In observance of World AIDS Day 2025, a Walkathon was organized on 16th December 2025 with the objective of creating awareness about HIV/AIDS and promoting the importance of prevention, early diagnosis, and social responsibility.

Students and staff actively participated in the walkathon, demonstrating their commitment to public health awareness and community engagement. The event emphasized key messages related to HIV/AIDS education, stigma reduction, and the need for compassion and inclusivity towards affected individuals.

The World AIDS Day Walkathon served as a meaningful initiative to sensitize the participants and the general public, reinforcing the institution’s dedication to health promotion, preventive care, and social outreach.

As part of the Transitional Curriculum for the 2025–26 batch, Day 14 was conducted on 22nd December 2025, as a Village Visit Programme.

The village visit provided students with valuable exposure to rural life and community healthcare settings. Students interacted with local residents and gained firsthand understanding of rural health needs, sanitation practices, and public health challenges. The programme emphasized the importance of community-oriented healthcare and sensitized students to the role of medical professionals in delivering primary healthcare services at the grassroots level.

The Village Visit Programme served as an effective experiential learning activity, helping students connect theoretical knowledge with real-world community health practices and contributing significantly to the objectives of the Transitional Curriculum.

As part of the Transitional Curriculum for the 2025–26 batch, Day 13 was conducted on 19th December 2025, focusing on academic and practical learning sessions for the students.

The programme included an Anatomical Dissection session, which provided students with hands-on exposure to human anatomy and helped them understand the structural aspects of the human body in a practical learning environment. This was followed by a National Health Programme class, wherein students were oriented towards various national health initiatives and the role of healthcare professionals in public health implementation.

The sessions conducted on Day 13 enhanced the students’ foundational knowledge, clinical orientation, and awareness of public health responsibilities, thereby contributing meaningfully to the objectives of the Transitional Curriculum.

As part of the Transitional Curriculum for the 2025–26 batch, Day 10 was conducted on 16th December 2025, featuring a special session led by Alumni of the institution.

The alumni interaction provided valuable insights into academic life, clinical exposure, career pathways, and professional development. Drawing from their personal experiences, the alumni motivated the students and guided them on adapting to the academic curriculum, time management, and skill development during their undergraduate training.

The session was highly interactive and inspiring, allowing students to engage directly with the alumni and clarify their queries. The alumni-led class significantly contributed to the objectives of the Transitional Curriculum by fostering mentorship, motivation, and a strong sense of institutional belonging among the students.

As part of the Transitional Curriculum for the 2025–26 batch, Day 12 was conducted on 18th December 2025, comprising an educational visit and academic sessions for the students.

The programme included a Herbal Garden visit, where students were introduced to various medicinal plants and their therapeutic significance, enhancing their practical understanding of Ayurvedic pharmacognosy. In addition, the students visited the Operation Theatre (OT) to gain preliminary exposure to the clinical and surgical environment.

The day also featured other academic classes, which further strengthened the students’ foundational knowledge and orientation towards clinical practice. The activities conducted on Day 12 provided a balanced blend of theoretical learning and experiential exposure, contributing effectively to the objectives of the Transitional Curriculum.

As part of the Transitional Curriculum for the 2025–26 batch, Day 11 was conducted on 17th December 2025, continuing the structured orientation programme for the newly admitted students.

The sessions organized on this day focused on strengthening the students’ academic foundation, professional outlook, and adaptability to the medical learning environment. Through interactive discussions and guided activities, the programme aimed to enhance students’ understanding of institutional values, discipline, and holistic development.

Day 11 of the Transitional Curriculum effectively supported the smooth transition of students into their academic journey and contributed meaningfully to achieving the overall objectives of the programme.

On 11th December 2025, the Dhanwanthri Ratha Yatra from Bangalore visited our college as part of the promotional activities for the 2nd Ayurveda World Summit, themed “Ayurveda for a Healthy Future.”

The Ratha Yatra created a spiritually vibrant and auspicious atmosphere on the campus. Students, faculty, and staff gathered to receive the divine blessings of Lord Dhanwanthri, the presiding deity of Ayurveda. The event inspired reverence, devotion, and a renewed commitment towards the principles and values of Ayurveda.

The visit of the Dhanwanthri Ratha Yatra became a memorable occasion for the institution and played a significant role in creating awareness about the forthcoming 2nd Ayurveda World Summit, while reinforcing the spiritual and cultural heritage of Ayurveda.

As part of the Transitional Curriculum for the 2025–26 batch, Day 9 featured an interactive and informative session by Dr. Veeracholan, Medical Officer, Urban Health Centre, Greater Chennai Corporation.

During the session, Dr. Veeracholan addressed the students on the role of primary healthcare, public health services, and the responsibilities of medical professionals in urban health settings. The talk provided valuable insights into community healthcare delivery, preventive medicine, and the importance of public health initiatives in improving population health.

The session was well received by the students, who actively participated and benefited from the practical perspectives shared. The program contributed meaningfully to the objectives of the Transitional Curriculum and helped orient the students towards a community-focused approach to healthcare.

As part of the Transitional Curriculum for the 2025–26 batch, Day 8 was conducted on 12th December 2025, featuring an inspirational talk by Dr. Maran, Professor and Director, Sri Sairam Institute of Management Studies.

The session aimed at motivating the students and providing valuable insights into personal growth, professional responsibility, and goal-oriented learning. The talk inspired the newly admitted students to develop a positive mind
set and a strong sense of purpose as they begin their academic journey.

In addition, Mr. Karl Marx conducted a Basic Life Support (BLS) training session for the students. The hands-on training equipped the students with essential life-saving skills and knowledge to respond effectively during medical emergencies, thereby enhancing their practical competence and preparedness.

The sessions were highly engaging and beneficial, contributing significantly to the objectives of the Transitional Curriculum and the holistic development of the students.

As part of the Transitional Curriculum for the 2025–26 batch, Day 6 was conducted on 10th December 2025, featuring a special session on Diet by Dr. M. K. Seeni, Government Analyst and Deputy Director (i/c), State Drugs Testing Laboratory.

The session highlighted the significance of diet in health maintenance and disease prevention, with emphasis on scientific dietary principles and their application in clinical practice. Dr. M. K. Seeni shared valuable insights on nutrition, food quality, and regulatory perspectives related to diet and drugs, enriching the academic exposure of the students.

The session was interactive and informative, and the students actively participated, gaining practical knowledge that supported the objectives of the Transitional Curriculum and contributed to their holistic professional development.