The Apollo Medical College
Welcome to the Apollo Medical College.
The Apollo Medical College was established in the year 2012 by AHERF a not-for-profit trust with a commitment to excellence in research and education. Since its inception, the primary focus of the college has been to foster exemplary physicians and scholars who are devoted to serving patients with respect and compassion.
The college endeavors to give students an unparalleled learning experience through mentorship, hands-on experience, and the highest level of pedagogical excellence. Through its efforts, the college nurtures a new generation of healthcare leaders that are inspired to alleviate human suffering through innovation, compassion, and care.
The campus is anchored in Jubilee Hills, Hyderabad. While the college is located in Hyderabad, its trailblazing spirit has made it an international hub for healthcare professionals. The faculty at the college are some of the most experienced, distinguished, and seasoned professionals in the world.
The Apollo Medical College is committed to redefining medical education and promises to deliver world-class learning and research opportunities to every student that walks through its doors.
Faculty
The faculty is the most cherished resource at The Apollo Medical College. The faculty members in the college are expert health care professionals, scientists, and researchers who are passionate about nurturing the interest and expertise of future physicians.
The college has a total of 20 full-time professors and 18 associate professors that are dedicated to education and mentorship. In addition to this, the Apollo Group is one of the largest healthcare providers in India and has over 5000 consultant physicians and surgeons working under its wings.
Working hand-in-hand with our educators can motivate students to learn, explore, and innovate to meet the needs of the industry. The faculty brings real-world knowledge into the classroom and engages students by helping them probe critical healthcare challenges and helps them decipher it.
The faculty at The Apollo Medical College have mentored some of the most distinguished doctors today.
Their work frequently appears in revered journals and publications. They have contributed to path-breaking research in diverse fields of medicine.
Our students have lots of opportunities to work under the mentorship of our seasoned scholars and revolutionize the healthcare system today.
The Campus
The college is situated in the heart of Hyderabad at Jubilee Hills and is spread across a vast area of 10 acres. The college has always given prominence to having state-of-the-art facilities that enable avant-garde research and innovation. The college plans on enhancing the infrastructure of the campus by building an auditorium, additional classrooms, and eight surgical suites in the next two years. The classrooms and laboratories are air-conditioned and equipped with the best digital learning aids.
The college uses conventional teaching methods in tandem with e-learning tools and simulation labs to help aspiring doctors become the best in their fields.
Visual Representation of square footage of admin and academic blocks, teaching hospital and no. of beds, etc.
Research Activities
The Apollo Medical College believes that real learning is rooted in exploring, experimenting, probing, and innovating. The college has a cutting-edge research facility that enables students to take an active part in finding solutions for the healthcare challenges that prevail today.
The Apollo Medical College fosters a universal research community and joins forces with healthcare providers and colleges across the globe to facilitate positive and ground-breaking changes in the field of medicine.
The faculty at the college are distinguished members of research committees such as NACO, , Indo-US granting agency, AHERF and ICMR. The college has conducted research and presented innovative solutions in the areas of forensic medicine, ophthalmology, neurology, gynecology, adult immunization, antimicrobial resistance and ENT.
The Dean is a guiding force for the rest of the college and has facilitated various ground-breaking research initiatives with Google, Microsoft, and IBM (Watson) on AI-based research.
Our management is committed to training future leaders who are passionate about solving healthcare problems both globally and locally.
Admissions
The Apollo Medical College aims to empower students with an endless fervor and passion for medicine.
The college has an annual intake of 100 students out of which 50% of the seats come under the government quota, 35% of the seats are reserved for the management quota and 15% of the seats are reserved for NRIs.
Why The Apollo Medical College? | Eligibility Requirements | How to Apply?
For further details and queries, you can reach out to us via email at [email protected]/ or call us at 040-23285555
Mission & Vision
Mission
Our mission is to bring healthcare of international standards within the reach of every individual. We are committed to the achievement and maintenance of excellence in education, research and health care for the benefit of humanity.
Vision
The Apollo Medical College is committed to be a premier medical college that improves health through leadership, collaborative discoveries and innovation in patient care, education and research.
Core Values
Try not to become a man of success. Rather become a man of value’ – Albert Einstein
At the Apollo Medical College, we strongly advocate the fact that core values always takes precedence over academic excellence. We believe, it is our exemplary core values and principles that is guiding us towards the fulfillment of our ultimate mission of producing world-class medical professionals who work for the betterment of the public health with love and compassion.
The core values of The Apollo Medical College are:
- Fidelity to our mission and a strong and confident belief in our work;
- Excellence, innovation and integrity in all that we undertake teaching, research and service;
- Leadership in medical education and health care, especially for socially and the economically disadvantaged;
- Service to our community, the nation, and the world through public health programs, medical care, and health education;
- The unrelenting pursuit of knowledge through research and life-long learning; and
- A commitment to cultural diversity among faculty, staff and students and to ensuring a respectful and ethical academic environment.
Secretary’s Message
Ms. Sangita Reddy
Dear Students,
As one of the newest medical schools in the country, we believe our students will help set the standards of medical care for the next generation.
The faculty, staff and administration of Apollo Institute of Medical Sciences and Research are fully committed to our students and our community. Our curriculum is designed not just to prepare our students for a career in medicine, but also to foster their own personal growth and development.
Our mission truly reflects that which we hold most dear – it guides all that we do and we urge our students to embrace it and live it.
The students who are accepted into our school must not only excel academically, but show a commitment to community, understand and embrace social, cultural, economic diversities and have strong interpersonal and leadership skills. We at Apollo Institute of Medical Sciences and Research have an enormous responsibility and obligation to give back to the nation and our people and live up to their expectations -we seek students who understand that commitment and are inspired to live it with us.
This is a tremendously exciting time for all of us here. We invite you to get an insight who we are, what we do, and what makes Apollo Institute of Medical Sciences and Research different. If you are a potential student, we hope you will find that our mission resonates with you and that you will discover your new home with us at Apollo.
On behalf of all of us at the Apollo Institute of Medical Sciences and Research, I welcome you to our institution. A great journey awaits you.
Dean’s Message
Dr. Dilip Mathai
I want to thank you for wanting to know more about what we do here, at the Apollo Institute of Medical Sciences and Research (AIMSR), in Hyderabad.
The Apollo Hospitals group are leaders in healthcare delivery and AIMSR has inherited an illustrious legacy from them. We wish our college to parallel them as an educational institute of national and global repute. To this end, the medical education system that we have adopted at the AIMSR aims to inculcate life-long learning habits in the future, the medical professionals of tomorrow.
We need these attributes to be strongly ingrained as the nature of medical discoveries is changing fast. As an example, in my specialty of Infectious Diseases, I have witnessed the emergence of over 50 new pathogens causing diseases since my graduation from medical school in 1974. A few of these have been vanquished or controlled and others that have spread worldwide with devastating consequences.
Thus the discoveries of new insights into disease mechanisms, advancements of nano technology, gene – biologic- and regenerative biomaterial therapies and genomics driven detection of cancers at the clinics would compel us to learn, imbibe and augment our knowledge. This would enable us to give our patients (whom we serve), the best of the advances in science at a quicker and safer pace. Thus the process of erudition and service delivery of new knowledge needs to continue.
At the same time we need to ensure that the fundamentals of bedside clinical practice and community based service to reach out to the underserved masses at homes remain unchanged. We believe that this involves learning a mix, the highest level of clinical experience, competence and skills, conduct of patient care that is ethical, compassionate and cost effective and with an ability to research the evidence that guides the best practices. Besides this, the focus also needs to be the development of personal attributes of transformational leadership, communication skills and entrepreneurship. These would stand the student in good stead in the face of the realities of the medical profession of the future. All this has to be ensconced as well .
We believe that delivering this kind of skill, value and competence based education needs a partnership between the students, faculty members, administrators and parents. We need to the realize that each student is different, and that the framework of training that we provide, needs to be aligned with the student’s own passions, ambitions and career options.
The aspirations of a young medical school like ours are to do the best for our students. That way we will reach to the very top of national and global rankings, through educational and clinical leadership. This is a challenge, to say the least. It would involve imbibing new teaching methodology of the highest order, improving benchmarks of competence assessments, continuing the professional development of faculty inorder to meet the students’ growing aspirations. We need to look beyond the tenure of the course. We hope to achieve this by sharing, networking and collaborating with institutions of national and international repute, developing a state – of- the art infrastructure to ensure effective transfer of learning with a strong engaging campus life with activity that bolsters all-round development of the student through sports, cultural fests etc. The access to world-class care and teachers would enable our students to excel among the best internationally. This is further strengthened through electives and exchange programs that provide opportunities for a richer experience.
To develop excellent humanistic qualities with empathy and compassion we need to exceed the boundaries and time frame of conventional curriculum and available training years. The exposure to comprehensive primary and secondary level care both in rural areas and among the urban informal dwellers would give an immense opportunity. It will sensitize us to the care of the needy .In order to educate the future professionals, as to the values that they would need to imbibe, in their professional and personal lives, we also seek to use the examples of strong role models from within the faculty and the 6000 + doctors of the Apollo Hospitals Group. We believe that mentorship of the students by experienced clinicians and high achievers would also prepare them for the very real challenges that they would likely face in their day to day lives. It provides a means of absorbing the wisdom almost by a process of osmosis of the ones that have gone before, people who have been through much of the same trials as them. This will them cope through medical school through a strong faculty – student advisory system.
Ultimately, each of us just point out to the way, the general direction. The individual student would need to find his or her own path, based upon a clear idea of individual skills, abilities and capabilities. As faculty we hope to craft these objectives diligently and sensibly, over the coming years, so that our young doctors, who will be in active practice half a decade later, would enhance health equity for all, including the realization of the Millennium Development Goals for 2020. The transformation of an ordinary to provide such extraordinary service would be our goal.
I am happy to say that at the AIMSR, in a brief span we have achieved some of these objectives. We will be striving hard to realize the rest, in the years that are ahead of us. We would like to wish ourselves, and all our stake-holders, the very best in all our endeavors, to develop the AIMSR into an institution of excellence, of which we could all be justly proud of.
Community Services
“Education is for improving the lives of others and for leaving your community and world better than you found it.” – Marian Wright Edelman
Propagating a strong sense of service and fostering a love for learning through practical experience has always been an integral part of the curriculum here at The Apollo Medical College. The Community Service Learning initiative (CSL) in the college enables students to gain a deep understanding of the various health disparities that prevail in the world. This initiative gives them an opportunity to sharpen the clinical, communicational, and organizational skills they need in order to become socially responsible physicians in the future. The hands-on nature of this initiative ensures that students reach greater heights through rigorous clinical training while helping them build a propensity to help those in need.
The Apollo Medical College works hard to instill a sense of civil responsibility, empathy, and compassion in future physicians. The CSL initiative encourages students to make a substantive difference in society. Through this effort, students gain a deep understanding of the various inconsistencies that prevail in healthcare by diagnosing a diverse assortment of patient populations, through the various cross-sections of society.
Our CSL initiative is coordinated by the Department of Community Medicine and is implemented through the Urban Health Training Center at Sheikpet, Hyderabad, Telangana as well as the Rural Health Training Center at Moinabad, K.V Ranga Reddy District, Telangana.
Governing Council
Governance is a crucial activity in any institution that bridges the gap between the management and the stakeholders. The Apollo Medical College has a powerful governing council consisting of various luminaries who are entitled to take responsibility for the strategic direction and accept accountability for risk. They are committed to monitoring college performance, develop a strong working relationship with management members, and work diligently towards the board development.
Our governance council effectively devices all policies and decisions pertained to both academic and administrative operations. The council also functions as a forum for the board members to discuss and chalk out a roadmap to handle various issues and aspects contributing to the development of the college and to achieve the goals of the institution.
List of Executive Committee Members of AHERF
Dr. Prathap C Reddy President
Ms. Preetha Reddy Vice – President
Ms. Shobana Kamineni Vice – President
Ms. Sangita Reddy Secretary
Mr. B. Bhaskar Reddy Jt. Secretary
Mr. Atchuyt Prasad V ReddyTreasurer
Mr. K. Umapathy, IAS (Retd) Trustee
Mr. K. Visweshwara Reddy Trustee
Dr. K. Prabakar Trustee
Citizen Charter
Dear Citizen,
Welcome to the Apollo Medical College, Banjara Hills, Hyderabad. The Apollo Medical College is committed to provide high-quality patient care to each and every citizen coming to us.
This Charter seeks to provide a framework which enables our users to know:
- The services available in the hospital.
- The quality of services they are entitled to.
- The means through which complaints regarding denial or poor quality of services will be communicated. This way, we ensure that all our users receive courteous and prompt attention.
Indoor Treatment
All patients admitted in various wards of the hospital are treated as per the hospital policy.
A proper diet is provided to all indoor patients.
Visitors are allowed only at notified visiting hours: 4 to 6 P.M.
We have a facility for free treatment of patients from the economically weaker sections of society.
The staff nurses are on duty round the clock in the wards.
Admitted patients should contact the staff nurse/floor manager for any medical assistance they need.
Miscellaneous Facilities
Wheelchairs and stretchers are available for the convenience of patients.
Ambulances are available 24/7 on a payment basis.
There is a standby generator to cater to emergency services in case of a breakdown of electricity.
Adequate drinking water and toilet facilities are available.
The cafeteria is open from 8 AM to 8 PM.
Pharmacy services are located on the ground floor (24 hours, 365 days).
At Apollo Institute of Medical Sciences & Research, we respect the personal and unique needs of each patient.
Our expectation is that the observance of patients’ Rights fosters mutual cooperation and leads to greater satisfaction for the patients and the hospital staff.
Patient Rights
As a patient, you have the Right
- To know the name, identity, and professional status of all the people providing services to you and to know the physician who is primarily responsible for your care.
- To receive complete and current information concerning your diagnosis, treatment, and prognosis in terms that you can understand.
- To have an explanation of any proposed procedure, drug or treatment: the possible benefits: the serious side effects, risks or drawbacks which are known; Potential costs; problems related to recovery; and the likelihood of success. The explanation should also include a discussion of alternative procedures or treatments.
- To accept or refuse any procedure, drug or treatment, and to be informed of the consequences of any such refusal. If there is a conflict between you and your parents/guardian regarding your exercise of this right, you and parents /guardians may need to participate in conflict resolution procedures.
- To expect that all communications and records related to your care will be treated confidentially.
- To supportive care including, appropriate management of pain, treatment of uncomfortable symptoms, and support of you at the critical illness /terminal illness.
- To assist in obtaining consultation with another physician regarding your care. This consultation may result in an additional cost to you or your family.
- To request consultation with the hospital Ethics Committee regarding ethical issues involved in your care.
- To be transferred to another facility at your request or when medically appropriate and legally permissible. You have a right to be given a complete explanation concerning the need for such transfer. The facility to which you will be transferred must first accept you as a patient.
- To know if your care involves research or experimental methods of treatment. You have the right to consent or refuse to participate.
- To examine your bill and receive an explanation of the charges regardless of the source of payment for your care.
- To be informed of any hospital policies procedure rules or regulations applicable to your care.
Patient Reponsibilities
As a Patient, it is your responsibility
- To provide all personal and family health information needed to provide you with appropriate care. This includes reporting if you are in pain, or require pain relief.
- To participate to the best of your ability in making decisions about your medical treatment, and to comply with the agreed-upon plan of care.
- To ask questions to your physician or other care providers when you do not understand any information or instructions.
- To inform your physician or another care provider if you desire a transfer of care to another physician, caregiver, or facility.
- To be considerate of others receiving and providing care.
- To comply with facility policies and procedures, including those regarding smoking, noise, and the number of visitors.
Note: In case of any Grienvance /Complaints /Suggestions
- There may be occasions when our services may not be up to your expectations. Please do not hesitate to register your complaints to our MS.
- You may also fill up the Feedback form and drop the same in the “ Suggestion Box” which is opened by the Medical Superintendent only.
General Information
Medical Administration: Phone No (0): 040 – 2328 5125
Medical Superintendent: Phone No (0): 040 – 2328 5124
Emergency: (0) 040 – 23285032 Reception (0): 040 – 2328 5085
Doctors wear white aprons and nurses are in uniform.
All staff members wear identity cards.
Casuaity and Emergency Services
Casualty medical officers and residents available 24 hours 365 days.
Call days are fixed for various Consultants and are available round the clock.
Outpatient Department
Timings:
General OPD: 9 AMto 4 PM
Gynecology, Pediatrics OPD: 9 AM to 4 PM
Evening OPD for General cases: 5 PM to 7 PM
Diagnostics
Laboratory Timings:
Sample collection round the clock (24 x 7)
Radiology: Round the clock (24 x 7)
Blood Bank: Round the clock (24 x 7)
Admissions
The sanctioned intake capacity is 100 students
50% Government quota
35% Management Quota
15% NRI quota
Competencies
The essential features that make us stand out in the field of medical education, the crux of the way we function are our core competencies, our values, and our goals. By imbibing in our students these core competencies, we prepare them to be the upper crest of graduating medical professionals.
MEDICAL KNOWLEDGE
COMPETENCY STATEMENT
“As physicians, understanding the already prevailing as well as the latest and evolving changes in biological, clinical, epidemiological and socio-behavioral sciences and to be able to apply this knowledge in the best interest of patients.”
Pupils should –
- Be able to explain biological, behavioral, and social factors that promote health or a predisposition of individuals to any particular ailment or disorder, and how this information may be used in partnership with patients to calculate, avoid, and or diminish the onset of disease.
- Be able to demonstrate a profound knowledge of the sciences crucial for the persons’ preferred field of practice.
- Demonstrate knowledge of the sciences that support other fields of specialty as may be related to their own practice.
- Demonstrating an obligation for the importance of the sciences that cause the effective practice of medicine to result in the commitment to upholding the cutting-edge knowledge through the constant process of learning.
- Put to practical usage the knowledge of the sciences fundamental to the common and essential health and wellness issues affecting our society and global societies.
- To be able to accumulate, analyze, and exhibit the latest information to enhance knowledge in the diverse disciplines of medicine.
- To be able to collaborate between scientific methods, practical research as well as investigational projects in calculating the question at interest.
COMPETENCY STATEMENT
“As physicians, consistently providing care that is empathetic, competent with culture, harmless, efficient, economically sensitive, appropriate, and effective for the treatment of illness and the promotion of health”
Pupils should-
- Be able to perform an approach that is focused on the core issue, to derive diagnosis after allowing for a complete history and physical examination as indicated, and to obtain the essential diagnostic studies, including imaging, laboratory test, and procedural tests.
- Interpretation of the clinical information at hand and to formulate a valid differential diagnosis on the basis of the available studies that help to reflect the use of medical knowledge in a most likely to occur reasoning process.
- Holding scientific evidence as the basis of all evaluations and diagnosis is the key, without compromising on the values, cultural background, beliefs, and behaviors of the patient. Complete review of the theoretical data available with a careful and comprehensive understanding of the evidence provided by experimental or study designs already conducted, supplemented by measurement techniques, and analyses to co-create a solid management plan without bias.
- A comprehensive management plan, that allows for procedures and confirmation of the diagnosis to be performed and given only as per the training level of each individual medical student.
- The appropriate and precise application of evidence-based diagnostic criteria, management guidelines, and point-of-care information resources.
- Demonstration of clinical judgment that is safe and corresponding to the level of training of each individual medical student.
- Usage of readily available information technology such as electronic health records, computerized physician order entry, decision support systems, and messaging systems, etc. in support of patient care as to maintain and ascertain a better understanding of their capabilities, limitations, benefits, and risks.
- Be able to take a call to reduce patient dissatisfaction by re-examining of earlier course of treatment
- Re-examination and addressing of decided earlier course of treatment provided to alter and achieve the desired results, when there may be a case of patient dissatisfaction or a need for a change of a diagnosis for the betterment of the patient.
INTERPERSONAL AND COMMUNICATION SKILLS
COMPETENCY STATEMENT
“As physicians, to be able to understand that when it comes to achieving the best results with patient care, communication is key. To have a clear channel of communication is to care for and achieve a level of understanding with patients, their families and to also include other medical health professionals by creating a safe space that is unbiased to social and cultural sensitivities and is governed by mutual trust and respect for the information shared.”
Pupils should-
- Have a complete and careful discussion with and convince that to have an open communication channel with patients and how patient-doctor communication forms the crux of facilitation or hindrance in their relationship with regards to socio-economical or cultural differences.
- Sensitivity in addressing and accepting that people perceive, communicate, and understand differently and that it may affect their decision making. As individuals and in groups, such differences may arise and have to be handled with compassion while bearing in mind that these decisions and communications may also be on account of the illness.
- Communicate clearly the level of understanding required between the patient and their provider through a structural model and to be able to comfort the patient at interactive sessions with suitable examples.
- Have a thorough understanding of the benefits and limitations of all communication models and their applications. They should include verbal, non-verbal, written, electronic, graphic, synchronous, and asynchronous modes of communications.
- Understand and accept the challenges as well as the prospects that will be created by cross-cultural communication. They should also be able to create and use effectively support systems that may be needed in such communications and apply this understanding with regards to patient care, health disparities, and health outcomes and their impacts.
- To be able to work in teams effectively by practicing effective team-building exercises and team communication.
- Understanding that certain information needs to be communicated with the patient, their families, and caregivers and to other related medical health professionals without bias on their cultural background.
- Building positively on strong and effective relationships on the basis of the right communication channels in any given social setting as well with persons belonging to diverse backgrounds.
- To be open to receiving positive criticism and feedback and to manage interpersonal conflicts and settlement of the same through effective communication.
PRACTICE BASED LEARNING AND IMPROVEMENT
COMPETENCY STATEMENT
”As physicians, priority should always be on constantly improving patient care through investigation and evaluation. In achieving the same, updating oneself by critical evaluation, a compilation of relevant scientific evidence and application of the same to individuals as well as larger populations is to be followed.”
- Best practices and optimal patient outcomes should always be a priority.
- Collection, evaluation, and monitoring of data assimilated in the current scenario at individual and team levels should be applied in attaining the best level of care.
- Comparison of data at the team and individual levels, with the selection of best possible outcomes to be identified and implemented through a learning curve aimed at achieving improved performance.
- Using the principles of improvement science in a systematic approach aimed to develop, implement projects with scope for improvement.
- To have a system-based strategy approach to avoid repetition of medical errors through a process of recognition, acknowledgment, and analysis of the errors.
SYSTEM BASED PRACTICE
COMPETENCY STATEMENT
“As physicians, understanding and responding in the larger context to the healthcare system effectively, by calling on system resources to provide care that is of optimum value.”
- The best healthcare is safe, effective, patient-centered, culturally sensitive, timely, efficient, and equitable.
- Understanding that people, processes, technology, and policy together form systems of support.
- Describe the basic organization of health care systems, including the various relationships between patients, providers, practices, institutions, insurers, and benefits managers, community health organizations, federal and state regulators, accrediting bodies, professional organizations, licensing boards, the pharmaceutical and biotechnology industries, and legislators.
- Understanding the roles and responsibilities of every individual within the delivery system completely so as to ensure that each individual is committed to playing their role to the best of their knowledge and training, aimed at achieving what is always best for the end patient.
- Compare and contrast the local systems in which acute patient care and health maintenance are provided, such as emergency departments, outpatient clinics, hospitals, mental health clinics, public health clinics, pharmacies, etc. and to coordinate patient care within these systems.
- Explain clearly and in advance the risks, complexities, and flexibility that influence the performance of individuals in connection to the systems in which they function.
- Design, analyze, and evaluate healthcare systems and microsystems and propose interventions that will improve quality, safety, and cost-effectiveness.
- Leadership, management, and organizational behavior understanding and implementation at team, department, organizational levels, and to the society at large to be showcased through individual roles.
This document draws heavily from the following sources:
Association of American Medical Colleges, Compact between Teachers and Learners of Medicine,
http://www.aamc.org/newsroom/pressrel/compact.pdf, 11/04/2001.
National Board of Medical Examiners, Center for Innovation, The Behaviors of Professionalism,
http://ci.nbme.org/professionalism/Behaviors.asp. 3/20/04
ABIM Foundation, ACP-ASIM Foundation, and European Federation of Internal Medicine, Medical Professionalism in the New Millennium: A Physician Charter, Annals of Internal Medicine, 136:3, 243-6, 2002.
College Committees
- Grievance Redressal / Gender Harassment Committee
- Ethics Committee
- Infection control Committee
- Institutional Animal Ethics Committee
- Library Committee
- Medical Education Unit
- Pharmacovigilence Committee
- Research Committee
- Medical Audit Committee
- Student affairs committee
- Anti-Ragging Committee
- College Council
- Governing council
- Curriculum Committee