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Recording and reporting should be followed as per policies of RNTCP in close co-ordination with the local RNTCP programme managers. There should be systematic monitoring of and accountability for the outcome of all patients begun on treatment, whether or not they are treated under the RNTCP. Standardized outcome measures, using follow up sputum smears, should be used to evaluate and improve performance of health facilities. Data collected should be analyzed with a view to continuously improve upon services rendered. The facility must be open to monitoring by RNTCP staff.


Sensitization workshops to apprise the faculty in the policies and principles of RNTCP should be conducted.


To ensure greater awareness, good results and uniformity, technical guidelines and other RNTCP related literature prepared by the CTD should be widely displayed in college libraries, Chest medicine including PSM departments.


Greater use of information technology including e-mails for transmission of data, communication etc. Medical colleges should have a computer and internet access, as should all DTCs, in order to facilitate information flow.

Incorporating RNTCP into Medical College curriculum:


The scientific basis, background, and current status of the programme should be introduced in the curriculum of medical students at all stages: undergraduate, internship and post-graduate training through the MCI. This should be in pharmacology, microbiology, internal medicine, chest, pediatrics, PSM departments as well as others. At the end of the course, each graduating student should be able to identify, diagnose, and treat a patient as per RNTCP principles and guidelines.


Chapters as well as articles on TB and its control should occupy an important status in the curriculum. Questions on TB with specific reference to RNTCP may be frequently asked during examinations to focus attention on the subject. TB control and RNTCP related topics should be considered as priority research areas for preparation of dissertations.


Areas which medical college students should be fully informed include, for example, magnitude of the problem, case definitions, diagnostic algorithm, rationale and scientific evidence for intermittent treatment, treatment regimens and categorization, recording and reporting, field visits, supervision, and quarterly reports. Additional desirable areas include HIV-associated TB, childhood TB, complications of TB, social aspects of TB, and MDR-TB – particularly the prevention thereof.

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