Our academic framework is built on the National Commission for Indian System of Medicine's competency and outcome based dynamic curriculum (CBDC/OBDC), introduced for students admitted from 2021-22 onwards. Every course we teach is designed around clearly defined Graduate Attributes, Program Learning Outcomes, and Course Learning Outcomes, mapped to one another so that each lecture, practical, and assessment is tied back to a measurable learning goal rather than content delivery alone. All new students undergo orientation before their academic journey begins, and attendance across the college and hospital is recorded through biometric devices linked to closed-circuit surveillance, in turn connected to the Commission's own monitoring systems, ensuring transparency and accountability from day one.
The First Professional year builds the philosophical and structural foundation of Unani medicine, through Kulliyat Umoore Tabiya (Basic Principles of Unani Medicine), Tashreehul Badan (Human Anatomy), Manafeul Aza (Physiology), Urdu, Arabic and Mantiq wa Falsafa (Urdu, Arabic, Logic and Philosophy), and Tareekhe Tib (History of Medicine), giving students the linguistic and conceptual grounding every Unani physician needs before progressing further. The Second Professional year introduces Ilmul Advia (Pharmacology), Ilmul Saidla wa Murakkabat (Unani Pharmacy and Compound Drugs), Mahiyatul Amraz (Pathology), Tahaffuzi wa Samaji Tib (Preventive and Social Medicine), Ilme Tibbe Qanoon wa Ilmul Samoom (Medical Jurisprudence and Toxicology), and Sareeriyat wa Usoole Ilaj (Bedside Clinics and Principles of Management), moving students from foundational science toward disease understanding, drug knowledge, and early clinical exposure. The Third Professional year is entirely clinical, covering Moalajat (Medicine), Ilmul Jarahat (Surgery), Ilmul Qabalat wa Amraze Niswan (Obstetrics and Gynaecology), Amraze Atfal wa Naumaulood (Paediatrics and Neonatology), Amraze Ain, Uzn, Anaf, Halaq wa Asnan (Ophthalmology, ENT and Dentistry), Amraze Jild wa Tazeeniyat (Dermatology and Cosmetology), Ilaj bit Tadabeer (Regimenal Therapy), Research Methodology and Medical Statistics, and Emergency Medicine, culminating in a 12-month Compulsory Rotatory Internship completed both at our own hospital and at government health centres.
Each course is structured across three terms of six months, with teaching hours divided between lectures and non-lecture activities, a ratio the current curriculum has deliberately shifted to give practical, activity-based learning greater weight than passive listening. Our faculty draws on a wide range of teaching-learning methods suited to a clinical, patient-facing profession, including:
Case-Based and Bedside Clinical Teaching, where students learn history-taking, examination, and diagnostic reasoning directly at the patient's bedside in our OPD and IPD postings.
Problem-Based and Team-Based Learning, encouraging students to work through real or simulated clinical problems collaboratively rather than by rote memorisation.
Simulation and Skills-Based Training, using models, simulated patients, and structured stations such as OSCE and OSPE to build procedural competence before students handle real cases independently.
Garden, Lab, and Field-Based Demonstrations, from herbal garden sessions for drug identification to community field visits, industry visits and health camps that connect classroom learning to public health practice.
Flipped Classroom and Self-Directed Learning, supported by our digital library, e-resources, and access to platforms such as the National Digital Library of India, allowing students to prepare in advance and use class time for discussion and application.
Assessment follows the same outcome-based philosophy, combining continuous formative assessment (periodic assessments and term tests conducted through each six-month term) with a comprehensive summative University Examination at the end of the professional year. Both theory and practical components are evaluated through a deliberately varied toolkit, MCQs, short and long answer questions, viva voce, OSCE, OSPE, Mini-CEX, and Direct Observation of Procedural Skills, ensuring students are judged not only on what they know, but on what they can actually do at the patient's side.
Beyond the curriculum, our faculty regularly engage with Continuous Medical Education programmes, capacity-building workshops, and academic conclaves conducted with bodies like NCISM and MUHS, keeping teaching methods current and evidence-informed. Every subject's curriculum is periodically reviewed and updated by NCISM's expert subject committees, drawing on academicians and clinicians from Unani institutions across India, so that what we teach here reflects the same national standard upheld by the discipline's leading colleges.
In essence, our methodology blends the discipline of a regulated, outcome-driven curriculum with the lived, hands-on nature of a clinical medical education, producing graduates who are equally grounded in classical Unani principles and contemporary clinical competence.