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Best Practices:

Narayana Arogyamasthu Scheme (NAM)
Late.Ponguru Subbaramayya Memorial
Common Academic Program
Village Adoption Scheme
Curriculum Integrated NExT Coaching
Weekly Formative Assessment onsite/ online
Mentor-Mentee System
Publication of Vaidya Narayanam

Narayana Arogyamasthu Scheme (NAM)

Objectives of the Practice

Narayana Arogyamastu is a scheme mainly aimed to improve the women and child health. It is aimed at safe delivery and a healthy mother and infant. The main objectives of the scheme are as follows:
1. Monetary benefit to all those expectant mothers
2. No user fee for the antenatal services to all those pregnant women who are booked with Narayana Medical College
3. Assurance from the expectant mothers that delivery would be opted at Narayana Medical College
4. Free surgical intervention including caesarean section if advised
5. Free immunisations to the new born

The Context

The Narayana Arogyamasthu Scheme has been the brain child programme of our founder chairmen of Narayana Educational Society Dr P. Narayana garu who is the instrumental visionary for progression since the inception of Narayana Medical College In 1999 to an establishment of Narayana Medical Institutions by 2015.

The growth of enormous numbers of patients in the parent district of Nellore and the surrounding districts of Prakasam, Chittoor, Kurnool and Kadapa is due to the novel programmes from time to time with a view to reach the community and various levels of people by providing quality patient care with advanced state of the art equipment in the all the specialties.

Narayana Arogyamasthu scheme focuses on providing facilities by the General Hospital to the needy people in the community. The programme has been initiated to contribute speciality care to the catchment area of the district, which has been implemented since 6th January 2014.

The various service components offered to patients care are (1). out patient services, diagnostic services including laboratory, Radiology investigations, (2). inpatient admissions in the departments of General Medicine, General Surgery, Gynaecology and Obstetrics, Orthopaedics, Pulmonology, Paediatrics, Ophthalmology, ENT, Dermatology and Psychiatry were included and the guidelines for various services provided have been defined.

The Practice

In principle, this NAM scheme is of its first kind in the group of private Medical Colleges in both Telugu states of Andhra Pradesh and Telangana. It has reached community population especially in the BPL families as well as middle class of people due to its ‘no cost’ to the OP consultation, basic investigations and for inpatients admission fee, Doctor charges, bed charges, surgery charges, Anaesthesia charges, Nursing Charges, drugs and diet to the patients at free of cost.
Till December 2017, Narayana Medical College & Hospital provided health care services to nearly 18 lakhs out patients, 85,000 surgeries and another 48,000 Medical management cases.

Innovation and Best Practices

This practice initiated by Narayana Medical College is successful in attracting may beneficiaries under this scheme. Free transport is offered for the beneficiaries from their residential places to the hospital and back to their homes after delivery. The beneficiaries of this scheme includes not only poor but all strata people are included. Being a pro-poor-pregnant women scheme, this has become popular since its inception. The financial support is extended to all the deserving poor pregnant women without any discrimination of caste and creed. The scheme ambitious plan to extend all possible financial help to the needy population is appreciated. The scheme being a brain child of the founder chairman is fully supported by the Narayana Educational Institutions Society.

Success Story

This innovative scheme success is well documented and many private medical colleges also started implementing such schemes. Later on even the Government of Andhra Pradesh modified the idea and is a new scheme offering financial help to pregnant women is in vogue. Till December 2017, Narayana Medical College & Hospital provided health care services to nearly 18 lakhs out patients, 85,000 surgeries and another 48,000 Medical management cases.

Problems Encountered and Resources Required

In the beginning of the scheme, intensive health education campaign explaining the benefits of the scheme was undertaken. Surrounding villages were contacted and extensive discussions are held with the formal and informal leaders of these villages. All their apprehensions are alleviated successfully. After gaining their confidence, villagers are addressed and motivated to avail the scheme benefits.

The scheme took off well but as the years progressed, many such schemes cropped up in public as well as private sector. However, the quality of care offered at the Narayana Medical College stood tall among these competitors. The problems encountered are as follows
• Gradual decline in the number of beneficiaries due to attraction towards other providers
• Escalating expectations from the villagers and demand to extend such benefts to all other conditions
• Faculty crunch such as non-availability of qualified medical personnel to meet the increasing workload
• Increasing expenditure under this scheme.

Late.Ponguru Subbaramayya Memorial Scheme

Objectives of the Practice

The scheme is offered to candidates who have earlier received their premedical training at Narayana Institutions. Those students who studied their two year intermediate course at Narayana Institutions situated anywhere in India are eligible to apply under the scheme. Meritorious students who secured MBBS admission at Narayana Medical College, Nellore are selected on the basis of marks secured at the competitive NEET examination.

The following are the objectives of the scheme.
• To motivate and support students who had earlier studied at Narayana Institutions
• To provide academic and financial support to these students
• To facilitate e-learning among these students by providing tablet machine for easy accessibility
• Inculcate the supplementary learning and assessment among all students through designated digital learning portal

The Context

Narayana Educational Institutions are providing the regular teaching and training in the pre medical courses. These institutions are actively providing the necessary guidance and training in competitive examinations for medical and engineering. Many students from these institutions are successful and are able to secure admission into prestigious National institutions offering bachelor courses in medicine and engineering. Narayana institutions are well known for the quality teaching and rigorous training. Many students opt these institutions and feel guaranteed admission to engineering and medical courses. The competition to secure admission into medical courses is high and students and parents are keen to opt Narayana Institutions for the training. Besides training to competitive examinations, Narayana Institutions are also engaged in general teaching and training to +12 classes.

Narayana Educational Society also established Medical and Engineering Colleges at Nellore. There are two engineering colleges and one Medical College in Nellore district. Narayana Medical College is a reputed institute in medical education field offering quality medical education since last two decades. In order to motivate and promote successful students to opt Narayana medical College, this scheme in fond memory of the Chairman’s father has started. Shri though not well educated is keen on educating his children. He is a strong believer that education is the only way to bring the social and economic change in the society. He encouraged his son to progress higher studies. Sri Narayana never let his father down. The chairman having laurels and gold medals under his arm started these educational institutions with a zeal to promote quality value-based education.

Students who studied at these institutions are way apart from students from other educational centres. In order to continue the legacy of quality education among these students, Narayana Medical College initiated this scheme.

The Practice

In the present day of medical education, e-learning is shaping a sea change. Students who are studying medicine at medical colleges should be conversant with this area of e-learning. Through e-learning, students can obtain support and enhance their understanding of the concepts. E-learning is an additional avenue of learning besides the traditional and bed side learning.

To facilitate the e-learning, various modules are prepared by the Narayana Medical College. A separate web portal is created for this facility. Students are provided with a username and password to access these courses. All the teaching and training sessions are available in a digital format at this web portal. Students can access these resource materials and are able to download them to read at their convenience.

Narayana Medical College is the first medical College to create a separate e-portal for this type of learning and assessment. Besides teaching, the formative assessments are carried out through this portal. An immediate automatic feedback facility will communicate with the student regarding the test performance. Students have to access these courses and study materials through their laptops/ tablets/ mobile phones.

Innovation and best Practices

The e-learning innovation is well appreciated. Though it started in the year 2019, it has gained immense popularity and acceptance among the undergraduate and postgraduate students.

The e-learning facility is accessible to students of Narayana Medical College only. Every student can access these specific course and resource material through user name and password. This facility can be accessed by the students even from their respective home. The assignments and assessment are also carried out through this portal.

Under this scheme, e-learning facility has been developed. In order to promote the students who had earlier studied at Narayana Institutions, tablet machine is provided to all meritorious students. These students are also offered financial support in the tuition fee. There are more than 120 students who are benefitted through this scheme both financially and academically. All the students (undergraduate and postgraduate) are benefitted through the e-learning scheme.

Success Story

Initially, faculty posed a hurdle to implement this scheme. Many faculty members showed resistance and unwillingness to share the resources created by them. However, after frequent interactions and persuasion, all of them agreed to share their teaching material. Training of the faculty in preparation of the teaching and learning material and training in software operation. Faculty were subjected to frequent training sessions in operational management of software. The open source software learning management system MOODLE has been custom made to suit the needs. The nonteaching and teaching staffs are imparted training separately.

After initial interruptions, the e-learning scheme took off for the I MBBS students. All the hurdles are identified and necessary corrective measures are initiated. The first MBBS students enthusiastically participated in this exercise.

Till now, 120 students availed this Late.Ponguru Subbaramayya Memorial Scheme. Those students who had earlier benefitted from this scheme, if secured admission in postgraduate courses at Narayana Medical College, the above mentioned financial concession benefits are extended for further three year period.

Students are pleased to receive the tablet machine and showed enhanced interest in these e-assessments.

Problems Encountered and Resources Required

This unique scheme is presently operational even after the COVID pandemic at Narayana Medical College. This scheme took off during the 2019 and is successful during the COVID pandemic. However, the following problems are encountered in the implementation of this scheme. All these problems are successfully solved to the fullest extent.

• Faculty hesitation to share their learning material created with the students. Faculty expressed concern that sharing these materials and resources with students will lead to a fall in the physical attendance a substantial drop in the student’s attention during the classroom.
• Preparation of suitable e-learning material and online assessment methods
• Financial resources for gifting the tablet to the meritorious students
• Discussions with the management to curtail the fee and award fee concessions

Common Academic Program

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. Objectives of the Practice 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
The Context 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. The Practice 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. Evidence of Success 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. Problems encountered and Resources required 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. Notes (optional) The photographs showing the attendance of the faculty and students at the common Academic Program

Village Adoption Scheme

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.


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
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.


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.


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.


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.


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

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.


Objectives of the Practice
  1. 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.
  2. To enhance the chances of NExT qualifying students’ number from Narayana Medical College
  3. To improve the NExT scoring among qualified students so that there shall be increased chances of admission at National/ Premier Medical Institutions.
  4. To increase the number of students securing admission in clinical branches
  5. To improve the students’ performance at the University examination
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
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.


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.


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.


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

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.


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
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


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.


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.
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.


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

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.


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
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. 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.


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.


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.

 


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.

Publication of Vaidya Narayanam, health education newsletter

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.


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.
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.


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.


Evidence of Success
Problems encountered and Resources required
Notes (optional)

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