The implementation of the National Medical Commission (NMC) MD Psychiatry PG Appraisal Form marks an important step towards competency-based postgraduate medical education. During the panel discussion, experts from the Indian Psychiatric Society (IPS) and Indian Teachers of Psychiatry (IToP) reflected on the opportunities and challenges associated with adopting this framework across psychiatry training programs in India.
A central theme of the discussion was the transition from traditional summative assessment to a culture of continuous formative evaluation. Panelists emphasised that periodic appraisals conducted three to four times a year, combined with timely and constructive face-to-face feedback, can foster progressive learning, encourage self-reflection, and identify areas requiring early intervention.
While the appraisal form was appreciated for comprehensively evaluating domains such as scholastic aptitude, patient care, professionalism, and communication, there was a strong consensus that it requires greater specialty-specific customisation. Participants recommended incorporating core psychiatry competencies such as mental status examination, suicide risk assessment, psychotherapy, emergency psychiatry, electroconvulsive therapy (ECT), and telepsychiatry to better reflect the realities of psychiatric training.
The discussion also highlighted the need to improve objectivity in assessment. Experts proposed introducing behavioural anchors for the 9-point rating scale and defining year-wise competency milestones to ensure consistent expectations across different stages of residency. Additionally, appraisal should be supported by workplace-based assessment tools such as Mini-CEX, Case-Based Discussions (CBD), DOPS, chart audits, and 360-degree feedback from peers and other healthcare professionals, making evaluations evidence-based rather than impressionistic.
Another important takeaway was the emphasis on faculty development. Regular assessor calibration workshops were considered essential to minimise subjectivity, ensure uniform implementation, and improve the quality of feedback. Panelists also advocated replacing generic comments with structured remediation plans that clearly outline deficiencies, goals, timelines, and follow-up strategies.
Although challenges such as faculty workload, institutional variability, and assessment during district postings were acknowledged, the panel agreed that these should not impede progress. With psychiatry-specific refinements, standardised implementation, and committed mentorship, the NMC PG Appraisal Form has the potential to transform postgraduate psychiatry training by promoting competency, accountability, and continuous professional development.
Dr. Simran Sandhu
Executive Editor, MINDS Newsletter
