How will Medical Colleges be Rated? QCI releases Draft Standardised procedure

New Delhi: Bringing uniformity in the process of assessment and rating of medical colleges, the National Medical Commission (NMC) has published the "Draft Framework for Accreditation and Ranking of Colleges Regulated by National Medical Commission" on its website.

The Draft includes common assessment and rating criteria, which have been prepared by the Quality Council of India (QCI). Medical Dialogues had earlier reported that last month on July 5, 2023, the Medical Assessment and Rating Board (MARB) of NMC signed a Memorandum of Understanding (MoU) with QCI for the purpose of assessment and rating of medical colleges. The MoU was signed by the President of MARB Dr. BN Gangadhar and Dr. Varinder Kanwar, the CEO of QCI.

Now, the Council has released the standardised procedure for assessing and rating medical colleges and it has been published on the NMC website. The detailed booklet reminds of the NABH standards specified by QCI, which are used to assess the hospitals.

In the draft, the Council, in detail, has discussed altogether 11 Assessment and Rating Criteria, related parameters, and allocated weightages. According to the Draft, the parameters can be either qualitative or quantitative. The Medical Colleges will be assessed and rated on the basis of altogether 92 such parameters (20 qualitative and 72 quantitative) and will be scored against a total of 1000 marks.

The eleven Assessment and Rating Criteria, pointed out by QCI, are as follows:

Criterion 1: Curriculum-  

This criterion focuses on the Competence-Based Curriculum for Undergraduate and Postgraduate programs prescribed by Medical Regulators. The alignment of the curriculum with the regulations set by the Medical Regulator is assessed here.

There are altogether 6 parameters in respect of the Curriculum. Some of them are of qualitative nature and some parameters are of quantitative nature. Qualitative parameters are predominantly related to process aspects of implementation of Curriculum, for verification of curriculum implementation, sampled faculty staff representation from all clinical & non-clinical specialties & physical interaction of sample students.

Among several parameters, this criteria will also take into account the number of value-added/elective courses being offered by the medical colleges.

Criterion 2: Practical/Hand on/Clinical Experiences -

According to the Draft, on the basis of the UG and PG Curriculum, the students will be provided with mandatory hands-on experiences in Clinical and Procedural Skill Laboratories.

So, the parameters designed under this criterion mainly focus on skill laboratory-based hands-on experiences and mandatory clinical experiences during clinical postings in healthcare settings.

This criterion evaluates the practical and clinical experiences provided to students. It assesses the availability and quality of hands-on training and clinical exposure.

One of the quantitative parameters under this criteria will take into consideration the number of total enrolled students deputed for the District Residency Programme (DRP) in PG Programmes (Batch wise data in the last 3 years).

Criterion 3: Teaching-Learning Environment -

What kind of 'Teaching-Learning Environment' is created by the Medical College/Institution is addressed under this criterion. It assesses the physical, psychological, and occupational aspects of the teaching-learning environment. It includes facilities for library, laboratories, audio-visual aids, guidance and counseling, and remedial intervention.

The medical colleges will also be assessed on the basis of the parameter regarding the provisions for prevention of ragging and gender harassment in medical college.

Criterion 4: Students Admission & Attainment of Competence -

This criterion focuses on checking the level of competence achieved by sampled students in both skill laboratory-based simulated settings and real clinical settings. The parameters set forth under this criterion predominantly deal with student admissions, the attainment of competences, and placement status. It evaluates the competence achieved by sampled students in simulated and real clinical settings and compares NEET scores for admission evaluation.

Criterion 5: Human Resource & Teaching-Learning Process -

This criterion assesses the requirements of faculty staff for the UG and PG programmes under the regulations laid down by the Medical Regulators. Apart from this, some of the parameters under this criterion assesses the teaching-learning process as well. This criterion evaluates the types of teaching and clinical training methods employed and aligns with the Competence-Based Curriculum.

Criterion 6: Assessment Policy: Formative, Internal & Summative Assessment - 

This criterion focuses on the formative, internal and summative assessments in line with the Competence-based Curriculum by Medical Regulators. It assesses the assessment tools and techniques prescribed for formative and internal assessment. 

Parameters related to ‘Formative, Internal & Summative’ assessment tools and techniques have been aligned with academic excellence category of assessment and rating criteria, because without right kind of assessment tools and techniques, how students are developing mastery over pre-specified competences cannot be monitored and verified.

Criterion 7: Research Output & Impact -

Addressing the issue of research output and impact, this criterion assesses the number of research papers published, citations received, and funded research projects completed, number of patent filed/granted, number of Faculty staff in PG Programs recognized for PG Guides etc.

Criterion 8: Financial-Resource: Recurring & non-recurring expenditures -

Focused on the financial resources of the institute (including recurring and non-recurring expenditures), this criterion assesses the amount spent on procurement of consumable material/articles in Laboratories, purchasing of Books & Journals, augmentation of resources for indoor & outdoor sports facilities, conducting Professional Development programs for Faculty staff, salary of teaching & non-teaching staff etc.

Criterion 9: Community Outreach Programs -

This criterion deals with Community Outreach Programs being conducted by Medical College. Under this criterion, information like the number of Villages & Families adopted, the number of medical camps organized in adopted villages etc. are taken into account.

Further, how these outreach programs initiated by Medical College have resulted into tangible health care outcomes like number of immunization conducted, sanitation awareness conducted for how many families, number of patients admitted in the hospital for acute illness under government schemes etc. factors are also considered.

The number of families adopted by the students under the NMC Guidelines for the Family Adoption Programme will also be considered under this criteria. 

Criterion 10: Quality Assurance System - 

This criterion deals with the Quality Assurance System (QAS). It encompasses practices related to the QAS, such as the proactive approach of Medical Colleges, including accreditation of Laboratories by specialized and recognized national or international bodies, as well as accreditation of Hospitals by specialized national or international bodies.

It assesses how the medical college ensures compliance with Standard Operating Procedures (SOPs) established by specialized accreditation bodies for the functioning of Laboratories and Hospitals. Additionally, information will be gathered regarding the implementation of safety measures in accordance with NMC guidelines.

Criterion 11: Feedback & Perception of Stakeholders -

This criterion focuses on capturing feedback and information about the perception of stakeholders such as students, staff, alumni, and the District Residency Programme Coordinator, regarding the quality of Medical Colleges.

NMC Medical Assessment and Rating Board is responsible for carrying out inspections for granting permission for establishment of new Medical College, increase of MBBS/PG/Super-speciality seats, renewal of permission for existing medical colleges.

With the common procedure, prescribed by QCI, to assess and rate the medical colleges across the country, it is very likely that the entire process will be standardised.

According to the Memorandum of Understanding (MoU) between the NMC and the QCI, the QCI shall charge a subsidized amount i.e. Rs 1 lakh per assessment per college for the services including assessors, honorarium, arrangement of travel, stay, etc. of assessors, physical assessment, and IT platform.

To view the Draft framework by the Quality Council of India, click on the link below:

https://medicaldialogues.in/pdf_upload/qci-draft-215873.pdf

Also Read: QCI to rate and assess medical colleges for NMC, charge Rs 1 lakh per college