Format for Presentation of Best Practices

Common Academic Program

1.Theory of the Practice

Postgraduate students and faculty who specialises in one particular subject are commonly interested in the developments evolving in their specialisation. They show least interest in other medical subjects. Hence it is necessary to inform them about the developments both technological and scientific emerging in other medical and health related fields. These developments may have a direct and indirect effect on their specialisation subject.

Secondly, there are many grey areas in the specific medical subject which are currently being investigated. These areas of lacunae need to be informed to the postgraduates and faculty in order to stimulate and ignite them to undertake probing to fill the knowledge gap. Such research areas are identified and faculty/ postgraduate students who are working in that area shall deliver a detailed description of their work during this Common Academic Program.

2. Objectives of the Practice (100 words)

The objectives of the program are as follows:

1. To inform the faculty and postgraduates about the grey areas which require transdisciplinary approach
2. To motivate the faculty and postgraduates to undertake research in the grey areas of knowledge gap
3. To disseminate the recent developments of one particular subject/ topic in medical science. Viz. diagnosis, management, prevention
4. To recognise and encourage medical subjects interdependency in solving a health problem
5. the Context (150 words)

Postgraduates and faculty follow a rigorous timeline of teaching and learning a specific subject of specialisation. There is no scope for a specific department/ subject faculty/ postgraduate to be aware of the progress achieved in other related disciplines.

Narayana Medical College started this common Academic Program where all the faculty and postgraduate assemble at one place to listen to an experienced speaker. This one a week program of one hour duration is integrated into the existing postgraduate curriculum. This program is in vogue for the past 15 years. Even during the COVID pandemic this program is uninterrupted and was conducted online.

4. The Practice (400 words)

Every Wednesday at 3.00 pm all the three-year postgraduates of specialty and super-specialty undergoing training at Narayana Medical College shall attend this one-hour program. Attendance for this program is mandatory. At the beginning of the year, the academic coordinator identifies the department responsible to organise this program every week. He informs these departments to select a topic of interest and the responsible speaker to discuss the topic with the audience.

The department in turn shall discuss internally and selects a topic for discussion bearing in mind the objectives of the program. The names of the topic and the speaker shall be communicated back to the coordinator. A common notice is circulated to all faculty and postgraduates two days before the program detailing the topic and the speaker. Audience can read the topic and attend the program. After the speaker’s presentation, 10-15 minutes are allocated for discussion. Audience is free to participate in the discussion and clarify their understanding of the topic.

5. Evidence of Success (200 words)

Narayana medical college started this program in the year 2005 to instil confidence among the teaching faculty and to create an academic ambience in the campus. In the same year, postgraduate courses started in various disciplines. Hence, this program has become a boon to the postgraduates in selecting appropriate research topic.

The evidence of success is denoted by the physical presence of the postgraduates and faculty and their active participation in the topic discussions at the end of the program. The current research topics selection by the postgraduates as part of their dissertation topic is another indicator of the success of this program.

The success of this program is also indicated by the departmental enthusiasm to participate in the Common Academic Program. Occasional feedback from the students showed the satisfactory impact of this program in their routine clinical work.

6. Problems encountered and Resources required (150 words)

The problems met with in implementing the program are miniscule in nature compared to the advantages and benefits reaped. However, there are occasional short comes in the forms of unforeseen non-availability of the selected speaker, pandemic restrictions, and occasional audio-visual disturbances.

As the program is integrated with the postgraduate teaching and learning, there are a few hinderances. The faculty participation is scarce in selected instances. In such instances, repeated reminders and sometimes reprimanding are necessary. To stimulate the student participation, infrequently probing is required.

7. Notes (optional) (150 words)

The photographs showing the attendance of the faculty and students at the common Academic Program

Village Adoption Scheme

1.Theory of the Practice

Hospital serves to those patients who are visiting the centre with complaints. After thorough clinical examination and necessary quick investigations, many patients receive treatment on outpatient basis. Some of these patients where further detailed investigations are necessary to arrive at definitive diagnosis are advised admission to the hospital as inpatients.

However, there are individuals suffering from ailments but could not access the hospital. There are another group of individuals who are in the initial stages of a disease but not exhibiting any suffering. The third group need protection and promotion of their health on a continuous basis, so that they will be protected from ill-health. In order to practice clinical medicine and offer healthcare services to those who are situated away from the hospital, targeted healthcare services are necessary. In other words, a hospital without walls needs to be created.  The extension services of the hospital shall be able to offer training to students (undergraduate & postgraduate) to learn and experience the disease chronology right from healthy state to diseased state and finally after the recovery stage. Such an exposure is necessary to medical students to appreciate health problems and the interplay of various factors affecting it.    

2. Objectives of the Practice

The objectives of the program are as follows:

1. To extend the preventive, promotive and ambulatory curative services to rural population
2. To improve the health literacy among rural folk
3. To train medical students in continuum of healthcare services
4. To facilitate rural exposure to medical students for thorough understanding of rural health problems and their solutions
5. To motivate students, choose rural health care delivery as their professional option
6. The Context

Medical colleges in India are situated either in urban area or peri urban area. Students study the disease and the management of disease in closed wall of the hospital. The disease situation in the community living in rural areas is unknown to them. In India, more than 65% of the population live in rural areas. The medical professionals trained in urban / per-urban areas are reluctant to setup practice in rural areas and are unwilling to work in rural areas.  This situation has created imbalance and skewed distribution of doctor population ratio. Majority of the medical practitioners are in urban area where as majority of the population is in rural area. In order to correct this disparity, doctors need motivation to work in rural area.

The village adoption scheme is the brainchild of the Narayana Medical College founder, Dr Narayana. His home town is a village near Nellore. He is determined to provide comprehensive general as well as specialist healthcare services to people living in his native village. This scheme is formulated to provide free medical and healthcare services to villagers of Thotopalli Gudur. The villagers who consult the Narayana Medical College for their ailments are also treated free of cost. 

4. The Practice

Thotapalli Gudur is the native place of the founder of Narayana Educational Institutions. Hence, he decided that Narayana medical College shall adapt this village for all it’s health and health related issues. A small clinic in the vicinity of the village was constructed and one coordinator has been assigned to oversee the village adaptation program.

Every day family medicine doctors, specialists from various disciplines, nursing staff and paramedical personnel start for the village in a dedicated vehicle at 8.00 am. The village is situated 15 kms away from the hospital premises. After reaching the village, they examine and treat the villagers who visit the outpatient clinic for their health ailments. They were examined and necessary medications are prescribed. If investigations are necessary to arrive at the diagnosis, such patients are brought to the base hospital for further management. In the afternoon, family medicine doctors are engaged in the health education activities aimed at improving the health literacy of the community.

Students of Narayana Medical College are also exposed to the rural environment through regular visits to this village. Each student is allotted 2-3 families. The student initially will study the family social, economic, environmental and physical status. She/ he will note down the description of the house, the household surroundings and collect data on water supply, sanitation. She/ he shall conduct independent interviews with the family members to collect data on health and health related history. If there are any signs of health status deviation, students shall arrange for the physical examination and necessary investigations. After establishing rapport with the family, she/ he would offer health education and facilitate environmental modification suitable for good health. 

5. Evidence of Success

This program is in vogue for the past 15 years. The success of the program is evidenced by the number of patients consulting the outpatient clinic at the village. The formal and informal leaders expressed satisfaction towards their association with Narayana Medical College and Hospital. They take pride in expressing the meteoric rise of one of their village inhabitants to an enviable position in the society. The village leaders are happy to share that because of the Village health adaptation scheme, they need not allocate separate fund for health activities and these hoarded resources are now available for the further developmental work of the village.

6. Problems encountered and Resources required

Initially, there are umpteen hurdles encountered in the form of non-cooperation and expression of lack of faith in the health services offered by Narayana medical College.  Over a period of 2-3 years and after witnessing the beneficial effects of the Village Adaptation Scheme, Villagers came forward voluntarily and started utilising the services.

As the institute is offering postgraduate and super-specialty training courses, there is no dearth of availability of specialist doctors to conduct the village clinic. However, the availability of vehicle and the vehicle driver infrequently poses delay in conducting the health clinic.

7. Notes (optional)

All the villagers are now habituated to come forward to avail the health services of Narayana Medical College & Hospital. Besides, a health bulletin in local language published from Narayana Medical College and is distributed to free to the villagers. 

Curriculum Integrated NExT Coaching

1.Theory of the Practice

It has been observed that the medical graduates in general enroll themselves for specific postgraduate examination coaching after they complete their internship. The training for PG NEET examination is for a period of one year. There are various modalities of coaching offered by dozens of institutions spread all over India. The operative mode of these institutions is either postal or virtual assessments in the form of test papers or physical classes conducted on weekends at selected centres.

National Exit Test is the final year MBBS exam conducted centrally for MBBS students in medical colleges in India & abroad. The students will have to pass NEXT after completing final year MBBS in India or abroad. Thus, NEXT replaces NEET-PG & FMGE (MCI Screening Test). PG seats (MD/ MS/ Diploma/ DNB) will be allocated based on ranking in NEXT.

Narayana Medical College is introducing innovative & quick learning methodologies to fully equip the MBBS students to confidently and strategically prepare for the most important concepts from National Exit Test (NEXT) point of view while ensuring depth & full coverage of the syllabus. It is proposed to offer the students an innovative hybrid methodology of sustained coaching for NExT to selected students. The coaching consists of physical lectures and assessments conducted every weekend. The physical lectures consist of discussion and review of the syllabus completed during the past 3 weeks and the test performance. Wherever possible, physical test discussions and syllabus reviews shall be conducted. In situations where prefixed physical presence is not convenient, online test discussions shall be encouraged.

2. Objectives of the Practice
3. To transform the life of MBBS student easier, more interesting & more fruitful with the use of latest technology in addition to the regular classroom coaching.
4. To enhance the chances of NExT qualifying students’ number from Narayana Medical College
5. To improve the NExT scoring among qualified students so that there shall be increased chances of admission at National/ Premier Medical Institutions.
6. To increase the number of students securing admission in clinical branches
7. To improve the students’ performance at the University examination

3. the Context

The number of students qualifying at the NEET-PG examination every year is hovering around 10-20%. Previously there were attempts to impart NEET-PG training in the campus to those MBBS graduates who are undergoing the internship program. However, such attempts were not successful. The main reason quoted by the organisers of the coaching is lack of attendance of the trainees. The trainees in turn expressed dissatisfaction over the online coaching. The trainees preferred physical coaching available at Chennai, Hyderabad rather than in-house coaching. In order to address these problems, all the stakeholders were contacted and discussed. Based on the recommendations of discussion, this program is planned.

It is also assumed that the existing faculty are potentially competent to teach the syllabus prescribed by the University but are handicapped in offering coaching necessary for the NExT. The recent question pattern at the NEET PG examination indicates that the USMLE pattern is being replicated. The USMLE pattern is based on problem solving and case scenarios. The recall type of questions is limited. In order to acquire the competence to solve the case based/ scenario-based questions, special coaching is mandatory. This target-oriented training can be offered by specialised organisations with adequate experience.

The salient features of the proposed program shall be as follows

1. The training program shall be integrated with the current curriculum
2. It shall be aligned with the curriculum in time and space
3. It is to be offered throughout the MBBS course on continuum basis
4. Experts in NEET-PG/ NExT examinations but not the regular faculty shall offer this training
5. The Practice

The success of such a training course spanning over 4 ½ years requires persistence and limited number of beneficiaries. The outcomes shall improve if selected students are provided with coaching for the NExT examination. These students are intrinsically motivated and their interests are protected and sustained. Hence, the beneficiaries for this training need to be selected based on the criteria discussed above. It is decided that from every class 50 students shall be selected based on their performance at formative assessments.

In order to accommodate the additional teaching and training hours for the NExT coaching, it is necessary to expand the existing per day teaching hours for the students. The exercise to accommodate the required number of teaching hours for each subject in 5 days has been undertaken. Saturday is designated to conduct the weekly test (formative assessment) based on the topics covered during the past 3/ 4  weeks  and an additional test based on case scenarios/ case studies (NExT pattern). The regular teaching and training shall start from 8.00 am instead of 9.00 am for all the clinical years. Faculty member who is responsible for the teaching between 8.00 am to 9.00 am can report at 8.00 am and is allowed to leave at 3.00 pm. The exercise undertaken for first, second year time table indicated that expanding the regular per day time table and allocating half day on Saturday for formative assessment and NExT coaching is feasible.

5. Evidence of Success

As this program is well planned incorporating the views of all the stakeholders, the program is successful. Even the teachers/ facilitators are well experienced in coaching, students expressed satisfaction. Trainees felt that the teachers approach towards the subject is exemplary and is comprehensive. The participatory methods of this need-based training are well appreciated. 

6. Problems encountered and Resources required

The faculty has to reach Nellore from Chennai. The nearest airport is 100-150 kms away. The accessibility for conducting physical classes by the experienced faculty located at various places in India is the main stumbling block of this program.

Second hurdle is the financial resources. The expenditure incurred in arranging the classes by experienced faculty need to be borne by the institute. Levying additional fee for the students is legally prohibited. Hence, the institute have to allocate additional revenue for this program. As this this the initial year, the management of Narayana Educational Institutions agreed to repay the expenditure.  

7. Notes (optional)

As the NTR University of Health Sciences also introduced multiple choice questions as a part of the theory examination questions, it is mandatory for the faculty to teach the methods of answering the MCQs. So this program has the dual advantage of preparing the students to improve their performance at the University examination as well as the NEET-PG/ NExT examination.

Weekly Formative Assessment onsite/ online

1.Theory of the Practice

Formative assessment is one of the salient features of this Institute. This practice of subjecting the students learning on a scale of continuum has yielded good results over these years.  The founder of this institute initially experimented with this methodology of continuous assessment of learning for the candidates appearing for the engineering screening test. After witnessing the results of this methodology, he introduced this method for the medical students. Realising the importance of formative assessment, National Medical Commission also recommended this practice in its new curriculum.

Students who undergo continuous assessment are able to identify their learning progress and are able to mend their ways of learning to improve their performance. The opportunity to assess the students understanding and acquisition of skills is lost in the summative assessment. Hence, formative assessment provides the faculty to communicate the appropriate feedback to the students. It also gives a chance for the students to reflect on their learning.

2. Objectives of the Practice

The objectives of this practice are as follows:

1. Provide an opportunity for the students to understand the progress of learning
2. Informs the students how far they are able to learn the topic/ subject
3. Identify the slow learners
4. Facilitates the faculty to provide appropriate feedback to the students
5. Providing an opportunity to introduce the remedial measures
6. Improve the performance of students at the university and competitive examinations
7. the Context

It has been observed that students practice learning the subject/ topic only when the examinations are approaching. When there are no assessments or monitoring methods for learning, students neglect the learning process. It is well established that learning is a process and it requires frequent assessments to know the progress. Hence, learning is linked with assessment. The other method of learning is need based. During the adolescent and early adulthood days, learning is mainly based on assessment. In the late adulthood, learning is mainly associated with the need.

Medical students learn through assessments. After the test, concerned faculty member shall assess the performance of student at the test, and suggest individualised remedial measures for the student through appropriate counselling. During and after implementation of the remedial measures, reassess and reassure the student. The reassessments shall indicate the effect of remedial measures. If these remedial measures are ineffective, suitable modified individualised methods shall be initiated after counselling the student. Again, reassess the learning. Such continuous assessment would result in    

4. The Practice

In order to accommodate the additional teaching and training hours for the NExT coaching, it is necessary to expand the existing per day teaching hours for the students. The exercise to accommodate the required number of teaching hours for each subject in 5 days has been undertaken. Saturday is designated to conduct the weekly test (formative assessment) based on the topics covered during the past 3/ 4 weeks and an additional test based on case scenarios/ case studies (NExT pattern). The regular teaching and training shall start from 8.00 am instead of 9.00 am for all the clinical years. Faculty member who is responsible for the teaching between 8.00 am to 9.00 am can report at 8.00 am and is allowed to leave at 3.00 pm. The exercise undertaken for first, second year time table indicated that expanding the regular per day time table and allocating half day on Saturday for formative assessment and NExT coaching is feasible.

Initially, there shall be analysis of individual students learning styles. Each and every student is called after the examination and the pattern of the responses (answers) are discussed. The reasons / basis of selection of a particular option and the reasons for eliminating the other options are explained in detail. The learning styles of the student are assessed through a specific questionnaire and interview. The scale is specifically developed for the medical students. Through the scale of analysis, slow learners are identified. The remedial measures and the most suitable methods of teaching for this category of students is devised. The analytical and individualized approach of learning is adopted for better results.

5. Evidence of Success

The evidence of success is indicated by the following parameters.

1. Student satisfaction surveys
2. The academic performance index of the students who appeared for the University examination (in terms of No. of students who secured first class; No. of students who secured distinction; No. of pass percentage of students; and No. of students who secured maximum number of marks at the University level in that particular session)
3. The successive academic improvement recorded for each student.
4. Problems encountered and Resources required

Faculty in the beginning showed enthusiasm to conduct the examination/ assessment every week. Suppose, in that particular phase, students have to appear for the University examination in 3 subjects, the assessment is carried for one subject in the first week. During the second week of the month students shall appear for formative assessment in the second subject and similarly third week for the third subject. This cycle repeats itself for the complete year breaking during the period when University internal assessments are scheduled. The enthusiasm gradually waned off over the years.

Students are casual in approach for these weekly assessments. Faculty shall conduct individualised feedback to the students after the examination and suggest suitable remedial measures.

7. Notes (optional)

The results of the formative assessments need to be communicated with the parents. A general message sharing the student’s performance with parents and involving these stakeholders in the learning process in an important measure.

Mentor-Mentee System

1.Theory of the Practice

Mentoring is a process whereby an experienced, highly regarded, empathetic person (the mentor) guides another (mentee) individual in the development and re-examination of their own ideas, learning, and personal and professional development. Mentorship is also about an exchange between the mentor and mentee which provides benefits to both and can be informal, short-term relationship to a formal, long-term relationship. During the mentorship process, the mentee can visualise the mentor through passive, observational learning model as a role model to emulate observed, desirable behaviours and qualities to both parties.

2. Objectives of the Practice
   1. To take the lead in supporting a mentee through an ongoing, one-to-one relationship.
   2. To build a relationship of trust by caring and planning for welfare of the mentee.
   3. To serve as a positive role model.
   4. To strive for academic advancement of the mentee.
   5. To monitor and support the non-academic development of the student
   6. The Context

The basic qualities of a mentor are willingness to listen, mentee encouragement and support, be patient and flexible in approach, tolerant and exhibit respect towards mentee. The mentor is responsible for tracking the academic performance of the mentee and counsel, guide and motivate in all academic and professional matters. The mentor shall advice the mentee regarding choice of electives, add on courses, external certifications, project, summer training/internships and other co-curricular matters. The mentor also maintains a confidential progressive record of the mentee. In this mentor mentee relationship, mentor shall contact parents/guardians if situation demands e.g. irregularities, negative behavioural changes and interpersonal relations, detrimental activities etc. and discuss the remedial measures. The mentor shall maintain contact with the mentees even after their graduation.

The responsibilities of the mentee are maintaining utmost respect towards the mentor, regularly attending the meetings with the mentor and seek advice in all academic matters, and providing the details of his/her performance, curricular and extracurricular activities to the mentor.

4. The Practice

The Faculty Student mentor-mentee system is in vogue at Narayana Medical College since 2005. When a new batch of students are admitted to the college, the academic and non-academic concerns of the student are guided/ facilitated by one designated teacher for mentoring. Every mentor is allotted 5-10 students to monitor their development and offer counselling services Mentors not only focus on academic development but are also actively involved in promoting the overall development of the student. These mentors monitor the allotted students’ progress and establish a liaison with the parents. The mentors’ responsibilities include personal and professional career counselling, learning difficulty alleviation and facilitating remedial measures.

The mentor also identifies the hidden talents of their allotted students in various aspects of academic, co – curricular, extra – curricular and extra mural activities so that they can be encouraged to excel in these activities. Mentors are also responsible for the holistic development of the students. The mentor arranges teacher parent meet to appraise the parents regarding their ward’s performance and behaviour. 

5. Evidence of Success

This 15-year-old program is successful in maintaining a bondage with the students. A separate Alumni association is existing. The members of the Alumni are the passed-out students of Narayana Medical College. There are regular Alumni meet program organised to update the social and academic progress of the students.

The feedback from these students clearly demonstrates the beneficial effects of the Mentor Mentee program. The other proxy parameters are University examination success rate of the students and the bondage created between mentor and mentee. The role model / coach approach adopted by this institute resulted in large number of students choosing appropriate trial as their career pathway.

6. Problems encountered and Resources required

Maintaining the mentor mentee relationship is based on the behavioural attributes of both. Mentors with suitable qualities are selected by the institute. The mentees are sometimes wary and avoid contacting the mentors. This results in ill informed mentors. Lack of rapport and insecurity results in non-initiation of the suitable remedial measures at the appropriate time.

7. Notes (optional)

During the parent teacher meet, parents expressed satisfaction about the mentor mentee program. They felt happy to contact specific faculty member for their ward’s appraisal.

Remedial Measures for Slow Learners

1.Theory of the Practice

2. Objectives of the Practice
3. the Context
4. The Practice
5. Evidence of Success
6. Problems encountered and Resources required
7. Notes (optional)

Value Added Courses

1.Theory of the Practice

2. Objectives of the Practice
3. the Context
4. The Practice
5. Evidence of Success
6. Problems encountered and Resources required
7. Notes (optional)

Enrichment Courses

1.Theory of the Practice

2. Objectives of the Practice
3. the Context
4. The Practice
5. Evidence of Success
6. Problems encountered and Resources required
7. Notes (optional)

Faculty Development Program through Continuous Medical Education

1.Theory of the Practice

2. Objectives of the Practice
3. the Context
4. The Practice
5. Evidence of Success
6. Problems encountered and Resources required
7. Notes (optional)

National Health Program Partnerships

1.Theory of the Practice

2. Objectives of the Practice
3. the Context
4. The Practice
5. Evidence of Success
6. Problems encountered and Resources required
7. Notes (optional)

Publication of indexed Research Journal

1.Theory of the Practice

2. Objectives of the Practice
3. the Context
4. The Practice
5. Evidence of Success
6. Problems encountered and Resources required
7. Notes (optional)

Publication of Vaidya Narayanam, health education newsletter

1.Theory of the Practice

Clear communication is critical to successful health care. Patients convey their symptoms and medical history to caregivers; health professionals issue orders, results, and recommendations to one another; and doctors, nurses, pharmacists, and others provide information and instructions to patients. Health professionals are trained to observe their patients keenly and to elicit a revealing history. However, comparatively little attention has been devoted to enabling patients to comprehend their condition and treatment, to make the best decisions for their care, and to take the right medications at the right time in the intended dose.

It has been observed that many patients are unable to comprehend the disease information available either on the internet or published literate. Arcane language and jargon that become

second nature to doctors and nurses are inscrutable to many patients. Patents and their relatives

having a problem understanding written materials are often ashamed to requestion for clarification. They may be reluctant to ask questions for fear of being perceived as ignorant. If health professionals were able to take the time to ask their patients to explain exactly what they

understand about their diagnoses, instructions, and bottle labels, the caregivers would find many gaps in knowledge, difficulties in understanding, and misinterpretations.

In order to fill this gap, Narayana Medical College initiated a health literacy newsletter publication in local language.

2. Objectives of the Practice

The publication is having the following purposes:

1. To educate the rural community about common health problems & their prevention and home remedies
2. To update the comprehensive and advanced healthcare services available at Narayana Medical College
3. To inform the specific health care services and the details of healthcare professionals offering these services
4. To establish liaison with the healthcare professionals working in remote and inaccessible areas
5. To apprise the rural healthcare professionals about the current knowledge and management modalities of prevent diseases.
6. the Context

The health literature widely available suffer from problems exacerbated by language and cultural variation, by technological complexity in health care, and by intricate administrative jargons and requirements. Enhancing the health literacy is one of the important strategies to improve the health outcome of people. Health literacy is of concern to everyone involved in health promotion

and protection, disease prevention and early screening, health care and maintenance, and policy making. Health literacy provides the skills that enable individuals to understand and communicate health information and concerns. The health literature aimed at improving the health care seeking behaviour of rural folk shall be culturally appropriate, suitable to the society members, and must align with the existing healthcare system. 

Any tool incorporated in health literacy campaign shall be able to improve the individual capacity to obtain, interpret and understand basic health information and services and the competence to use such information and services in ways which enhance health status. Hence, a newsletter detailing the common health problems in culturally appropriate local language is prepared and distributed to all rural community and rural healthcare practitioners residing in nearby villages.

4. The Practice

Vaidya Narayanam, a monthly health education news letter published in house is aimed at improving the health literacy of rural population. The editorial board selects one subject every month. The concerned specialist is requested to write in detail about that specific topic. The details consist of early recognizable symptoms, when to contact the healthcare professionals, management of the ailment in brief, methods of preventing the disease and promotion of health status. These facts are translated into local language consisting of simple colloquial terms for easy understanding.

The monthly edition also contains the qualifications and salient clinical skills of faculty working at Narayana medical College. The specialist contact phone numbers, consulting hours and other details are also published in the issue.  

5. Evidence of Success

6. Problems encountered and Resources required

7. Notes (optional)