Faculty
Published Medical Education Unit references
The list below identifies 13 staff members named on the Medical Education Unit page. It is a partial, undated teaching reference—not the full college workforce or proof of current appointments. Personal registration numbers and private contact details are not republished.
Teaching development
The MEU page records Basic Course in Medical Education activities during 2024 and a curriculum implementation programme in May 2025. These describe faculty-development activity, not a student placement outcome or an assurance that every current teacher attended.
Department roster availability
The department index is accessible, but linked department pages returned maintenance notices during review. The profile therefore does not manufacture a complete staff list. Use the office contact for a current departmental roster or a named academic supervisor.
Published faculty references
Previously installed institutional directory; original review: 23 September 2026. Appointments can change; this is not a newly certified headcount.
| Name | Role | Department |
|---|---|---|
| Dr. M. Geethanjali | Dean; Professor | Paediatrics |
| Dr. B. Sujatha | Vice Principal; Professor | Physiology |
| Dr. N. Preetha | MEU Coordinator; Associate Professor | Pharmacology |
| Dr. N. Bharathi Santhose | Associate Professor | Microbiology |
| Dr. H. A. Rieyaz | Assistant Professor | Anatomy |
| Dr. K. Kokila | Associate Professor | Community Medicine |
| Dr. V. Sindu | Associate Professor | Pathology |
| Dr. R. Venkatesh | Professor | Neurosurgery |
| Dr. B. Anitha | Assistant Professor | Biochemistry |
| Dr. N. Murali | Professor | Radiology |
| Dr. T. Uma Priyadharsini | Assistant Professor | Community Medicine |
| Dr. L. Karthiyayini | Assistant Professor | Community Medicine |
| Dr. S. Padma Rani | Assistant Professor | Physical Medicine & Rehabilitation |
Evidence context: existing college material reviewed 23 September 2026. Added institutional context reviewed 15 October 2026. Individual tables retain their own source years; no new historical series is implied.
Understanding the qualification and evidence
Understand the teaching institution behind the course title
Affiliation identifies an academic relationship. Those institutional facts help place the medical programme in context, but they do not provide a current list of teachers or the number of filled posts. A verified teaching roster would need its own dated institutional disclosure, with departments and roles stated clearly. This update does not invent a dean name, headcount or student–teacher ratio. It can still explain the kinds of academic work a medical student needs to understand: foundational teaching, laboratory learning, clinical instruction, assessment and support with progress.
Anatomy and physiology address different scientific questions
Anatomy concerns the structure and relationships of the body, while physiology examines how its systems function. For a beginning medical learner, the distinction helps explain why different teaching activities can be needed. A structural explanation, a demonstration and an interpretation of function do not ask the student to do exactly the same thing. A prospective student can ask how their batch's formal teaching and supervised practical sessions are organised. The useful faculty enquiry is about how learning is supported, not just how many names appear in a list. It also helps separate the role of a scientific department from approval for a postgraduate qualification in that subject.
Laboratory teaching involves process as well as a correct answer
Subjects associated with laboratory learning introduce ways to observe, handle information, recognise limitations and communicate findings. A student's work in a teaching laboratory is different from an independent professional report in a clinical service. A useful discussion with the academic office can identify which learning arrangements belong to the named programme and batch. This page does not certify a current equipment inventory, unrestricted laboratory access or a particular supervisor. It explains why the teaching process, practical organisation and feedback are meaningful questions when comparing an academic setting.
Clinical instruction and hospital staffing are related but different
The existence of a hospital connection does not by itself reveal how a student's clinical teaching is scheduled, who supervises a particular activity or how competence is assessed. A hospital staff figure, if one were published, also would not necessarily equal the teaching-faculty total. Administrative, clinical, technical and academic roles can serve different purposes. A prospective student should therefore ask about the educational arrangement for their qualification rather than turn a service directory into a staff–student ratio. An intake reference and a service inventory each measure something different from a dated institutional teaching roster.
Academic support is more useful when its process is clear
A student may need help with a difficult subject, practical preparation, assessment feedback or an uncertainty about the next stage of study. Those are different needs, and they may involve different academic contacts. A useful enquiry asks how the college directs a learner to the appropriate person and how progress-related questions are addressed for their batch. It is an explanation of what a practical teaching-support enquiry can establish. The public profile does not need to publish private staff numbers or personal contact details to be helpful. The institutional academic office can identify the authorised route for a specific programme-related question.
Compare teaching evidence without creating a popularity score
A dated roster can identify professional names, qualifications and roles. A timetable can show an academic arrangement. A research publication can describe a defined piece of work. A student review may describe one person's experience. These records should not be compressed into an unsupported teaching-quality number. A learner comparing colleges can focus on the programme they intend to join and the form of teaching evidence available. No professor rating, endorsement or faculty achievement is invented to lengthen this page, and an academic title alone is not treated as a guarantee of an individual student's learning experience.
Language of instruction and academic communication
A language-of-instruction statement can be useful to a prospective learner, but it does not establish how every individual discussion, practical demonstration or patient interaction is conducted. A student can ask how their batch receives course information, written instructions and academic feedback. Those are concrete learning questions rather than a judgement about a teacher based on language alone. The record also should not be used to assume that a student has already developed the communication skills needed for clinical learning. Building an explanation, asking for clarification and discussing uncertainty are parts of academic participation that remain important alongside understanding the scientific material.
Related educational context
Read professional roles without turning them into a headcount claim
An academic directory can list names, qualifications and positions, but those fields need their document period and institutional context. A hospital-service role, an administrative role and a teaching appointment are not necessarily the same category. A reader should therefore avoid counting every clinician mentioned in a service document as a member of a verified current faculty roster. The institution’s MBBS intake also cannot supply the missing staffing number. The profile keeps that headcount unverified while explaining how a dated institutional disclosure could be read. The purpose is to identify what a record actually establishes, rather than produce a student–teacher ratio from two unrelated figures that happen to appear under the college's name.
Ask how a learning task receives feedback
A student can learn from understanding what an academic task is intended to develop and how their work is reviewed. Written explanations, practical observations and discussions can reveal different aspects of learning. The relevant arrangement belongs to the actual qualification and batch, not to a general description of medical education. A prospective learner can ask how progress questions are directed to the appropriate academic contact and how feedback is communicated. This page does not assign a this institution mentor or certify a particular remedial timetable. It explains a useful way to investigate teaching support without relying on a long name list as though the list alone described the student's educational experience.
Understand research as a defined learning activity
A research interest becomes more concrete when the learner can describe a question, a feasible scope and the kind of methodological help needed. A publication by someone associated with an institution would not, on its own, establish that a supervisor is available for every new student project. The relevant academic process and any applicable review requirements need to be understood through the authorised institution. No this institution project, award or research appointment is created in this update. The educational point is that developing a question, seeking supervision and completing a piece of work are separate stages. They should not be combined into an unsupported claim about a college's output or an individual learner's opportunity.
Use the institutional contact process for a specific academic question
A prospective student does not need a private staff telephone number to ask a useful course-related question. The enquiry can identify the qualification, batch and issue, such as the appropriate office for a practical-learning or progress matter. The institution can then direct it through its authorised process. A public profile should not invent a personal contact or imply that a named professional has agreed to advise the reader. This keeps academic research distinct from an unsolicited approach to an individual. It also supports clearer answers: the question concerns an actual programme and need, rather than an undefined request for every teacher's opinion or a fabricated endorsement of the college.