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Self Study Report of DR. M.G.R. EDUCATIONAL AND RESEARCH INSTITUTE

4. Quality Indicator Framework(QIF)

Criterion 1 - Curricular Aspects

1.1 Curriculum Design and Development

1.1.1 Curricula developed and implemented have relevance to the local, national, regional and
global health care needs which are visible in Programme Outcomes (POs), and Course Outcomes
(COs) offered by the University, as per the norms of the Regulatory Bodies.

Response:

A rich curriculum coupled with high-quality teaching is the backbone of the robust academic program
being offered at the Dr. MGR ERI. The curriculum and the syllabi are designed to achieve academic
excellence and professional competency to find solutions to the local, national, regional, and global health
care needs and Industry integration and Internationalization. The curriculum and syllabi are reflected in
designing and establishing Programme Outcomes (POs), Programme Specific Outcomes (PSOs), and
Course Outcomes (COs) of the program offered by our university. For effective implementation of the new
curriculum Foundation course, early clinical exposure, AETCOM, Electives, Horizontal and Vertically
integrated teaching programs are incorporated. Preparing health care professionals with enhanced
knowledge and skill is the prerequisite of the hour to fulfil the global health care needs. Dr. M.G.R ERI
strives to impart such a quality education to enrich the students with professional excellence to perform
their duties towards the health care community. As part of the continuous improvement in providing
quality education, Elective Course System was introduced in its academic framework. Each
department/Faculty will have a Curriculum Development Cell and Board of Studies for the design and
development of curriculum and syllabus. The Academic Council of the University will approve the
proposals from the department after detailed deliberations with academic and industrial experts in the
Academic council meeting.

Program educational objectives describe the intended objectives reflecting different levels of student
learning. To develop the program educational objectives, six cognitive process dimensions, described by
the following verbs, remember, understand, apply, analyse, evaluate, and create were used in giving the
class objectives. To identify the correct balance of courses in each theme, look at the ideal skills a student
should possess for higher education or a job. Interdepartmental & Interdisciplinary small group teaching
methods are adopted. For enhancement of Psychomotor skills, the students make use of simulation
methods in the Skill lab.

All the existing Program in our university follows the systematic procedure in defining and redefining the
Program Outcomes (POs), and the process of revising/redefining the existing program outcomes. The
direct and indirect methods of program assessment are the key initiatives for the need of revising or
redefining the POs. The approved POs will be deeply discussed in the Board of Studies (BOS) meeting and
then submitted for final approval by the Academic Council (AC). The academic council receives the major
input from the Board of Studies constituted in each Department with faculty members. The curriculum is
revamped based on suggestions from various peer groups. The departmental curriculum development
committee collects the feedback data about the existing curriculum and analyses the redefining process by
collecting the views from different sources such as faculty, alumni, student feedback, and industry. The
process of gap analysis in the curriculum of the various courses was considered at a micro-level and
revamped curriculum is designed by imparting the course outcome in each course to improve the

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