Pharmacology Logbook

As Per Competency-Based Medical Education (CBME) Curriculum

For 2nd Professional MBBS StudentsBhima

Bhoi Medical College & Hospital, Balangir.

Courtesy:
THE SOCIAL SERVICE GUILD
STUDENT’S UNION
BHIMA BHOI MEDICAL COLLEGE & HOSPITAL,
BALANGIR, ODISHA-767002

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Student Name:

Roll No: _ University Roll No

Reg. no. (University ID:

Date of admission to MBBS Course:

Date of beginning of the current Phase

Permanent Address:

E mail ID:

Mobile Number:

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 LOGBOOK CERTIFICATE

This is to certify that the candidate Mr. / Ms.

Regd No. , admitted in the year in BBMCH, Balangir, satisfactorily completed / has not

completed all assignments /requirements mentioned in this logbook for second year MBBS course in the subject(s) of

Pharmacology / AETCOM during the period from to . She / He is / is not

eligible to appear for the summative (University) assessment.

Place: Dean & Principal

Date: BB MCH, Balangir.

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 GENERAL INSTRUCTIONS

1) The logbook is a record of the academic / co-curricular activities of the designated student, who would be responsible for maintaining
his/her logbook.
2) The student is responsible for getting the entries in the logbook verified by the Faculty in charge regularly.
3) Entries in the logbook will reflect the activities undertaken in the department &have to be scrutinized by the Head of the concerned
department.
4) The logbook is a record of various activities by the student like:
✓ Overall participation & performance
✓ Attendance
✓ Participation in sessions
✓ Record of completion of pre-determined activities.
✓ Acquisition of selected competencies
5) Students are required to write reflections on each of the Practical Skills, Self-Directed Learning (SDL) and AETCOM modules in the
following structure:
a. What happened? (What teaching-learning experience did you undertake?)
b. So what? (What did you learn from this experience or what change did this session make in your learning of the subject)
c. What next? (How will you apply this knowledge in future?)
6) The logbook shall be kept as a record of the work of the candidate for that department/speciality & be submitted to the department as a
bonafide record of the candidate before appearing for the University examination.
7) The logbook assessment will be based on multiple factors like
1. Overall presentation
2. Active participation in the sessions
3. Quality of write up of reflections
4. Timely completions
5. Attendance

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 Index

Status
Sl.
Description Page No Complete/ Signature of Teacher
No
Incomplete

1 Self-Directed Learning [SDL]

2 Attitude, Ethics & Communication [AETCOM]

3 Aligned Integrated Topics [AITo]

4 Small-group Discussion: Practical/ Tutorials / Seminars Skills

5 Certification of skills in pharmacology

6 Attendance records

7 Records of internal assessment

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 Second Professional teaching hours- Pharmacology
Teaching method Hours

Lectures 80

Small-group Discussion: Practical/ Tutorials / Seminars 138

Self-Directed Learning [SDL] 12

Total 230

SDL
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 brought out by the MCI lists life‐long learning as one of the roles of the Indian

Medical Graduate (IMG). One of the methods suggested for 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 of

learning outcomes and the teacher as a facilitator. Dedicated time for SDL is provided for each subject in the Second phase.

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1. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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2. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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3. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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4. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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5. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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6. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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7. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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8. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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9. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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10. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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11. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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12. SDL Topic: Date:

Name of the Facilitator:

Summary of concepts learnt (Q & Ans, Concept Map and Reflection):

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 AETCOM

Competency Name of activity Date Attempt Rating Decision Initial of Feedback Received
addressed completed at (B)/(M)/(E) of faculty Faculty Initial of learner
activity (C)/(R)/ and date
(Re)

AETCOM 2.1 The foundations of communication - 2

AETCOM 2.2 The foundations of bioethics

AETCOM 2.3 Health care as a right

AETCOM 2.8 What does it mean to be a family

member of a sick patient?

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AETCOM 2.1: The foundations of communication - 2

A. What happened? (What teaching-learning experience did you undertake)

B. So what? (What did you learn from this experience or what change did this session make in your learning of the subject)

C. What next? (How will you apply this knowledge in future?)

Signature of faculty

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AETCOM 2.2: The foundations of bioethics

A. What happened? (What teaching-learning experience did you undertake)

B. So what? (What did you learn from this experience or what change did this session make in your learning of the subject)

C. What next? (How will you apply this knowledge in future?)

Signature of faculty

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AETCOM 2.3: Health care as a right

A. What happened? (What teaching-learning experience did you undertake)

B. So what? (What did you learn from this experience or what change did this session make in your learning of the subject)

C. What next? (How will you apply this knowledge in future?)

Signature of faculty

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AETCOM 2.18 What does it mean to be a family member of a sick patient?

D. What happened? (What teaching-learning experience did you undertake)

E. So what? (What did you learn from this experience or what change did this session make in your learning of the subject)

F. What next? (How will you apply this knowledge in future?)

Signature of faculty

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 Competency Assessment (Small group discussion: Practical /Tutorials / Seminars (138 Hours)
Competency Name of activity Date Attempt at Rating Decision Initial of Feedback
addressed completed activity (B)/(M)/(E) of Faculty and Received
faculty(C)/(R)/ date Initial of
(Re) learner

PH 1.3 Demonstration: Enumerate

and identify drug
formulations and drug
delivery systems

PH 1.6 Focused group discussion

(FGD):
Describe principles of
Pharmacovigilance & ADR
reporting systems

PH 1.7 Focused group discussion

(FGD):
Define, identify and describe
the management of Adverse
drug reactions (ADR)

PH 1.8 Focused group discussion

(FGD):
Identification of drug
interactions and their
management

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PH 1.9 Focused group discussion
(FGD):
Nomenclature of drugs i.e.,
Generic, branded drugs

PH 1.10 Focused group discussion

(FGD):
Describe parts of a correct,
complete and legible generic
prescription. Identify errors
in prescription and correct
them appropriately

PH 1.12 Demonstration: calculation

of dosage of drugs using
appropriate formulae for an
individual patient, including
children, elderly and patients
with renal dysfunction
PH 2.1 Demonstration,
Observation, Assist and
Perform (DOAP):
Understanding the use of
various dosage forms
(oral/local/ parenteral;
solid/liquid)

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PH 2.2 DOAP: prepare oral
rehydration solution from
ORS Packet and explain its
use

PH 2.3 DOAP: Appropriate setting

up of an intravenous drip in a
simulated environment
(mannequin)

PH 2.4 DOAP: Correct method of

calculation of drug dosage in
a given special situation

PH 3.4 Demonstration in skill

laboratory: To recognize
and report an adverse drug
reaction from a
photograph/slide

PH 3.6 Demonstration in skill

laboratory: Roleplay using a
simulated pharmaceutical
representative to demonstrate
how to optimize interaction
to get authentic information
on drugs

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PH 3.7 Demonstration in skill
laboratory: Prepare a list of
essential medicines for a
department

PH 3.8 Demonstration in skill

laboratory: Roleplay using a
simulated patient on how to
communicate effectively
with a patient on the proper
use of prescribed medication

PH 4.1 DOAP Sessions: Administer

drugs through various routes
in a simulated environment
using mannequins

PH 4.2 Skill Lab (DOAP Session):

Demonstrate the effects of
drugs on blood pressure
(vasopressor and vaso-
depressors with appropriate
blockers) using compute
raided learning

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 CERTIFICATION OF SKILLS IN PHARMACOLOGY

General information:

1. There are 14 skills that need to be certified in Pharmacology

2. These skills will be tested in normal, healthy volunteers or simulated environment

3. The focus will be on whether students perform the procedures correctly

4. Since these are skills that need to be recertified at the end of clinical training, this certification is a “First level Certification”

Role of the certifier:

1. The faculty will Observe the students performing the skill and ask the specific questions that need to be asked (based on the skill

checklist)

2. The faculty will use a numerical score but should determine the pass or satisfactory score. (See below)

3. The faculty will determine the level of achievement or criteria that will determine satisfactory (meets expectations) complet ion of the

activity and contribute towards the acquisition of the competency.

4. Give feedback to the student on the errors and will also decide what a learner should do if he or she does not meet the expectations and

hence has not successfully completed the activity i.e. should he or she repeat the activity? Should there be remedial training after x

number of repeats? Etc.

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Numerical
score Explanation of grade Grade Action to be taken

The student has performed the assessment without any error and Can be certified for skill/
2.5 also able to explain the rationale of the outcome Exceeds expectations (E) completion of the activity

Can be certified for skill/

2.0 The student has performed the assessment without any error Meets expectations (M) completion of the activity

The student has performed the assessment with Minor errors that
1.5 Below expectations (B) Repeat the activity
need to be rectified

Repeat the activity/remedial

1.0 The student has performed the assessment with a major error Below expectations (B) training after x number of repeats

0.5 The student has not been able to perform the assessment Below expectations (B) Remedial training

List and Number of sessions for skill certification:

No. required to
Competency Topic certify as per NMC

Write a rational, correct and legible generic prescription for a given condition and communicate the same
PH3.1 5
to the patient

PH3.2 Perform and interpret a critical appraisal (audit) of a given prescription 3

PH3.3 Perform a critical evaluation of the drug promotional literature 3

PH3.5 To prepare and explain a list of P-drugs for a given case/condition 3

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 Skill Certification

Competency Name of activity Date completed Attempt at Rating Decision Initial of Feedback
addressed activity (B)/(M)/(E) of faculty Faculty and Received
(C)/(R)/ (Re) date Initial of
learner

PH3.1 Role-play using

a simulated
patient

Certification:

Certification:

Certification:

Certification:

Certification:

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PH3.2 Demonstration in
skill Laboratory

Certification:

Certification:

Certification:

PH3.3 Demonstration in
skill Laboratory

Certification:

Certification:

Certification:

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PH 3.5 Demonstration in
skill Laboratory

Certification:

Certification:

Certification:

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 Attendance Record of the Student

Sl. No. Term Theory (%) Practical (%) Signature of student Signature of Teacher

1 I Term
2 II Term

3 III Term
4 Overall attendance
Note: Above information is for the benefit of students and parents. In case of any discrepancy departmental records will be treated as final.

Details of attending extra classes [for poor attendance (if any)]

Sl. No. Date Period Total hours Signature of student Signature of Teacher

Total hours

Note: Above information is for the benefit of students and parents. In case of any discrepancy departmental record will be treated as final.

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 Records of Internal Assessment examinations

Sl. Exam No Date Theory Date Practical Signature of student Signature

no. of teacher

1 I Internal Assessment ------/100 ------/100

2 II Internal Assessment ------/100 ------/`100

3 III Internal Assessment ------/100 ------/100

4 Internal Assessment Marks ------/100 ------/100

5 *Betterment Exam ------/100 ------/100

6 *Updated Internal ------/100 ------/100
Assessment Marks

7 Logbook -----/20 ------/20

8 Internal Assessment Marks ------/100 ------/100
(to be submitted to university)

Note:
1. Day to day records & the logbook (subject wise including required skill certifications) should be given importance in both theory & practical
Internal Assessments separately as specified in competency-based UG assessment Phase -1.
2. Certified copy of the Internal Assessment Marks record is to be sent to the office of the Dean & Principal for onward transmission to the O/o
Controller of Examinations prior to University Examination.

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