Document Fragment View

Matching Fragments

- 31 -

                                             NC: 2026:KHC:12345



HC-KAR                                          AND 3 OTHERS

deem fit to examine and report on the academic, regulatory, psychological, and policy implications of the four-attempt rule prescribed under the Graduate Medical Education Regulations, 2019; to assess the reasons behind the deletion of the earlier attempt-limit in 2003 and whether any change of circumstances justifies its re-introduction in 2019; to consider the absence of remedial academic mechanisms such as bridge courses and support systems; and to place before this Hon'ble Court its recommendations on whether the impugned regulation is educationally justified, proportionate, or requires modification, repeal, or replacement with a student-supportive framework; and g. Direct Respondent-RGUHS to formulate, notify, and implement a comprehensive structured remedial academic framework for MBBS students who require additional academic support, including mandatory bridge courses, foundational modules, remedial teaching programmes, mentoring systems, and academic-support committees, peer-mentoring systems, counselling-assisted learning pathways, and periodic academic-support reviews, so as to ensure that no student is eliminated from the course solely for want of institutional academic support; and

- 36 -
                                             NC: 2026:KHC:12345



HC-KAR                                          AND 3 OTHERS


          the   four-attempt     rule    prescribed     under   the
Graduate Medical Education Regulations, 2019; to assess the reasons behind the deletion of the earlier attempt-limit in 2003 and whether any change of circumstances justifies its re-introduction in 2019; to consider the absence of remedial academic mechanisms such as bridge courses and support systems; and to place before this Hon'ble Court its recommendations on whether the impugned regulation is educationally justified, proportionate, or requires modification, repeal, or replacement with a student-supportive framework; and g. Direct Respondent-RGUHS to formulate, notify, and implement a comprehensive structured remedial academic framework for MBBS students who require additional academic support, including mandatory bridge courses, foundational modules, remedial teaching programmes, mentoring systems, and academic-support committees, peer-mentoring systems, counselling-assisted learning pathways, and periodic academic-support reviews, so as to ensure that no student is eliminated from the course solely for want of institutional academic support; and h. Direct the Respondent University- RGUHS to:
f. Direct the constitution of an Independent Expert Committee comprising eminent medical educationists, mental-health specialists (including NIMHANS representatives), public-health academics, and senior clinicians (such as Dr. C.N.
- 41 -
                                             NC: 2026:KHC:12345



HC-KAR                                          AND 3 OTHERS
Manjunath and Dr. Devi Shetty), and such other distinguished experts as this Hon'ble Court may deem fit to examine and report on the academic, regulatory, psychological, and policy implications of the four-attempt rule prescribed under the Graduate Medical Education Regulations, 2019; to assess the reasons behind the deletion of the earlier attempt-limit in 2003 and whether any change of circumstances justifies its re-Introduction in 2019; to consider the absence of remedial academic mechanisms such as bridge courses and support systems; and to place before this Hon'ble Court its recommendations on whether the impugned regulation is educationally justified, proportionate, or requires modification, repeal, or replacement with a student-supportive framework; and g. Direct Respondent-RGUHS to formulate, notify, and implement a comprehensive structured remedial academic framework for MBBS students who require additional academic support, including mandatory bridge courses, foundational modules, remedial teaching programmes, mentoring systems, and academic-support committees, peer-mentoring systems, counselling-assisted learning pathways, and periodic academic-support reviews, so as to ensure that no student is eliminated from the
- 46 -
                                              NC: 2026:KHC:12345



HC-KAR                                           AND 3 OTHERS
academics, and senior clinicians (such as Dr. C.N. Manjunath and Dr. Devi Shetty), and such other distinguished experts as this Hon'ble Court may deem fit to examine and report on the academic, regulatory, psychological, and policy implications of the four attempt rule prescribed under the Graduate Medical Education Regulations, 2019; to assess the reasons behind the deletion of the earlier attempt- limit in 2003 and whether any change of circumstances justifies its re-introduction in 2019; to consider the absence of remedial academic mechanisms such as bridge courses and support systems; and to place before this Hon'ble Court its recommendations on whether the impugned regulation is educationally justified, proportionate, or requires modification, repeal, or replacement with a student-supportive framework; and g. Direct Respondent-RGUHS to formulate, notify, and implement a comprehensive structured remedial academic framework for MBBS students who require additional academic support, including mandatory bridge. courses, foundational modules, remedial teaching programmes, mentoring systems, and academic-support committees, peer-mentoring systems, counselling-assisted learning pathways, and periodic academic-support reviews, so as to ensure that no student is eliminated from the