Background
The Bachelor of Medicine and
Bachelor of Surgery (MBBS)
program includes the core
curriculum of four and a half
academic years and comprises
of basic medical sciences,
clinical subjects and community
medicine and in addition also
has provision for medical
informatics, community based
learning with community exposure
and elective study extending
into the fifth academic year.
In addition, the rotating
internship (pre-registration
year), of one year is compulsory
at recognised hospital(s),
before taking the licencing
examination of Nepal Medical
Council for becoming eligible
to get registration for practising
as a full fledged medical
practitioner in Nepal. The
MBBS Curriculum of Kathmandu
University which is based
on the “SPICES”
conceptual framework and lays
stress on the Student centered
learning, Problem based learning,
Integrated teaching, Community-based
learning, Elective study and
Systematic approach to undergraduate
medical education and adopts
international practices in
medical education.
An early exposure of medical
students to patient problems
motivates student learning
and encourages them to learn
communication skills while
talking with patients during
history taking. Likewise,
exposure during the organ-systems
based learning provides opportunity
for the students to correlate
the integrated understanding
of basic medical sciences.
The integration of basic medical
sciences with clinical medicine
sets in and favors student
learning much more extensively
than in the didactic conventional
method of instruction. An
early exposure in the community
in the form of community diagnosis,
during the third semester,
allows medical students to
look at medicine with a holistic
view and makes them visualize
the real community in terms
of its demography, housing,
water supply, toilets, schools,
health centers, food habits
and health care facilities.
The interface between medical
education and the delivery
of health care services must
go hand in hand, if a meaningful
impact in health care services
of the general public is to
be anticipated from the system
of medical education program.
Hence, a very careful planning
of the undergraduate medical
education program by an innovative
medical college like NMC considers
the undergraduate curriculum
of an university as the core
curriculum for the program
and includes other learning
objectives related to “MUST
KNOW” areas which are
considered most essential
and form the part and parcel
of undergraduate medical education
program.
Practices at progressive
medical colleges/schools and
experience in medical education
show that, apart from following
the core MBBS curriculum of
the conventional medical subjects,
medical ethics, medical informatics
and elective study, must find
their rightful placements,
in the undergraduate medical
education program, if the
medical graduates of tomorrow
are going to be doing their
roles and carrying out the
professional responsibilities
effectively and efficiently
during the competitive age
of the twenty-first century.
The Reorientation of medical
Education (ROME) Program adopted
by World Health Organization
lays stress on making the
medical education program
relevant to the professional
competencies. If the medical
education program of today
is aimed at producing competent
medical graduates for tomorrow,
an account of the future roles
of medical graduates who are
independent to think, independent
to judge and independent to
make decision and practice
Medicine, Surgery, Obstetrics
and Gynaecology has been considered,
during the four and half years
of MBBS program.
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Background
