{"id":7175,"date":"2022-12-20T14:17:54","date_gmt":"2022-12-20T14:17:54","guid":{"rendered":"http:\/\/vims.ac.in\/education\/?page_id=7175"},"modified":"2026-04-07T10:50:03","modified_gmt":"2026-04-07T05:20:03","slug":"physiology","status":"publish","type":"page","link":"https:\/\/vims.ac.in\/education\/physiology\/","title":{"rendered":"Physiology"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"7175\" class=\"elementor elementor-7175\">\n\t\t\t\t<div class=\"elementor-element elementor-element-64aa68f e-con-full e-flex e-con e-parent\" data-id=\"64aa68f\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d1aecc3 elementor-widget__width-inherit elementor-widget elementor-widget-image\" data-id=\"d1aecc3\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"160\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology-1024x160.jpg\" class=\"attachment-large size-large wp-image-40260\" alt=\"\" srcset=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology-1024x160.jpg 1024w, https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology-300x47.jpg 300w, https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology-768x120.jpg 768w, https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology-535x84.jpg 535w, https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology-1536x240.jpg 1536w, https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/04\/Physiology.jpg 1920w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-5c902a3 e-con-full e-flex e-con e-parent\" data-id=\"5c902a3\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-48844db elementor-widget elementor-widget-hfe-breadcrumbs-widget\" data-id=\"48844db\" data-element_type=\"widget\" data-widget_type=\"hfe-breadcrumbs-widget.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<nav aria-label=\"Breadcrumb\"><ul class=\"hfe-breadcrumbs hfe-breadcrumbs-show-home\"><li class=\"hfe-breadcrumbs-item hfe-breadcrumbs-first\"><span class=\"hfe-breadcrumbs-home-icon\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-home\" viewBox=\"0 0 576 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M280.37 148.26L96 300.11V464a16 16 0 0 0 16 16l112.06-.29a16 16 0 0 0 15.92-16V368a16 16 0 0 1 16-16h64a16 16 0 0 1 16 16v95.64a16 16 0 0 0 16 16.05L464 480a16 16 0 0 0 16-16V300L295.67 148.26a12.19 12.19 0 0 0-15.3 0zM571.6 251.47L488 182.56V44.05a12 12 0 0 0-12-12h-56a12 12 0 0 0-12 12v72.61L318.47 43a48 48 0 0 0-61 0L4.34 251.47a12 12 0 0 0-1.6 16.9l25.5 31A12 12 0 0 0 45.15 301l235.22-193.74a12.19 12.19 0 0 1 15.3 0L530.9 301a12 12 0 0 0 16.9-1.6l25.5-31a12 12 0 0 0-1.7-16.93z\"><\/path><\/svg><\/span><a href=\"https:\/\/vims.ac.in\/education\"><span class=\"hfe-breadcrumbs-text\">Home<\/span><\/a><\/li><\/ul><\/nav>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-1ec6515e e-con-full e-flex e-con e-parent\" data-id=\"1ec6515e\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-17af36e8 e-n-tabs-mobile elementor-widget elementor-widget-n-tabs\" data-id=\"17af36e8\" data-element_type=\"widget\" data-settings=\"{&quot;tabs_justify_horizontal&quot;:&quot;start&quot;,&quot;horizontal_scroll&quot;:&quot;disable&quot;}\" data-widget_type=\"nested-tabs.default\">\n\t\t\t\t\t\t\t<div class=\"e-n-tabs\" data-widget-number=\"397358824\" aria-label=\"Tabs. Open items with Enter or Space, close with Escape and navigate using the Arrow keys.\">\n\t\t\t<div class=\"e-n-tabs-heading\" role=\"tablist\">\n\t\t\t\t\t<button id=\"e-n-tab-title-3973588241\" class=\"e-n-tab-title\" aria-selected=\"true\" data-tab-index=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"e-n-tab-content-3973588241\" style=\"--n-tabs-title-order: 1;\">\n\t\t\t\t\t\t<span class=\"e-n-tab-title-text\">\n\t\t\t\tOverview\t\t\t<\/span>\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-3973588242\" class=\"e-n-tab-title\" aria-selected=\"false\" data-tab-index=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"e-n-tab-content-3973588242\" style=\"--n-tabs-title-order: 2;\">\n\t\t\t\t\t\t<span class=\"e-n-tab-title-text\">\n\t\t\t\tFaculty\t\t\t<\/span>\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-3973588243\" class=\"e-n-tab-title\" aria-selected=\"false\" data-tab-index=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"e-n-tab-content-3973588243\" style=\"--n-tabs-title-order: 3;\">\n\t\t\t\t\t\t<span class=\"e-n-tab-title-text\">\n\t\t\t\tFacilities\t\t\t<\/span>\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-3973588244\" class=\"e-n-tab-title\" aria-selected=\"false\" data-tab-index=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"e-n-tab-content-3973588244\" style=\"--n-tabs-title-order: 4;\">\n\t\t\t\t\t\t<span class=\"e-n-tab-title-text\">\n\t\t\t\tPublications\t\t\t<\/span>\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-3973588245\" class=\"e-n-tab-title\" aria-selected=\"false\" data-tab-index=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"e-n-tab-content-3973588245\" style=\"--n-tabs-title-order: 5;\">\n\t\t\t\t\t\t<span class=\"e-n-tab-title-text\">\n\t\t\t\tCurriculum\t\t\t<\/span>\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-3973588246\" class=\"e-n-tab-title\" aria-selected=\"false\" data-tab-index=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"e-n-tab-content-3973588246\" style=\"--n-tabs-title-order: 6;\">\n\t\t\t\t\t\t<span class=\"e-n-tab-title-text\">\n\t\t\t\tProjects\t\t\t<\/span>\n\t\t<\/button>\n\t\t\t\t\t<\/div>\n\t\t\t<div class=\"e-n-tabs-content\">\n\t\t\t\t<div id=\"e-n-tab-content-3973588241\" role=\"tabpanel\" aria-labelledby=\"e-n-tab-title-3973588241\" data-tab-index=\"1\" style=\"--n-tabs-title-order: 1;\" class=\"e-active elementor-element elementor-element-7a50acfc e-con-full e-flex e-con e-child\" data-id=\"7a50acfc\" data-element_type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-75e1ebfd e-con-full e-flex e-con e-child\" data-id=\"75e1ebfd\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2f7a346e elementor-widget elementor-widget-text-editor\" data-id=\"2f7a346e\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>The Physiology Department is a full-fledged department in Vydehi Institute of Medical Sciences and Research Centre equipped to cater to students need and make them good well trained medical professionals. It teaches both Under Graduate and Post Graduate students.\u00a0\u00a0\u00a0<\/p><p>A complete effort is made to let students understand their subjects better. More attention is given to students who don\u2019t do well by mentoring them. The good student to teacher ratio allows for a consistent good performance of the students.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b87fa47 elementor-arrows-position-outside elementor-pagination-position-outside elementor-widget elementor-widget-image-carousel\" data-id=\"b87fa47\" data-element_type=\"widget\" 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data-widget_type=\"image-carousel.default\">\n\t\t\t\t\t\t\t<div class=\"elementor-image-carousel-wrapper swiper\" role=\"region\" aria-roledescription=\"carousel\" aria-label=\"Image Carousel\" dir=\"ltr\">\n\t\t\t<div class=\"elementor-image-carousel swiper-wrapper\" aria-live=\"off\">\n\t\t\t\t\t\t\t\t<div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"1 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/10-4.png\" alt=\"10\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"2 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/13-1.png\" alt=\"13\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"3 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/14-missing-300x169.jpg\" alt=\"14-missing\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"4 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/15-1.png\" alt=\"15\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"5 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/16-1.png\" alt=\"16\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"6 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/DSC07030.png\" alt=\"DSC07030\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"7 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/07-missing-2-300x169.jpg\" alt=\"07-missing\" \/><\/figure><\/div><div class=\"swiper-slide\" role=\"group\" aria-roledescription=\"slide\" aria-label=\"8 of 8\"><figure class=\"swiper-slide-inner\"><img decoding=\"async\" class=\"swiper-slide-image\" src=\"https:\/\/vims.ac.in\/education\/wp-content\/uploads\/2025\/03\/9-2.png\" alt=\"9\" \/><\/figure><\/div>\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-swiper-button elementor-swiper-button-prev\" role=\"button\" tabindex=\"0\">\n\t\t\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-eicon-chevron-left\" viewBox=\"0 0 1000 1000\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M646 125C629 125 613 133 604 142L308 442C296 454 292 471 292 487 292 504 296 521 308 533L604 854C617 867 629 875 646 875 663 875 679 871 692 858 704 846 713 829 713 812 713 796 708 779 692 767L438 487 692 225C700 217 708 204 708 187 708 171 704 154 692 142 675 129 663 125 646 125Z\"><\/path><\/svg>\t\t\t\t\t<\/div>\n\t\t\t\t\t<div class=\"elementor-swiper-button elementor-swiper-button-next\" role=\"button\" tabindex=\"0\">\n\t\t\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-eicon-chevron-right\" viewBox=\"0 0 1000 1000\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M696 533C708 521 713 504 713 487 713 471 708 454 696 446L400 146C388 133 375 125 354 125 338 125 325 129 313 142 300 154 292 171 292 187 292 204 296 221 308 233L563 492 304 771C292 783 288 800 288 817 288 833 296 850 308 863 321 871 338 875 354 875 371 875 388 867 400 854L696 533Z\"><\/path><\/svg>\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"swiper-pagination\"><\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div id=\"e-n-tab-content-3973588242\" role=\"tabpanel\" aria-labelledby=\"e-n-tab-title-3973588242\" data-tab-index=\"2\" style=\"--n-tabs-title-order: 2;\" class=\" elementor-element elementor-element-43303b01 e-con-full e-flex e-con e-child\" data-id=\"43303b01\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-947e1b3 e-con-full e-flex e-con e-child\" data-id=\"947e1b3\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6983cd8 elementor-widget elementor-widget-text-editor\" data-id=\"6983cd8\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>VYDEHI INSTITUTE OF MEDICAL SCIENCES &amp; RESEARCH CENTRE, BANGALORE<\/p><p>DEPARTMENT OF PHYSIOLOGY<\/p><p>LIST OF FULL TIME TEACHING FACULTIES<\/p><p>Month and Year of submission of details : <strong>05.04.2026(5th April 2026)<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8749c30 elementor-widget elementor-widget-text-editor\" data-id=\"8749c30\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<div style=\"overflow-x: auto;\">\n<table style=\"border-collapse: collapse; width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"8\">\n<thead>\n<tr>\n<th>SL No<\/th>\n<th>Faculty Name<\/th>\n<th>AEBAS Attend ID<\/th>\n<th>Medical Registration No<\/th>\n<th>Qualification<\/th>\n<th>Department<\/th>\n<th>Designation<\/th>\n<th>Nature of Employment<\/th>\n<th>Total Teaching Experience<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1<\/td>\n<td>Dr. Vinodh R S<\/td>\n<td>88252416<\/td>\n<td>6339<\/td>\n<td>MBBS, MD<\/td>\n<td>Physiology<\/td>\n<td>Associate Professor<\/td>\n<td>Permanent<\/td>\n<td>17 Years 8 Months<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>Dr. Shabina K.C<\/td>\n<td>38883513<\/td>\n<td>N\/A<\/td>\n<td>M.Sc, Ph.D<\/td>\n<td>Physiology<\/td>\n<td>Associate Professor<\/td>\n<td>Permanent<\/td>\n<td>22 Years 11 Months<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>Dr. Shrimukhi G<\/td>\n<td>941942<\/td>\n<td>16291<\/td>\n<td>MBBS, MD<\/td>\n<td>Physiology<\/td>\n<td>Assistant Professor<\/td>\n<td>Permanent<\/td>\n<td>5 Years 7 Months<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>Dr. Pradeep Kumar T N<\/td>\n<td>54083197<\/td>\n<td>159147<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>2 Years 9 Months<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>Dr. Zeba Tabassum<\/td>\n<td>84703130<\/td>\n<td>165875<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>0 Years 11 Months<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>Dr. Sri Ram G<\/td>\n<td>28659302<\/td>\n<td>170679<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>2 Years 2 Months<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>Dr. Tarun B R<\/td>\n<td>71423663<\/td>\n<td>185517<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>0 Years 6 Months<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>Dr. Mohammed Sadaqath<\/td>\n<td>84386670<\/td>\n<td>187081<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>0 Years 6 Months<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>Dr. Shyam Sundar G<\/td>\n<td>82970066<\/td>\n<td>185859<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>0 Years 6 Months<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>Dr. Reuben Robert K<\/td>\n<td>51479368<\/td>\n<td>193707<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>0 Years 2 Months<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>Dr. Rohith Ravi Reddy<\/td>\n<td>9647144<\/td>\n<td>186158<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Senior Resident<\/td>\n<td>Permanent<\/td>\n<td>0 Years 1 Month<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>Dr. Rashmitha B<\/td>\n<td>83129954<\/td>\n<td>176221<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>1 Years 10 Months<\/td>\n<\/tr>\n<tr>\n<td>13<\/td>\n<td>Dr. Lavanya S<\/td>\n<td>76025011<\/td>\n<td>171441<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>1 Years 11 Months<\/td>\n<\/tr>\n<tr>\n<td>14<\/td>\n<td>Dr. Reethi Temker M<\/td>\n<td>34369069<\/td>\n<td>183712<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>0 Years 11 Months<\/td>\n<\/tr>\n<tr>\n<td>15<\/td>\n<td>Dr. Jeetu Nath A P<\/td>\n<td>57937378<\/td>\n<td>N\/A<\/td>\n<td>BHMS, M.Sc Physiology<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>11 Years 7 Months<\/td>\n<\/tr>\n<tr>\n<td>16<\/td>\n<td>Dr. Maneesha S<\/td>\n<td>91260803<\/td>\n<td>174390<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>0 Years 4 Months<\/td>\n<\/tr>\n<tr>\n<td>17<\/td>\n<td>Dr. Uma Dey<\/td>\n<td>70014424<\/td>\n<td>192858<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>0 Years 4 Months<\/td>\n<\/tr>\n<tr>\n<td>18<\/td>\n<td>Dr. Jyotishree<\/td>\n<td>39704359<\/td>\n<td>195351<\/td>\n<td>MBBS<\/td>\n<td>Physiology<\/td>\n<td>Tutor<\/td>\n<td>Permanent<\/td>\n<td>0 Years 0 Months<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div id=\"e-n-tab-content-3973588243\" role=\"tabpanel\" aria-labelledby=\"e-n-tab-title-3973588243\" data-tab-index=\"3\" style=\"--n-tabs-title-order: 3;\" class=\" elementor-element elementor-element-5a0f5eaa e-con-full e-flex e-con e-child\" data-id=\"5a0f5eaa\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a4b6148 elementor-widget elementor-widget-text-editor\" data-id=\"a4b6148\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\tThe Department of Physiology in Vydehi Institute of Medical Sciences &amp; Research Centre is well equipped and consists of four laboratories:\n<ol>\n \t<li>Haematology<\/li>\n \t<li>Human Physiology<\/li>\n \t<li>Amphibian Physiology<\/li>\n \t<li>Clinical Physiology<\/li>\n<\/ol>\nAll the laboratories are provided with adequate infrastructure and equipment to accommodate 150 students.\n\n<strong><b>Equipments<\/b><\/strong>\n\nThe following is the list of equipment that the department has\n<div style=\"overflow-x:auto;\">\n<table>\n<tbody>\n<tr>\n<th width=\"430\"><strong><b>Name of the instruments<\/b><\/strong><\/th>\n<\/tr>\n<tr>\n<td width=\"430\">Students Microscope with oil immersion<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Coated Neubaur\u2019s Chamber<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Sherrington\u2019s Recording drums with Motor<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Sahli\u2019s Hameoglobinometer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">R.B.C. Pipettes<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Haemocytometer boxes<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">W.B.C. Pipettes<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Wintrobe Tubes<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Wintrobes Stand<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Test tubes small<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Syringe\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 (50 ml), (30 ml), (10 ml), (5 ml)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Breaker Borosil\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (500 ml), (250 ml), (100 ml), (600 ml)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Measuring Cylinder\u00a0\u00a0\u00a0\u00a0 (500 ml), (50 ml), (100 ml), (1000 ml)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Drop bottles (Big), (Medium), (small)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Arterial Cannula<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Syms cannula<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Y cannula<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">T cannula<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Z cannula<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Venous\u00a0 Cannula<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Bladder with Partition<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">ESR Stand (Westergren)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Westergren glass pipettes<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Analytical Balance with box<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Centrifuge<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Physiograph 3 channel with accessories<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">B.P. Appartus<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Closed X Block<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Open X Block<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Dissection Set<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Step Down Transformer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Thermometer\u00a0\u00a0\u00a0\u00a0\u00a0 \u2013\u00a0 100\u00b0, 300\u00b0<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Electric Stove<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Ishihara chart<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Snellen\u2019s chart<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Marey\u2019s tambour<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Muscle Trough with Accessories<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Newton\u2019s colour wheel<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Organ bath with thermostatic control<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Personnel weighing machine<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Animal weighing machine<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Stethoscope<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Spirometer \u2013 Benedicts Roth\u2019s<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Stethograph<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Mammalian heart perfusing set<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Kymograph (Mammalian)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Thermostat Incubator<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Reagent bottles<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Student\u2019s stimulator<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Watch glass<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Ophthalmoscope<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Peak flow meter<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Hand dynamometer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Tuning fork\u00a0\u00a0\u00a0\u00a0 256<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">\u00a0Tuning fork\u00a0\u00a0\u00a0 100<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Urinometer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Ergograph<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Conical flask\u00a0\u00a0(500 ml), \u00a0 (1000 ml), (25 ml), (250 ml)<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Glass funnel<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Bone cutting<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Scissors<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">OHP<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Q &amp; T stands<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Smoking burner<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Smoking stand<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Electrical time maker<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">AC time clock<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Thermasthesiometer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Enamel trays<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Knee hammer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Dog operation table<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Perimeter<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Varnishing tray<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Torch Medium<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">PenTorch<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Vitalograph<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Bicycle Ergograph<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Dissection Trolley<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Tuning Fork\u00a0 -256<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Tuning Fork\u00a0 -100<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Pasteur Pipettes<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Glass Droppers<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Electronic Weighing Machine<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Hair aesthesio meter<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Respiratory Pump<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">ECG Machine<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Computer spirometer<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Audiometry<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Electro myography<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">PH meter<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Treadmill<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Spectroscopy<\/td>\n<\/tr>\n<tr>\n<td width=\"430\">Power Lab<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div id=\"e-n-tab-content-3973588244\" role=\"tabpanel\" aria-labelledby=\"e-n-tab-title-3973588244\" data-tab-index=\"4\" style=\"--n-tabs-title-order: 4;\" class=\" elementor-element elementor-element-46c71f20 e-con-full e-flex e-con e-child\" data-id=\"46c71f20\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-28961cf elementor-widget elementor-widget-text-editor\" data-id=\"28961cf\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<div style=\"overflow-x: auto;\">\n<table>\n<tbody>\n<tr>\n<th width=\"53\"><strong><b>Sl. No<\/b><\/strong><\/th>\n<th width=\"127\"><strong><b>Faculty Name<\/b><\/strong><\/th>\n<th width=\"211\"><strong><b>Publication in Vancouver Referencing Style<\/b><\/strong><\/th>\n<th width=\"104\"><strong><b>Pubmed Indexed<\/b><\/strong><\/th>\n<th width=\"98\"><strong><b>Scopus Indexed<\/b><\/strong><\/th>\n<th width=\"109\"><strong><b>Others<\/b><\/strong><\/th>\n<\/tr>\n<tr>\n<td width=\"53\">1<\/td>\n<td width=\"127\">Dr.Bindu \u00a0Mohan<\/td>\n<td width=\"211\">Dr. Bindu Mohan, Komaladevi Sampath Damodar.Functional features of neutrophils in subclinical hypothyroidism. Ann Med Physiol [Internet]. 2019Feb.16 [cited 2022Jan.6];3(1):3-9.<\/td>\n<td width=\"104\">No<\/td>\n<td width=\"98\">No<\/td>\n<td width=\"109\">Research Gate Google Scholar Academic Keys<\/td>\n<\/tr>\n<tr>\n<td width=\"53\">2<\/td>\n<td width=\"127\">Dr. Vinodh R.S<\/td>\n<td width=\"211\">Dr. Vinodh R S, Veerendra Kamath, Shabina C, &amp; Shankarappa C. (2022). Impact of Diabetes Type 2 in Adults on Autonomic Modulation at Rest and in Response to the Active Orthostatic Test.\u00a0<em><i>International Journal of Physiology<\/i><\/em>,\u00a0<em><i>10<\/i><\/em>(1), 29\u201334.<\/td>\n<td width=\"104\">No<\/td>\n<td width=\"98\">No<\/td>\n<td width=\"109\">DOAJ Index Copernicus Google Scholar<\/td>\n<\/tr>\n<tr>\n<td width=\"53\">3<\/td>\n<td width=\"127\">Mrs. Shabina K.C<\/td>\n<td width=\"211\">THANGACHI, S. B., V. S. MOKHASI, and S. K. CHENOLY. \u201cBIOCHEMICAL EVALUATION OF CHRONIC CONSUMPTION OF MONOSODIUM GLUTAMATE ON LIVER OF WISTAR ALBINO RATS\u201d.\u00a0<em><i>Asian Journal of Pharmaceutical and Clinical Research<\/i><\/em>, vol. 14, no. 10, Oct. 2021, pp. 99-102<\/td>\n<td width=\"104\">No<\/td>\n<td width=\"98\">No<\/td>\n<td width=\"109\">EMBASE Index Copernicus Google Scholar<\/td>\n<\/tr>\n<tr>\n<td width=\"53\">4<\/td>\n<td width=\"127\">Ms. Radhika P<\/td>\n<td width=\"211\">Radhika P, Jose A. Evaluation and comparison of stress status between hypertensive and normotensive subjects. Int J Health Sci Res. 2021; 11(11):138- 144 \u00a0 Radhika P, Mary Shalu Jose, Dr. Anjana Krishna. \u201cEvaluation and Comparison of Sleep Quality and Prevalence \u00a0of Sleep Disorders between Hypertensive and Normotensive Subjects\u201d, Volume. 5 Issue. 1, \u2013 2020, International Journal of Innovative Science and Research Technology (IJISRT), www.ijisrt.com. ISSN \u2013 2456-2165, PP:- 582-588 \u00a0 Radhika P, Roopasree B. Evaluation and comparison of sympathetic autonomic function bteween hypertensive and normotensive subjects. International Journal of Scientific Research. Volume 11. Issue 6. June 2022<\/td>\n<td width=\"104\">No<\/td>\n<td width=\"98\">No<\/td>\n<td width=\"109\">Index Copernicus\nGoogle Scholar\nIndex Copernicus Google Scholar\nGoogle Scholar Index Medicus<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n\n<div style=\"overflow-x:auto;\">\n<table>\n<tbody>\n<tr>\n<th width=\"63\"><strong><b>Sl. No<\/b><\/strong><\/th>\n<th width=\"249\"><strong><b>Title of the Paper<\/b><\/strong><\/th>\n<th width=\"105\"><strong><b>Authors<\/b><\/strong><\/th>\n<th width=\"86\"><strong><b>Citation of Journal<\/b><\/strong><\/th>\n<th width=\"121\"><strong><b>National\/ International<\/b><\/strong><\/th>\n<th width=\"106\"><strong><b>Details of Indexing<\/b><\/strong><\/th>\n<\/tr>\n<tr>\n<td width=\"63\">1<\/td>\n<td width=\"249\">Implication of ABO Blood type on ovarian reserve in Indian women.\nInternational journal of Infertility and fetal Medicine. 2016;7(2):49-51<\/td>\n<td width=\"105\">Chandana C, Shankarappa C<\/td>\n<td width=\"86\">\u2013<\/td>\n<td width=\"121\">International<\/td>\n<td width=\"106\">Index Copernicus,\nEMBASE\nGoogle Scholar<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">2<\/td>\n<td width=\"249\">A comparative study of Sural Nerve conduction velocity in prediabetics and diabetics . IOSR Journal of dental and Medical Sciences . Volume 17, issue 10 ver 2( Oct 2018) page 34- 37<\/td>\n<td width=\"105\">Sangeetha D, Shankarappa C<\/td>\n<td width=\"86\">\u2013<\/td>\n<td width=\"121\">National<\/td>\n<td width=\"106\">Index Copernicus<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">3<\/td>\n<td width=\"249\">Glycemic status, Lipid profile and Renal parameters in progressive diabetic neuropathy.\nJournal of Clinical and Diagnostic Research. 2016;10(9):CC14-17<\/td>\n<td width=\"105\">Debahuti M,<\/td>\n<td width=\"86\">\u2013<\/td>\n<td width=\"121\">National<\/td>\n<td width=\"106\">Pubmed\nIndex Copernicus\nScopus<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">4<\/td>\n<td width=\"249\">Systemic and local effect of exposure of extremity to warm oxygen. Journal of Clinical and Diagnostic Research 2017, Volume 11, (4)<\/td>\n<td width=\"105\">V S Joshi\nS S Joshi<\/td>\n<td width=\"86\">\u2013<\/td>\n<td width=\"121\">National<\/td>\n<td width=\"106\">Pubmed , Index Copernicus\nGoogle Scholar<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">5<\/td>\n<td width=\"249\">Nerve muscle Physiology changes with yoga in professional computer users. National journal of Physiology , pharmacy &amp; Pharmacology\n2017, Volume 7, (8)<\/td>\n<td width=\"105\">Vidya S Joshi<\/td>\n<td width=\"86\"><\/td>\n<td width=\"121\">National<\/td>\n<td width=\"106\">Index Scholar\nIndex Copernicus<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">6<\/td>\n<td width=\"249\">Vitamin D status in Medical Students and risk factor analysis.\nAnnals of Medical Physiology. March 2018-2 (1) page no 11-16<\/td>\n<td width=\"105\">Vidya S Joshi Rahul Mandela<\/td>\n<td width=\"86\"><\/td>\n<td width=\"121\">National<\/td>\n<td width=\"106\">Google Scholar Index Copernicus<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">7<\/td>\n<td width=\"249\">Evaluation of Burn out syndrome in Medical students. JPCBS 2016 (June-August); Volume 4. Issue 2.<\/td>\n<td width=\"105\">Vinodh R S, Pradeep C<\/td>\n<td width=\"86\"><\/td>\n<td width=\"121\">International<\/td>\n<td width=\"106\">Index Copernicus<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">8<\/td>\n<td width=\"249\">A comparative study of auditory &amp; visual reaction time in table tennis players and age matched healthy controls. Indian Journal of clinical Anatomy and Physiology. 2016;3(4):408-411<\/td>\n<td width=\"105\">Deepa HS, Nivedita S.<\/td>\n<td width=\"86\"><\/td>\n<td width=\"121\">National<\/td>\n<td width=\"106\">Index Copernicus Google Scholar Academia.edu<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">9.<\/td>\n<td width=\"249\">1. Effectiveness of implementing mentorship programs in medical colleges- A mentor\u2019s perspective Eur. Chem. Bull. 2023, 12(Regular Issue 1), 3172 \u2013 3173 \u00a0( Letter to editor )\n\n&nbsp;\n\n2. Insight on Seminar Effectiveness in I MBBS students in a Private Medical College Eur. Chem. Bull. 2023,12(issue 7), 3883-3887\n\n3.Effect of Yogasana and Pranayama on cardiopulmonary functions on sawmill, sugar cane and bidi workers in the rural sector\n\nF1000Research 2023, 12:1607 Last updated: 29 DEC 2023<\/td>\n<td width=\"105\">Dr. Chhaya Saraf<\/td>\n<td width=\"86\"><\/td>\n<td width=\"121\">International\n\nInternational\n\nInternational\n\n&nbsp;<\/td>\n<td width=\"106\">Scopus\n\nScopus\n\nScopus\n\n&nbsp;<\/td>\n<\/tr>\n<tr>\n<td width=\"63\">10<\/td>\n<td width=\"249\">Neuroprotective effect of Abelmoschous esculentus on chronic stress and evaluation of loss of memory, Adaptogenic effect Volume 16, issue 5 may 2023 doi.org\/10.22159\/ajpcr. v1615,46886\n\nEvaluation of acute and chronic toxicity study of of Abelmoschous esculentusVolume 16, issue 7 july 2023 doi.org\/10.22159\/ajpcr. v1617,47414\n\nNeuroprotective effect of Abelmoschous esculentus Volume 13, issue 1 january 2024, doi.org\/10.36106\/ijsr<\/td>\n<td width=\"105\">&nbsp;\n\nMrs. Shabina K C<\/td>\n<td width=\"86\">National\n\n&nbsp;\n\n&nbsp;\n\nNational\n\n&nbsp;\n\nNational<\/td>\n<td width=\"121\">Indian Citation Index,\n\nGoogle Scholar,\n\nPSOAR\n\nIndian Citation Index,\n\nGoogle Scholar,\n\nPSOAR\n\nIndian Citation Index,\n\nGoogle Scholar,\n\nPSOAR<\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div id=\"e-n-tab-content-3973588245\" role=\"tabpanel\" aria-labelledby=\"e-n-tab-title-3973588245\" data-tab-index=\"5\" style=\"--n-tabs-title-order: 5;\" class=\" elementor-element elementor-element-401617b1 e-con-full e-flex e-con e-child\" data-id=\"401617b1\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7ce67dcc elementor-widget elementor-widget-text-editor\" data-id=\"7ce67dcc\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p><strong><b>PHYSIOLOGY Objectives<\/b><\/strong><\/p><p><strong><b>Goal<\/b><\/strong><\/p><p>The broad goal of the teaching of undergraduate students in Physiology aims at providing the student comprehensive knowledge of the normal functions of the organ systems of the body to facilitate an understanding of the physiological basis of health and disease.<\/p><p><strong><b>Objectives<\/b><\/strong><\/p><p><strong><b>a. Knowledge<\/b><\/strong>:<\/p><p>At the end of the course the student will be able to:<\/p><ol><li>Explain the normal functioning of all the organ systems and their interactions for well coordinated total body function;<\/li><li>Assess the relative contribution of each organ system to the maintenance of the milieu interior;<\/li><li>Elucidate the physiological aspects of normal growth and development;<\/li><li>Describe the physiological response and adaptations to environmental stresses;<\/li><li>List the physiological principles underlying pathogenesis and treatment of disease<\/li><\/ol><p><strong><b>b. Skills<\/b><\/strong><\/p><p>At the end of the course the student will be able to:<\/p><ol><li>conduct experiments designed for study of physiological phenomena;<\/li><li>interpret experimental\/investigative data;<\/li><li>Conduct and interpret clinical examination in normal healthy subject;<\/li><li>distinguish between normal abnormal data derived as a result of tests, which he\/she has performed and observed in the laboratory.<\/li><\/ol><p><strong><b>c. Attitude and communication skills:<\/b><\/strong><\/p><p>At the end of the course the student will be able to:<\/p><ol><li>show due respect to persons who volunteer to be examined for the purpose of learning clinical examination.<\/li><li>communicate effectively with peers, teachers and volunteer in clinical examination<\/li><li>demonstrate the ability of teamwork<\/li><\/ol><p><strong><b>d. Integration:<\/b><\/strong><\/p><p>At the end of the integrated teaching the student should acquire an integrated knowledge of organ structure and function and the regulatory mechanisms.<\/p><p><strong><b>List of systems included in Physiology:<\/b><\/strong><\/p><ul><li>General Physiology<\/li><li>Hematology<\/li><li>Nerve-Muscle Physiology<\/li><li>Gastro-Intestinal Physiology<\/li><li>Cardiovascular physiology<\/li><li>Respiratory physiology<\/li><li>Renal Physiology<\/li><li>Endocrine Physiology<\/li><li>Reproductive Physiology<\/li><li>Neurophysiology (Central Nervous System and Special Senses)<\/li><li>Integrated Physiology<\/li><\/ul><p><strong><b>Physiology Syllabus<\/b><\/strong><\/p><p><strong><b>Theory:<\/b><\/strong><\/p><p><strong><b>General Physiology (PY 1.1-1.9) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(8 hrs)<\/b><\/strong><\/p><p>Structure and functions of a mammalian cell<strong><b>;\u00a0<\/b><\/strong>Homeostasis, Intercellular communication<strong><b>;\u00a0<\/b><\/strong>Apoptosis; Transport mechanisms across cell membranes; Fluid compartments of the body; pH &amp; Buffer systems in the body; Evaluation of functions of the cells and products in clinical care and research.<\/p><p><strong><b>Hematology: \u00a0(PY 2.1 \u2013 2.13) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(16 hrs)<\/b><\/strong><\/p><p>Components of blood: formation, regulation and functions; plasma proteins \u2013 origin, types, variations and functions; Hemoglobin- synthesis, variants, functions and its breakdown &amp; Jaundice; Blood indices; Anemia and its classification; Hemostasis: mechanism, regulation &amp; disorders Anticoagulants; Blood groups, blood banking and transfusion; Immunity: types, mechanism &amp; regulation; ESR; Lymph-composition, circulation and functions\u00a0<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Nerve &amp; Muscle Physiology: (PY 3.1 \u2013 3.18) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(10hrs)<\/b><\/strong><\/p><p>Neuron and neuroglia: structures, types, functions; Resting membrane potential; Action potential in nerve, skeletal &amp; smooth muscle; Nerve fibres: classification, functions &amp; properties; nerve injuries, degeneration and regeneration in peripheral nerve; Neuromuscular junction: structure, transmission of impulses, neuro-muscular blocking agents, Myasthenia gravis; Muscle fibres: structure, types &amp; functions; Muscle contraction; molecular basis (skeletal, smooth), Isotonic Vs. Isometric, Energy sources and metabolism, gradation of muscle activity; muscle dystrophy, Myopathies; Strength-duration curve\u00a0<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Gastrointestinal Physiology: (PY 4.1 \u2013 4.10) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(10hrs)<\/b><\/strong><\/p><p>Functional anatomy and broad functions of digestive system, enteric nervous system; GI Secretions- composition, mechanism of secretion, functions, and regulation of saliva, gastric, pancreatic, intestinal juices and bile secretion; GI movements- types, regulation, functions, reflexes; role of dietary fibres; Digestion and absorption of nutrients; GI hormones- source, regulation, functions; Gut-brain axis; structure and functions of liver and gall bladder; gastric function tests, pancreatic exocrine function tests &amp; liver function tests, Pathophysiology \u2013 Achalasia cardia, peptic ulcer, gastro oesophageal reflux disease, vomiting, diarrhoea, constipation, Adynamic ileus, Hirschsprung\u2019s disease.71<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Cardiovascular Physiology: (PY 5.1 \u2013 5.16) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(25hrs)<\/b><\/strong><\/p><p>Functional anatomy of heart; Pacemaker tissue and conducting system-generation, conduction of cardiac impulse; Properties of cardiac muscle; Cardiac cycle; ECG- recording, normal ECG, uses, cardiac axis, Abnormal ECG in common arrhythmias, changes with hypertrophy &amp; MI; Haemodynamics; Heart rate- factors affecting, regulation; Cardiac output- factors, regulation, measurement; Blood pressure- components, determinants, factors, regulation and applied aspect, Regional circulation- autoregulation, microcirculation, lymphatic circulation, coronary, cerebral, capillary, skin, fetal, pulmonary and splanchnic circulation; Pathophysiology- shock, syncope, heart failure &amp; coronary artery disease<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Respiratory Physiology: (PY 6.1-6.10) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(12hrs)<\/b><\/strong><\/p><p>Functional anatomy of respiratory tract, dead space; Mechanics of respiration; Pressure volume changes during ventilation; Lung volume and capacities; Alveolar surface tension; Compliance; Airway resistance; alveolar ventilation, V\/P ratio; Diffusion capacity of lungs; Transport of respiratory gases- Oxygen and Carbon dioxide; Neural and chemical regulation of respiration; Physiology of high altitude and deep sea diving; Principles of artificial respiration, oxygen therapy; Patho-physiology of dyspnoea, hypoxia, cyanosis, asphyxia, drowning, periodic breathing; Lung function tests &amp; its clinical significance<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Renal Physiology: (PY 7.1 \u2013 7.9) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(10hrs)<\/b><\/strong><\/p><p>Structure and functions of kidney &amp; juxta glomerular apparatus, role of renin-angiotensin system ; Renal blood flow; Mechanism of urine formation, concentration and diluting mechanism; Concept and significance of \u2018clearance\u2019 tests; Renal regulation of fluid and electrolytes &amp; acid base balance; Structure and innervation of urinary bladder, physiology of micturition, cystometry, and its abnormalities; Artificial kidney(dialysis) and renal transplantation; Renal Function Tests<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Endocrine Physiology: (PY 8.1 \u2013 8.6)<\/b><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<strong><b>(16 hrs)<\/b><\/strong><\/p><p>Mechanism of action of steroid, protein and amine hormones; Synthesis, secretion, transport, physiological actions, regulation and effect of altered (hypo and hyper) secretion of pituitary gland, thyroid gland, parathyroid gland, adrenal gland, pancreas and hypothalamus; Physiology of bone and calcium metabolism; Physiology of growth; Physiology of Thymus &amp; Pineal Gland; Hormone function tests ; Obesity &amp; metabolic syndrome; Stress response<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Reproductive Physiology: (PY 9.1 \u2013 9.12) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(10hrs)<\/b><\/strong><\/p><p>Sex determination; sex differentiation and their abnormalities; Puberty: onset, progression, stages; early and delayed puberty; Male reproductive system: functions of 72 testis, spermatogenesis and its regulation, Cryptorchidism ; Female reproductive system: functions of ovary and its control, menstrual cycle: Hormonal, uterine and ovarian changes; Tests for ovulation; Physiological effects of sex hormones; Contraceptive methods for male and female; Effects of removal of gonads on physiological functions; Physiology of pregnancy, fetoplacental unit, pregnancy tests, parturition &amp; lactation; Semen analysis; Causes and principles of management of infertility; Hormonal changes and their effects during perimenopause and menopause; Psychological and psychiatric disturbances associated with reproductive physiology.<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Neurophysiology: (PY 10.1 \u2013 10.20) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(37 hrs)<\/b><\/strong><\/p><p>Organization of nervous system; Sensory system: types, functions and properties of synapse, receptors, reflex; Somatic sensations &amp; sensory tracts; Physiology of pain; Motor system: organization, motor tracts, mechanism of maintenance of tone, control of voluntary movements ; Posture and equilibrium &amp; vestibular apparatus; Reticular activating system, Autonomic nervous system ; Spinal cord: functional organization and lesions ; Formation, circulation and function of CSF; Blood brain barrier; Neurotransmitters. Organization, connections and functions of cerebral cortex, basal ganglia, thalamus, hypothalamus, cerebellum and limbic system and their abnormalities; Higher mental functions ; Physiology of sleep, memory, learning and speech and their disorders; EEG. Special senses- Smell and taste sensation and their abnormalities; Functional anatomy of ear and auditory pathways &amp; physiology of hearing, Deafness, hearing tests; Functional anatomy of eye, Image formation, Visual pathway and its lesions, Physiology of vision including acuity of vision, colour vision, field of vision, refractive errors, physiology of pupil; light reflex, accommodation reflex, dark and light adaptation; Auditory &amp; visual evoked potentials<strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>Integrated Physiology: (PY 11.1 \u2013 11.14) \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(6 hrs)<\/b><\/strong><\/p><p>Temperature regulation: mechanism, adaptation to altered temperature (heat and cold environment), mechanism of fever, cold injuries and heat stroke; Exercise- cardio-respiratory and metabolic adjustments during exercise (isotonic and isometric), exercise in heat and cold, physical training effects; Physiological consequences of sedentary lifestyle; Brain death; Physiology of Infancy*; Physiology of aging-free radicals and antioxidants*; Physiology of meditation*.<\/p><p><strong><b>(* \u2018Non-core\u2019 competencies as per \u201cCompetency based Undergraduate Curriculum for the Indian\u00a0<\/b><\/strong><strong><b>Medical Graduate 2018: Medical Council of India\u201d).<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/p><p><strong><b>PRACTICAL<\/b><\/strong><\/p><p><strong><b>\u00a0<\/b><\/strong>The following list of practical is minimum and essential. Additional exercises can be included as and when feasible and required. All the practicals have been categorized as\u00a0<strong><b>\u2018<\/b><\/strong><strong><b>Procedures to be\u00a0<\/b><\/strong><strong><b>performed\u2019\u00a0<\/b><\/strong>and\u00a0<strong><b>\u2018Demonstrations\u2019.\u00a0<\/b><\/strong>The procedures are to be performed by the students during practical classes to acquire skills. These would be included in the practical during University examination. Those categorized as \u2018Demonstrations\u2019 are to be shown to students during practical 73 classes. Questions based on these would be given in the form of data, charts, graphs, problems and case histories for interpretation by students during university examination.<\/p><p><strong><b>I. Procedures to be performed by the students:<\/b><\/strong><\/p><p><strong><b>a. Haematology:<\/b><\/strong><\/p><ol><li>RBC count<\/li><li>WBC Count<\/li><li>Differential Leucocyte Count<\/li><li>Estimation of haemoglobin<\/li><li>Blood grouping<\/li><li>Bleeding time<\/li><li>Clotting time<\/li><li>Calculate RBC indices \u2013 MCV, MCH, MCHC.<\/li><\/ol><p><strong><b>b. Procedures to be performed on human subjects:<\/b><\/strong><\/p><ol><li>Mosso\u2019s ergography.<\/li><li>Recording of Blood Pressure, pulse rate at rest and effect of posture.<\/li><li>Effect of mild and moderate exercise on blood pressure, pulse rate and respiratory rateusing Harvard step test.<\/li><li>Record and interpret Lead II ECG. Given a normal ECG, determine cardiac axis.<\/li><li>Spirometry \u2013 Lung volumes and capacities, MVV, Timed vital capacity.<\/li><li>Peak Expiratory Flow Rate<\/li><li>Demonstrate Basic Life Support in a simulated environment<\/li><li>Visual field by Perimetry<\/li><\/ol><p><strong><b>c. Clinical Examination:<\/b><\/strong><\/p><ol><li>Components of history taking and general physical examination<\/li><li>Examination of radial pulse<\/li><li>Examination of Cardiovascular system<\/li><li>Examination of Respiratory system<\/li><li>Examination of abdomen<\/li><li>Examination of Higher mental functions<\/li><li>Examination of Sensory system<\/li><li>Examination of Motor system including reflexes.<\/li><li>Examination of Cranial Nerves<\/li><\/ol><p><strong><b>II. Demonstrations:<\/b><\/strong><\/p><p><strong><b>1.Haematology<\/b><\/strong>:<\/p><ol><li>Erythrocyte sedimentation rate<\/li><li>Haematocrit<\/li><li>Reticulocyte count<\/li><li>Platelet count<\/li><li>Osmotic fragility<\/li><\/ol><p><strong><b>2.Human:<\/b><\/strong><\/p><ol><li>Record Arterial pulse tracing using finger plethysmography*<\/li><li>Stethography<\/li><li>Tests of cardiovascular autonomic functions*<\/li><\/ol><p><strong><b>(* \u2018Non-core\u2019 competencies as per \u201cCompetency based Undergraduate Curriculum for the<\/b><\/strong><\/p><p><strong><b>Indian Medical Graduate 2018: Medical Council of India\u201d)<\/b><\/strong><\/p><p><strong><b>III. Interpretation<\/b><\/strong>\u2013<\/p><p>charts: clinical case histories, graphs, charts, problems (Suggested topics for preparation of these are given under\u00a0<strong><b>ANNEXURE I<\/b><\/strong>. However, many more could be developed which is under discretion of each institution) Chart also includes \u2013 Interpret growth chart*, Interpret anthropometric assessment of infants*: (*these two charts are \u2018Non-core\u2019 competencies as per \u201cCompetency based Undergraduate Curriculum for the Indian Medical Graduate 2018: Medical Council of India\u201d)<b><\/b><\/p><p><strong><b>IV. Computer assisted learning:<\/b><\/strong><\/p><p>(i)\u00a0<strong><b>Amphibian nerve \u2013 muscle experiments and interpretation of graphs<\/b><\/strong><\/p><p>List of graphs on nerve-muscle experiments:<\/p><ul><li>Simple muscle twitch<\/li><li>Effect of various strengths of stimuli on Simple muscle twitch<\/li><li>Effect of changes in temperature on Simple muscle twitch<\/li><li>Effect of two successive stimuli on muscle contraction<\/li><li>Effect of multiple successive stimuli (treppe, clonus, tetanus)<\/li><li>Study of fatigue in skeletal muscle<\/li><li>Velocity of nerve conduction<\/li><li>Effect of load on muscle<\/li><li>Measurement of isometric contractions using nerve muscle preparation<\/li><\/ul><p>(ii)\u00a0<strong><b>Amphibian cardiac experiments and interpretation of graphs<\/b><\/strong><\/p><p>List of graphs on cardiac experiments:<\/p><ul><li>Normal cardiogram<\/li><li>Effect of temperature on frog heart<\/li><li>Effect of Stannius ligatures<\/li><li>Properties of cardiac muscle \u2013 all or none law, staircase effect, refractory period in a beating heart (extrasystole and compensatory pause), refractory period in a quiescent \u00a0heart<\/li><li>Effect of vagus on frog\u2019s heart<\/li><li>Action of drugs on vagus (nicotine and atropine)<\/li><li>Perfusion of isolated heart and effect of ions (NaCl, KCl, CaCl2)<\/li><li>Perfusion of isolated heart and effect of drugs (adrenaline, acetyl choline, atropine followed by Ach)<\/li><\/ul><p>SKILL CERTIFICATION:<\/p><p>The list of certifiable skills is given below. The general instructions, blank template, samples of certification checklist suggested for skill certification are provided as ANNEXURE \u2013 IIa, IIb, IIc, IId.<\/p><p>List and number of sessions for skill certification as prescribed by MCI:<\/p><table><tbody><tr><th width=\"425\">TOPICS<\/th><th width=\"127\">Number required to certify as per MCI<\/th><\/tr><tr><td width=\"85\">PY5.12<\/td><td width=\"425\">Record blood pressure &amp; pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment<\/td><td width=\"127\">1each x 3<\/td><\/tr><tr><td width=\"85\"><p>PY6.9<\/p><p>\u00a0<\/p><\/td><td width=\"425\">Demonstrate the correct clinical examination of the respiratory system in a normal volunteer or simulated environment<\/td><td width=\"127\">1<\/td><\/tr><tr><td width=\"85\"><p>PY 10.11<\/p><p>\u00a0<\/p><\/td><td width=\"425\">Demonstrate the correct clinical examination of the nervous system: Higher functions, sensory system, motor system, reflexes, cranial nerves in a normal volunteer or simulated environment<\/td><td width=\"127\"><p>1 each (total 5)<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td width=\"85\"><p>PY 10.20<\/p><p>\u00a0<\/p><\/td><td width=\"425\">Demonstrate (i) Testing of visual acuity, colour and field of vision and (ii) hearing (iii) Testing for smell and (iv) taste sensation in volunteer \/ simulated environment<\/td><td width=\"127\"><p>1 each (total 4)<\/p><p>\u00a0<\/p><\/td><\/tr><\/tbody><\/table><p>\u00a0<\/p><p><strong><b>SUGGESTED AREAS FOR INTEGRATION:<\/b><\/strong><\/p><p>As per the \u201cCompetency based Undergraduate Curriculum for the Indian Medical Graduate 2018: Medical Council of India\u201d<\/p><p><strong><b>EARLY CLINICAL EXPOSURE:<\/b><\/strong><\/p><p><strong><b>Clinical visits: 12 hours\u00a0<\/b><\/strong>(Suggested format for assessing participation in ECE sessions is provided as\u00a0<strong><b>ANNEXURE III which could be a part of the practical record book<\/b><\/strong>)\u00a0<strong><b>Suggested hospital visits: (can include more than the below suggestions)\u00a0<\/b><\/strong>Anemia, Jaundice, Visit to blood bank, Computerized lung function tests, acid peptic disease, endoscopy procedure, dialysis unit, hemiplegia, etc.<\/p><p><strong><b>Basic science correlations: 18 hours<\/b><\/strong><\/p><p>Discussion based on case vignettes, graphs, clinical videos, patient in classroom setting, etc linked to various systems in physiology.<\/p><p><strong><b>SELF-DIRECTED LEARNING:<\/b><\/strong><\/p><p>Twenty-five hours of dedicated time for self-directed learning is provided for physiology.<\/p><p><strong><b>AETCOM \u00a0MODULES TO BE COVERED UNDER PHYSIOLOGY:<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/p><table><tbody><tr><th width=\"212\"><strong><b>AETCOM module number\u00a0<\/b><\/strong><strong><b>(as per MCI document) *<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/th><th width=\"327\"><strong><b>TOPIC<\/b><\/strong><\/th><\/tr><tr><td width=\"212\">1.2<\/td><td width=\"327\">What does it mean to be a patient?<\/td><\/tr><tr><td width=\"212\">1.3<\/td><td width=\"327\">The doctor-patient relationship<\/td><\/tr><tr><td width=\"212\">1.4<\/td><td width=\"327\">Demonstrate the ability to communicate the patients in a respectful<br \/>Nonthreatening, on-judgemental and empathetic manner<\/td><\/tr><\/tbody><\/table><p><strong>* https:\/\/www.mciindia.org\/CMS\/wp-content\/uploads\/2019\/01\/AETCOM_book.pdf<\/strong><\/p><p><strong>Suggested format for reflective writing for the above AETCOM modules is given in<\/strong><\/p><p><strong>ANNEXURE IV. This could be a part of the practical record book.<\/strong><\/p><p><strong>LOG BOOK:<\/strong><\/p><p>Suggested Template of logbook is attached as annexure. The minimum elements that needs to be<\/p><p>included are mentioned in the template provided <strong>for log book.<\/strong><\/p><p><strong>TEACHING HOURS AND METHODS:<\/strong><\/p><div style=\"overflow-x: auto;\"><table><tbody><tr><td width=\"461\"><strong><b>Curricular component\u00a0<\/b><\/strong><\/td><td width=\"178\"><strong><b>Time allotted in hours\u00a0<\/b><\/strong><\/td><\/tr><tr><td width=\"461\">Lectures<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"178\">130<\/td><\/tr><tr><td width=\"461\">Small group teaching \/ tutorials \/ integrated learning \/practical<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"178\">300<\/td><\/tr><tr><td width=\"461\">Self-directed learning<\/td><td width=\"178\">10<\/td><\/tr><tr><td width=\"461\">Early clinical exposure (basic science correlation and clinical skills)<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"178\">27 (09)<strong><b>\u00a0<\/b><\/strong><\/td><\/tr><tr><td width=\"461\"><strong><b>TOTAL<\/b><\/strong><\/td><td width=\"178\"><strong><b>440\u00a0<\/b><\/strong><\/td><\/tr><tr><td width=\"461\">AETCOM module 1.2 and 1.3 ()<\/td><td width=\"178\">18 (7+5+6)<strong><b>\u00a0<\/b><\/strong><\/td><\/tr><\/tbody><\/table><p><strong><b>Note:\u00a0<\/b><\/strong>It is recommended that\u00a0<strong><b>didactic teaching\u00a0<\/b><\/strong>be restricted to\u00a0<strong><b>less than one third of the total\u00a0<\/b><\/strong><strong><b>time\u00a0<\/b><\/strong>allotted for that discipline.<\/p><p><strong><b>SCHEME OF EXAMINATION:\u00a0<\/b><\/strong><\/p><p><strong><b>INTERNAL ASSESSMENT:<\/b><\/strong><\/p><p><strong><b>Scheme for calculation of Internal Assessment marks:<\/b><\/strong><\/p><p>As per NMC guidelines<\/p><table><tbody><tr><th width=\"159\"><strong><b>Theory (maximum marks)<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/th><th width=\"159\"><strong><b>Marks<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/th><th width=\"159\"><strong><b>Practicals<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/th><th width=\"159\"><strong><b>Marks<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/th><\/tr><tr><td width=\"159\">Theory written paper<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"159\">30*<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"159\">Practical exam (25 marks) and viva- voce(5 marks)<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"159\"><strong><b>30<\/b><\/strong><\/td><\/tr><tr><td colspan=\"2\" width=\"319\">Formative assessment<strong><b>\u00a0<\/b><\/strong><\/td><td colspan=\"2\" width=\"319\">Formative assessment<strong><b>\u00a0<\/b><\/strong><\/td><\/tr><tr><td rowspan=\"2\" width=\"159\">(Part completion tests\/ (system-wise reviews)<strong><b>\u00a0<\/b><\/strong><\/td><td rowspan=\"2\" width=\"159\">\u00a0<\/td><td width=\"159\">Early clinical exposure + Skill certification<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"159\"><strong><b>7<\/b><\/strong><\/td><\/tr><tr><td width=\"159\"><strong><b>Record<\/b><\/strong><\/td><td width=\"159\"><strong><b>3<\/b><\/strong><\/td><\/tr><tr><td width=\"159\"><strong><b>Total<\/b><\/strong><strong><b>\u00a0<\/b><\/strong><\/td><td width=\"159\"><strong><b>40<\/b><\/strong><\/td><td width=\"159\">Practical record<strong><b>\u00a0<\/b><\/strong><\/td><td width=\"159\"><strong><b>40<\/b><\/strong><\/td><\/tr><tr><td colspan=\"4\" width=\"638\"><p>Please note:<\/p><p>\u2022 *Prior to submission to the University, the marks for each of the three internal examination theory assessments must be calculated out of 30 marks, regardless of the maximum marks.<\/p><p>\u2022 **Prior to submission to the University, the marks for each of the three internal examination \u00a0practical assessments must be calculated out of 30 marks, regardless of the maximum marks.<\/p><p>\u2022 Only the final marks out of 40 needs to be submitted to the University, separately for theory and practical for each internal assessment.<strong><b>\u00a0<\/b><\/strong><\/p><\/td><\/tr><\/tbody><\/table><p><strong><u><b>Guidelines: For general guidelines on Internal Assessment refer section II<\/b><\/u><\/strong><\/p><p><strong><b>UNIVERSITY EXAMINATION<\/b><\/strong><\/p><p><strong><b>SCHEME FOR MARKS DISTRIBUTION FOR UNIVERSITY EXAM:<\/b><\/strong><\/p><table><tbody><tr><th width=\"159\">type of questions<\/th><th width=\"159\">Number of questions<\/th><th width=\"159\">marks<\/th><th width=\"159\">Total Marks<\/th><\/tr><tr><td width=\"159\">Long essay<\/td><td width=\"159\">2<\/td><td width=\"159\">10<\/td><td width=\"159\">20<\/td><\/tr><tr><td width=\"159\">Short essay<\/td><td width=\"159\">8<\/td><td width=\"159\">5<\/td><td width=\"159\">40<\/td><\/tr><tr><td width=\"159\">Short answers<\/td><td width=\"159\">10<\/td><td width=\"159\">3<\/td><td width=\"159\">30<\/td><\/tr><tr><td width=\"159\">Mulktple choice questions<\/td><td width=\"159\">10<\/td><td width=\"159\">1<\/td><td width=\"159\">10<\/td><\/tr><tr><td colspan=\"3\" width=\"478\">Total marks<\/td><td width=\"159\">100<\/td><\/tr><\/tbody><\/table><p><strong><b>Blue print for theory question papers:<\/b><\/strong><\/p><p><strong><b>Paper 1 (Max 100 marks)<\/b><\/strong><\/p><table><tbody><tr><th width=\"319\"><strong>Systems<\/strong><\/th><th width=\"226\"><strong>Marks allotted<\/strong><\/th><\/tr><tr><td width=\"319\">\u00a0General Physiology<\/td><td width=\"226\">5<\/td><\/tr><tr><td width=\"319\">Hematology<\/td><td width=\"226\">20<\/td><\/tr><tr><td width=\"319\">Cardiovascular Physiology<\/td><td width=\"226\">25<\/td><\/tr><tr><td width=\"319\">Respiratory Physiology<\/td><td width=\"226\">20<\/td><\/tr><tr><td width=\"319\">Gastrointestinal Physiology<\/td><td width=\"226\">15<\/td><\/tr><tr><td width=\"319\">Renal Physiology<\/td><td width=\"226\">15<\/td><\/tr><\/tbody><\/table><p><strong><b>Paper II (Max 100 marks)<\/b><\/strong><\/p><div><table><tbody><tr><th width=\"319\"><strong><b>Systems<\/b><\/strong><\/th><th width=\"225\"><strong><b>Marks allotted<\/b><\/strong><\/th><\/tr><tr><td width=\"319\">NMP<\/td><td width=\"225\">12<\/td><\/tr><tr><td width=\"319\">Central nervous system<\/td><td width=\"225\">35<\/td><\/tr><tr><td width=\"319\">endocrine<\/td><td width=\"225\">20<\/td><\/tr><tr><td width=\"319\">Reproductive system<\/td><td width=\"225\">15<\/td><\/tr><tr><td width=\"319\">Special senses<\/td><td width=\"225\">10<\/td><\/tr><tr><td width=\"319\">Intergrated<\/td><td width=\"225\">08<\/td><\/tr><\/tbody><\/table><p><strong><b>Note:<\/b><\/strong><\/p><ul><li>All the questions should be structured compulsorily. One short essay (5 marks) to be preferably a case vignette in each paper.<\/li><li>The systems assigned to the different papers are generally evaluated under those sections. However, a strict division of the subject may not be possible and some overlapping of systems is inevitable. Students should be prepared to answer overlapping systems.<\/li><li>Example of the structured questions and case vignettes are given in the example question papers in ANNEXURE Va, Vb. This is only a sample paper. The systems under each section of the paper (long essay, short essay and short answer) and the system from which the case vignette may be prepared can vary. However, marks allotted to the various systems as given in the above tables must be adhered to (with a variation of distribution of 1-2 marks between systems).<\/li><li>A minimum of 35% marks shall be allocated to assess the higher order thinking skills of the student.<b><\/b><\/li><\/ul><p><strong><b>PRACTICAL: 80 Marks<\/b><\/strong><\/p><p>There shall be four practical sessions, each carrying 20 marks. The distribution of content and marks for the practical would be as follows:<\/p><table><tbody><tr><th width=\"212\"><strong>Practical session<\/strong><\/th><th width=\"295\"><strong><b>Allotted topics<\/b><\/strong><\/th><th width=\"130\"><strong><b>Marks\u00a0<\/b><\/strong><strong><b>allotted<\/b><\/strong><\/th><\/tr><tr><td rowspan=\"3\" width=\"212\">Practical \u2013 I<\/td><td width=\"295\">Clinical examination \u2013 I (CNS \u2013 sensory \/ motor\/ reflexes \/ cranial nerve)<\/td><td width=\"130\">15<\/td><\/tr><tr><td width=\"295\">Chart: Clinical case histories<\/td><td width=\"130\">5<\/td><\/tr><tr><td width=\"295\">Total<\/td><td width=\"130\">20<\/td><\/tr><tr><td rowspan=\"3\" width=\"212\">Practical \u2013 II<\/td><td width=\"295\">Clinical examination-II (CVS \/ RS)<\/td><td width=\"130\">15<\/td><\/tr><tr><td width=\"295\">Clinical examination (general physical examination \/ abdomen examination)<\/td><td width=\"130\">05<\/td><\/tr><tr><td width=\"295\">Total<\/td><td width=\"130\">20<\/td><\/tr><tr><td rowspan=\"3\" width=\"212\">Practical \u2013 III<\/td><td width=\"295\"><p>Human experiments<\/p><p>\u2022 Mosso\u2019s ergography<\/p><p>\u2022 Effect of posture \/ exercise on BP and Pulse rate<\/p><p>\u2022 Effect on BP and pulse rate during exercise using the Harvard step test<\/p><p>\u2022 Record and interpret Lead II ECG<\/p><p>\u2022 Spirometry and PEFR<\/p><p>\u2022 Perimetry<\/p><p>\u2022 Demonstrate BLS<\/p><\/td><td width=\"130\">15<\/td><\/tr><tr><td width=\"295\">Amphibian charts<\/td><td width=\"130\">5<\/td><\/tr><tr><td width=\"295\">Total<\/td><td width=\"130\">20<\/td><\/tr><tr><td rowspan=\"2\" width=\"212\"><p>\u00a0<\/p><p>\u00a0<\/p><p>\u00a0<\/p><p>Practical \u2013 IV<\/p><p>\u00a0<\/p><\/td><td width=\"295\"><p>Hematology<\/p><p>\u2022 RBC count<\/p><p>\u2022 WBC count<\/p><p>\u2022 Making a peripheral smear + DLC on the provided stained slide<\/p><p>\u2022 BT + blood group<\/p><p>\u2022 CT + blood group<\/p><p>\u2022 Hb + blood group<\/p><\/td><td width=\"130\">15<\/td><\/tr><tr><td width=\"295\">Chart: calculations \/ problem solving (note: there should not be duplication of charts between practical \u2013 I and IV for a given student)<\/td><td width=\"130\">05<\/td><\/tr><tr><td width=\"212\">\u00a0<\/td><td width=\"295\">Total<\/td><td width=\"130\">20<\/td><\/tr><tr><td width=\"212\">\u00a0<\/td><td width=\"295\"><strong><b>GRAND TOTAL<\/b><\/strong><\/td><td width=\"130\"><strong><b>80<\/b><\/strong><\/td><\/tr><\/tbody><\/table><p><strong><b>Viva-Voce Examination: 20 Marks<\/b><\/strong><\/p><p>The viva-voce examination shall carry 20 marks and all examiners will conduct the examination. Viva should focus on application and interpretation.\u00a0<strong><b>Charts and graphs\u00a0<\/b><\/strong>should be prepared on all systems which could be divided amongst 4 examiners (system-wise) and could be used in viva. (viva marks to be added to practical and not theory).<\/p><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div id=\"e-n-tab-content-3973588246\" role=\"tabpanel\" aria-labelledby=\"e-n-tab-title-3973588246\" data-tab-index=\"6\" style=\"--n-tabs-title-order: 6;\" class=\" elementor-element elementor-element-57bba40d e-con-full e-flex e-con e-child\" data-id=\"57bba40d\" data-element_type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5bbb472f elementor-widget elementor-widget-text-editor\" data-id=\"5bbb472f\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<ul><li><p><strong><u>Ongoing Project<\/u><\/strong><u>\u00a0<\/u><strong><u>Topic<\/u><\/strong>: Study of neutrophil lymphocyte ratio and serum procalcitonin in predicting severity of Covid- 19 in patients with comorbidities<\/p><p>Investigators: Dr. Vinodh R S Et al.<\/p><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Home Overview Faculty Facilities Publications Curriculum Projects The Physiology Department is a full-fledged department in Vydehi Institute of Medical Sciences and Research Centre equipped to cater to students need and [&hellip;]<\/p>\n","protected":false},"author":9,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-7175","page","type-page","status-publish","hentry"],"aioseo_notices":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.2 - 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