DR. S.V. SINGH, OMBUDSPERSON - E-mail ID: ombudsperson@santosh.ac.in

Competency-based training plays a crucial role in postgraduate education in Biochemistry, aiming to produce specialists equipped with the necessary knowledge, skills, and attitudes to provide high-quality healthcare and contribute to the advancement of science. The goal is to create professionals who adhere to personal integrity and professional ethics while constantly updating their knowledge and skills as lifelong learners.

In the field of Biochemistry, a postgraduate student should be able to demonstrate a solid understanding of fundamental concepts and recent advancements in the subject. Additionally, they should possess a defined set of skills, including expertise in laboratory techniques relevant to metabolic and molecular aspects of medicine. The training should enable them to plan and execute research projects, write research papers or articles showcasing their training in research methodology, and become competent teachers capable of developing effective teaching programs. Integration of Biochemistry with other relevant subjects is essential to promote holistic patient care.

Furthermore, a competent postgraduate student in Biochemistry should exhibit proficiency in good laboratory practices. This entails the ability to establish and manage a quality-controlled and quality-assured diagnostic laboratory, as well as generate, evaluate, interpret, and report diagnostic laboratory data. They should also possess a strong understanding of potential sources of errors, implement corrective and preventive measures, and effectively utilize hospital and laboratory information systems. Collaboration with clinicians is essential to ensure optimal patient care.

To guide both teachers and learners in achieving the desired outcomes, comprehensive guidelines have been developed by the Expert Group of the National Medical Commission. These guidelines, known as the competency-based PG medical education curriculum, aim to establish a uniform curriculum for implementation in all medical colleges across the country. The curriculum aligns with the purpose and content of postgraduate medical education, emphasizing the development and application of competencies in a given setting.

By adhering to these guidelines, postgraduate students in Biochemistry can acquire the necessary knowledge, skills, and attitudes to excel in their field. They will be well-prepared to contribute to healthcare, scientific research, teaching, and patient care while upholding the principles of professional integrity and ethical conduct.


Click here if you want to know about course fees.


Program Objective:

  • Demonstrate knowledge of Biochemistry, Cell Biology, Molecular Biology, Molecular diagnostics, Biophysics, and applied aspects of all mentioned branches for teaching and healthcare management.

  • Identify learning needs, set learning objectives, and acquire relevant knowledge in Genetics, Nutrition & Dietetics, Immunochemistry, and Laboratory Medicine.

  • Apply Medical Education principles to contribute effectively to teaching, assessment, and integrated learning.

  • Possess knowledge about Competency-based UG medical education implemented since 2019-20.

  • Explain and analyze Cellular and Molecular Biochemistry, biomolecule function, and their implications in health and disease for undergraduate, postgraduate, and allied health sciences education and patient management.

  • Demonstrate administrative, decision-making, teamwork, and leadership skills in setting up a department and managing diagnostic services in a healthcare team.

  • Analyze and interpret laboratory data, provide consultation to clinicians, and contribute to patient diagnosis, treatment, and management.

  • Conduct research in Biochemistry, Clinical Biochemistry, Molecular diagnostics, and Medical Education.

  • Analyze, interpret, and present research-related data and publications, demonstrating competence in scientific/clinical presentations.

  • Understand principles of evidence-based medicine, evidence-based practice, good laboratory practice, and good clinical practice.

  • Communicate effectively with colleagues, teachers, patients, and healthcare team members.

  • Actively participate in teaching-learning activities, CMEs, workshops, conferences, hands-on training, interdepartmental and clinical meetings, while acquiring interpersonal skills.


The Team:





Click here to read more about the Biochemistry department



 Formative Assessment:

Quarterly assessments throughout the MD training program should focus on the following aspects:

  • Learning based on journals or recent advances.

  • Learning derived from patient interactions, laboratory work, or practical skills.

  • Self-directed learning and teaching.

  • Learning activities within the department and across departments.

  • Engaging in external activities and participating in outreach programs or Continuing Medical Education (CME) events.


Summative Assessment:

The summative examination will adhere to the regulations stated in the POSTGRADUATE MEDICAL EDUCATION REGULATIONS, 2000. The postgraduate examination consists of three components.



Every postgraduate student is required to conduct research work under the guidance of a recognized postgraduate teacher. The findings of this research must be compiled and submitted as a thesis. The purpose of the thesis is to foster a spirit of inquiry, familiarize students with research methodology, literature review techniques, laboratory procedures, data analysis, result interpretation, and scientific writing skills. The thesis must be submitted at least six months before the theory and clinical/practical examination. It will be evaluated by a minimum of three examiners, one internal and two external, who are different from the examiners for the theory and clinical examinations. Only after the thesis is accepted by the examiners can the student proceed to appear for the theory and practical/clinical examination.


Theory Examination:

The theory examination will be conducted using a grading or marking system to assess and certify the knowledge, skills, and competence of the postgraduate student upon completion of the training. It is mandatory to achieve a minimum of 50% marks separately in the theory and practical examinations in order to pass the examination as a whole. For MD/MS, this examination will take place at the end of the third academic year.

There shall be 4 theory papers each of three hours duration:

Paper I:

Biomolecules, Principles of Biophysics and its biomedical importance, Cell biology, Fluid, electrolyte and acid-base balance, Analytical techniques, and instrumentation, Biostatistics and research methodology, Basics of medical education in teaching and assessment of Biochemistry.

Paper II:

Enzymes, Bioenergetics, Biological oxidation, Intermediary metabolism and inborn errors of metabolism, Nutrition, Vitamins and Minerals, Detoxification and metabolism of xenobiotics, Free radicals, and anti-oxidant defense systems

Paper III:

Molecular biology, Molecular and genetic aspects of cancer, Immunology, and Environmental Biochemistry

Paper IV:

Basic principles and practice of clinical biochemistry, Biochemical analytes, Assessment of organ system functions, and Recent advances in biochemistry


Practical examination:

The practical examination should include:

1. One Clinical / Paper case: An unknown sample will be analyzed by the student,

and he/she will have to prepare the report along with the interpretation of the same.

It should include both serum and urine analysis.

2. One practical exercise on any molecular biology technique.

3. One practical exercise on immunology technique.

4. OSPE: It shall be conducted on various topics which have not been covered in the

above-mentioned practical and should include, if possible, evaluation of

AETCOM (Attitude, Ethics, and Communication) skills of the students.

5. Evaluation of laboratory management skills.


Oral/Viva voce examination:

The Oral/Viva-voce examination shall be conducted on the second day and should


1. Thesis presentation

The ability of the student to justify the methodology, and findings with

interpretation, should be evaluated.

2. Micro-teaching

The essentials of classroom teaching skills should be evaluated.

3. Grand viva voce


Teaching and Learning Methods:


A. Lectures: Limit the use of didactic lectures and aim for a minimum of 10 lectures per year in the relevant PG department.

  • Select lecture topics based on subject requirements and specialty needs.
  • Mandatory attendance for all postgraduate trainees.
  • Lecture topics can include important subject-related topics, recent advances, research methodology and biostatistics, salient features of medical curricula, and teaching/assessment methodology.

Research methodology/biostatistics and medical education workshops can cover topics 3, 4, and 5.


B. Journal Club: Minimum of once in 1-2 weeks is suggested.

  • Focus on presenting and critically evaluating research papers from peer-reviewed indexed journals.
  • Faculty assessment of presenters and recording of grades in the logbook.


C. Student Seminar: Minimum of once every 1-2 weeks is suggested.

  • Select important topics based on subject requirements for in-depth study by postgraduate students.
  • Assign a faculty moderator to assist the student in preparing the topic.
  • Emphasize comprehensive evidence-based reviews.
  • Grade the student's performance with input from both faculty and peers.


D. Student Symposium: Minimum of once every 3 months.

  • Choose a significant broad topic, with each part assigned to a postgraduate student.
  • Assign a teacher moderator to oversee the symposium and track student progress.
  • Focus on evidence-based comprehensive reviews of the topic.
  • Grade participating postgraduates based on evaluations from faculty and peers.

E. Laboratory work / Bedside clinics: Minimum-once every 1-2 weeks.

  • Faculty from the department should coordinate and guide laboratory work, clinics, and bedside teaching.
  • Utilize methods such as DOAP, skill lab simulations, and case-based discussions.
  • Department faculty should actively moderate teaching-learning sessions during laboratory work.


F. Interdepartmental colloquium: 

  • Monthly meetings between departments are required for faculty and students to discuss current/common interests or clinical cases.

G.  a. Rotational clinical / community / institutional postings

General Medicine - 1 month (includes Endocrinology, Pediatrics, and ICU posting)


  • Endocrinology: Focus on clinical correlation, important investigations for diabetes mellitus and other diseases, dietary advice, and point-of-care testing.
  • ICU/ICCU: Focus on ABG analysis, electrolyte imbalances, cardiac biomarkers, septicemia markers and management, and basics of ventilation.
  • Pediatrics: Focus on inborn errors of metabolism, common diseases, nutritional disorders, and dietary advice.
  • Hematology - 15 days
  • Immunohematology and blood transfusion (Transfusion Medicine)/Blood bank - 15 days
  • Microbiology - 15 days

Medical Education Unit (MEU) or Department of Medical Education (DOME) - one week, attending a specific workshop or training course focusing on teaching-learning-assessment principles and important aspects of Medical Education.

G. b. Posting under “District Residency Programme” (DRP):

All postgraduate students pursuing MD/MS in broad specialties in all Medical Colleges/Institutions are required to complete a three-month rotation in the District Hospital/District Health System. This rotation, known as the "District Residency Program," takes place in the 3rd, 4th, or 5th semester of the postgraduate program, as per the Postgraduate Medical Education (Amendment) Regulations (2020). During this rotation, the PG medical student is referred to as a "District Resident."


Each posting in the District Residency Program should have defined learning objectives. It is recommended that departments collaborate with relevant departments or units to establish objectives and guidelines for each posting. This ensures that students acquire the expected competencies and are not considered additional assistance for the department or unit in which they are placed.


The PG student should participate in bedside case discussions and basic science exercises with students from other relevant departments, under the guidance of an assigned faculty member.


Scheduled opportunities should be provided for the presentation and discussion of infectious disease cases during bedside discussions and ward/grand rounds, involving specialists and clinicians from different hospital settings. This aims to address issues related to antimicrobial resistance and strategies for its management.


H. Teaching research skills:

Postgraduate students are required to conduct a research project, known as a thesis, under the guidance of a faculty member from their department. The thesis should demonstrate sufficient depth and be presented to the University. Additionally, students should participate in at least one additional research project, preferably in a different area from their thesis work. This allows for the reinforcement of diverse knowledge and skills, such as engaging in community, field, or laboratory work.


I. Training in teaching skills:

MEU/DOME is responsible for training PG students in education methods and assessment techniques. Students will teach UG classes in different courses, and faculty will observe and provide feedback on their teaching skills.


J. Log book:

The purpose of maintaining a record during training is to:

a) Document the work done for future reference,

b) Provide faculty/consultants with direct information to intervene if needed,

c) Offer feedback and periodically assess learning progress based on gained experience.


K. Course in Research Methodology:

Every postgraduate student must finish an online Research Methodology course within six months of starting their batch and obtain a certificate upon successful completion.


Career Prospective:

The career prospects for individuals with an MD in Biochemistry are diverse and offer various opportunities in both academic and professional settings. Some potential career paths include:

Academic Positions: MD Biochemistry graduates can pursue academic careers as professors, researchers, or lecturers in universities and research institutions. They can contribute to the field by conducting cutting-edge research, teaching undergraduate and postgraduate students, and mentoring young scientists.

Clinical Biochemistry: Graduates can work in clinical laboratories and hospitals, applying their expertise in diagnosing and monitoring diseases through the analysis of biochemical markers. They can specialize in areas such as clinical chemistry, toxicology, or molecular diagnostics.

Pharmaceutical Industry: The pharmaceutical industry offers numerous roles for MD Biochemistry professionals, including research and development, drug discovery, clinical trials, and regulatory affairs. They can contribute to developing new therapies, conducting drug safety assessments, and ensuring compliance with regulations.

Biotechnology and Biomedical Research: MD Biochemistry graduates can work in the biotechnology sector, contributing to the development of innovative diagnostic tools, therapeutics, and medical devices. They can also engage in biomedical research to advance our understanding of diseases and develop novel treatment approaches.

Government and Public Health: Graduates can find opportunities in government agencies, public health organizations, and regulatory bodies. They can contribute to policy-making, epidemiological studies, disease surveillance, and public health initiatives related to biochemical aspects of health and disease.

Entrepreneurship: MD Biochemistry professionals can establish their own diagnostic laboratories, biotechnology startups, or consulting firms. This allows them to apply their expertise in a business setting and contribute to healthcare innovation.

Continuing Education and Specialization: MD Biochemistry graduates can further their education and specialize in specific areas such as endocrinology, genetics, molecular biology, or personalized medicine. This can open up more advanced career opportunities and leadership roles.

Overall, MD Biochemistry offers a wide range of career prospects, combining the knowledge of biochemistry with medical expertise. Graduates have the opportunity to make significant contributions to healthcare, scientific research, and innovation.