CURRICULUM
Introduction to the curriculum
The drive for curriculum reform began with the standards introduced by the World Federation for Medical Education (WFME) and the Pakistan Medical & Dental Council (PM&DC). To meet these requirements, a dedicated Department of Medical Education was established. In 2017, the College Curriculum Committee (CCC) was formed to initiate the transition from the outdated 1913 curriculum to a modern, integrated framework.
The committee developed structured modules for Years 1 to 5. Each module is overseen by a Module Director—selected from the senior faculty—responsible for planning, coordinating teaching venues, managing assessments, and ensuring evaluation and quality improvement. The curriculum follows a spiral approach, revisiting and reinforcing content in Years 3 and 4, and culminating in Year 5, which is focused on clinical clerkship.
An overview of the complete curriculum of the College of Medicine & Dentistry at the Hills, organized year-wise in modular form, is presented in the table below.
Curriculum Outcome:
The MBBS curriculum at the College of Medicine and Dentistry at the Hills, Abbottabad aims to produce competent, ethical, and professional physicians who can deliver evidence-based, high-quality patient care. Graduates will demonstrate the necessary knowledge, skills, and attitudes to serve as health care providers, decision-makers, communicators, managers, community leaders, researchers, and lifelong learners, contributing to the well-being of individuals and communities.
Graduates of the College of Medicine and Dentistry at the Hills, Abbottabad will be equipped with:
- Comprehensive Medical Knowledge: The ability to analyze and apply biomedical, clinical, and behavioral sciences, enabling them to innovate in clinical care and health system design, thereby supporting transformative medical education.
- Clinical Competence: The capability to implement patient-centered care and utilize evidence-based practices, contributing to healthcare innovation and empowering future healthcare leaders.
- Ethical Practice: Proficiency in evaluating ethical dilemmas, advocating for patients, and adhering to professional standards, reflecting our commitment to lifelong learning and maintaining community trust, supported by a passionate and diverse faculty.
- Public Health Awareness: The ability to understand and apply principles of preventive medicine and public health, actively contributing to improving population health and addressing healthcare disparities.
- Excellence in Healthcare: The skill to excel in delivering equitable, affordable, and exemplary healthcare, embodying our vision to be a leading institution in medical education.
- Leadership Skills: The capability to assume leadership roles in healthcare, demonstrating strong communication skills, effective teamwork, and committing to professional and ethical standards.
- Research and Innovation: The ability to engage in research and promote innovation, driving continuous improvement in healthcare delivery and aligning with our vision of exemplary and equitable healthcare.
Interdisciplinary Collaboration: The ability to work effectively within interdisciplinary teams and contribute to addressing diverse health needs, reflecting our vision to comprehensively meet the needs of the nation and global community.
Program Outcomes:
By the end of the MBBS program, graduates will be able to:
- Provide patient care that is evidence-based, cost-effective, and patient-centered, addressing individual health needs as well as public health concerns.
- Make informed decisions in clinical settings, balancing efficacy and cost-effectiveness, considering patients’ socio-economic circumstances.
- Communicate effectively with patients, families, and the healthcare team, using empathy and clarity to foster positive health outcomes.
- Exhibit leadership and management skills essential for high-quality healthcare delivery, teamwork, and conflict resolution in a multidisciplinary environment.
- Conduct and appraise research, using scientific inquiry to address emerging healthcare challenges.
- Demonstrate lifelong learning, adopting self-directed learning strategies to stay current in medical knowledge and skills.
Curricular Documents
| Curricular Documents | ||
|---|---|---|
| 1 | Curriculum Document | Download |
| 2 | Assessment Policy | Download |
| 3 | CME Activities Policy & SOPs Guide | Download |
| 4 | Feedback Mechanism (Guidebook) | Download |
| 5 | Elective Policy | Download |
| 6 | Curricular Map | Download |
| 7 | PBL Guidebook | Download |
| 8 | CBL Guidebook | Download |
| JC Guidebook | Download | |
| SDL Guidebook | Download | |
| Prime Year Guidebook | Download | |
First Year MBBS
Second Year MBBS
| Tentative Timetable | ||
|---|---|---|
| 1 | Endocrine Module | Download |
| 2 | Endocrine-1 module | Download |
| 3 | GI-Hepatobiliary-and-Metabolism-Module. | Download |
| 4 | Neuro Science-1B Module for 2nd Year MBBS | Download |
| 5 | Neurosciences-1A Module for 2nd Year MBBS | Download |
| 6 | Renal Module, Second Year. | Download |
| 7 | Reproduction i | Download |
| 8 | Reproduction-i Module | Download |
| Logbooks | ||
|---|---|---|
| 1 | The Practicle Copies Of 1st And 2nd Year | Download |