AQAR PART B ( Criterion 2) – Dr. Ulhas Patil Medical college & Hospital, Jalgaon

AQAR PART B (Criterion: II) - Teaching- Learning and Evaluation

2.1.1 – Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories during the admission process.

2.1.2 – 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.

2.2.1 – 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 (extra muralactivities/beyond the classroom activities such as student clubs, cultural societies, etc)

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

2.3.2_List of clinical skills models
2.3.2_Geo tagged photographs of clinical skills lab and simulation centre
2.3.2_List of training programmes conducted in the facilities during the year
2.3.2_Any other relevant information

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

2.4.1 – 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

2.4.3 – 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

2.5.1 – The Institution adheres to the academic calendar for the conduct of Continuous Internal Evaluation and ensures that it isrobust and transparent

2.5.2 – Mechanism to deal with examination-related grievances is transparent, time-bound and efficient. Provide a description onGrievance redressal mechanism with reference to continuous internal evaluation, matters relating to University examination forsubmission of appeals, providing access to answer scripts, provision of re-totaling and provision for reassessment within 100 – 200words

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 form id course improvement of performance through:
Time lyadministration of CIE
On time assessment and feedback
Makeup assignments /tests
Remedial teaching/ support

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

2.6.1_Relevant documents pertaining to learning outcomes and graduate attributes
2.6.1_Methods of the assessment of learning outcomes and graduate attributes
2.6.1_Upload Course Outcomes for all courses (exemplars from Glossary)
Any other relevant information

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

2.7.1 – Online student satisfaction survey regarding teaching learning process