Rajmata Shrimati Devendra Kumari Singhdeo

Govt. Medical College Ambikapur,

Dist – Surguja (C.G.)

MICROBIOLOGY
Logbook
For MBBS Phase II
A Model, based on National Medical Commission, India’s
Competency Based Medical Education (CBME) Curriculum

1
Rajmata Shrimati Devendra Kumari Singhdeo
Govt. Medical College Ambikapur,
Dist - Surguja (C.G.)
Department of Microbiology

Logbook

For
PHASE II MBBS STUDENTS

Batch: 2019-20

As per,

Competency Based Medical Education Curriculum,

National Medical Commission, India
 Personal Details

Student Name

Date of admission to MBBS course:

Date of beginning of Current Phase:

Registration Number (College ID):

Registration Number (University ID):

Permanent address:

Email ID (optional):

Mobile number (optional):

 Rajmata Shrimati Devendra Kumari Singhdeo
Govt. Medical College Ambikapur, Surguja (C.G.)

DEPARTMENT OF MICROBIOLOGY

Logbook Certificate
This is to certify that the candidate

Mr/ Ms

Reg. No./Roll No. , admitted in the year in

---------------------------------------------- Medical College, has satisfactorily

completed/ Not completed all assignments/requirements mentioned in this

logbook for II year MBBS course in the subject of Microbiology during the

period from

to . S/he is Eligible/Not Eligible

to appear for the University assessment as on the date given below.

This is in Conformity with competency Based UG Curriculum of National Medical

Commission.

Signature of Faculty:

Name and Designation:

Countersigned by Head of the Department:

Principal/Dean of the

College: Place:

Date:
 Introduction

The key aspect of the new Competency Based UG Curriculum is to

emphasize on the acquisition of competencies as a requisite for learning

progression. There is a need to document the active learning process adopted by

the students and achievement of competencies / predetermined tasks. The

logbook provides the platform for such documentation and thus forms an

integral part of the formative/ continuous assessment program.

This book is designed based on the National Medical Commission’s

Competency based curriculum. The comprehensive logbook provides scope for

documentation of learning of cognitive, psychomotor and behavioral skills

throughout the Microbiology course. The students can use this book to record

their performances in Formative/day-day and Internal Assessment (IA) tests.

Formats are suggested for tabulation of Unit wise, Block-wise and Final IA

marks that are to be sent to the University for Consideration of candidature or

otherwise to appear for the Summative Examination.

This document shall be helpful for the students and the faculty to enable

recording and tracking of skill acquisitions, and in adopting reflective

practices to enhance learning.

 Glossary
Logbook: is a verified record of the progression of the learner documenting the
acquisition of the requisite knowledge, skills, attitude and/ or competencies.

Portfolio is a collection of learner’s progression in tasks and competencies.

A portfolio is an evidence of events documented in the logbook. It includes
selected assignments, self-assessment, feedback, work-based and in-training
formative assessments, reflections and learnings from planned activity in the
curriculum.

Activity: This term refers to a predefined task performed by learners that

contributes to the achievement of stated objectives or competencies.
Repeat: An activity if not completed satisfactorily and learning outcomes are
not achieved in the first attempt, it needs to be done again by the student. It does
not need further teaching-learning intervention by the teacher
Remedial: This is a planned activity aimed at correcting deficits that prevents a
learner from achieving an intended outcome.

Feedback: Feedback is a formal active interaction performed at the completion

of an observed activity (or activities) intended to facilitate positive change,
growth and improvement of the learner through guided reflection of
activity(ies) performed.
General Instructions
1. The logbook is a important document used for recording acquisition of competencies through various
teaching-learning-assessment activities by the student such as,
- Self-directed learning,
- Participation and performance in Small Group Discussions, practical exercises
- Certifiable skills learning (‘Perform’ level competencies)
- Desirable skills learning (‘Show’ how level competencies)
- AETCOM activities
- Participation and achievement in conferences, field activities, other extra-curricular activities
2. It is the responsibility of each student to bring the logbook to the class and get it verified and signed by
the concerned teacher regularly.
3. All the activities mentioned in the logbook are to be verified and signed by the teacher and the student
with date. At the end of the academic year, the entries in the logbook are scrutinized and certified by
the Head of the Department of Microbiology.
4. Proper care and maintenance of the logbook with entries and signatures is utmost important.
This record will be certified by the Head of the Department with regards to a student’s
Eligibility to appear for the summative examination. Therefore, logbook record is an essential
prerequisite for the University Examination.
5. As per the NMC Curriculum document, it is expected that, the student has to perform ‘at’ or ‘above’
the level of expectancy on all the Certifiable skills for the predetermined number of times. If the
student’s performance is below the level of expectancy, the activity is Repeated twice and, if the
student still fails to perform as expected, then a Remedial teaching-learning session is conducted. This
is in order to ensure that the student becomes competent in predetermined certifiable competencies.
6. Provision is made to indicate whether the student has participated/performed at or above the expected
level of competency so as to indicate the need for Repeat or Remedial activities, including timely &
constructive Feedback to the students by the faculty.
7. This book can be used as a ready reckoner to gauge the progression of student learning through his/
her performance in Formative (day to day) and Internal Assessments (IA).
8. Logbook has provision for entries of block-wise attendance of the student. Attendance requirements
are 75% in theory and 80% in practical for eligibility to appear for the University examinations in that
subject. 75% attendance in Professional Development Programme (AETCOM Module) is required for
eligibility to appear for final examination in each professional year.
 References
1. Medical Council of India, Competency based Undergraduate curriculum for the Indian
Medical Graduate, 2018. Vol. 1, 2 and 3.
2. Medical Council of India, Attitude Ethics and Communication (AETCOM) Competencies
for the Indian Medical Graduate 2018.
3. Medical Council of India, Competency Based Assessment Module for Undergraduate
Medical Education 2019.

Acknowledgements
1. Members of Curriculum Committee for Microbiology (UG), Rajiv Gandhi
University of Health Sciences, Bengaluru, Karnataka
2. Logbook Committee Members, Department of Pharmacology, J.N. Medical College,
KLE University, Belagavi, Karnataka
3. Dr. Rupal Patel, Professor of Microbiology, Pramukhswami Medical College,
Bhaikaka University, Karamsad, Gujarat
4. Dr. Chirag Modi, Professor of Microbiology, Pramukhswami Medical College,
Bhaikaka University, Karamsad, Gujarat
 Contents
Table Record of, Page
No
I Overall Internal Assessment (IA) Performance

II Block-wise Internal Assessment (IA) Performance

III Performance in Internal Assessment/Term-end tests

IV Performance in Unit tests

V Overall Performance in Self-Directed Learning (SDL) sessions

V (A-E) Individual Self-Directed Learning (SDL) Sessions

VI Acquisition of Certifiable skills

VI-A Repeat activity

VI-B Remedial Activity

VII Acquisition of Desirable skills

VIII Acquisition of Attitude Ethics &Communication (AETCOM) skills

IX Performance in Small Group Teaching activities

X Attendance

XI Participation in Conferences/CME/Workshops

XII Participation in Extracurricular activities

XIII Awards/Achievements/Recognitions

Annexures

1 Guide for the conduct of Internal Assessment (IA) Exams

2 Guide for the conduct of Class tests/ End-block tests

3 Illustrative example for logbook entry of Self Directed Learning activity

4 Illustrative example for logbook entry of Certifiable competencies

4-A Guidelines for logbook entry of Repeat / Remedial activity

5 Illustrative example for logbook entry of Desirable practical competencies

6 Illustrative example for logbook entry of AETCOM competencies

7 Illustrative example for logbook entry of Small Group Teaching activity

 Table I: *Overall Internal Assessment (IA) Performance
Internal Theory Marks Practical Marks
Assessment (IA) Max. Obtained Max. Marks Obtained
Marks
IA - I 100 100
IA - II 100 100
100
IA - III 200 (80 Practical + 20
Viva-Voce)
Unit Tests (07) 70 --
SDL 20 --
Certifiable skills -- 80
Desirable Practical
-- 70
skills
AETCOM skills -- 10
Performance in SGT -- 30
Additional Skill
10 10
acquisitions
500 500
Total
100 100
Reduced to 20%
(Min.40) (Min.40)
GRAND TOTAL
/200
(Aggregate of Theory &
Practicals) ELIGIBLE NOT ELIGIBLE
(Min.50)

Internal Assessment (IA).

 * This is only a suggested pattern for allotment of IA marks to be sent to the University
 Internal Assessment examinations are conducted in theory & practicals separately for 500 marks each.
The Final IA marks can be reduced to 20% as depicted in the table above.
 Student must secure at least 50% of the total marks (combined in theory and practical) and not less than
40% marks separately in theory and practical in order to be “Eligible” for appearing at the final
University examination in the subject of Microbiology.
 As per NMC guidelines, Internal Assessment marks decide the candidates Eligibility to appear
for the Final University examination, and are NOT added to the University Examination marks.
However, the final Internal Assessment marks obtained by the candidates are separately
depicted on the University marks card.
Table II: Block-wise Internal Assessment (IA) Performance

A Formative assessment Formative assessment

Theory Practicals
Competencies Block Competencies Block
I II III I II III
SDL Certifiable Skills

Unit tests Desirable skills

--- AETCOM

SGT

Others Others
Total Total
B Internal Assessment (IA): Internal Assessment (IA):
Theory Practicals
I II III I II III

P1 P2

Total Total
Grand Total Grand Total
(A+B) (A+B)
Table. III: Performance in Internal Assessment/Term-
end Tests (Theory)

Internal Assessment (IA) Max. Marks Marks Obtained

Exams

Internal Assessment-I 100

Internal Assessment-II 100

Internal Assessment -III Paper-1 100 Paper-1

(Preliminary)
Paper-2 100 Paper-2

Total IA (Theory) 400

 Table. IV: Performance in Unit Tests (Theory)

Unit Topic Max. Marks

Marks Obtained
(Reduced to)

I General Microbiology, Immunology & Hospital Infection 10

Control
II Bloodstream and cardiovascular system infections 10

III Gastrointestinal &Hepatobiliary infections 10

IV Skin, soft tissue and musculoskeletal system infections 10

V Central nervous system infections 10

VI Respiratory tract infections 10

VII Genitourinary & Sexually transmitted infections 10

Total 70
 Table. V: Overall Performance in Self-Directed
Learning (SDL) Sessions

*Sl. Date Topic Score Teachers Student

No. Sign Sign

2
3

TOTAL

(*As per NMC curriculum, total of ten hours are earmarked for SDL sessions, in this regard,
five SDL sessions of two hours durations may be conducted over the course)
 V. A: Performance in Self-Directed Learning (SDL) Session-1

Date: Time:

Venue:

Topic:

Faculty Facilitator:

Learning Objectives:

Key task performed:

Reflections:

Feedback:

Score Faculty Sign.

 V B: Performance in Self-Directed Learning (SDL) Session-2

Date: Time:

Venue:

Topic:

Faculty Facilitator:

Learning Objectives:

Key task performed:

Reflections:

Feedback:

Score Faculty Sign.

 V. C: Performance in Self-Directed Learning (SDL) Session-3

Date: Time:

Venue:

Topic:

Faculty Facilitator:

Learning Objectives:

Key task performed:

Reflections:

Feedback:

Score Faculty Sign.

 V D: Performance in Self-Directed Learning (SDL) Session-4

Date: Time:

Venue:

Topic:

Faculty Facilitator:

Learning Objectives:

Key task performed:

Reflections:

Feedback:

Score Faculty Sign.

 V.E: Performance in Self-Directed Learning (SDL) Session-5

Date: Time:

Venue:

Topic:

Faculty Facilitator:

Learning Objectives:

Key task performed:

Reflections:

Feedback:

Score Faculty Sign.

 Table VI: Acquisition of Certifiable skills

Sl. Completion *Rating/ Faculty Decision Faculty sign Student sign

No Date (Below expectations =B (Completed = C, & Date (For receiving Feedback)
Meets expectations =M Repeat=R,
Exceeds expectation=E)
Remedial = Re)

I Competency: MI 1.2; Perform and identify the different causative agents of Infectious diseases
by Gram Stain
1 Activity: Perform Gram stain from given clinical specimen/ fixed smear, focus under microscope,
record your observations and interpret

2 Activity: Perform Gram stain from given fixed smear from broth of a flagged blood culture bottle,
focus under microscope, record your observations and interpret

3 Activity: Perform Gram stain from given clinical specimen from breast abscess/ fixed smear from
colony isolated from the specimen. Focus it under microscope, record your observations and
interpret

4 Activity: Perform Gram stain from given CSF specimen/ fixed smear from colony isolated from
CSF. Focus it under microscope, record your observations and interpret

5 Competency: MI 6.2
Identify the common etiologic agents of upper respiratory tract infections (Gram Stain)
Activity: Perform the Gram stain from given smear prepared from throat swab collected from a
case of URTI. Focus it under microscope, record your observations and interpret

II Competency: MI 1.2; Perform and identify the different causative agents of Infectious diseases
by Zeihl-Neelsen Stain
1 Activity: Perform ZN stain from clinical specimen / fixed smear. Focus it under microscope,
record your observations and interpret
Sl. Completion *Rating/ Faculty Decision Faculty sign Student sign
No Date (Below expectations =B (Completed = C, & Date (For receiving Feedback)
Meets expectations =M Repeat=R,
Exceeds expectation=E)
Remedial = Re)

2 Activity: A heat-fixed smear of mesenteric lymph node aspirate/ colony obtained from lymph node
aspirate is provided. Perform ZN stain, focus it under microscope, record your observations and
interpret

3 Activity: A heat-fixed smear of cervical lymph node aspirate/ colony obtained from lymph node
aspirate is provided. Perform ZN stain, focus it under microscope, record your observations and
interpret

4 Activity: A heat-fixed smear of vertebral biopsy/ colony obtained from biopsy is provided.
Perform ZN stain, focus it under microscope, record your observations and interpret

Competency: MI 6.3
Identify the common etiologic agents of lower respiratory tract infections (Acid fast stain)
5 Activity: Perform ZN stain on heat-fixed smear of sputum specimen. Focus it under microscope,
record your observations and interpret

III Competency: MI1.2

Perform and identify the different causative agents of Infectious diseases by Stool routine
microscopy
1 Activity: Perform Normal Saline and Iodine mount for Stool sample provided. Screen for parasitic
elements, record your observations and interpret.

2 Activity: Perform Normal Saline and Iodine mount for Stool sample collected from a person with
diarrhea. Screen for parasitic elements, record your observations and interpret.
Sl. Completion *Rating/ Faculty Decision Faculty sign Student sign
No Date (Below expectations =B (Completed = C, & Date (For receiving Feedback)
Meets expectations =M Repeat=R,
Exceeds expectation=E)
Remedial = Re)

3 Activity: Perform Normal Saline and Iodine mount for Stool sample collected from a patient with
dysentery. Screen for parasitic elements, record your observations and interpret.

4 Activity: Perform Normal Saline and Iodine mount for Stool sample collected from an apparently
healthy person. Screen for parasitic elements, record your observations and interpret.

5 Activity: Perform Normal Saline and Iodine mount for Stool sample of a person with anemia
provided. Screen for parasitic elements, record your observations and interpret.

III Competency: M8.7

Demonstrate Infection control practices and use of Hand hygiene
1 Activity: Perform steps of hand hygiene with soap and water or alcohol-based hand rub as
appropriate during phlebotomy

2 Activity: Perform steps of hand hygiene with soap and water or alcohol-based hand rub as
appropriate during blood spill management

3 Activity: Perform steps of hand hygiene with soap and water or alcohol-based hand rub as
appropriate during providing care to a Covid-19 patient

IV Competency: M8.7
Demonstrate Infection control practices and use of Personal Protective Equipment (PPE)
1 Activity: Choose and Perform donning and doffing of PPE for phlebotomy
Sl. Completion *Rating/ Faculty Decision Faculty sign Student sign
No Date (Below expectations =B (Completed = C, & Date (For receiving Feedback)
Meets expectations =M Repeat=R,
Exceeds expectation=E)
Remedial = Re)

2 Activity: Choose and Perform donning and doffing of PPE as appropriate for blood spill
management

3 Activity: Choose and Perform donning and doffing of PPE as appropriate for providing care to a
Covid-19 patient

*Rating Rubric: Below expectations (B) (Score – 1, 2,

2.5), Meets expectations (M) (Score –
3, 3.5), Exceeds expectation (E)
(Score – 4, 4.5, 5)
 Table VI-A: Repeat Activity for Certifiable skills
*Rating Faculty
(Below
expectations =B Decision
(Completed = Student
S.No. Date Meets Feedback with faculty sign
expectations =M C, Repeat=R, Sign
Remedial =
Exceeds
expectation=E) Re)

1 Competency No:
Name & Number of Activity:

2 Competency No:
Name & Number of times of Activity:

3 Competency No:
Name & Number of times of Activity:

4 Competency No:
Name & Number of times of Activity:

5 Competency No:
Name & Number of times of Activity:

6 Competency No:
Name & Number of times of Activity:

7 Competency No:
Name & Number of times of Activity:

8 Competency No:
Name & Number of times of Activity:

9 Competency No:
Name & Number of times of Activity:

10 Competency No:
Name & Number of times of Activity:

24/
*Rating Rubric: Below expectations (B) (Score – 1, 2, 2.5),
Meets expectations (M) (Score – 3, 3.5),
Exceeds expectation (E) (Score – 4, 4.5, 5)
 Table VI-B: Remedial activity for Certifiable skills
*Rating Faculty
(Below
expectations =B Decision
Completion (Complete d =
S.No. Meets Feedback with faculty sign Student Sign
Date expectations =M C, Not
Exceeds Completed =
expectation=E) NC)
1 Competency: Number of times of Activity:
Remedial action taken:

2 Competency: Number of times of Activity:

Remedial action taken:

3 Competency: Number of times of Activity:

Remedial action taken:

4 Competency: Number of times of Activity:

Remedial action taken:

5 Competency: Number of times of Activity:

Remedial action taken:

6 Competency: Number of times of Activity:

Remedial action taken:

7 Competency: Number of times of Activity:

Remedial action taken:

8 Competency: Number of times of Activity:

Remedial action taken:

9 Competency: Number of times of Activity:

Remedial action taken:

10 Competency: Number of times of Activity:

Remedial action taken:

25/
*Rating Rubric: Below expectations (B) (Score – 1, 2, 2.5),
Meets expectations (M) (Score – 3, 3.5),
Exceeds expectation (E) (Score – 4, 4.5, 5)
 Table VII: Acquisition of Desirable
skills Formative Assessment
(Practicals)

S.No. Completion Topic Competency *Rating Faculty Sign Student

Date No. (B/M/E) Sign

I General Microbiology, Immunology & Hospital Infection Control

1 A-Introduction to Microbiology MI 1.1
laboratory MI 1.2
B - Microscopy
2 General principles of Laboratory MI 8.10
diagnosis of Bacterial MI 8.11
diseases.(Sample collection,
transportation, bacterial
identification methods in general)

3 Direct methods of bacterial detection MI 1.2

a) Simple staining
b) Hanging drop
4 Bacterial culture: Culture media, MI 1.1
methods and identification
techniques (conventional and
automated)
5 Antibiotic sensitivity testing MI 1.6
6 Indirect methods of infectious MI 1.8, MI
disease diagnosis (Immunological 8.15
diagnostic tests)
7 General principles of laboratory MI 1.1
diagnosis of Viral diseases
8 General principles of laboratory MI 1.2
diagnosis of Parasitic diseases
9 General principles of laboratory MI 1.1
diagnosis of Fungal diseases

10 Hospital infection control: MI8.5,

Sterilization & Disinfection, MI8.6, MI8.7
Biomedical waste management,
Needle stick injuries

Unit I : **AVERAGE SCORE /10 33

26/
 S.No. Completion Topic Competency No. *Rating Faculty Student
Date (B/M/E) Sign Sign

II Bloodstream and cardiovascular system infections

11 Laboratory diagnosis of MI2.3

Rheumatic heart disease, Infective
endocarditis and sepsis
12 Laboratory diagnosis of MI2.3, MI8.1
Brucellosis, Leptospirosis, Dengue
fever, Scrub typhus, Candidemia
13 Laboratory diagnosis of Enteric MI3.3, MI3.4
fever
14 Laboratory diagnosis of Malaria MI2.5, MI2.6
15 Laboratory diagnosis of Filariasis MI2.5, MI2.6
and Leishmaniasis
16 Laboratory diagnosis of HIV MI2.7
infection

Unit II : **AVERAGE SCORE /10

III Gastrointestinal & Hepatobiliary infections

17 Laboratory diagnosis of Diarrhea MI1.2, MI3.1,
MI3.2
18 Laboratory diagnosis of Dysentery MI1.2, MI3.1,
MI3.2
19 Laboratory Diagnosis of Intestinal MI1.2, MI3.2,
helminthic infections MI2.4, MI2.5,
MI3.1,
20 Laboratory diagnosis of Hepatic MI3.7, MI3.8
infections
Unit III: **AVERAGE SCORE /10

27/

34
S.No. Completion Topic Competency No. *Rating Faculty Student
Date (B/M/E) Sign Sign

IV Skin, soft tissue and musculoskeletal system infections

21 Laboratory diagnosis of skin MI4.3
infections-I
(Bacterial: Furuncle, cellulitis,
Surgical site infection, Burn
wound infection, Leprosy)
22 Laboratory diagnosis of skin MI4.3
infections-II
(Fungal and Viral infections)
23 Laboratory diagnosis of MI4.2
musculoskeletal infections MI1.2
(Arthritis, Osteomyelitis)
Unit IV: **AVERAGE SCORE /10
V Central nervous system infections
24 Laboratory diagnosis of MI5.3
Meningitis (Pyogenic, Tubercular,
Cryptococcal & Aseptic)
25 Laboratory diagnosis of MI5.2
Encephalitis
Unit V: **AVERAGE SCORE /10
VI Respiratory tract infections
26 Laboratory diagnosis of Upper MI6.2
respiratory tract infections
27 Laboratory diagnosis of Lower MI6.3
respiratory tract infections
Unit VI: **AVERAGE SCORE /10
VII Genitourinary & Sexually transmitted infections
28 Laboratory diagnosis of Urinary MI 7.3
tract infections
29 Laboratory diagnosis of MI7.1, MI 7.2
Genitourinary and Sexually
transmitted diseases (Urethritis,
Genital ulcers)
Unit VII: **AVERAGE SCORE /10
TOTAL /70
*Rating Rubric: Below expectations (B) (Score – 1, 2, 2.5),
Meets expectations (M) (Score – 3,
3.5), Exceeds expectation (E) (Score –
4, 4.5, 5)
** Unit wise Average score can be reduced to 10
Note: Some competencies listed in the table are not belonging to ‘Show how’ level as per NMC
document. However, they may be considered for desirable skill activities. 28/ 35
 Table VIII: Acquisition of AETCOM skills

Faculty Student
*Rating Decision
Sl. Completion (Below expectations =B Feedback with faculty sign
Date (Completed = C, sign
No Meets expectations =M
Not Completed
(For receiving
Exceeds expectation=E)
= NC) Feedback)

1 Competency: MI 8.11
Demonstrate respect for patient samples sent to the laboratory for performance of laboratory
tests in the detection of microbial agents causing Infectious diseases

Activity: Observe the student handling (dummy) clinical samples during practical sessions.
Participation of a student in the case discussion held to help them identify the situations or ways
of respecting a clinical sample.

2 Competency: MI 8.14
Demonstrate confidentiality pertaining to patient identity in laboratory results

Activity: Identify the situations and events, which breach confidentiality of patient’s
identity in laboratory result.

3 Competency:

Activity:

*Rating Rubric: Below expectations (B) (Score – 1, 2,

2.5), Meets expectations (M) (Score –
3, 3.5), Exceeds expectation (E)
(Score – 4, 4.5, 5) 29/

36
 Table IX: Performance in Small Group Teaching Activities
Sl. Date Topic *Rating Teachers Student
No. (B/M/E) Sign Sign

2
3

6
7

10

11

12

13

14

15

Total
*Rating Rubric: Below expectations (B) (Score – 1, 2,
2.5), Meets expectations (M) (Score –
3, 3.5), Exceeds expectation (E)
(Score – 4, 4.5, 5)
30/
37
 Table X: Record of Attendance
BLOCK-I

Sl. T-L Session Number Number Percentage Student Faculty

No. Held Attended (%) Signature Signature
1 Lecture
2 Practicals
3 Small Group
Teachings (SGT)
4 Self Directed
Learning (SDL)
5 AETCOM
module
6 Pandemic module
Overall Attendance

BLOCK-II

Sl. T-L Session Number Number Percentage Student Faculty

No. Held Attended (%) Signature Signature
1 Lecture

2 Practicals

3 Small Group
Teachings
(SGT)
4 Self Directed
Learning (SDL)
5 AETCOM
module
6 Pandemic
module
Overall Attendance
31/

38
 BLOCK-III

Sl. T-L Session Number Number Percentage Student Faculty

No. Held Attended (%) Signature Signature
1 Lecture

2 Practicals

3 Small Group
Teachings (SGT)
4 Self Directed
Learning (SDL)
5 AETCOM
module
6 Pandemic
module
Overall Attendance

Overall Attendance

Sr. Block Theory (%) Practical (%) Signature of

No Faculty
1 I

2 II

3 III

Total
Note: Attendance requirements are 75% in theory and 80% in practical for eligibility to appear for the
University examinations in that subject. 75% attendance in Professional Development Programme
(AETCOM Module) is required for eligibility to appear for final examination in each professional year.

32/

39
 Table XI: Participation in Conferences, CME, Workshops

S. No Date Title of Conference/ CME/ Workshops with Signature of

key learning faculty

Faculty Feedback/Remarks:

33/

40
 Table XII: Participation in Extracurricular activities

S. No. Date Description of activity Signature of

faculty
1

Faculty Feedback/Remarks:

Table XIII: Awards, Achievements and Recognitions

S. No. Achievements/Recognitions Date Signature of

faculty
1

34/
41
 ANNEXURES

35/

42
 ANNEXURE-1: Guide for the conduct of End-block
Internal Assessment Tests

 It is suggested to divide the Teaching-Learning activities into three blocks

(blocks I-III) and carry out the Internal Assessment (IA) tests one each in
theory (cognitive skills) and practical at the end of each block.
 The marks distributions for IA tests are suggested in Table II.
 First End-block test can be conducted for 50/100 marks in theory and
practicals using standard assessment tools
 Second End-block test can be conducted for 100 marks in theory and
practicals using standard assessment tools
 Third End-block test (Theory) should be conducted in the same pattern as
that of summative University examination with two theory papers (paper-
1 & 2) of 100 marks each.
 Third End-block test (Practicals) should be conducted in the same pattern
as that of summative University examination (80 practicals + 20 viva-
voce
=100) .
 These scores shall constitute important components of Final Internal
Assessment scores to determine the Eligibility of a candidate to appear
for the University Examinations









43
 ANNEXURE-2: Guide for the conduct of Unit tests

As per the New Curriculum document, there are VIII Units /systems
under which the competencies are distributed. However, here it is suggested to
conduct VII Unit tests on completion of topics from each unit/system. The
reason being, in the present ‘system wise’ teaching approach in microbiology,
one would have covered the topics under unit VII (zoonotic infections &
miscellaneous) in any one of the units (I-VII) /body systems.

Written tests in the form of Multiple Choice Questions (MCQ), short and
long answer questions can be used for assessment of cognitive skills.

Formative assessment of Practical skills can be done using Objective

Structured Practical Examination (OSPE) and also based on the participation
and performance in practical exercises, Small Group Teaching sessions (SGT),
AETCOM sessions using the rubrics provided in this document.

Consolidated scores can be derived based on the consensus of the faculty

members of the Department.

These scores can be entered in comprehensive log sheets (Table I, Table

II) provided in the logbook.

These scores shall constitute important components of Final Internal

Assessment scores to determine the Eligibility of a candidate to appear for the
University Examinations

37/

44
 ANNEXURE-3: Illustrative example for logbook entry
of Self Directed Learning activity

Self-directed Learning Session

Date: Time:
Venue:
Presenting Group:
Facilitator:
Topic Title: Opportunistic infections

Competency addressed: MI
8.2 Learning Objectives:
Define and enlist common opportunistic pathogens with clinical conditions that predispose to
acquiring infection by these pathogens.
Explain pathogenesis, laboratory diagnosis and prevention of common opportunistic infections
Task:
 Explain the pathogenesis and laboratory diagnosis of these infections.
 To study the impact of these infections on patients outcome.
 To suggest preventive measures for development of these infections.











 

45
 Steps for Self Directed Domain Duration Method Media
Learning Activity
Session-1: Cognitive 30 min Brain storming and LCD
Introduction of topic Interactive lecture
Setting Learning Goals
Planning to find resources &
Group Disassemble

Session-2: Cognitive *one week Hospital survey/ -

Finding Resources for the for literature search
topic assignment
Individual / group study
Session-3: Cognitive 90 min Discussion on task -
Wrap up session performed and
Discussion assessment of
Outcome Summary learning.
Assessment of Learning
*To be considered as one hour class room time

Suggested Teaching learning Strategies/ Activities:

 Students are to be divided in small groups.
 Each group to be given a task to focus on one hospital location eg. transplant unit,
nephrology, diabetes clinic, cancer centre etc. and interact with residents/ consultants to
find the common immunocompromised conditions encountered and common infections
reported.
 A common questionnaire to conduct above survey can also be given as a task to students.
 Students to conduct the survey and make a list of at least ten common
immunocompromised conditions seen in the specific hospital location.
 Students can also be given individual task to read scientific journal and find an articles on
opportunistic infections.
 To search literature and find common immunocompromised states and opportunistic
infections associated with these conditions.
 Resources to be suggested- Reference Books , few infectious disease journals
 Students to be given a weeks’ time for task.
 Task to be guided and monitored by faculty facilitator virtually or physically at each other
convenient time.
 One faculty facilitator may guide multiple groups
 Students to make a group presentation to achieve the identified objectives
 Students to write reflections about the whole learning experience.
 Attach the survey document, literature searched at the end of logbook as an evidence of
the SDL session
39/
46
Feedback provided to the group by the faculty facilitator following SDL session,
keeping following points in mind:
 1. Extent of student’s involvement in identifying their learning needs.
2. Ability of the students to identify appropriate resources for the topic.
3. Demonstration of group dynamics / team spirit during the assigned task as well as
during presentations in class.
4. Ability of the students to identify clinical applications of theoretical concept of
microbiology.

Performance Assessment Rubric for SDL

S. Student’s performance Score#

No.
1 Comes prepared with requisite prior knowledge 1 2 3
2 Participates actively and contributes to discussion during SGT 1 2 3
3 Shows professional conduct during the Teaching Learning 1 2 3
session
4 Completes the record book activities in time 1 2 3
5 Shows evidence of learning the new skills 1 2 3
(Intellectual/Psychomotor)
Total score /15
(Can be reduced to 5 for convenience)
Faculty Remarks/Feedback:

Date : Faculty Name & Signature

# Mark as 1, 2, 3 for ‘Not satisfactory’, ‘satisfactory’ & ‘Very Good’ respectively

 The scores have to be entered in the logbook after each SDL session.
 The students would also receive timely & constructive Feedback by the faculty.

40/

47
 ANNEXURE-4: Illustrative example for logbook entry
of Certifiable competencies

Example; Competency addressed: MI 8.7: Hand Hygiene

The faculty member shall assess the students’ performance on this certifiable skill using
*Rubric.1. The scores obtained out of ten may be reduced out of five. Then these scores
need to be converted into Rates as B/M/E (using **Rubric-2) and suggest Repeat/Remedial
activities.
*Rubric-1
Step Student’s performance Score YES NO
(Score=0)
1 Removes all hand accessories( finger ring, wrist watch. etc.) (0.5) and 1.0
Applies sufficient amount of soap/hand wash /hand rub (0.5)
2 Rubs palm to palm 0.5
3 Rubs back of palm on Both sides (0.5 + 0.5) 1.0
4 Follows rotational rubbing of thumb on Both sides (0.5 + 0.5) 1.0
5 Rubs back of fingers on palm on Both sides (0.5 + 0.5) 1.0
6 Interlaces fingers in the web spaces 1.0
7 Rubs nails on palms on Both sides (0.5 + 0.5) 1.0
Completes the above steps in 20-40 seconds time or 1.0
Waits till the hands are dried (in case of hand rub)
8 Rinses hands with water 0.5
9 Dries hands with paper with single use towel & (0.5) 1.0
Closes the tap with same paper towel/elbow (0.5)
10 Disposes the paper towel appropriately 1.0
Completes the steps 8, 9 & 10 in 40-60 seconds time 1.0
Total score 10 /10
(Can be reduced to 5 for convenience)
Faculty Remarks/Feedback:

Date : Faculty Name & Signature

**Rubric-2
Score obtained Rating Certification Faculty Decision
1, 2, 2.5 Below expectations (B) NO REMEDIAL/REPEAT
Activity
3, 3.5 Meets expectations (M) YES -------

4, 4.5, 5 Exceeds expectation (E) YES --------

41/

48
 4A. Guidelines for logbook entry of
Repeat/Remedial activity
As per the NMC Curriculum document, it is expected that, the student has to perform
‘at’ or ‘above’ the level of expectancy on all the Certifiable skills for the predetermined
number of times. If the student’s performance is below the level of expectancy, the activity is
Repeated Twice and, if the student still fails to perform as expected, then a Remedial
teaching-learning session is conducted and documented in the table designed for the purpose
with description of the remedial action taken. This is in order to ensure that the student
becomes competent in predetermined certifiable competencies.

*This is illustrated in assessment of one of Certifiable skill below.

Competency No.: MI 1.2 Competency: Gram Stain

Student’s Performance Max. Marks Marks
(05) Scored
Performs skill by following all the steps correctly 02 1
Focusses the stained slide appropriately 01 0.5
Identifies the structures correctly and interprets. 01 (0.5+0.5) 0.5
Draws colored labelled diagram of the microscopic field and writes 01 (0.5+0.5) 0
the report
Score 2
Rating Rubric Rating B
Below expectations (B) (Score – 1, 2, 2.5)
Meets expectations (M) (Score – 3, 3.5)*
Exceeds expectation (E) (Score – 4, 4.5, 5)

CERTIFICATION NO YES

(*Students should secure ‘M’ or ‘E’ to be able to get

Certification in a given skill)
Remark: you are required to repeat the Gram staining procedure twice and report within.......
Date Faculty Name & Signature

The logbook entry as to whether the student has performed ‘at’ or ‘above’ the expected
level of competency and the need to Repeat or undergo Remedial activities needs to be
made.
The students would also receive timely & constructive Feedback by the faculty. 42/ 49
 ANNEXURE-5: Illustrative example for logbook entry
of Desirable competencies

1. Competency identified:

 MI3.7: Describe the epidemiology, the etio-pathogenesis and discuss the viral markers in
the evolution of viral hepatitis. Discuss the modalities in the diagnosis and prevention of
viral hepatitis
 MI3.8: Choose the appropriate laboratory test in the diagnosis of viral hepatitis with
emphasis on viral markers
2. Name of activity

 The students should be able to describe laboratory diagnosis of viruses causing hepatitis,
suggest appropriate sample and laboratory diagnostic test for a given case of viral
hepatitis, interpret the laboratory diagnostic test results of viral hepatitis and suggest
appropriate measures to prevent viral hepatitis

 3. Components of activity:

i. Attends theory session on laboratory diagnosis of hepatitis followed by demonstrati

4. Criteria for successful completion of activity:

Student demonstrates learning of expected level of skills per the checklist.

a. Below expectations (B)- Student fails to remember the important principles/concepts.

b. Meets expectations (M)
c. Exceeds expectations (E)- Student meets expectations, and demonstrates good
evidence on acquisition of new skills related to laboratory diagnosis of hepatitis.

5. Numerical scoring: Marks out of 5 for each activity

6. Documentation of activity,

 The scores have to be entered in the logbook after each session.

 The students would also receive timely & constructive Feedback by the faculty

7. Recommended action when learner is unsuccessful -

Provide opportunity to repeat if not able meet expectation.
8. Any other comments - Provide feedback to help improve performance 43/

50
 ANNEXURE-6: Illustrative example for logook entry of
AETCOM competencies

1. Competency identified:

MI 8.11 Demonstrate respect for patient samples sent to the laboratory for performance of
laboratory tests in the detection of microbial agents causing Infectious diseases

2. Name of activity

In a given situation/case scenario, identify the events that show disrespect to the clinical
sample and suggest ways to rectify them ( situations highlighting inappropriate container/
site/ sample/ amount, label, incomplete or wrong information in request form, time of
transportation, storage condition, quality of test performance, test result etc) .

3. Components of activity:

ii. Attends introductory session on demonstrating respect for clinical sample

iii. Actively participates in small group discussions / problem solving exercises
designed to highlight ways that show disrespect to sample.
iv. Actively participates in role-play script writing and performance of the same.
v. Identifies identify the events that show disrespect to the clinical sample and
suggest ways to rectify them

4. Criteria for successful completion of activity:

Correctly identify the events that show disrespect to the clinical sample and suggests ways to
rectify them in a given situation/case scenario

d. Below expectations (B)- Student fails to identify any situation or event that shows
disrespect to clinical sample
e. Meets expectations (M)- Student identifies most of the situation or event that
shows disrespect to clinical sample and shows ways to correct them
f. Exceeds expectations (E)- Student identifies all of the situation or event that
shows disrespect to clinical sample and shows ways to correct them and also
suggests some more ways that can show disrespect and ways to rectify them.
44/
51
5. Numerical scoring for activity: Marks out of 5 for each activity

6. Documentation of activity in portfolio or Annexure of logbook:

Documentation of reflections and learning summary required in the practical record book/
logbook or portfolio and obtain feedback from the faculty.
.

7. Recommended action when learner is unsuccessful

Repeat session if not able to identify the situations/ event in given scenario first time.
Remedial session, if student is not able to meet expectation after repeat session as well.

8. Any other comments

Provide feedback on each performance

45/

52
 ANNEXURE-7: Illustrative example for logbook entry of
Small Group Teaching

Date: Time:
Venue:
Topic Title: Sexually transmitted infections

Facilitator: One facilitator to observe 2-3 groups

Competency addressed: MI 7.2 Describe the etio-pathogenesis and discuss the laboratory
diagnosis of sexually transmitted infections. Recommend preventive measures

Total Number of students: 50/ batch

Number of Student Groups: 10 per group

Learning Objectives:

 Choose the appropriate microbiological investigation to be conducted in a case of

genital tract / sexually transmitted infection.
 Interpret the results of the microbiological investigation conducted in a case of genital
tract / sexually transmitted infection.
 Counsel a patient of genital tract/ sexually transmitted infection about preventive
aspects of such infections.

46/

53
Session Planned:
Session A-60 minutes (for interpretational skills)
Sr No Activity Time
1 Introductory session 5 min
2 Paper case scenario for discussion to identify 15 min
the most appropriate microbiological
investigation in the case
3 Provide report of investigations for students 15 mins
to interpret the findings in group
4 Groups share findings with wrap up of key 25 mins
learning by facilitator

Session B: 60 min (for counselling skills)

Sr No Activity Time
1 Introductory session 5 min
2 Video demonstration of technique of 10 min
counselling a patient with genitourinary
& sexually transmitted infections.
3 Role play by students for counseling a patient 30 mins
about preventive aspects of STI.
4 Feedback with wrap up of key learning by 15 mins
facilitator

47/

54
Rate Communication skills of the student using rating scale adapted from Kalamazoo
consensus statement
Sr. No Criterion Score
1 Builds relationship
2 Opens the discussion
3 Gathers information
4 Understands the patient’s perspective
5 Shares information
6 Manages flow
7 Overall rating
Rating:
1-3: Below Expectation
4-6:Meets Expectations
6-10:Exceeds Expectations

Feedback and score provided to students on SGT:

Sl.No. Student’s performance Score#
1 Comes prepared with requisite prior knowledge 1 2 3
2 Participates actively and contributes to discussion during SGT 1 2 3
3 Shows professional conduct during the Teaching Learning 1 2 3
session
4 Completes the record book activities in time 1 2 3
5 Shows evidence of learning the new skills 1 2 3
(Intellectual/Psychomotor)
Total score /15
(Can be reduced to 5 for convenience)

Documentation of activity in portfolio or Annexure of logbook:

Documentation of reflections and learning summary in the practical record book/ logbook
and obtain feedback from the faculty.

48/

55