Annual Quality Assurance Report (AQAR) Sri Balaji ......Annual Quality Assurance Report (AQAR) –Sri Balaji Vidyapeeth, Pondicherry. Part – A 1. Details of the Institution 1.1 Name

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

[email protected]

Prof. K.R. Sethuraman

8124627600

0413- 2615225


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

[email protected]

www.sbv.ac.in/aqar

Prof. David Livingstone

9994257378

EC/71/A&A/13.1

PYUNGN11437


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

√

√

√

√

√

√


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


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

√


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


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.

√


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

-


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 -


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


-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.


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


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


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


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


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


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


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



3.23 No. of Awards won in NSS:



3.24 No. of Awards won in NCC: Not applicable



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


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


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.


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


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


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


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 - -


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


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.


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.


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


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


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

√


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

√


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,


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


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?


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.,


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),


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


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


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.


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


*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

√


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


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,


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.


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


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


_______***_______

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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Documents

Annual Quality Assurance Report (AQAR) Sri Balaji ......Annual Quality Assurance Report (AQAR) –Sri Balaji Vidyapeeth, Pondicherry. Part – A 1. Details of the Institution 1.1 Name