Department of Medical Education

Annual Report of the Department of Medical Education (DME) Allama Iqbal Medical College Lahore

 

1.  Upgradation of Infrastructure of DME

The Department of Medical Education (DME) has undergone substantial infrastructural enhancements to optimize its functionality. These improvements include the expansion of workspace for faculty and administrative staff, along with the establishment of dedicated cells to streamline key academic and administrative processes:

• Curriculum Management Cell – Overseeing the design, implementation, and revision of
• Quality Assurance and Evaluation Cell – Ensuring academic excellence through systematic assessment and continuous improvement.
• Research Advisory Cell – Providing guidance and support for faculty and student research

2.  Faculty Development Program (FDP) Workshops

DME formulated Faculty Development Program calendar and successfully conducted 18 FDP workshops, ensuring the continuous professional growth of medical educators. These workshops focused on modern teaching methodologies, assessment strategies, curriculum development and technological integration in medical education.

3.  Allama Iqbal Medical Education Conference

The Department of Medical Education (DME) successfully organized the first ever Allama Iqbal Medical Education Conference (AIMEC) on February 3, 2024, marking a milestone in advancing medical education. This groundbreaking event provided a dynamic platform for faculty to exchange insights and discuss innovations in medical education. Featuring keynote lectures and panel discussions, the conference fostered academic collaboration and professional networking. Building on this success, the department hosted the 2^nd AIMEC on February 8, 2025, further strengthening its commitment to excellence in medical education and faculty development.

4.  Iqbalian Scientific Conference (ISC 2024)

The Department of Medical Education (DME) successfully organized the Iqbalian Scientific Conference (ISC) on October 28, 2024, a premier student research conference that showcased the academic excellence of budding researchers from across Pakistan. The event featured oral research presentations and poster sessions providing students with a platform to present their innovative work, engage with experts, and contribute to the advancement of medical and scientific knowledge.

5.  UHS Integrated Modules Meeting and Coordination

Regular meetings and coordination sessions were held with the Curriculum committee and basic departments to implement the integrated modular curriculum effectively. These sessions facilitated alignment with UHS guidelines, ensuring a standardized approach to undergraduate medical education.

6.  Upgradation of Digital Library

The digital library was upgraded with enhanced access to online medical databases, e-journals, and interactive learning resources. This initiative aimed to improve self-directed learning opportunities for students and faculty by providing cutting-edge medical literature and research materials.

7.  Approval and Disbursement of Research grant

A research grant of approximately 10 million was approved for AIMC, out of which 5 million was utilized in the last financial year. The allocated funds were effectively used to procure the required equipment, which has been successfully handed over to the end users.

8.  Mock PMDC Visit for Undergraduate Programs

To ensure preparedness for accreditation, the department conducted a Mock PMDC Visit for undergraduate program. This exercise helped identify areas requiring improvement, streamline documentation, and align institutional practices with Pakistan Medical & Dental Council (PMDC) standards.

9.  Submission of PIF Form to PMDC for Postgraduate Programs

The department successfully compiled and submitted the Program Information File (PIF) Form to PMDC for the accreditation of postgraduate programs. This step was crucial in maintaining compliance with regulatory requirements.

10.  Initiation of Basic Life Support (BLS) Workshops for Undergraduates

Recognizing the critical importance of emergency medical training, Basic Life Support (BLS) workshops were introduced for undergraduate students. A series of hands-on training sessions were conducted in small groups for first-year, third-year, and final-year students. These workshops provided essential lifesaving skills, including CPR and first-aid techniques, ensuring students are well-prepared to respond effectively in emergency situations.

11.  Initiation of Mentorship Program for Undergraduates

The Department of Medical Education (DME) launched a structured Mentorship Program to provide undergraduate students with comprehensive academic, professional, and personal guidance. Faculty mentors were assigned to students, fostering a supportive environment for academic progression and career development. To ensure effective mentoring, series of dedicated workshops were conducted to train faculty mentors, equipping them with the necessary skills to guide and inspire students throughout their educational journey.

12.  Formulating Policies on Attendance and Remedial Classes

To ensure academic discipline and student success, the department formulated comprehensive policies regarding attendance requirements and remedial classes. These policies aimed to enhance student engagement, reduce academic deficiencies, and provide structured support for struggling students.

13.  Orientation Sessions for Undergraduate Sessions

At the beginning of each academic year, the DME conducted orientation sessions for all incoming classes. These sessions introduced students to the institutional policies regarding attendance, remedial classes and mentorship programs

Challenges:

A key challenge faced by the Department of Medical Education (DME) is the need for dedicated human resources to sustain and expand its initiatives. With the evolving scope of medical education, a committed team is essential for the effective implementation of the modular curriculum and for providing continuous support to faculty and students. To address this, it is imperative that SNE for faculty positions in DME is proposed, ensuring the department has the necessary workforce to drive innovation and excellence in medical education.

Conclusion:

The Department of Medical Education has made significant strides in enhancing medical training and faculty development over the past year. The department remains committed to improving educational standards and ensuring excellence in medical education through continuous innovation and collaboration.