2.1 Student Enrolment and Profile
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2.1.1
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Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories during the admission process | View |
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2.1.2
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Student Demand Ratio, applicable to programmes where State / Central Common Entrance Tests are not conducted | View |
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2.1.3
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Student enrollment pattern and student profile to demonstrate national/international spread of enrolled students from other states and countries | View |
2.2 Catering to Student Diversity
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2.2.1
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The Institution assesses the learning levels of the students after admission and organises special programmes for advanced learners and slow performers | View |
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2.2.2
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Student - Fulltime teacher ratio (data for the preceding academic year) | View |
2.3 Teaching - Learning Process
| 2.3.1 | Student-centric methods are used for enhancing learning experiences by: | View |
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2.3.2
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Has provision for the use of Clinical Skills Laboratory and Simulation Based Learning | View |
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2.3.3
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Teachers use ICT-enabled tools for effective teaching and learning process, including online e-resources | View |
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2.3.4
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Student : Mentor Ratio (preceding academic year) | View |
2.4 Teacher Profile and Quality
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2.4.1
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Average percentage of fulltime teachers against sanctioned posts during the last five years
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View |
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2.4.2
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Average percentage of fulltime teachers with Ph.D./D.Sc./D.Lit./DM/M Ch/DNB in super specialities /other PG degrees (like MD/ MS/ MDS etc.,) in Health Sciences for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils / Universities during the last five years | View |
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2.4.3
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Average Teaching experience of fulltime teachers in number of years (preceding academic year) | View |
| 2.4.4 |
Average percentage of teachers trained for development and delivery of e-contents / e-courses / video lectures / demonstrations during the last 5 years | View |
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2.4.5
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Average Percentage of fulltime teachers who received awards and recognitions for excellence in teaching, student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academies during the last five years
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View |
2.5 Evaluation Process and Reforms
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2.5.1
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Average number of days from the date of last semester-end/ year- end examination to the date of declaration of results during the last five years | View |
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2.5.2
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Average percentage of student complaints / grievances about evaluation, against the total number of students appeared in the examinations during the last five years
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View |
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2.5.3
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Evaluation-related Grievance Redressal mechanism followed by the Institution:
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View |
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2.5.4
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Reforms in the process and procedure in the conduct of evaluation/examination; including Continuous Internal Assessment to improve the examination system. | View |
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2.5.5
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Status of automation of the Examination division, using Examination Management System (EMS) along with an approved online Examination Manual
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View |
2.6 Student Performance and Learning Outcomes
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2.6.1
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The Institution has stated learning outcomes /graduate attributes as per the provisions of Regulatory bodies which are integrated into the assessment process and widely publicized through the website and other documents | View |
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2.6.2
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Incremental performance in Pass percentage of final year students in the last five years | View |
2.7 Student Satisfaction Survey
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2.7.1
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Online student satisfaction survey regarding teaching learning process.
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View |