COMPETENCY BASED MEDICAL EDUCATION (CBME)

The introduction of a restructured curriculum and training program with emphasis on early
clinical exposure, integration of basic and clinical sciences, clinical competence and skills and
new teaching learning methodologies will lead to a new generation of medical graduates of
global standards. Improvements in the infrastructure and increased emphasis on faculty
development will result in increase in the quality of the existing medical colleges. These in turn
will lead to motivating young doctors into the academic career and will further enhance the
quality of medical education and clinical research in the country.

The proposed undergraduate medical education program is designed to create an “Indian

Medical Graduate”. The Indian medical graduate will have the necessary competencies
(knowledge, skills, and attitudes) to assume his or her role as a health care provider to the
people of India and the world. The goals of the M.B.B.S. training program are to create doctors
- with requisite knowledge, skills, attitudes, values and responsiveness, so that they may
function appropriately and effectively as a Basic Doctor, physicians of first contact for the
community in the primary care setting both in urban as well as rural areas of our country.

ROLES

In order to fulfil these goals the doctor must be able to function in the following roles
appropriately and effectively:

1. Clinician, who understands and provides preventive, promotive, curative, palliative and
holistic care with compassion.

2. Leader and member of the health care team and system with capabilities to collect analyze
and synthesize health data.

3. Communicator with patients, families, colleagues and community.

4. Lifelong learner committed to continuous improvement of skills and knowledge.

5. Professional, who is committed to excellence, is ethical, responsive and accountable to

patients, community, and profession.
 KEY ELEMENTS OF CBME

FOUNDATION COURSE of one-month duration at the beginning of the MBBS course will
sensitise the fresh medical student with the required knowledge and skills that will assist
him/her in acclimatising to the new professional environment which would be his/her milieu
for a life-long career in the medical profession. The Foundation Course will also provide a
sound foundation for learning in the MBBS course and later in their professional career.

The major components of the Foundation Course include:

a) Orientation Program: This includes orienting students with respect to place (learning
environment and facility), time, teaching schedules and timetables, processes (Rules,
Regulations, policies and procedures), personnel (faculty, staff, and mentors), patients and
their relatives.
b) Skills Module (Basic): This involves skill sessions such as Basic Life Support, First
Aid, Universal precautions and biomedical waste and safety management that students need
to be trained prior to entering the patient care areas.
c) Field visit to Community and Primary Health Centre: These visits provide
orientation to the care delivery through community and primary health centres, and include
interaction with health care workers, patients and their families.
d) Professional development including Ethics: This is an introduction to the concept of
Professionalism and Ethics. This component will provide students with understanding that
clinical competence, communication skills and sound ethical principles are the foundation
of professionalism. It will also provide understanding of the consequences of unethical and
unprofessional behaviour, value of honesty, integrity and respect in all interactions.
Professional attributes such as accountability, altruism, pursuit of excellence, empathy,
compassion and humanism will be addressed. It should inculcate respect and sensitivity for
gender, background, culture, regional and language diversities. It should also include
respect towards the differently abled persons. It introduces the students to the basic concept
of compassionate care and functioning as a part of a health care team. It sensitises students
to “learning” as a behaviour and to the appropriate methods of learning. Orientation to
Professionalism and Ethics will continue as the AETCOM module after the first month of
the MBBS course and throughout the first year, with reinforcement of the various
components introduced.
e) Sports and Extracurricular activities: These have been included, in order to
demonstrate the importance of work-life balance in a demanding profession, and provide
an opportunity for students to have compulsory physical activity and to showcase their
talents.
f) Enhancement of Language / Computer skills / Learning Skills: These are sessions
to provide opportunity for the students from diverse background and language competence
to undergo training for speaking and writing English, fluency in local language and basic
computer skills. The students should be sensitized to various learning methodologies such
as small group discussions, skills lab, simulations, documentation and concept of Self-
Directed learning

INTEGRATED TEACHING AND LEARNING

The innovative new curriculum have been structured to facilitate horizontal and
vertical integration between and among disciplines, bridge the gaps between theory &
practice, between hospital-based medicine and community medicine. Basic and
laboratory sciences (integrated with their clinical relevance) would be maximum in the
first year and will progressively decrease in the second and third year of the training
when clinical exposure and learning would be dominant.

EARLY CLINICAL EXPOSURE

Students require context to understand basic sciences. They also require grounding in
human and social aspects of the practice of medicine. Early clinical correlation and
exposure to clinical environment will provide a point of reference and relevance to the
novice learner. The ECE program in the MBBS curriculum tries to create an opportunity
for students to correlate learning in Phase I subjects with their clinical application.
Learning of basic sciences with respect to a clinical context can improve student’s
motivation to learn and also improve retention. It also provides authentic human context
and early introduction to immersion into the clinical environment.

The objectives of early clinical exposure of the first-year medical learners are to enable
the learner to:
 (a) Recognize the relevance of basic sciences in diagnosis, patient care and
treatment
(b) Provide a context that will enhance basic science learning (c) Relate to
experience of patients as a motivation to learn.
(d) Recognize attitude, ethics and professionalism as integral to the doctor-patient
relationship
(e) Understand the socio-cultural context of diseases through the study of
humanities

SELF‐DIRECTED LEARNING

Self‐Directed Learning (SDL) is defined as the “preparedness of a student to engage

in learning activities defined by himself rather than a teacher”. The Graduate Medical
Education 2019 document lists life‐long learning as one of the roles of the Indian
Medical Graduate (IMG). One of the methods suggested achieving this is SDL. Seven
key components of SDL have been described. These include the identification of
learning needs, formulation of learning objectives, utilization of appropriate learning
resources, employing suitable learning strategies, commitment to a learning contract,
evaluating learning outcomes and the teacher as a facilitator.

SKILL CERTIFICATION

The current undergraduate medical education curriculum focuses on competencies and

outcomes and gives emphasis to skill development in all phases. The Graduate Medical
Education Regulations Part II, 2019 envisages that certain skills are prerequisites for
graduation. Therefore, it is necessary for each student to acquire essential/ desirable and
certifiable skills. These skill sessions are planned during their respective phase in a
laboratory/during clinical posting along with proper documentation of the process of
acquisition of skills. When required, a skills lab may be used to impart training. Skills lab
provides a safe training environment in which a learner can be observed and be provided
with the feedback necessary to improve. It also allows the learner to do tasks repetitively
under supervision till the desired level of competency is achieved.
 Skill is the ability to perform a task leading to a specific predefined outcome. Medical
students will be trained to acquire the following broad category of Skills :

a) Intellectual or cognitive which includes clinical reasoning and decision making

skills,

b) Procedural or psychomotor skills that require manual dexterity and include

laboratory and clinical skills,

c) Communication skills,

d ) Team skills including leadership skills

STUDENT DOCTOR METHOD OF CLINICAL TRAINING

In order for the MBBS course to provide sufficient skills development for competent practice,
a frame shift is required in clinical training in the following ways:

a. Focus on common problems seen in outpatient and emergency setting

b. Learning through clerkship/ student doctor method by involvement in patient care as a team
member - involvement in investigations, management and performance of basic procedures.

c. Emphasis on a significant part of training taking place at the primary and secondary level
with compulsory family medicine training.

ELECTIVES

Provision of avenues in the competency based undergraduate MBBS program for the student
to explore and experience various streams of the profession is important. Electives are learning
experiences that will provide the learner with an opportunity to gain immersive experience of
a career stream, discipline or research project and provide an opportunity for the learner to
explore, discover and experience areas or streams of interest. Electives format is as follows:

a) The learner shall rotate through two elective blocks of 04 weeks each.

b) Block 1 shall be done in a pre-selected preclinical or para-clinical or other basic sciences

laboratory OR under a researcher in an ongoing research project.
 c) During the electives, regular clinical postings shall continue.

d) Block 2 shall be done in a clinical department (including specialties, superspecialties,

ICUs, blood bank and casualty) from a list of electives developed and available in the
institution OR as a supervised learning experience at a rural or urban community clinic.

e) The learner must submit a learning log book based on both blocks of the elective. 75%
attendance in the electives and submission of log book maintained during elective postings
is required for eligibility to appear in the final MBBS examination.

AETCOM

Health Professions and practice is a complex interplay of Knowledge, Clinical Skills &
Acumen, Communication, Attitude, Inter- Professional behavior and is largely dependent on
strong Ethical values. The entire concept of AETCOM module lies on the fundamental
principle that changing a person's attitude can change his or her behavior. In order to ensure
that training is in alignment with the goals and competencies, a newer teaching learning
approaches including a structured longitudinal programme on attitude, ethics and
communication has been proposed. Role modelling and mentoring associated with classical
approach to professional apprenticeship has long been a powerful tool. This approach alone is
no longer sufficient for the development of a medical professional. The domains of attitude and
communications with emphasis on ethics therefore need to be taught directly and explicitly
throughout the undergraduate curriculum. AETCOM is a longitudinal program spread across
all phases of medical course that will help students acquire necessary competence in the
attitudinal, ethical and communication domains. It offers framework of total 27 competencies
(5 competencies in Professional Year 1, 8 competencies in 2nd year, 5 competencies in 3rd year
and 9 competencies in final year) that students must achieve by the end of their course.
 DISTRIBUTION OF SUBJECTS BY PROFESSIONAL PHASE

Phase and Subjects and new teaching elements Duration University

Year of MBBS examination
Training

First • Foundation course (1month) 1+12 I Professional

professional • Human Anatomy, Physiology& months
MBBS Biochemistry
• Introduction of Community
Medicine, Humanities
• Early Clinical Exposure
• Attitude. Ethics and
Communication Module
(AETCOM)
Second • Pathology, Microbiology, 12months II Professional
professional Pharmacology, Forensic Medicine
MBBS And Toxicology
• Introduction to clinical subjects
including community Medicine
• Clinical postings
• AETCOM
Third • General Medicine ,General 12months III Professional
professional Surgery, part I
MBBS-part I OBG, Paediatrics, Orthopaedics,
Dermatology, Pyschiatry,
Otorhinolaryngology,
Ophthalmology, Community
Medicine, Forensic Medicine and
Toxicology, Respiratory
Medicine,
Radiodiagnosis & Radiotherapy,
Anaesthesiology
• Clinical Subjects /postings
• AETCOM
Electives • Electives ,skills and assessment 2months
Third • General Medicine ,Paediatrics, 13 months III Professional
professional General Surgery, Orthopaedics, part II
MBBS-part II Obstetrics and Gynaecology,
including Family welfare and
allied specialties
• Clinical Postings /subjects
• AETCOM
 SCHEME OF EXAMINATION

INTERNAL ASSESSMENT: General guidelines

• Regular periodic examinations shall be conducted throughout the course. There shall
be minimum three internal assessment examinations in each preclinical subject.
In addition, there shall be one Internal Assessment in Community Medicine in
Phase I MBBS.
• The third internal examination should be conducted on the lines of the university
examination.
• There shall be one short essay on ECE in each internal assessment in each subject.
• There should be at least one short question from AETCOM in each subject in any
of the internal assessment.
• Questions on ECE and AETCOM in Internal Assessments must be assessed by the
faculty of the respective pre-clinical departments.
(Anatomy/Physiology/Biochemistry)
• An average of the marks scored in the three internal assessment examinations
will be considered as the final internal assessment marks.
• Learners must secure not less than 40 % marks in theory and practical
separately and not less than 50% marks of the total marks (combined in theory
and practical) assigned for internal assessment in a particular subject in order to be
eligible for appearing at the final University examination of that subject.
• A candidate who has not secured requisite aggregate in the internal assessment may
be subjected to remedial measures by the institution. If he/she successfully completes
the remediation measures, he/she is eligible to appear for University Examination.
Remedial measures shall be completed before submitting the internal assessment
marks online to the university.
• Internal assessment marks will reflect under separate head in the marks card
of the university examination. The internal assessment marks (theory/practical)
will not be added to the marks secured (theory/practical) in the university
examination for consideration of pass criteria.
• The results of IA should be displayed on the notice board within a 1-2 week of
the test.
 • Learners must have completed the required certifiable competencies for that phase
of training and completed the logbook appropriate for that phase of training to be
eligible for appearing at the final university examination of that subject.

ANATOMY EXAMINATION PATTERN:

INTERNAL ASSESSMENT
Theory (maximum marks) Practical (maximum marks)
Theory paper 30marks Gross Anatomy, Histology (25marks) 30marks
Viva (5marks)
Professionalism 5 marks Histology record 5 marks
Part completion tests 5 marks ECE 5 marks
TOTAL 40 marks TOTAL 40 marks

UNIVERSITY EXAMINATION
Theory (maximum marks) Practical (maximum marks)
Paper 1 100 marks Spotters (10x2) 20 marks
Window discussion (above diaphragm) 15 marks
Window discussion (below diaphragm) 15 marks
TOTAL 50 marks
Paper 2 100 marks HISTOLOGY
Spotters (10x1) 10 marks
Slide discussion (general histology) 10 marks
Slide discussion (systemic histology) 10 marks
TOTAL 30 marks
VIVA VOCE
Osteology 05 marks
Surface marking 05 marks
Radiological anatomy 05 marks
Embryology 05 marks
TOTAL 20 marks
TOTAL 200 marks TOTAL 100 marks
Internal assessment 40 marks Internal assessment 40 marks
 PHYSIOLOGY EXAMINATION PATTERN

INTERNAL ASSESSMENT
Theory (maximum marks) Practical (maximum marks)
Theory paper 30 marks Practical (25marks) 30marks
Viva (5marks)
Part completion tests 10 marks ECE + Skill Certification 7 marks
Practical record 3 marks
TOTAL 40 marks TOTAL 40 marks

UNIVERSITY EXAMINATION
Theory (maximum marks) Practical (maximum marks)
Paper 1 100 marks Clinical examination I + clinical case histories 20 marks(15+5)
Clinical examination II 20 marks
Human experiments + Amphibian chart 20 marks(15+5)
Haematology + Calculations 20 marks(15+5)
TOTAL 80 marks
Paper 2 100 marks Viva 20 marks
TOTAL 200 marks TOTAL 100 marks
Internal 40 marks Internal assessment 40 marks
assessment

BIOCHEMISTRY EXAMINATION PATTERN

INTERNAL ASSESSMENT
Theory (maximum marks) Practical (maximum marks)
Theory paper 30marks Practical (25marks) 30marks
Viva (5marks)
MCQ/Unit test/ Case Based Test/ 10 marks ECE + skill certification 5 marks
Assignment Practical record 5 marks
TOTAL 40 marks TOTAL 40 marks
UNIVERSITY EXAMINATION
Theory (maximum marks) Practical (maximum marks)
Paper 1 100 marks OSPE 20 marks
Qualitative analysis 20 marks
Quantitative analysis 20 marks
Case studies 20 marks
TOTAL 80 marks
Paper 2 100 marks Viva 20 marks
TOTAL 200 marks TOTAL 100 marks
Internal assessment 40 marks Internal assessment 40 marks

UNIVERSITY EXAMINATION
General guidelines

• University examinations are to be designed with a view to ascertain whether the

candidate has acquired the necessary knowledge, minimal level of skills, ethical and
professional values with clear concepts of the fundamentals which are necessary for
him/her to function effectively and appropriately as a physician of first contact.
Assessment shall be carried out on an objective basis to the extent possible.

• Nature of questions will include different types such as structured essays (Long
Answer Questions - LAQ), Short Essays and Short Answers Questions (SAQ). Marks
for each part should be indicated separately.

• The learner must secure at least 40% marks in each of the two papers with
minimum 50% of marks in aggregate (both papers together) to pass.

• Practical/clinical examinations will be conducted in the laboratories. The objective

will be to assess proficiency and skills to conduct experiments, clinical examination,
interpret data and form logical conclusion, wherever applicable.
• Viva/oral examination should assess candidate’s skill in analysis and interpretation of
common investigative data, X-rays, identification of specimens, ECG, etc. [wherever
applicable] and attitudinal, ethical and professional values.

• There shall be one main examination in an academic year and a supplementary

to be held not later than 90 days after the declaration of the results of the phase
I university examination.
• A learner shall not be entitled to graduate after 10 years of his/her joining of the
first part of the MBBS course.

Phase 1 university examination

• The first Professional examination shall be held at the end of first Professional training
(1+12 months), in the subjects of Human Anatomy, Physiology and Biochemistry.

• A maximum number of four permissible attempts would be available to clear the first
Professional University examination, whereby the first Professional course will have
to be cleared within 4 years of admission to the said course. Partial attendance at any
University examination shall be counted as an availed attempt.

ELIGIBILITY FOR EXAMINATION

The following criteria to be met by the students to be eligible for the university exams:

a. Shall have undergone satisfactorily the approved course of study in the subject/subjects
for the prescribed duration.
b. Shall have attended not less than 75% of the total classes conducted in theory and not
less than 80% of the total classes conducted in practical separately to become eligible
to appear for examination in that subject/subjects.
c. Minimum of 40% marks to be obtained separately in theory and practical to appear
for University exam. At least 50% marks of the total marks combined in theory and
practical assigned for internal assessment is to be obtained in a particular subject.
(average of 3 internal assessments theory and practical separately)
d. Learners must have completed the required certifiable competencies for that phase of
training and completed the logbook appropriate for that phase of training to be eligible
for appearing at the final university examination of that subject.
CRITERIA FOR PASS

For declaration of pass in any subject in the University examination, a candidate shall pass
both in Theory and Practical examination components separately as stipulated below:

• The Theory component consists of marks obtained in University Written papers only.
For a pass in theory, a candidate must secure at least 40% marks in each of the two
papers with minimum 50% of marks in aggregate (both papers together).
• For a pass in practical examination, a candidate shall secure not less than 50% marks
in aggregate, i.e., marks obtained in university practical examination and viva voce
added together.
• Internal assessment marks will reflect as a separate head of passing at the
university examination.
• A candidate not securing 50% marks in aggregate in Theory or Practical examination
+ viva in a subject shall be declared to have failed in that subject and is required to
appear for both Theory and Practical again in the subsequent examination in that
subject.

DECLARATION OF CLASS

a. A candidate having appeared in all the subjects in the same examination and passed
that examination in the first attempt and secures 75% of marks or more of grand total
marks (university examination + internal assessment) prescribed will be declared to
have passed the examination with distinction.

b. A candidate having appeared in all the subjects in the same examination and passed
that examination in the first attempt and secures 65% of marks or more but less than
75% of grand total marks (university examination + internal assessment)
prescribed will be declared to have passed the examination in First Class.

c. A candidate having appeared in all the subjects in the same examination and passed
that examination in the first attempt and secures 50% of marks or more but less than
65% of grand total marks (university examination + internal assessment)
prescribed will be declared to have passed the examination in Pass Class.
d. A candidate passing a university examination in more than one attempt shall be placed
in Pass class irrespective of the percentage of marks secured by him/her in the
examination.

REFERENCE BOOKS

ANATOMY

General anatomy
• Handbook of General Anatomy, BD Chaurasia / General Anatomy, Vishram Singh

Histology
• Di Fiore’s Atlas of Human Histology with Functional Correlation, Victor P Eroschenko
/ Wheater's Functional Histology: A Text and Colour Atlas
• Textbook of Human Histology with colour Atlas, Inderbir Singh / Textbook of
Histology and Practical Guide, Gunasegaran / Histology: Text and Atlas, Brijesh
Kumar

Embryology
• Textbook of Human Embryology, Inderbir Singh/ Textbook of Clinical Embryology,
Vishram Singh/ Langman's textbook of Medical Embryology, TW Sadler

Gross Anatomy including neuroanatomy

• Cunningham’s Manual of Practical Anatomy Volumes I,II and III
• BD Chaurasia’s / Dutta’s / Vishram Singh’s Textbook of Anatomy – all volumes
• Grant’s atlas / McMinn’s atlas / Netter’s atlas
• Clinically Oriented Anatomy, K L Moore / Clinical Anatomy by Regions, Richard Snell
/ Clinical Anatomy (A Problem Solving Approach) (2 volumes), Neeta Kulkarni
• Gray's Anatomy for Students, South Asia Edition
• Clinical Neuroanatomy, Richard Snell / Textbook of Neuroanatomy, IB Singh /
• Textbook of Clinical Neuroanatomy, Vishram Singh

Surface and radiological anatomy

 • Surface and radiological anatomy, A Halim / Surface and radiological anatomy,
Ashwini Appaji and Roopa Kulkarni

Reference books
• Stedman’s Medical Dictionary
• Gray's Anatomy - The Anatomical Basis of Clinical Practice

PHYSIOLOGY
Text books

• Guyton and Hall. Text of Medical Physiology. 3rd South Asian edition. Adaptation
editors : Mario Vaz, Anura Kurpad, Tony Raj. Elsevier publishers.2020

• Ganong’s Review of Medical physiology. 26th edition. Kim E Barrett, Heddwen L

Brooks, Susan M Baran, Jason X-J Yuan. Mc Graw Hill. 2019.
• G.K Pal. Text book of Medical Physiology.3rd updated edition. Single volume. Ahuja
Publishing company.2019
• A.K. Jain. Text book of Medical Physiology. 8th ed. Avichal Publishing company.
New Delhi.2019
• CC Chatterjee’s Human Physiology. 13th ed. CBS publishers and distributers Pvt. Ltd.
• Indu Khurana and Arushi Khurana Medical Physiology for undergraduate students.
2nd ed. Elsevier India publishers. 2020.

• G.K Pal. Comprehensive textbook of Medical Physiology.2nd edition. Volume (I &

II). Jaypee brothers.2019
Reference Books:

• Berne and Levy Physiology. 7th ed. International edition. Editors. Bruce M. Koeppen
and Bruce A. Stanton. Physiology . Elsevier.
• Best and Talor’s Pyysiological Basis of Medical practice. 13th ed. O.P Tandon, Y.
Tripathi. Lippincot Williams and Wilkins.
• Cyril A Keele, Eric Neil, Normon Joesls. Samson Wright’s Applied Physiology. 13th
ed.Indian reprint 2015. Oxford
• Walter F. Boron, Emile L Boulpaep. Medical Physiology . International edition, 2nd
ed. Saunders Elsevier.
Practical:

• G.K Pal , Pravati Pal. Text book of Practical Physiology. 5 th Edition. Universities
Press. A.K Jain . Manual of Practical Physiology.6th ed. Arya Publications.2019
• Ghai’s Text book of Practical Physiology.9th ed. Jaypee brothers.
• MacLeods’ Clinical Examiation. Edited by J. Alastair Innes, Anna R .Dover, Karen
Fairhurst 12th ed.
• Hutchison’s Clinical methods. 24th ed. International edition. Elsevier

BIOCHEMISTRY

Text books

• D M V asudevan. Text Book of Biochemistry for Medical students. 9th Edition

• Lippincott’s Illustrated reviews
• S K Gupta. Biochemistry for MBBS
• Pankaj Naik. Biochemistry
• Dinesh Puri. Text Book of Medical Biochemistry
• Namrata Chhabra. Case oriented approach towards Biochemistry
• Divya Shanti D’sza, Sowbhagyalakshmi. An easy guide to Practical Biochemistry

Reference books

• Harper’s illustrated Biochemistry

• Marshall and Bangert. Clinical Chemistry
• Baynes and Dominiczak. Medcial Biochemistry
• Bhagavan and Ha. Essentials of Medical Biochemistry with clinical cases
• Stryer. Biochemistry
• James Watson. Molecular biology of gene
 BEST PRACTICES FOR SUCCESS IN EXAMINATIONS

BEFORE EXAMINATION:

• Set a routine:
o Making a time-table helps to study in an organised manner
o However not keeping in pace with the time-table may add to stress
o Set realistic goals in your time-table to make them achievable
o Keep slots for relaxation time
o Dedicate slots for frequent revisions
o Focus on key concepts, just before the examination
o Cover “must know” topics of the syllabus on priority basis
• Take care of health:
o Eat a balanced diet to maintain your stamina
o Avoid junk food/street side food
o Adequate sleep is very essential to rejuvenate your mind & body
o Listen to soothing music during breaks to elate your mood
o Interact regularly with your friends to stay updated
• Curb distractions:
o Stay away from social networking sites
o Avoid unnecessary calls from friends that might waste your precious time
• Seek family help:
o Speak to your parents /siblings to keep your morale high
o Seek help from them if you feel low or stressed out
o Avoid discussing family matters that do not require your participation
• Prepare in sync with exam pattern
o Understand the examination pattern thoroughly
o Plan your preparation in accordance to the exam pattern
o Stay updated with the style of questioning adopted in the previous years
• Make ground preparations well in advance
o Procure your hall ticket & other documents as soon as made available
o Keep your set of exam stationery with adequate backup
o Plan out your travel to the exam centre
o Stay connected with at-least few people who are taking exams along with you
DURING EXAMINATION:

• Arrive early at the examination hall

o Arrive at least half an hour early to the exam centre to avoid last minute
hassles
o Identify your seat and be seated to extend cooperation with the invigilators
o Avoid unnecessary discussion with other students before the start of exams
o Try to relax your mind by using some relaxation techniques
• Follow examination hall etiquettes
o Follow the general rules of the examination hall
o Do not indulge in copying or any malpractices
o Fill your candidate particulars on the answer booklet correctly
o Doubly crosscheck all the important details like signatures, register number
etc.
o Seek help from invigilators to fill up the details, if required
• Time management is the key to success
o Plan the time allotment for each answer in accordance to the marks weightage
o Cross check the question paper code with your hall ticket
o Read the question paper quickly & completely to identify any errors
o Plan the order of answering the questions
o Maintain orderliness would be preferable, however you can always start with
easy answers to boost your morale
o Always write the question number correctly & on left side of the margin
o Delineate one answer from another by drawing lines
o Devote time for each answer in proportion to the allotted marks
o Keep some time at the end to check whether you have attempted all questions
• Sell your answers
o It would be preferable to write a content layout for long essays
o Divide your answer into sub-headings
o Attempt all the sub-headings in a structured essay question in accordance to
the marks allotted
o Answer in a point wise manner wherever feasible
o Use diagrams and flow charts wherever necessary to make your answer
appealing
o Make sure you do not waste a lot of time in drawing diagrams/flowcharts if
you are not good at it
o Highlight key points in your answer by underlining or making a text box
around them
o Write specific answers to the questions asked