Curricular Aspect

Curricula developed and implemented have relevance to the local, national, regional and global healthcare needs which are visible in Programme Outcomes (POs), and Course Outcomes (COs) offered by the University, as per the norms of the Regulatory Bodies.

• Link for Additional Information POs, COs
• Outcome analysis of POs and COs

Percentage of Programmes where syllabus revision was carried out during the last five years

• Link for Additional Information POs, COs

Provide a description of courses with focus on competency/ employability/ entrepreneurship/ skill-development offered either by the University or in collaboration with partner Institutions / Industries during the last five years

• Courses having focus on competency
• Link with collaborating Institutional website

Percentage of Programmes in which Choice-Based Credit System (CBCS)/Elective Course System has been implemented, wherever provision was made by the Regulatory Bodies (Data for the preceding academic year).

Percentage of new Degree Programmes, Fellowships and Diplomas introduced by the University across all Faculties during the last five years (certificate programmes are not to be included)

Percentage of interdisciplinary courses under the Programmes offered by the University during the last five years

Institution integrates crosscutting issues relevant to Gender, Environment and Sustainability, Human Values, Health Determinants, Right to Health Issues, Emerging demographic changes and Professional Ethics in the curricula

• Additional Information
• List of Courses with description
• List of Courses

Number of value-added courses offered during the last five years that impart transferable and life skills

Percentage of students who successfully completed the value-added courses during the last five years

Students undertake field visits / research projects / Industry internship / visits/Community postings as part of curriculum enrichment

• Field Visit PDF
• Field visit notice and photos 2

Mechanism is in place for obtaining structured feedback on curricula/syllabi from various stakeholders

Feedback process of the Institution may be classified as