professional work, activity or task for
medical practice that requires specialized knowledge and skills, and encompasses multiple
competencies. Once certified, it ensures that the outgoing graduate can be trusted to perform that
professional activity at the level certified efficiently and safely. EPAs are “critical activities” in
the professional life of physicians that the specialty community agrees must be assessed and
approved at some point in the ongoing training of physicians. EPAs as an assessment
methodology allow supervisors to observe the performance of a learner in an authentic
environment, executing professional activity. Since competencies are not directly measurable,
they have to be stated as EPAs to make meaningful evaluation possible.
A milestone is a significant point in a learner’s development demonstrated progressively by a
learner during the course of their education. It is an observable marker of an individual’s ability
along a developmental continuum. Milestones are used for planning teaching learning.
Multi-source Feedback (MSF)
Multi-source feedback is the feedback obtained from different sources including patients,
relatives and other health care professionals regarding the attainment of EPAs. It pertains to
behavior such as dealing with patients, relatives or other health care workers, communication,
attitude, professionalism etc., which forms the basis of assessing the level of competency attained
for these EPA’s.
E Portfolio
It is electronic record linked with Learning Management System which captures all activities of
the residents. The residents record the same, on a day-today basis and reflect upon their learning
which will be monitored and assessed by the faculty on a regular basis. E-porfolio includes tasks
performed in patient care, clinical governance and audit, teaching learning activities,
presentations, Critical incidentswith reflection on the same, research, academic publication,
training courses attended, community/outreach activities, and extracurricular activities.
Steps in COBALT
The steps involved in the development and execution of COBALT are shown in the table.
Sl.
No
Table showing Steps involved in Competency Based Learning and Training
(COBALT)
1. Departments prepare a list of competencies required to be attained by the resident in
the speciality.
2.
Competencies are attributes and cannot be measured directly. Hence these
competencies are converted in to a series of measurable activities called “Entrustable
Professional Activities (EPAs)” which implies that once qualified a resident will be
able to perform all these satisfactorily.
3.
EPAs are listed in order of common to all disciplines followed by EPAs which are
specific to the speciality concerned.. Please see Annexure 1A Serial Numbers 1 to 13
for Common EPAs
4. For each EPA an expected level of performance is fixed at the end of each year
Revised Guidelines of IQAC and submission of AQAR Page 38
of the course.
a. These levels are called milestones
b. The criteria for grading the levels have been fixed by the departmental faculty
after comprehensive review.
i. Level 1 – Knowledge only, can observe
ii. Level 2 – Can do under strict supervision
iii. Level 3 – Can do under loose supervision
iv. Level 4 – Can do independently
v. Level 5 – Has expertise to teach others.
5. The expected satisfactory level for these EPAs is generally fixed at Level 4 for most of
the EPAs and Level 3 for complex EPAs which would require post-doctoral training.
6. The EPAs are made available to the postgraduate residents immediately after joining
the program.
7. They grade their own level on these EPAs at admission.
8.
The students are graded by the faculty four weeks after admission and the
difference in levels, if any, between self-assessment and faculty assessment,
would be shared with the student as feedback. This process enables the student
to understand the differences between one’s own perspective and that of the
trainer.
9.
On admission, each student is allotted faculty supervisor who will mentor with the
student till the completion of the course.
10. The mentor follows and records the progress of the student on the EPA at three
monthly intervals during the first year and six monthly intervals thereafter.
11.
PG residents record all activities related to academics & patient care daily in the
e-portfolio. The faculty mentor reviews the e-portfolio every week and provides
appropriate feedback to the mentee.
12.
The students are encouraged to discuss aspects of their training, the difficulties
perceived in the course and other relevant issues with the mentor.
13.
The mentor responds to the queries and records his/her observations in his/her
weekly post.
14. For students not showing ‘Satisfactory’ progress, intervention in the form of a
Revised Guidelines of IQAC and submission of AQAR Page 39
focussed feedback and additional exposure to learning resources and skill
training is instituted.
15. In addition to the mentor, other faculty from the department can also monitor the
progress of the student & provide constructive feedback.
The COBALT program, therefore, provides for individual monitoring and feedback to students.
It enables corrective measures to be instituted where required so that all residents reach the
expected levels of competence at the time of course completion.
Statement of Competencies
The main highlight of COBALT model is preparation of a list of Entrustable Professional
Activities (EPAs). Since competencies are not directly measurable they are stated in terms of
EPAs. Each department under the two medical institutes (MGMCRI and SSSMCRI) has
prepared a list of EPAs based on the consensus.
Each EPA is mapped to respective and appropriate domains of competency and level of
competency at the 1st, 2nd and 3rd years of Postgraduates course and at the end of 1st and 2nd
years of Postgraduate Diploma. Please see:
i) List of EPAs for Department of ENT- MS ENT Residents (Annexure 1A) and PG Diploma in
Otorhinolaryngology (DLO) (Annexure 1B)
ii) List of EPAs for Departmen of Psychiatry – MD Psychiatry (Annexure 2A) and Diploma in
Psychological Medicine (DPM) (Annexure 2B)
The resident will do a self-assessment for these EPA’s at the time of joining. The faculty will do
the assessment at the end of every 3 months for the first year and every six months thereafter to
document the achievement of the competencies.
Multi-source Feedback (MSF) is the main plank of assessment in the COBALT Model. For this
purpose, evaluation forms have been specially designed for the Indian scenario, simplified and
standardized activities of the residents including clinical work and laboratory work.
E-Portfolio: The Residents will record all their activities in an E-portfolio on a day to day basis
and the faculty supervisor will review the same at regular intervals. A longitudinal view of the
residents’ work paints a picture of growth, progress and continuity over a period of time which
forms the basis for assessment.
The major components of an E-portfolio are outlined in the definition. The SBV Model of
COBALT links e-portfolio with a customized Learning Management System (LMS) developed
by the IT Department which has been tested for its efficacy and feasibility. A hands-on workshop
on maintenance of E-portfolio is organized for all incoming residents to enable them to create
and manage their E-Portfolios.
Advantages and uniqueness of COBALT
1. COBALT model provides a clear picture of the expected learning outcomes in a transparent
manner and gives flexibility to the learners in acquiring competency at their own pace in a spirit
of self-directed learning.
2. It provides scope for the faculty in tailoring intervention based on individual needs
3. The E-portfolio allows capturing and recording of all activities performed by a resident in a
comprehensive and continuous manner.
4. COBALT emphasizes both process and outcome hence more credible than conventional
system which overemphasizes the outcome alone.
Revised Guidelines of IQAC and submission of AQAR Page 40
5. It is a sustainable model which can be implemented without violating the regulatory
guidelines
6. COBALT does not involve additional infrastructure except IT support for hosting e-portfolio
and a good faculty development program to sensitize them about the process.
7. The quality of PG training revolves around the mentoring by the faculty and reflective
practice by the resident. COBALT model reinforces both in the true spirit of higher education.
References
1. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA
2002;287:226-35.
2. Ten Cate O. Entrustability of professional activities and competency based training. Med
Educ. 2005;39:1176–77.
3. Accreditation Council of Graduate Medical Education
https://www.acgme.org/acgmeweb/tabid/430/ProgramandInstitutionalAccreditation/NextAccredit
ationSystem/Milestones.aspx
Other best practices include:
Nature club that takes care of eco-friendly activities in the campus. Tree plantation, rain water
harvesting, recycling of waste water etc., are some of the initiatives taken by the institution.
Early Caries detection using Fluorescence camera device for diagnosis and prevention of dental
caries.
Individual Dental Chair allotment and personalised maintenance register.
Interns moulded to practice- based on problem oriented approach- 4 comprehensive cases
Modular teaching for 3rd year and 4thyear students giving a 360 degree view on certain topics
involving multiple departments.
To Kindle interest in Maxillofacial radiology and advanced imaging among BDS students, a tour
of Department of Radiology at MGMCRI is conducted for every batch.
Aggressive periodontitis register for long term follow up of such cases
Punnugai puduvai project
Interns social responsibility was scaled-up to corporate social responsibility in which student-
intern provided customized note books with Oral hygiene messages for school children of
government school.
On the occasion of World Health Day- A Fund raising activity to motivate alumni and students to
provide Oral Health Packs – including Powered toothbrush for Special needs children of Sathya
special school, Pondicherry.
SCORE(Competency based model for interns)
SNACS-SNAPS (training for slow learner- 1st years undergraduates)
SBV-EPICS(Intensive Coaching for dental postgraduates in Communication skills)
Alumni meet &Skype interactions on career opportunities
Vernacular sessions
BLS Training facility for students
In-service education
Immunization counselling service
Breast feeding counselling service
Quick response team
Communication building programme
Career guidance programme for out-going students
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*Provide the details in annexure (annexure need to be numbered as i, ii,iii)
7.4 Contribution to environmental awareness / protection
Initiatives through Nature Club to create eco friendly atmosphere
Eco-club actively involves in tree plantation and other eco-friendly initiatives.
World environment day is celebrated every year to create awareness among people.
Awareness about avoidance of unnecessary water and electricity usage is generated by pasting
stickers near the water sources and electrical switches.
Many students and faculties use bicycles for environmental protection.
Active participation in ‘Swatch bharat abhiyan’ in and around the campus.
The Radiographic waste generated especially the Lead foils are disposed separately and not
incinerated to avoid lead vapour inhalation. Thus reducing environmental hazard due to lead
toxicity.
Most of the official communications are through whatsapp and emails thus reducing paper
consumption.
Annual conference on environment and health issues
7.5 Whether environmental audit was conducted? Yes No
7.6 Any other relevant information the institution wishes to add. (for example SWOT Analysis)
Strengths
KGNC team is committed to enhance the quality of education, patient care and research. It has
earned the reputation through in number of extension activities among the population at large.
The Institution has been placed among top ten promising colleges across India
IQAC and Nursing Education Unit of KGNC continues to carry out regular Faculty
development programmes for the benefit of faculty.
Conduction of Academic Administrative and Stock audit to sustain the quality of the instituionin
all perspectives
Learning methods has been grown advanced by utilizing e-Learning Modules through Learning
Management System in accessing with GARUDA
√
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Adequate student support services such as SNACS, Scholarships , remedial coaching, value
added training etc.
Weaknesses:
Only few numbers of publications indexed in standard databases such as Pubmed, Web
of Science, Scopus.
Low range of Wi-Fi facilities in the campus.
Difficult to track progression of students placed in outside Institution.
Less number of Patents and copy rights.
Opportunities
Global placement opportunities for the students through International collaboration with
Canadian Health Care Academy, Canada
Institution serves as good potential for basic and interdisciplinary research
.Holistic development of students and encouragement of citizenship roles of students through
NSS activities.
Visiting faculty from reputed international Universities and institutions.
Challenges:
Difficult to track progression of students placed in outside Institution
More number of deemed universities conducting same type of courses.
Few number of external funded projects, patents.
8. Plans of institution for next year
1. Rural health center to be established in our own building – Time frame 18 months
2. Radiation Oncology to be established – Time frame 3 years
3. Department of Critical Care medicine to be established as a separate entity in the hospital
with 20 beds – Time frame 18 months
4. Hostel for students. Plan for accommodating 1250 MBBS + 400 Dental + 300 PG
students. Time frame 30 months
5. Individual quarters inside the campus for
a. Vice Chancellor
b. Dean, MGMCRI
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Time frame 3 - 5 years
6. Establish Transplant program for kidney and liver – Time frame 18 months
7. Establish Sleep lab for monitoring Obstructive sleep apnoea and treatment – combined
effort of Pulmonary Medicine and ENT in 18 months
8. Super specialties need adequate space in OPD, independent ward and postoperative
ward. May be moved into a separate block with all facilities in 5 years.
Department-wise Plans
General Surgery
To Develop comprehensive Diabetic Foot Care Clinic
To add skilled paramedical manpower to surgical wards and Operation theatre.
o B.Sc OT technology
o Certificate course for paramedical staff
To develop as laparoscopic training centre
o Use simulators for training
DVL
Participation in National Programmes
1. National Leprosy Eradication Programme(NLEP)
2. National Aids Control Programme (NACP)
ENT
To be recognized as a centre for sleep medicine and
a regional training centre for temporal bone dissection
Ophthalmology
To align the dept with national agencies for the delivery of National programmes –
DBCS & School Screening.
Orthopaedics
1. To be as a recognized centre in the subspecialty of
Trauma,
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Spine & rehabilitation,
Arthroscopy &
sports medicine in this State.
2. To establish bio skills lab.
Radiology
Application of latest Technology, improving the image quality,
Enhancement of health care delivery.
OBGY
To establish a centre of excellence for the treatment of infertile couple.
To establish a unit of uro-gynecology.
To establish a state of art endoscopic surgery centre.
To set a gynecological oncology unit.
Pharmacology
To expand our services to clinicians with
o drug information services,
o Pharmacovigilance,
o Pharmacoeconomics & rational prescribing
Forensic Medicine
Develop an Autopsy centre to aid in training students and in research.
Pathology
To achieve NABL accreditation for lab services.
To develop ancillary techniques - Immunofluroscence and augment
Immunohistochemistry for improving diagnostic facility for patient care and enhancing
quality of research.
Psychiatry
To participate in community mental health services, in alignment with District &
National mental health programs, to enhance mental health literacy, de-stigmatize mental
illness & facilitate help-seeking.
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To develop into a Premier Educational and Research Centre for providing high quality
undergraduate & postgraduate psychiatric education using a competency based
curriculum.
Respiratory Medicine
To establish a state of art “Centre for Pleural Diseases”.
To establish a sleep lab and develop into a referral centre for Sleep disorders
Neurology
To establish a stroke unit for total care of stroke patients
Establish thrombolysis for stroke patients
Establish comprehensive epilepsy care.
Neurosurgery
To provide comprehensive, ethical, safe and high quality brain and spine surgical care
Start Trans-nasal trans-sphenoidal pituitary surgery
To help establish translational and basic neuroscience research at MGMCRI
Nephrology
To establish well-functioning dialysis centre
To establish renal transplant services
Urology
Year 1- Start Renal Transplant Unit (Twin Operating theatre, Transplant ICU)
Year 2- Neuro Urology
Year 3- Andrology
Year 4- Robotics
Anaesthesiology
1. Align Anaesthetic services in line with development of surgical specialties
2. Converting 30% of existing teaching learning methods into simulation based for
postgraduate training.
3. Converting Fellowship in Ultrasound Guided Regional Anaesthesia (FUGRA) into a
competency based training programme.
4. Establishing acute pain service unit in the Institute
5. Establishing obstetric analgesia unit in the Institute
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6. Faculty capacity building for transplant anaesthesia.
Anatomy
To develop Medical Genetics as a specialty nodal center in Union Territory of
Puducherry
Microbiology
NABL accreditation
Biochemistry
NABL accreditation
Others:
Conference on environmental health issue based on theme “Eco-genetics and toxi-genomics” in
2018
Use of solar energy
Methane gas generation
Upgradation For Iso Certification
To Conduct National Level Conference for UG and PG
Implementation of Certificate courses for the academic year 2018
Maintain the function of the institution to enhance academic programs with inclusion of updated
cutting edge areas
Strengthen the activities of innovation and best practices of Institution
Optimum Utilization of simulation Laboratories
Setting up of e-class room to facilitate interactive and web-based learning in all
programmes
Up gradation of library facilities with electronic connectivity to access e-
Journals
Augmenting sponsored research projects
Acquiring the status of “ Centres of Excellence” of each class in curricular and extra-curricular
Activities
Strengthen interdisciplinary, multifaceted research programs
Obtaining International and National Collaborations
Implement the new Integrated Performance Review System effectively and to ensure that it
motivates faculty to increase the quality and quantity of their contributions
conduct more quality improvement programmes for non teaching staff
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_______***_______
Annexure I,II,III &IV
Abbreviations:
CAS - Career Advanced Scheme
CAT - Common Admission Test
CBCS - Choice Based Credit System
CE - Centre for Excellence
COP - Career Oriented Programme
CPE - College with Potential for Excellence
DPE - Department with Potential for Excellence
GATE - Graduate Aptitude Test
NET - National Eligibility Test
PEI - Physical Education Institution
SAP - Special Assistance Programme
SF - Self Financing
SLET - State Level Eligibility Test
TEI - Teacher Education Institution
UPE - University with Potential Excellence
UPSC - Union Public Service Commission
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