Criterion 2 : Teaching- Learning and Evaluation
2.1 – Student Enrollment and Profile
2.1.1 – Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories during the admission process
2.1.1.1 – Number of seats filled against seats reserved for various categories as per applicable reservation policy during the year
2.1.2 – Number of seats filled in for the various programmes as against the approved intake
2.1.3 – Number of Students enrolled demonstrates a national spread and includes students from other states
2.1.3.1 – Number of students from other states; during the year
2.2 – Catering to Student Diversity
2.2.1 – The Institution assesses the learning levels of the students, after admission and organizes special Programmes for advanced learners and slow performers The Institution: Follows measurable criteria to identify slow performers Follows measurable criteria to identify advanced learners Organizes special programmes for slow performers Follows protocol to measure student achievement
2.2.2 – Student – Fulltime teacher ratio (data for the academic year)
2.2.3 – Institution facilitates building and sustenance of innate talent /aptitude of individual students (extramural activities/beyond the classroom activities such as student clubs, cultural societies, etc)
2.3 – Teaching- Learning Process
2.3.1 – Student-centric methods are used for enhancing learning experiences by: Experiential learning Integrated/inter disciplinary learning Participatory learning Problem solving methodologies Self-directed learning Patient-Centric and Evidence-Based Learning Learning in the Humanities Project-based learning Role play
2.3.2 – Institution facilitates the use of Clinical Skills Laboratory / Simulation Based Learning The Institution: Has Basic Clinical Skills / Simulation Training Models and Trainers for skills in the relevant disciplines. Has advanced simulators for simulation-based training Has structured programs for training and assessment of students in Clinical Skills Lab / Simulation based learning. Conducts training programs for the faculty in the use of clinical skills lab and simulation methods of teaching learning
2.3.3 – Teachers use ICT-enabled tools for effective teaching and learning process including online e-resources
2.3.4 – Student :Mentor Ratio (preceding academic year)
2.3.5 – The teaching learning process of the institution nurtures creativity, analytical skills and innovation among students
2.4 – Teacher Profile and Quality
2.4.1 – Number of fulltime teachers against sanctioned posts during the year
2.4.2 – Number of fulltime teachers with Ph.D./D.Sc./D.Lit./ DM/M Ch/DNB in super specialities /other PG degrees (like MD/ MS/ MDS etc.,) in Health Sciences for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils during the year
2.4.2.1 – Number of fulltime teachers with Ph.D/ D.Sc./ D.Lit./DM/ M Ch/ DNB in super specialities / other PG degrees in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils. During the year data to be entered
2.4.3 – Total Teaching experience of fulltime teachers in number of years (data for the academic year)
2.4.4 – Number of teachers trained for development and delivery of e-content / e courses during the year
2.4.5 – Number of fulltime teachers who received awards and recognitions for excellence in teaching, student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academies during the year
2.5 – Evaluation Process and Reforms
2.5.1 – The Institution adheres to the academic calendar for the conduct of Continuous Internal Evaluation and ensures that it is robust and transparent
2.5.2 – Mechanism to deal with examination-related grievances is transparent, time-bound and efficient. Provide a description on Grievance redressal mechanism with reference to continuous internal evaluation, matters relating to University examination for submission of appeals, providing access to answer scripts, provision of re-totaling and provision for reassessment within 100 – 200 words
2.5.3 – Reforms in the process and procedure in the conduct of evaluation/examination; including the automation of the examination system. Describe the reforms implemented in internal evaluation/ examinations with reference to the following within 100 – 200 words Examination procedures Processes integrating IT Continuous internal assessment system Competency-based assessment Workplace-based assessment Self assessment OSCE/OSPE
2.5.4 – The Institution provides opportunities to students for midcourse improvement of performance through specific interventions. Opportunities provided to students for midcourse improvement of performance through: Timely administration of CIE On time assessment and feedback Makeup assignments /tests Remedial teaching/ support
2.6 – Student Performance and Learning Outcomes
2.6.1 – The Institution has stated the learning outcomes (generic and programme-specific) and graduate attributes as per the provisions of the Regulatory bodies and the University; which are communicated to the students and teachers through the website and other documents
2.6.2 – Incremental performance in Pass percentage of final year students in the year
2.6.3 – The teaching learning and assessment processes of the Institution are aligned with the stated learning outcomes. Provide details on how teaching learning and assessment processes are mapped to achieve the generic and program-specific learning outcomes (for each program) within 100 – 200 words
2.6.4 – Presence and periodicity of parent-teachers meetings, remedial measures undertaken and outcome analysis. Describe structured mechanism for parent-teachers meetings, follow-up action taken and outcome analysis within 100 – 200 words
2.7 – Student Satisfaction Survey
2.7.1 – Online student satisfaction survey regarding teaching learning process