GMU
STUDENT HANDBOOK A Y 2013 - 2014
COLLEGE OF MEDICINE INTEGRATED MBBS PROGRAM
www.gmu.ac.ae
C O N T E N TS Introduction
8
GMU Vision & Mission Statement
9
From the President’s Desk
10
Message from the Provost
11
Message from the Dean, College of Medicine
12
About the Student Handbook
13
1.0
Academic Calendar
15
2.0
University Divisions & Academic Programs
18
3.0
License & Recognition
20
4.0
The Campus
22
5.0
Location Map
24
6.0
Undergraduate Admission Policies & Procedures
26
6.1 6.2 6.3 6.4 6.5 6.6 6.7
Policy Statement Undergraduate Admission Requirements Admission Process Documents Required for Admission Transfer Admissions Policy and Procedures Transfer within GMU Re-admission
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7.0
Student Services 7.1
Office of Student Affairs
7.2
Counseling Services 7.2.1 Student Counseling Policy 7.2.2 Academic Counseling Policy 7.2.3 Personal Counseling 7.2.4 Student Activities Policy
7.3
GMU Undergraduate Student Council 7.3.1 Student Council Executive Board 7.3.2 Student Publications 7.3.3 Student Behavior
7.4
Student Academic Services 7.4.1 The Dean’s Office 7.4.2 Office of Student Affairs 7.4.3 Career Service Office 7.4.3.1 Career Service Policy 7.4.4 Financial Aid Office
7.5
Health Services 7.5.1 Health Services Policy
7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14
Third Party Liability (TPL) Insurance Student Records Policy Information Release Policy Plagiarism and Copyright Policy Dress Code Dining Services Recreational Facilities Student Support Services GMU Physical Facilities 7.14.1 Lecture Halls 7.14.2 GMU Testing Center 7.14.3 Common Rooms & Lockers 7.14.4 Masjid 7.14.5 Mail Box 7.14.6 GMU Hostel
7.15 7.16 7.17 7.18 7.19 7.20 7.21
Transportation Telephone Classroom & Laboratory Protocol Student Identification University Entrance Car Parking in the Campus Information on Safety Issues
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8.0
9.0
Students’ Rights & Responsibilities
58
8.1
Student Rights 8.1.1 Rights in the Pursuit of Education 8.1.2 Right to access Records and Facilities 8.1.3 Right to Freedom of Association, Expression, Advocacy & Publication 8.1.4 Right to contribute to University Governance and Curriculum
8.2 8.3 8.4 8.5 8.6
Students’ Responsibilities GMU Honor Code Salient Features of the Honor Code Breach of Honor Code Effects of Committing an ‘Honor Offence’
University Resources and Services 9.1 9.2 9.3 9.4
Introduction Vision Mission Library 9.4.1 Timings 9.4.2 Library Resources 9.4.3 Library Orientation 9.4.4 Audio Visuals 9.4.5 Scanning and Printing 9.4.6 Photocopy 9.4.7 Journal Article Request Service 9.4.8 Cataloguing 9.4.9 Online Public Access Catalogue (OPAC) 9.4.10 Security Gates
9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18
Library Policy and Procedures Library Rules & Regulations Circulation Policy and Procedures Multimedia Labs Network Infrastructure Wi-Fi Network Online Resources Servers & Supports IT Training Internet Services Technology Support for Learning IT Support Team User accesses and Security E-Learning at GMU
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10.0
GMC Hospital & Research Center (GMCH & RC) 10.1 10.2 10.3
11.0
75
Student Finance Policy Tuition Fees Hostel Fees Utilities Service Fees Registration Fees Examination Fees Visa Charges Caution Deposit Fees for Other Services Transportation Fees Payment of Fees Late Fees and Fines Financial Aid and Scholarships Refund of Fees Revision of Tuition and Other Fees
Academic Policies 12.1 12.2 12.3 12.4 12.5
13.0
Vision Mission Clinical Departments & Services 10.3.1 Do’s 10.3.2 Don’ts 10.3.3 Violation Warning
Student Finance 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15
12.0
71
80
Program Completion Policy Academic Progress Policy Grading, Assessment and Progression Policy Online Examination (Exam Soft) International Foundations of Medicine (IFOM) I & II Examinations
Misconduct & Disciplinary Procedures
85
13.1
Student Misconduct & Disciplinary Procedures 13.1.1 Academic Misconduct 13.1.2 Personal Misconduct 13.1.2.1 Personal Misconduct on University Premises 13.1.2.2 Personal Misconduct Outside University Premises
13.2
Student’s Rights and Responsibilities 13.2.1 Student Rights and Responsibilities Policy 13.2.2 Rights in the Pursuit of Education
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13.2.3 13.2.4 13.2.5 13.2.6
14.0
Right to Access Records and Facilities Right to Freedom of Association, Expression, Advocacy & Publication Right to Contribute to University Governance and Curriculum Student’s Responsibilities
The Integrated MBBS Program 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9
95
Goals Intended Program Learning Outcomes MBBS Program Structure Plan of Study Course Descriptions Clinical Training Sites Course Outline Typical Week PBL Week
15.0 List of Text Books, Reference Books, Recommended Readings
180
15.0
Grading, Assessment & Progression Policies
193
16.0
Dean’s List of Toppers
202
17.0
Administrators & Faculty
203
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Introduction MBBS Student handbook is meant to provide information and guidelines on the various services and MBBS program offered by College of Medicine (CoM) at GMU. It contains sections covering admission procedure, general rules and regulations, student support services, curriculum details, departments and examination policies. Each section has been listed in the contents so that you can refer quickly to areas of particular interest to you. Please note that attendance in various courses arranged by the college is mandatory and this has been repeatedly stressed in the handbook. Every effort has been made to provide accurate and up to date information. Additional information useful to students will be regularly displayed on the college notice board. Students are also advised to get in touch with course coordinators for any academic difficulties. We hope that the handbook will help and guide you during the new academic year at CoM.
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GMU Vision Statement The Vision of Gulf Medical University is to be a leading contributor to the continuous improvement of the nation’s health care delivery system through the pursuit of excellence in medical education, biomedical research and health care services. The University aspires to provide a unique learning experience of high quality to our students and produce graduates whose competence will help them to make a significant contribution to the health of the community through pursuit of academia, research and health care. The University aspires to attract the best of students by offering a variety of excellent programs supported by quality administration and student support services. The University aspires to be known for excellence and impact of its research on the educational milieu of the nation and the outcomes of clinical care. The University aspires to be an integral part of the community through transfer of knowledge, continuous dialogue with the country’s health care planners and enhanced community service.
GMU Mission Statement It is the Mission of the Gulf Medical University to strengthen and promote excellence in medical education, biomedical research and patient care. GMU is committed to prepare a highly skilled health workforce made up of health care professionals, health management and support workers and health science investigators in order to meet the health care needs of the nation and the region. GMU will strive to produce health care professionals who will integrate the advances in research with the best clinical practices. GMU will promote health services, which incorporate the latest advances in scientific knowledge in a manner that supports education and research for the benefit of the community.
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From the President’s Desk
Dear Students, It gives me great pleasure to welcome you to the portals of Gulf Medical University where we are entering into an exciting new era! You are beginning a new chapter in your life here at Gulf Medical University. It will be a challenging yet exciting and illuminating journey for you. I am grateful to the Almighty Allah for the remarkable development the Gulf Medical University has undergone in the last 15 years, where the University has been able to make its mark in Medical Education, Healthcare and Research. We aspire to be among the best in the region, and we're making it happen right now. We have embarked on a journey of making GMU as a Research Based University in the coming years. Our students coming in from 67 nations around the world thrive in our culture of dynamism and innovation. We are proud of our traditions, our current standing and our vision for the future. GMU students come from every corner of the world to invest in education that inspires challenges and prepares them to be globally competitive. Eventually they discover a world of opportunities to explore new possibilities, new ideas and new perspectives to prepare them for life in their chosen career paths. Our students find in GMU a rich, vibrant, innovative, and enriching academic experience. The newly launched Center for Advanced Biomedical Research and Innovation (CABRI) has been established to evolve, integrate, and develop multi-disciplinary research and enhance the teaching activities of the university. It will also provide advanced diagnostic research and testing services in the areas of Allergies, Diabetes, Cardiovascular Disease and Hereditary diseases. Newer fields like Proteomics, Metabolomics and Genomics will be explored. The Center for Quality Enhancement (CQE) has been established as a central facility to enhance Quality within the University, the hospitals and laboratories of the group. The GMC Hospitals one among the Clinical Training sites for the students of the Gulf Medical University is now expanding rapidly with new hospitals in Dubai, Ajman, Sharjah and Ras Al Khaimah being added to enhance the clinical training facilities to students of Gulf Medical University. The latest expansions include the 25,000 sq.ft. modern simulation center to be made available for clinical training in the forthcoming academic year. I invite you to join us in this exciting journey into a bright future with a University that is talented, dedicated, and caring. We wish you a happy and fruitful time during your study in the Gulf Medical University.
Thumbay Moideen Founder President - GMU Board of Governors MBBS Student Handbook (AY 2013 – 2014)
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Welcome Note from the Provost
Dear Students, On behalf of the President, the faculty, administration and the student body, I am delighted to welcome you to the Gulf Medical University also known as GMU! The university learning community will now be made up of students working to become practicing physicians, pharmacists, dentists and physical therapists, a multi professional group very much like the multi professional healthcare delivery teams of the 21stCentury. We hope at GMU as you “Study together today to work together tomorrow” you will share the large pool of knowledge and experience that is available in the different health related disciplines with each other and grow to respect the contribution made by each health profession to provide comprehensive health care to the community you will together serve in the future. Members of the faculty, as well as students and staff have helped building this institution that is attracting regional, national and international attention. With a faculty committed to maintaining strong academic standards for our students and ourselves and the commitment of the administration and staff in every aspect of our mission and your contribution as a member of the university community we will together realize the potential to deliver the vision of GMU. The leadership of the faculty and staff at GMU is engaged in efforts to strengthen teaching, learning, research and creativity both at the undergraduate and graduate levels. GMU’s mission is focused on assuring the quality of its programs to the university student population. With the establishment of the Center for Advanced Biomedical Research and Innovation (CABRI), active research combined with public service shall further strengthen opportunities for learning. As you become familiar with the campus, your mentors and your peers you will surely be impressed with the multifaceted and rich academic environment. We are confident that your contributions to the lives of fellow students, your chosen career field and the university will be marked by excellence. Welcome.
Prof. Gita Ashok Raj MD; MNAMS Provost - Gulf Medical University MBBS Student Handbook (AY 2013 – 2014)
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Message from the Dean, College of Medicine
Greetings from College of Medicine, GMU! College of Medicine in its over 15 years of existence has remained undiminished in its endeavor to impart quality education and clinical training to our undergraduate medical students. We follow the organ-system based integrated curriculum incorporating elements of innovative trends in medical education. Students receive good clinical exposure to a large number and a wide variety of clinical cases as they are posted in Hospitals under Ministry of Health and Al Mafraq Hospital, Abu Dhabi under SEHA in addition to our own GMC Hospital at Ajman for their clerkship training in order to become safe practitioners of the future. I take this opportunity to thank MoH, SEHA & GMC Hospitals for offering their clinical training sites for our students. Every student undertakes a research project by the end of third year that enables to imbibe the quality of a scientist early in their training. Emphasis on evidence-based approach to decision making, participation in community services, professionalism and ethics form important elements of the curriculum. Students are trained to become self-learners and lifelong learners in order to adapt to the ever-changing advances in the medical field. College of Medicine is offering a number of short and long-term courses including AHA accredited Life Support Courses as part of continuing medical education. It is a reality for majority of students graduating from College of Medicine and wanting to update their knowledge and skills or pursue further studies, to look upon their alma mater to provide the same. The multi-national and multi-cultural mix of student diaspora is encouraged to participate in a wide variety of extra-curricular activities like cultural and ethnic day celebrations, debate and sports competitions. I thank our Founder President; Mr.Thumbay Moideen to provide us with constant guidance and support and today under his leadership and vision, College of Medicine is the ultimate destination for any student aspiring to be a successful doctor. Dear students, welcome to the College of Medicine, GMU for a promising and glorious future!
Prof. Manda Venkatramana, MS, FRCSEd, PGDHPE Dean, College of Medicine, GMU Professor of Surgery MBBS Student Handbook (AY 2013 – 2014)
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About The Student Handbook This handbook is a source of important information regarding Gulf Medical University (GMU) policies, regulations, rules, procedures and facilities which will be very useful to students during their studies. The material contained herein is a supplement to the Catalog and other information distributed to the students by GMU.
Every effort has been made to provide students with complete and accurate information. The University reserves the right to change program, requirements and to modify, amend or revoke any rule/s, regulation/s and / or financial schedules. However, the information published in this handbook shall be valid for the academic year for which it is published.
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ACADEMIC CALENDAR
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1.0 Academic Calendar 2013
Day
Events
Jul 31
Tue
Last day for application for admission
Aug 31
All days
Aug 15
Thu
Registration period Last day for payment of tuition and other fees for all returning students**
FALL SEMESTER Fall Semester begin 1st Year MBBS (Phase – I) Students and Parents welcome session Reopening for returning 4th Year (Phase – III Year 1) students Reopening for returning 5th Year (Phase – III Year 2) students at Mafraq Hospital, Abu Dhabi Reopening for returning 2nd Year (Phase – II Year 1) students Reopening for returning 3rd Year (Phase – II Year 2) students
Sep 4
Wed
Sep 8
Sun
Sep 26
Thu
Oct 13 - 17
Sun –Thu
*Eid Al Adha Holiday
Nov 4
Mon
*Islamic New Year Holiday
Nov 5 - 6
Tue & Wed
Dec 2
Mon
Dec 22 – Jan 2
Sun – Thu
Dec 28
Sat
White Coat Ceremony
GMU Annual Scientific Meeting National Day Holiday Fall Semester Break for the I, II, III & IV Year MBBS students Phase – III Year 2 Semester – 9 Examination
2014 Jan 1
Wed
New Year Holiday
Jan 4
Sat
Phase – III Year 1 Semester – 7 Examination begins
Jan 5
Sun
Phase – II Year 2 Semester – 5 Examination begins
Jan 6
Mon
Phase – II Year 1 Semester – 3 Examination begins
Jan 9
Thu
V Year MBBS Sessional Examination begins IV Year MBBS Sessional Examination begins
Jan 13
Mon
*Al Moulid Al Nabawi Holiday
Feb 2 Feb 9
Sun Sun
Phase – III Re-sit Examination begins Final MBBS Part – II Professional Supplementary Examination begins
Feb 10
Mon
Final MBBS Part – I Professional Supplementary Examination begins
Feb 16
Sun
Phase – I Semester – 1 Examination begins
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SPRING SEMESTER Feb 23
Sun
Spring Semester begin
Mar 20
Thu
Annual Sports Day
Mar 21
Fri
GMU Global Day
Mar 22
Sat
GMU Literary Day
Mar 30 – Apr 10
Sun Thu
Spring Semester Break for the I, II, III Year MBBS Students
May 26
Mon
*Israa Al Mihraj Holiday
Jun 16
Mon
V Year MBBS Sessional Examination begins
Jun 22
Sun
Phase – III Year 2 Semester – 10 (theory & OSCE) Examination begins Phase – II Year 2 Semester – 6 Examination begins
Jun 29
Sun
Phase – I Semester – 2 Examination begins
Jun 28
Sat
Jun 30
Mon
IV Year MBBS Sessional Examination begins
Jul 6
Sun
Final MBBS Part – II Professional Examination begins
Jul 13
Sun
Jul 20
Sun
Jul 27 – Aug 31
Sat
*Holy month of Ramadan Starts
Phase – III Professional Examination begins Phase – II Professional Examination begins Final MBBS Part – I Professional Examination begins Phase – I Professional Examination begin Phase – III Year 1 Semester – 8 Examination begins Phase – II Year 1 Semester – 4 Examination begins Eid Al Fitr Holidays & Summer vacation
* Islamic holidays are determined after sighting the moon. Thus actual dates of holidays may not coincide with the dates in this calendar. **All tuition and other fees are subject to revision by Gulf Medical University’s Board of Governors in accordance with University requirements. Every year, fees are reviewed and subject to revision. As and when fees are revised, the new fees will be applicable to all enrolled and new students. The amount shown in this document represent fees as currently approved.
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UNIVERSITY DIVISIONS & ACADEMIC PROGRAMS
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2.0 University Divisions and Academic Programs The University has six academic divisions offering following degree and non-degree programs. College of Medicine (CoM)
Bachelor of Medicine & Bachelor of Surgery (MBBS) Program Bachelor of Biomedical Sciences (BBMS) Program
College of Pharmacy (CoP)
Doctor of Pharmacy (PharmD) Program
College of Dentistry (CoD)
Doctor of Dental Medicine (DMD) Program
College of Allied Health Sciences (CoAHS)
Bachelor of Physiotherapy (BPT) Program
College of Graduate Studies (CoGS)
Master of Science in Clinical Pathology (MS CP) Master in Public Health (MPH) Master in Toxicology (MTox) Diploma in Toxicology (DipTox) Masters in Human Reproductive Biology (MHRB) Master of Physical Therapy (MPT)
Center for Continuing Education and Community Outreach (CCE&CO)
Non degree programs
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LICENSE & RECOGNITION
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3.0 License & Recognition The following programs have received Initial Accreditation from Commission for Academic Accreditation, Ministry of Higher Education & Scientific Research (CAA MOHE&SR), AbuDhabi – UAE. SI.No
Program
Month &Year of Initial Accreditation
1
Bachelor of Medicine & Bachelor of Surgery (MBBS)
September 2004
2
Bachelor of Physiotherapy (BPT)
3
Doctor of Pharmacy (PharmD)
4
Doctor of Dental Medicine (DMD)
5
Master of Science in Clinical Pathology (MS CP)
6
Master in Public Health (MPH)
July 2010
7
Master in Toxicology (MTox)
July 2010
8
Diploma in Toxicology (Dip Tox)
July 2010
9
Masters in Human Reproductive Biology (MHRB)
10
Master of Physical Therapy (MPT)
11
Bachelor of Biomedical Sciences (BBMS)
June 2005 August 2008 September 2008 January 2009
December 2012 May 2013 October 2013
Gulf Medical University is listed in the WHO World Directory of Medical Schools and in the Eastern Mediterranean Regional Office (EMRO), WHO website. http://www.emro.who.int/hped/ Gulf Medical College is listed as an accredited / recognized medical school in the International Medical Education Directory (IMED) published by Foundation of Advancement of International Medical Education and Research (FAIMER) at the website http://imed.ecfmg.org/
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THE CAMPUS
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4.0 The Campus The Gulf Medical University is located in the Al Jarf area in the northern emirate of Ajman on a vast stretch of land extending up to a 100,000 sq.mtrs and a built area of 1,90,000 sq.ft. It has laboratories, classrooms and administration buildings, a standalone building that houses the library and the modern multimedia centers, a cafeteria, multi-cuisine restaurant and a sports complex with courts for lawn tennis, basketball, volley ball and lush green grounds for cricket and football and the vacant grounds have been earmarked for the future multispecialty hospital, the residence halls for students and living quarters for the staff and faculty.
The Gulf Medical College Hospital and Research Center is located a few miles away on the side of a main arterial road entering Ajman from the neighboring emirate of Sharjah and currently serves as the teaching hospital for GMU. The affiliated hospitals are located in the different emirates: Mafraq Hospital in Abu Dhabi (HAAD), Sheikh Khalifa Hospital in Ajman, Umm Al Quwain Hospital in UAQ and Ajman Municipality Public Health Clinic.
The GMU Campus includes modern facilities with classrooms, laboratories and learning center that are appropriately equipped with up-to-date instructional and educational aids. GMU encourages social, cultural and other extra-curricular activities and sports to enhance a comprehensive personality development. The spacious campus spotted with greenery contains student rest rooms, prayer halls, indoor and outdoor sports facilities, first aid clinic, and student car parking. The facilities are well connected with each other making it easy for students to move from one area to another.
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LOCATION MAP
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5.0 Location Map
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UNDERGRADUATE ADMISSION POLICIES & PROCEDURES
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6.0 Undergraduate Admission Policies & Procedures 6.1 Policy Statement Gulf Medical University admits students irrespective of their national origin, color, gender or religion to all the rights, privileges, activities and programs offered by the university. The University stands for the highest moral and academic standards consistent with the heritage and cultural background of the United Arab Emirates and shall aspire for national and international recognition of its programs and degrees. The University sets high standards for previous academic performance to attract student of high caliber and to meet and exceed the standards of high retention, low attrition and outstanding academic performance required to fulfill the accreditation standards for every program offered by the University. 6.2 Undergraduate Admission Requirements
Applicants shall meet all criteria for admission into each programs offered by the University as laid down in the Standards published by the Commission for Academic Accreditation, Ministry of Higher Education and Scientific Research, UAE.
The applicant must have completed a minimum of 12 years of education in school and passed subjects in Physics, Chemistry and Biology in higher secondary school.
The applicant must have secured a minimum of 80% marks as per U.A.E. Secondary School education standards or its equivalent in each of the three science subjects (Physics, Chemistry, Biology)
Students who complete their secondary school education as per UK curriculum must have completed at least two of the three science subjects (Physics, Chemistry, Biology) in ‘AS’ levels or ‘A’ levels provided they have passed in all the three subjects in their ‘O’ levels. The minimum grade required is B/C in AS/A level in Chemistry, Biology or Physics.
A score of at least 28 of IB (International Baccalaureate) and for holders of American Diploma a minimum score of 80% is required in addition to a SAT II score of at least 550 in Biology.
An aggregate score of 75% for Pakistan Board, 80% for Indian State Board and 75% for Indian Central Board while the minimum score of 70% in each subject of Biology, Physics and Chemistry is required.
The applicant must have completed 17 years of age on or before the 31st of December of the year of admission.
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The applicant must have proficiency in spoken and written English and Science terminology.
The applicant must have passed the English language proficiency test such as TOEFL or IELTS. A minimum score of 500 TOEFL (173 CBT, 61 iBT) or its equivalent in a standardized English language test, such as 5.0 for IELTS or any other equivalent internationally recognized test.
The applicant shall appear for a written MCQ test and a personal interview before the GMU Admissions Committee.
The Admissions Committee shall evaluate all applicants for both cognitive and noncognitive traits demonstrating their aptitude for the chosen area of study.
Applicants shall submit all academic documents and official transcripts / credits / grades / marks duly attested by the Ministry of Education, U.A.E. and Ministry of Foreign Affairs, U.A.E. or U.A.E. Embassy in their country on admission into the program.
Applicant shall submit a copy of the Equivalency Certificate issued by the Ministry of Education – U.A.E.
Applicant shall submit a copy of the Emirates ID.
Students of Indian nationality are required to obtain an “Eligibility Certificate” from the Medical Council of India / Dental Council of India, New Delhi before they seek admission into the MBBS / DMD program.
On admission, the student shall submit a copy of the individual’s birth certificate or proof of age, the applicant’s passport, and a copy of UAE nationality ID (Khulasat AlKayd), a Certificate of Good Conduct. A medical fitness certificate including blood test results, fifteen recent colour photographs, a written pledge by the applicant agreeing to comply with University rules and regulations, the application form duly filled up with complete details, a receipt for payment of a non-refundable fee towards admission.
All information regarding admissions shall appear in the Catalog, Institutional website and in any other forms of advertisement circulated by the University. 6.3 Admission Process This is carried out in several stages: 1) Advertisement in the media: Information in the media will include details of the programs, colleges of the university, admissions criteria and online registration form. 2) Scrutiny of information: The Admissions Committee scrutinizes the credentials of the applicant with reference to the high school education: courses, grades in the qualifying examinations and the overall suitability of the applicant for admission into the program. The committee would also inform the applicant regarding the need for any additional documents that may be required.
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3) Short listing: Applicants whose credentials have been accepted as adequate by the Admissions Committee are informed about the date and time for a personal interview that would be conducted in Gulf Medical University, Ajman. GMU will provide necessary help concerning visa arrangements for students from outside UAE. 4) Personal Interview: The Admissions Committee of GMU will conduct the personal interview. The committee follows a protocol for the interview that will last approximately 45 minutes. The conversation during the interview will be in English. This will be in an informal atmosphere and the applicant will be given ample opportunity to respond to the questions in a relaxed manner. After the personal interview, the Admissions Committee will submit its recommendations to the Provost concerning the suitability of the candidate for admission. 5) Provost Approval: The Provost of GMU will finalize admissions after studying the recommendations of the Admissions Committee. The decision of the Provost on matters concerning admissions shall be final. 6) Academic Advising: GMU is committed to provide academic advising in order to advise students in the development and pursuit of academic objectives consistent with their life goals and the available opportunities at the university. 7) Medical Fitness: Students admitted to GMU are required to submit a Medical Fitness certificate soon after they have registered on the University rolls. The Medical Examination in this connection will be carried out in GMC Hospital & Research Center, Ajman. 8) Enrollment: Candidates who are finally selected for admission are required (within the time announced on the notification of selection) to submit a letter of acceptance to the Provost, along with the fee in cash or by demand draft in favor of Gulf Medical University, Ajman payable at Ajman, U.A.E. Failure to comply with this requirement will result in cancellation of the admission. 6.4Documents Required for Admission:
Application form with all entries completed Attested copy of High School Mark Sheet Certificate of English language proficiency test True copy of applicant's passport Fifteen recent passport-size photographs Emirates ID copy Equivalency certificate issued by the Ministry of Education, UAE
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6.5 Transfer Admissions Policy and Procedures: Students shall be considered for transfer only as per the following Transfer Admissions Policy of the University:
Only students from a federal or licensed institution in the U.A.E. or a recognized Foreign Institution of higher learning shall be eligible for admission by transfer. All transfer students shall meet the English Language proficiency requirements of the program to which they are transferred. All transfer students shall submit official transcripts before admission to the Program in which they are transferred. All transfer students shall submit official transcripts of credit earned from all institutions of higher education previously attended before admission to undergraduate programs. Only students who are in good academic standing (a minimum cumulative grade point average of 2.0 on a 4.0. scale, or equivalent) for transfer to an undergraduate program of study similar to that from which the student is transferring shall be accepted for admission. Students who are not in good standing shall be transferred only to a program in a field different from the one from which the student is transferring. The University shall transfer undergraduate program credits only for courses relevant to the degree that provide equivalent learning outcomes and in which the student earned a grade of B (2.0 on a 4.0 scale) or better; The University shall inform applicants for transfer admissions or re-admission of the transfer credits earned for previous courses. The University shall limit transferred credit hours to less than 50% of the total credit hours required for the program. The University shall not grant credit twice for substantially the same course taken at two different institutions. The University shall allow the transfer of credits for clinical training only when done in the U.A.E.; in exceptional circumstances, in which case waiver of this condition shall be sought from the CAA, MoHESR before admission. On admission, the student shall submit a copy of the individual’s birth certificate or proof of age, the applicant’s passport and a copy of UAE nationality ID (Khulasat Al-Kayd), a Certificate of Good Conduct, a medical fitness certificate including blood test results, six recent color photographs, a written pledge by the applicant to comply with University rules and regulations, the application form duly filled up with complete details and a receipt for payment of a non-refundable fee towards admission.
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6.6 Transfer within GMU The students' wishes are taken into consideration when applying to the programs of Gulf Medical University. However, they will be allowed to transfer to other programs available in the university according to established rules based on the recommendations of the Admissions Committee. 6.7 Re-admission Students who are on leave for a period of one year must apply for re-admission to the program through the Admissions Office.
Students in Good Standing: Students who are absent on approved leaves must apply for re-admission before they will be permitted to register for the semester. Students Suspended for misconduct: Students who have been rusticated from the university and under probation must apply for readmission and may be readmitted after serving the suspension period. Students on academic probation: Students who fail to meet the minimum GPA requirement but have satisfied other requirements may be allowed to register as a non-matriculate student for a probationary period. Non matriculated students who achieve a minimum GPA of 2.0 can be readmitted, provided they meet all the other requirements.
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STUDENT SERVICES
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7.0. Student Services 7.1 Office of Student Affairs The Office of Student Affairs supports and complements the mission of the University and its academic programs by creating a comfortable, safe and secure environment that contributes to the success of the students’ educational mission and personal growth. It helps to involve students in the university community by providing appropriate student organizations, activities, publications and opportunities for interaction with faculty, staff and peers outside the classroom. 7.2 Counseling Services 7.2.1 Student Counseling Policy All counseling sessions are conducted with the utmost regard to confidentiality and all records kept by Counselor are treated as confidential. Information shared with a counselor is not released to anyone outside the Counseling Services office. Information may be released under the following exceptions, if,
the student gives written permission to disclose information (In that instance, the student determines what information is to be released and to whom.) or A student presents a danger to himself / herself or to another person. Students meeting with a counselor shall be encouraged to discuss any concerns that they have about confidentiality. 7.2.2 Academic Counseling Policy Student advising is part of the academic duties of every faculty member. The Dean or Chair of the Academic Unit assigns advisors so that the number of advisees per faculty member is as small as possible. Each student shall have an appointed full-time faculty advisor. This does not preclude informal advising with a student regarding progress in the courses being taught. Student advising is not limited to registering students, but encompasses all aspects of academic advising, including selection of electives, counseling on any academic difficulty/ ies or problem encountered, and monitoring the academic progress of advisees.
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An academic advising guide has been prepared by the Provost’s office and is distributed to all academic advisors. Students receive notification of their faculty advisor and a listing of all students and advisors is available in the Academic Advising Center (AAC). Prior to actual course registration, faculty are available to advisees during their scheduled office hours to discuss academic programs and issues related to vocational, career and educational goals. A record is kept of the advisory meetings. Faculty advisors assigned to the Office of Advising, Assessment and Counseling Center shall coordinate further referrals. Adjunct faculty is not to be responsible for the academic advisement of their students. 7.2.3 Personal Counseling Professional counseling is available for personal problems (i.e., financial, career, home, health) especially if you have;
Physical complaints when no medical causes can be found. Excessive anxiety for examinations / accommodation / or home sickness. Lack of interest in daily activities. An unusual amount of irritability or fear to mingle with friends. Not been able to cope with studies. Inability to concentrate. Personality changes that can’t be explained such as sudden shifts in mood / behavior.
Referrals are made to the office of Admission & Registers regarding regulations concerning questions of transfer; to the Accounts Office regarding financial aid issues; to the Career Counselor’s Office regarding career or job placement issues; by the Dean Student Affairs who attends to all student activities, discipline issues, university policy etc. 7.2.4 Student Activities Policy The Office of Student Affairs offer comprehensive programs and services that foster an educational environment conducive to the overall development of students. The Office of the Dean of Student Affairs oversees all departments catering to various student services and serves as an advocate for students in the development of University policy. The Office is also responsible for administering the University code of conduct (judicial policies). Information on specific programs and services particularly athletic, cultural and literary like GMU Global day celebrations, intercollegiate Sports meet, debates, presentations at scientific meetings, health exhibitions shall be published in the Student handbook, MBBS Student Handbook (AY 2013 – 2014)
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University Catalog and displayed prominently on Student Notice Boards, the University Website and MYGMU e-platform to encourage participation by all students in these events. 7.3 GMU Undergraduate Student Council The GMU student council comprises of representatives elected from the various academic programs. GMU Student Council shall have representation in faculty committees such as Academic Council, College Council, Student Affairs Committee, Curriculum Development Committee, Library Council, Sports, Culture & Literary Committee, Campus Health, Campus Safety and Security Committee. The student council comprises of class representatives. Each class will elect student representatives who would coordinate the curricular and extracurricular activities of the class. Each class will elect two representatives comprising one male and one female. The class representatives will be elected following an approved election procedure and the procedure consists of the following stages: Nominations of the candidates are submitted to the Dean / Associate Dean of Student Affairs. The Dean / Associate Dean of Student Affairs will supervise the voting and declare the results of the election. The names of the elected class representatives will be announced to the University. Elected student representatives will be invited to the Office of the Dean / Associate Dean of Student Affairs where they will sign a formal document accepting their duties and responsibilities as elected members of the student council. The elected representatives from the student council will represent in different committees. The University reserves the right to remove student representatives from their office on disciplinary grounds and/or inadequate performance. Duties and Responsibilities of Student Representatives 1. To interact with other students in the class and collect data on matters pertaining to the teaching program, examinations and student welfare measures. 2. To bring to the notice of the faculty, Associate Dean or the Dean any matter/s relating to student activities, which require modification/s or corrective measures. 3. To attend meetings of Student Council with the Associate Deans and the Dean at regular intervals. The members of the Student Council are expected to come prepared with the agenda for such meetings so that all relevant points can be discussed in an orderly manner. MBBS Student Handbook (AY 2013 – 2014)
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4. To identify any personal problem of the students which require immediate or urgent intervention and brings it to the notice of the faculty, Associate Deans or the Dean. 5. To recommend effective measures relating to student activities (academics, discipline and welfare). 6. To act as a healthy and reliable link between the students on one hand and the members of faculty and administration on the other. 7.3.1 Student Council Executive Board Elected representatives from the Student Council form the Student Council Executive Board comprising one student from each program who will attend the respective college council meetings called for by the Deans of the respective colleges. The university reserves the right to remove any student representative from their elected office on disciplinary grounds and / or inadequate performance. Students indulging in Academic or Personal misconduct will not be allowed to be elected for Class Representative or Member of Student Council Executive Board; and those holding these posts already stand to be disqualified. 7.3.2 Student Publications Students write, edit and publish a newsletter (Previously ‘GMU Pulse’, under name change at present), which is an essential feature that chronicles student life at GMU. The students’ newsletter expresses their sense of commitment and degree of cooperation as well as their awareness of the educational and social issues that affect life in the GMU. The newsletter reflects the make-up of the GMU and it appears in two languages - Arabic and English. 7.3.3 Student Behavior
All students are expected to maintain decorum and decency in conducting themselves in the Campus. Men and women students should not be seen together anywhere in the campus including the central hall, corridors, learning center or cafeteria. Members of faculty have been requested to be on the vigil about this and have been authorized to censure any student violating this regulation.
7.4 Student Academic Services 7.4.1 The Dean’s Office The Office of the Dean oversees all departments catering to various student academic services. MBBS Student Handbook (AY 2013 – 2014)
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7.4.2 Office of Student Affairs Office of Student Affairs coordinates all matters concerning student council, student welfare, career guidance, alumni affairs, student health, placement, student discipline, residential halls, transportation, student publication, student activities and sports. Student may approach the Associate Dean Student Affairs to resolve issues regarding student affairs and student support services. 7.4.3 Career Service Office The University has a full time Career Counselor. 7.4.3.1 Career Service Policy The Career Counselor shall be available at all hours on all working days throughout the year; Students are encouraged to meet the Career Counselor and discuss their career plans. All students are encouraged to avail of clinical training at sites available in the country and abroad during the summer break. The students are encouraged to seek help in preparing their curriculum vitae. Students shall also be helped in filling application forms for taking various licensing examinations being held in the country and abroad. The career counselor collects and disseminates information about the various hospitals, institutions and universities offering internship and residency programs in the country and abroad. The career counselor shall encourage graduates to keep in touch with the alma mater through the University’s website, correspondence and telephone. The Career Counselor maintains a register of GMU Alumni. The Career Office also keeps a record of employment of all Alumni and seeks evaluation of the GMU graduate as an employee. The Career Counselor shall submit reports periodically to update the Alumni records in the Center for Quality Enhancement (CQE). 7.4.4 Financial Aid Office Information on financial aid may be obtained from the Chief Accounts Officer of the Gulf Medical University. MBBS Student Handbook (AY 2013 – 2014)
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Refer to Section 11.13 under Financial Aid and Scholarships in this document for further details.
7.5 Health Services A First Aid Room is available in the GMU campus. All GMU students shall be eligible for medical treatment in the GMCHRC. 7.5.1 Health Services Policy In order to streamline the health care needs of GMU students, a Campus Medical Center has been established. This will provide care in the following areas: o First Aid Service at GMU o Referral to GMC Hospital o Coordination between GMU & GMC Hospital The student Management System has been linked with that of the hospital for easy identification of student for treatment. As part of the registration procedures, every student must be covered for health services under one of the two following plans. Plan – I is compulsory for all GMU sponsored students. This provides medical benefits under the GMCHRC Health Card. Plan II is compulsory for others who are officially enrolled in health insurance plans with their families. Students shall be required to present the Student ID as identification document on registering for medical treatment. The Office of the Academic Affairs at GMCHRC shall make arrangements for access to health care facilities at the hospital and to encourage students to undergo vaccination. It is compulsory for all GMU students to have a valid Third Party Liability (TPL) Insurance. Students shall be informed regarding the benefits of immunization and testing for communicable diseases and encouraged to undertake appropriate immunizations and tests. 7.6 Third Party Liability (TPL) Insurance As per the Ministry of Health (MoH) guidelines, all students undergoing clinical training at various hospitals are required to have a valid Clinical Training – Third Party Liability Insurance. This insurance cover is restricted to training hours only and / or whilst
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participating in indoor and/or outdoor university activities under university’s expressed authorization including transportation from and to training centre by university vehicles.
7.7 Student Records Policy
The University shall maintain confidentiality of student records. The student records shall be stored in safe custody and only authorized personnel shall have access to them. Transcripts shall be issued only upon the signed request of the parent or the student. Under no circumstances shall the student records be released to any third party without the knowledge of the student or the student’s parent. All official records shall be signed by the Provost of the University whose signatures only shall be recognized outside the bounds of GMU. A progress report shall be sent regularly to the contact address to inform the guardians about the ward’s progress. The records policy shall be published in the student handbook for information. The Office of the Dean Admissions & Registers shall maintain the student’s permanent academic record and requests to view the individual’s record must be made to the Office of the Dean Admissions & Registers. The program office of academic program in which a student is enrolled also maintains student files that are considered non-permanent. Students have the right to access their program file except documents where access has been waived (e.g. recommendation forms). A student must submit an application to the Dean Admissions & Registers office to obtain access to his/her program academic record.
The Dean Admissions & Registers Office shall ensure:
The continuous maintenance and back up of student records with one set stored in a secure location, preferably off-site in a vault or fireproof cabinet. Special security measures to protect and back up computer-generated and stored records. Confidentiality of records. A definition of what constitutes the permanent record of each student; the right of access to student records, including students’ access to their own records. The authority to manage and update student records. Appropriate retention and disposal of records.
7.8 Information Release Policy
The University shall neither deny nor effectively prevent current or former students of the University the right to inspect and review their education records. Students shall be granted access to their records within a reasonable period of time after filing a request. Students have the right to request the amendment of their
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education records to ensure that the records are not inaccurate, misleading or otherwise in violation of their privacy or other rights. The University shall not release or provide access to education records, except “directory” information, without the written consent of the student to any individual, agency or organization. The University is, however, authorized to provide access to student records to Campus officials and employees who have legitimate educational interests in such access. These persons are those who have responsibilities in connection with the academic, administrative, or service functions of the university and who have reason for using student records connected with their academic or other university responsibilities. Disclosure may also be made to other persons, Ministry and Government officials or organizations under certain conditions (e.g. as part of an accreditation or program evaluation; in response to a court order, audit in connection with financial aid; or to institutions to which the student is transferring). The University shall designate the following items as “directory” information: student name, addresses, telephone numbers, major field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, most recent previous school attended and photograph. The University may disclose any of those items without prior written consent, unless notified in writing on the form available from the Dean Admissions & Registers. Confidentiality of information shall be highly respected at GMU. If students wish that any of their education record shall be available to anyone, a consent form shall be available in the Office Admissions and Registers. If there is no consent form, information will not be disclosed except to the appropriate person(s) in connection with an emergency, if the knowledge of such information is necessary to protect the health or safety of the student or other persons. Under no circumstances shall the student records be released to any third party without the prior knowledge of the student or the student’s parent.
7.9 Plagiarism and Copyright Policy: Plagiarism is defined as “a piece of writing that has been copied from someone else and is presented as being your own work”. The student should cite the sources if they use someone else’s ideas. If the student include copyrighted material in their thesis, they are responsible for obtaining written permission from the copyright holder. The Gulf Medical University takes no responsibility in this regard. To avoid plagiarism, student must mention the sources properly using footnotes, endnotes or references, inclusion of illustrative graphs, charts etc. which are copyrighted sources, permission letter should be included.
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Copyright is legal protection of intellectual property. As thesis is legally classified as publication and an intellectual property of the student, during the preparation of thesis, the student should consider the copyright laws regarding the protection of original work. Copyright ownership means that the student has the exclusive right to print, reprint, copy, sell, and prepare derivative works based on their work. 7.10 Dress Code Professional Dress Students should at all times maintain a neat and clean appearance, and dress in attire that is appropriate. When students are functioning as medical / health professionals, either with clinical patients or simulated patients, dress must be appropriate and professional. A professional image increases credibility, patient’s trust, respect, and confidence. In addition, because medical and health sciences students utilize facilities on campus where patients and the public are present, professional dress and appearance are also expected even when students are not engaged in patient care. In addition, most of the clinical facilities have specific dress code policies that must also be followed. Furthermore, Photo I.D. badges are to be worn at all times. Violation of the dress code can have detrimental consequences for patient care and could damage the reputation of the institution. Flagrant and repeated violations of the dress code may be deemed to signify a lack of insight or maturity on the part of the individual student and call for counseling and discipline. The immediate supervisor may choose to discuss initial violations of the dress code directly with the student. Serious or repeated violations may be subject to disciplinary action.
Students of GMU are expected to maintain decorum in their dress code in accordance with the dignity of the medical profession and of the institution. Traditional dresses are allowed for only U.A.E nationals. Students must wear white coats with identity cards / badges on entering the campus / clinical sites and must wear the coats as long as they are inside the campus / clinical sites. The white coat must be clean and well maintained and of acceptable quality. The white coat must be worn fully buttoned. The security and duty staff have the right to reject admission to any student into the campus when not properly dressed or when not wearing the white coats. White coats are to be worn only inside the college and hospital premises. Students should not wear white coats in public places such as supermarkets. Women students must take special care in avoiding skin tight and revealing dress. They must have their hair properly tied up and must not keep the hair loose. All women students must wear dress, which reaches down to the ankle level. Students must wear dress that does not hinder practical or clinical work.
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7.11 Dining Services GMU provides modern dining services in the campus where meals are served at a reasonable price. The dining facilities are provided at 3 locations in the campus and 2 in the GMC hospital. The ‘Terrace’ a multi cuisine restaurant located in the campus serves all the Arab, Continental & Asian cuisines. 7.12 Recreational Facilities State of the art recreational facilities are provided in the Body & Soul Health Club, a gymnastic unit of GMU. Membership is provided to the students at a concessional rate and they can enjoy all facilities including swimming. World class Basketball, Volleyball courts, Tennis courts, Cricket & Football fields have been located in the campus. Separate indoor Table Tennis facility for male and female students has been provided. The sports committee announces inter-collegiate sports events every year wherein interested students can participate. 7.13 Student Support Services Faculty in-charge/ Coordinators
Name
Tel.No: 06 7431333
Hostel :
Dr. Joshua Ashok Mrs. Sherly Ajay
Ext. 317 Ext. 384
Sports & First Aid:
Prof. Ishtiyaq Ahmed Shaafie
Ext. 211
Cultural Activities:
Mr. Vignesh Unadkat
Ext. 240
Library:
Dr. Syed Shehnaz Ilyas
Ext. 316
Mr. Aslam Hameed Mr. Diaz Idiculla Mr. Ansal
Ext. 300 Ext. 221 Ext. 221
Mr. Subeesh Mr. Supreeth / Mr. Bilal Mr. Fayaz Mohammed
Ext. 219 Ext. 222 Ext. 238
Mr. Sakthi
Ext. 283
Administrative Assistance: Accounts: Library:
Common Rooms, Common utilities and Transport: Audio Visual Aids: Visa and Health Card: Photocopy Section, Mail Boxes and Sub store MBBS Student Handbook (AY 2013 – 2014)
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7.14 GMU Physical Facilities 7.14.1 Lecture Halls The lectures are usually held in the four main lecture halls - Lecture Hall I, Lecture Hall II, Lecture Hall III and Lecture Hall IV. In addition the demonstration rooms located close to laboratories are used in teaching smaller classes for lectures, group discussions, seminars and tutorials. The graduate students have their classrooms in the teaching / learning center. 7.14.2 GMU Testing Center The state-of-the-art GMU testing center is the latest addition to the ever-growing facilities of Gulf Medical University. This new unit is capable of accommodating placement tests, examinations or any other form of testing through a sophisticated technical set-up. With a capacity of holding up to 88 participants, the centre has all modern facilities. To meet the standards required for international testing regulations, invigilators are supported with adequate number of CCTV cameras in each testing halls. The testing center has a data processing room where post-test analysis of scores could be done or the central valuation room for the examiners to value paper based tests. Access to the center and examination halls is user-friendly to people with special needs (wide elevator and doors). 7.14.3 Common Rooms & Lockers Separate common rooms with locker facility are available for male and female students. Locker keys may be obtained from the Administrative office. In the event of any damages to the lockers or loss of keys, a fine of AED 100 is levied. Only materials pertaining to academic and learning needs are to be kept in the lockers; strict disciplinary action is taken if any objectionable material is found in the lockers. 7.14.4 Masjid Separate entrance for men and women with ablution facilities are provided in the Masjid. 7.14.5 Mail Box All incoming postal mail would be kept in the designated area close to the photocopying section. 7.14.6 GMU Hostel Separate hostel facilities for male and female students are provided on request. Resident wardens in the hostels take care of student needs. Indoor games and Internet facilities are available for recreation and study. MBBS Student Handbook (AY 2013 – 2014)
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A. Aim: The Office of Student Affairs support and complement the mission of the college and its academic program by creating a comfortable and safe environment that contributes to the success of resident students’ educational progress and personal growth. The hostel offers a learning environment that fosters self-dependence, respect for social and communal norms, and tolerance of cultural diversity. The residence halls provide opportunities for residents to improve their leadership, communication and social skills, which support their academic development. B. Hostels GMC Girls Hostel GMC Boys Hostel
Ajman Ajman
Single / Sharing rooms Single / Sharing rooms
C. Hostel Fees details Students who are sent out of the hostel on disciplinary action will not be eligible to get refund of the rent. Hostel Ajman
Single 19000/- + 1000 security deposit
Sharing 13000/- + 1000 security deposit
D. Hostel Regulations These rules have been formulated to help the students to study comfortably in the hostel, to ensure their safety and maintain discipline. All the inmates of the hostels are to strictly adhere to these rules. 1.
Right of Occupancy a. b. c. d. e.
2.
GMU students who have paid or arranged for the payment of their hostel fees, tuition and other college fees have the right to reside. Rent is charged for one academic year extending from the beginning of the academic year to the end. Request of renewal to be submitted and paid before the next academic year. The room is confirmed only on payment. Students leaving the hostel in the middle of an academic year are not eligible for refund of the rent. Student has the right to report to the Warden, Hostel In charge or Office of Student Affairs in case of any difficulty faced during her / his stay in the hostel.
Security a.
To ensure the security of all students, all GMU hostels are protected by security staff / warden for 24 hrs. throughout the year.
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3.
Facility a. b. c.
4.
Air conditioned room with kitchen and bathroom, cot with mattress and quilt, fridge, study table and chair, wooden cupboard, micro-oven. Water cooler provided in each floor, common washing area, computer lab and exercise room. Cleaning, transportation and fulltime warden.
Curfew a.
b. c. d.
e.
f.
During week days (Sunday, Monday, Tuesday, Wednesday, & Thursday) all resident female students are expected to be in their respective dorms by 9:00 p.m. and male students by 9:30 pm During weekends (Friday & Saturday) female students must report back before 10:00 p.m. and male students report back before 11:00 p.m. Daily attendance of hostel students will be conducted and submitted to the Hostel In-charge and Office of Student Affairs. The hostel Warden monitors the attendance records regularly for tardiness and absences. Repeated violation of attendance regulations will be reported to the Office of Student Affairs. Students require prior permission from the warden before leaving the hostel for shopping. Details about their movement in such cases should be entered in a movement register maintained for this purpose. Hostel doors will be closed by 11:00 pm.
Violation of the curfew timings and hostel regulations may result in the cancellation of the hostel facility. 5.
Weekend / Vacation out-pass policy a. Female students who wish to go out to visit their parents or relatives must obtain prior permission from their parents or nominated guardians on each occasion. b. A letter must be faxed /email to the Office of Hostel In-charge (fax no: 06-7468989 or email:
[email protected] or Warden Daisy Thomas, email:
[email protected] Warden Subaida, email:
[email protected]) well in advance for prior approval. c. Student should fill out the out-pass form before leaving.
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6.
Inter-visitation a.
GMU students who are not residents of the hostel and parents are not permitted to stay in the hostel. b. On emergency purpose, one–day stay of non-residents (current GMU student/ GMU student’s sister), concerned student requires to take prior approval (at least 3 days before) from the Office of Student Affairs. A visitor fee of AED 100/- per day will be charged. Student is requested to submit the receipt of payment on entry to the hostel. c. Hostel students may be permitted to have visitors / friends in the visiting area and will not be permitted to take them to their rooms. d. GMU students visiting hostel inmates are required to fill the form and take the approval from the Warden. e. Outsiders other than parents or nominated guardians are not allowed inside the hostels. Parents are allowed to visit their ward’s room only on the first day of the University or on emergency situation upon approval. 7.
Smoking / Alcohol / Drugs a. b.
Smoking, seesha and using drugs / alcohol are strictly prohibited in GMU hostels. If a student is found using drug / alcohol / seesha etc., he / she will face severe disciplinary consequences.
8.
Littering a. Since the hostels are the residents’ second home, all students are expected to maintain cleanliness inside the halls. b. Rooms are inspected periodically for cleanliness. c. Students are also expected to regularly empty the garbage in their rooms. d. In the event a student room is found to be in a dirty state, the Student Affairs office has the right to charge the student for getting it cleaned.
9.
Cable / TV / Internet / Computer Room a. Students are allowed to have Television of their own. b. Hostel has the Wi-Fi connections on all floors and an additional computer room with internet connection is provided for learning purpose. c. Computer /Internet usage will be viewed seriously and any misuse will entail discontinuing the facility.
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10.
Exercise area (Girls’ Hostel Safeer area) a. Students are provided with tread mills for exercise. b. Students utilizing need to sign in the usage of time in the register.
11.
Meals and Cafeteria a. Micro-oven and Fridge has been provided for warming and storing of food. b. Procuring ordered food from outside restaurants should be delivered before 10:00 pm. Any late deliveries will not be permitted. c. The facility of hostel delivery of food is arranged from the University Terrace Restaurant (Contact no: 06-7430002)
12.
Transportation Hostel students are provided transport facility to the University. On regular class days, University bus has been arranged as per following schedule:Time Pick up to the University Pick up from University
Main Girls Hostel (Safeer area) First trip : 8:00 am Second trip : 8:10 am
Girls Hostel (Jurf) 8:15 am
Boys Hostel
3:45 pm
3:45 pm
3:45 pm
8:15 am
Transport facility is also provided for hostel students during summer and semester break holidays. Request for transport signed by the Warden has to be filled and submitted to the Transport department for approval. Transport is NOT provided for weekend travels.
13. Concerning Fire Codes a. A fire alarm sound indicates that an emergency situation exists. b. Students are required to switch OFF the electrical equipments after use. In case any room is found to have the oven, A/c or any other electrical equipment ON unnecessarily, the office reserves the right to ask the student to pay the electricity charges. c. Cooking indoors with charcoal or any open flame device, burning candles is prohibited. d. In case of complaint regarding malfunctioning switches or any other electrical equipment needs to be reported to the Warden immediately or written in the complaint book.
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14. Entering / Transfer of rooms a. GMU officials including Hostel Supervisor and Warden may enter student room in an emergency. b. Students will be informed in case of maintenance work to be done or college officials entering their rooms. c. Male members are not allowed inside the girls’ hostel except male maintenance staff on approval will be accompanied by the Warden. d. Requests for a transfer to another room are to be forwarded through the Warden’s office. 15. Laundry a. Washers and dryers are located in the hostel. The Laundry room will be closed by 11:00 p.m. 16. Furniture a. Students are strictly forbidden from removing any of their room furniture. b. Hostel students are required to obtain special approval from the hostel incharge to bring own furniture. 17. Storage a. Storage rooms are NOT available in hostels. b. Students need to clear their belongings on leaving the hostel. The belongings will be moved outside once the student leaves the hostel. c. Institution will not be responsible for student’s belongings once the student leaves the hostel. 18. Medical Facilities a. Students should report any injury or illness immediately to the Warden without delay so that necessary medical attention could be arranged. b. All GMU students are eligible for medical treatment in GMC hospital. Students are required to present the Student ID as identification document to register for medical treatment.
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19. Student responsibilities a. Students must take care of their personal belongings and the management will not be responsible for any loss or damage. On leaving the hostel, student is required to clear all her / his belongings. b. Students must maintain cleanliness and discipline in the hostel. All property and fittings should be handled with care. If a student is found to be responsible for any damages, the cost of repair / replacement will be recovered from the student. c. Students are required to abide by the advice and decisions of the Warden on all matters pertaining to life in the hostels. d. Students are required to abide by any other rules or regulations, which the Dean, the Supervisor or the Warden may feel necessary to introduce from time to time. e. Students are required to submit the No Objection letter from parent and fill up the out-pass /clearance form when staying outside or when vacating the hostel. f. Students are required to submit the clearance form to the office of the Warden before vacating the room and submit a copy to the accounts department for refund of deposit. 20. Actions Prohibited a. b. c. d. e. f.
Student should NOT break the curfew timings. Student should NOT write on walls, lifts, doors of the hostel. Student should NOT bring in any pets (cat, puppy, bird etc.) into the hostel. Student should NOT remove furniture, or install personal locks for rooms. Student should NOT insert / fix holes or hooks in walls, floors or ceiling. Student should NOT refuse to follow the instructions from the Warden or security personnel who is only performing his/her duties. g. Students are NOT allowed to decorate the exterior of rooms, corridors or other common areas. h. Student should NOT shout or create disturbances for any residential room. i. Student should NOT drop or throw any solid object or liquid from windows. j. Student should NOT harass or verbally abuse any resident or staff member living in the hostel. k. Student should NOT host overnight guest / parent without obtaining prior approval from the Office of student affairs / Hostel In-charge.
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Following actions are taken for those who break the rules of the hostel i. ii. iii.
First warning with letter issued to student. Second and final warning with letter issued and copy to parents and the respective College Dean Third – student penalized / expelled from the accommodation.
Any breach of the above rules by the inmates may result in their, being deprived of the privilege of occupying the room besides rendering themselves liable to pay such damages, as may be claimed by the authorities. Also there will be NO refund of fees in the event of denial of hostel accommodation on grounds of misconduct (academic or personal).
---------------------------------------------------------------------------------------------------------------------------------------------------I have read and understood the above rules and regulations of the hostel and will follow the same.
_________________ Student’s Signature
______________________ Parent’s Signature:
_________ Date:
21. Whom to Contact in an Emergency Dr. Joshua Ashok
Associate Dean, Student Affairs
Mrs. Sherly Ajay
Ladies Hostel In-charge
Mr. Subish Mrs. Daisy Thomas Mrs. Zubaida
Manager, General Services Warden, GMU Ajman Girls Hostel Warden, GMU Ajman New Girls Hostel
Tel : 06- 743 1333 Ext: 317 Tel : 06-7431333 Ext:384 Tel : 06-743 1333 Ext: 219
Mobile: 050-7276958
Tel: 06-7464881
Mobile: 050-5103981
Tel: 06-7496255
Mobile: 050 - 3649007
Mobile: 050-7447921
Mobile: 050-7467155
7.15 Transportation Bus facilities, to commute from residences to GMU and other clinical locations, are available to the hostel students free of cost. Day scholars are provided transport on request and on payment of stipulated fees. Students requiring transport facilities should contact the Transport Department for all transport needs. MBBS Student Handbook (AY 2013 – 2014)
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7.16 Telephone Prepaid telephone booths are located in the central hall. 7.17 Class Room & Laboratory Protocol Separate entrances are designated for men and women students in the Lecture Halls and Laboratories. Students are strictly advised to follow these. Attendance will not be granted to late comers to lectures and practical. Students are not allowed to bring food and drinks into the lecture rooms and laboratories. Lab coats must be worn only during laboratory work, ambulatory and bedside teaching activities. Students should use equipment and property of the institution with care and should not indulge in destruction or damage to any of the equipment & property. If a student is found to be responsible for any such damage, the repair / replacement cost for the same shall be recovered from the student. Students who require audio visual equipment for presentations should organize this with the help of the Administrative Assistant for Student Affairs. Students should fill in the request form for this and hand over the same at least 3 days before their presentation. Visitors are not permitted to attend lectures and laboratories except with the prior written approval of the Dean. Students should leave the lecture halls as soon as the lectures are over. Lingering on in the hall alone or in groups is not permitted. Lecture halls will be locked soon after the lectures are over and will be opened only 15 minutes before the commencement of lectures. 7.18 Student Identification
All students are required to submit passport size photos to be fixed on their ID cards. The Student ID must be worn at all times and must be presented on demand in the campus, clinical sites and examinations. Loss of ID cards must be reported to the Dean’s office and replacement card can be obtained after payment of AED 25.
7.19 University Entrance Separate entrances are designated for men and women students. These should be strictly adhered to. Parents, relatives and friends who drop the students in the college and drive them back are requested to respect this and drop or collect the students only from the designated areas. Students are not allowed to walk through the main foyer doors or sit in the entrance area. This area is meant for guests and visitors to the college. MBBS Student Handbook (AY 2013 – 2014)
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7.20 Car Parking in the Campus
Cars should be parked in the allocated positions for men and women students separately in an orderly manner. Only cars belonging to the President, Trustees and other visiting dignitaries are allowed to be parked in the main portico area. The College administration reserves the right to tow away any vehicle, which has been parked in an unauthorized manner or place. Dangerous driving practices, creating inconvenience or risk to others and damage to property within the college campus are punishable offences.
7.21 Information on Safety Issues GMU adheres to and adopts the guidelines on safety issues, which covers safety aspects under the categories- Laboratory and Chemical safety. Excerpt from the University Laboratory Safety Manual is provided. Laboratory Safety 1. General 1.1 Take care not to run around in the laboratories unless a situation [e.g. Emergency] warrants the same. 1.2 Laboratory dress code:
Laboratory coat must be worn while pursuing laboratory work but be removed while visiting a non-laboratory environment, e.g. office, canteen, toilet, and computer room. No smoking is permitted at any time in or near the laboratory. Long-sleeved laboratory coats must be worn to protect against chemical spills and prevent exposure to radiation and UV light. Latex gloves must be worn when handling toxic chemicals and, bacteria. However, do not use such gloves in the course of simple chores like opening doors, answering telephones, at the keyboard, to cite some examples. Safety goggles or spectacles must be worn while working with hazardous chemicals or radioactive materials. Use the face-mask when using the UV trans-illuminator. Mandatory use of close footwear [E.g. No open-toed shoes, sandals and slippers] when working in the laboratory and while handling also working hazardous chemicals or radioactive materials. Long hair or loose clothing must be secured before commencing work to avoid the possibility of their entanglement in equipment, or contact with chemicals or possibility of a fire accident. Wearing a Walkman/radio head phone while working is prohibited.
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1.3 Waste disposal: Appropriate bag must be used to dispose hazardous and non-hazardous waste. The specially designed safety bag must only be used for disposal of hazardous waste and not for non-hazardous waste disposal. Non-hazardous waste can be disposed in the general household garbage bag. Broken glass and needles must be disposed in a sharps bin or plastic container. Acid, organic solvent, and radioactive waste must be disposed in the designated bottles or containers (see Chemistry and Radiation Safety for detail). 2. Electrical outlet usage:
To avoid power overloading, ideally, one electrical outlet must be connected only to one equipment If the outlet is used for more than one connection, the adaptor with the Singapore Productivity and Standard Board (PSB) logo (i.e. PSB approved adaptors) must be used.
Chemical Safety 1. General Working alone with hazardous chemicals (particularly after office hours) must be discouraged in all laboratories involved in such experimental work. 2. Chemical Storage The general properties and storage characteristics of each chemical must be indicated by a colored sticker on the chemical containers. The suggested color codes are: a. RED: Flammable b. WHITE: Corrosive c. YELLOW: Reactive d. BLUE: Health risk (carcinogen, mutagen, etc.) e. GRAY: General chemical storage f. RED 'S': To be stored separately from chemicals of similar code
Chemicals must not be stored on the floor or on top of shelves. The storage shelf must have the rails to prevent the fall off.
Organic and inorganic chemicals must be stored in different cabinets. Organic solvents must be stored in resistant containers, e.g. glass or teflon. The cap must be resistant to the solvent and screwed on tight. Solvents are stored primarily in a metal cupboard or sometimes in a fume hood. There must be no open flame near organic solvents, nor must they be kept near heat. MBBS Student Handbook (AY 2013 – 2014)
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Concentrated nitric acid must be stored in designated cabinet. Poisons must be stored in designated and locked cabinet. Corrosive chemicals must be placed in a location below eye level, e.g. in bottom shelves of a cabinet or under the sink. Cabinet shelves must not be overloaded. Upper shelves must not be heavier than lower shelves. All shelves must be protected with chemical-resistant, non-absorbent, easycleaning trays with anti-roll lips. All chemicals must be placed on these trays and not directly onto the metal surface of the shelves. All cabinets must be kept closed at all times other than during depositing or withdrawal of chemicals. All cabinets must be placed on floor and must be stable. Labels indicating the contents of each cabinet must be displayed on the outside of the cabinet. A fire extinguisher must be located near the exit and not near the chemical cabinets. In the event of an explosion, a fire extinguisher near the explosion area might be rendered inaccessible or damaged. The appropriate type of fire extinguisher, i.e. Class B extinguisher such as carbon dioxide or foam, to deal with chemical fire must be used. Everyone in the lab must know to use the fire extinguisher. Spill control kits to handle spillage of flammable chemicals, must be available. First aid kits must be available and they must be equipped to deal with accidental ingestion, spillage, etc. Periodic checks must be made of the chemical stores in order to ensure that the conditions of the containers are satisfactory. These include but are not restricted to: The physical state of the primary and secondary containers The state of the seals of these containers The cleanliness of the containers (salt deposits indicating leakage, etc.). The presence of moisture in the bottle or any other form of precipitation and / or caking. Adequate ventilation must be available. Bottles of toxic chemicals, once opened, must be tightly recapped, sealed and placed in a fume hood. Chemical bottles / containers in constant use must be placed in chemical-resistant, non-absorbent, easy-cleaning trays. Gas cylinders, hoses and regulators must occasionally be checked for wear and tear, leaks and functionality. A simple soap-bubble test can be done to check for leaks.
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All gas cylinders must be secured with chains. Empty gas cylinders must not be stored with full cylinders. In the event of a mistake, empty gas cylinders can cause serious-suck back effect when connected to pressurized equipment.
3. Chemical Handling All lab workers must be familiar with recommended procedures associated with the chemicals they are dealing and the relevant hazards. When in doubt the MSDS must be referred to, for information. All work involving aqueous hazardous chemicals must be done in fume hoods. All Appropriate protective apparel must be worn when working with hazardous chemicals. These include but are not limited to gloves, masks, aprons, lab coats, face shields and goggles. Hand towel dispensers must be made available in all labs. Appropriate gloves for handling corrosives, hot/cold objects, organic solvents and other specific chemicals must be available. When a process is known to result in chemical fumes, wearing appropriate masks must be mandatory. Please note that normal surgical masks and dusk masks are not suitable protection against chemical fumes. Spilled mercury (e.g. from broken thermometers) must be picked up using a pipette and stored in a small, tightly sealed and labeled plastic container in the fume hood. Standard Operational Procedures (SOPs) to deal with emergency situations arising from radioactive, chemical and bio-hazardous accidents must be clearly displayed in every lab. Handling of Gases:
Make sure that you know how to operate the regulator on a gas cylinder before using it. Gas cylinders must be replaced before they are completely empty. Some positive pressure must be allowed in the used cylinders. Check the gas tubing from time to time. Poisonous gases and chemicals that give rise to vapors must be experimented with only in the fume hood. Do not light any flame when you smell a gas leak. Beware of flammable gases, e.g. oxygen and acetylene. If you smell something dangerous, raise the alarm and evacuate the lab immediately. The source must later be traced and action taken by the appropriate safety personnel.
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While handling Liquid Nitrogen: Your hands must be protected by thick pair of heavy duty gloves. Lab coat must be worn and legs and feet protected. Liquid nitrogen must be kept and transported in Dewar flasks. Liquid nitrogen splatters easily when pouring, especially if the glassware or plastic ware is not pre-chilled before use. Hence special caution ought to be exercised. Handling of Phenol:
Phenol must be handled with appropriate protection and in the fume hood. Phenol must be stored in resistant containers made of glass or teflon. If ones' skin comes in contact with phenol, it must be rinsed immediately with lots of water, followed by wash with soap and water. Spills must be attended to immediately and not left to dry unattended. Stains left by chemical spills must be cleaned up immediately. Hand towel dispensers must be made available in all labs. Appropriate gloves for handling corrosives, hot / cold objects, organic solvents and other specific chemicals must be available. When a process is known to result in chemical fumes, wearing appropriate masks must be mandatory. Please note that normal surgical masks and dusk masks are not suitable protection against chemical fumes. Spilled mercury (e.g. from broken thermometers) must be picked up using a pipette and stored in a small, tightly sealed and labeled plastic container in the fume hood.
4. General Chemical Disposal Not all chemicals can be thrown into the drain. Ensure that the chemical is safe for discharge into the sewer. If not, store in empty reagent bottles or carboys for processing and disposal by a waste disposal company. As a general guideline, strong flammable and acute toxic chemicals must not be discharged into the sewer. Dilute all chemicals that will be thrown into the sewer. Acids and bases must be neutralized properly before discharging into the sewerage system. All gels (excluding those stained with EthidiumBromide) must be disposed into special plastic bags. These bags, when full, must be double wrapped, secured properly and thrown with normal rubbish for disposal. Commingling of chemical waste in waste storage containers must be kept to confinement separately. Where the above is not possible, aqueous waste must be segregated into the MBBS Student Handbook (AY 2013 – 2014)
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following groups: Halogenated Flammable Phenol-chloroform Flammable chemical waste must be stored in well-ventilated areas to reduce accumulation of flammable vapors. Solid chemical waste must be securely packaged before disposal into normal trash where they will eventually be incinerated. An exception to this is solids that sublime at room temperature and produce toxic gases. In such cases, try to convert the solids to a stable form and chemically inactivate it.
Organic Solvents:
Solvents are disposed of in specifically-labeled (name of solvent, your name and your supervisor’s name) waste bottles in a fume hood. Do not pour them down the sink. Only very small quantities (< 1 ml) may be flushed down the sink with lots of water. Chloroform and acetone must not be poured into the same bottle as they react to form an explosive chemical. Chemical containers must be tagged with information including chemical name, description, generator’s name and date of disposal. All chemical disposal exercises must be documented.
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STUDENT’S RIGHTS & RESPONSIBILITIES
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8.0 Student’s Rights and Responsibilities 8.1 Student’s Rights All students must become familiar with the academic policies, curriculum requirements, and associated deadlines as outlined in the University Catalog. The academic advisor shall advise the student on all matters related to their program of study and will aid the student in the interpretation of policies whenever necessary. However, it shall ultimately be the student’s responsibility to meet all stated requirements for the degree and the policies related thereof. It is also the student’s responsibility to actively utilize their campus email and the university web site, observe netiquette, observe the policies on internet use as published and made available in the Student handbook as it tends to be a major communication resource and is often the primary form of communication between students. Gulf Medical University shall maintain an academic environment in which the freedom to teach, conduct research, learn, and administer the university is protected. Students will enjoy maximum benefit from this environment by accepting responsibilities commensurate with their role in the academic community. The principles found herein are designed to facilitate communication, foster academic integrity, and defend freedoms of inquiry, discussion, and expression among members of the university community. 8.1.1 Rights in the Pursuit of Education Students will have the right:
To pursue an education free from illegal discrimination and to be judged on the basis of relevant abilities, qualifications, and performance; To fair and impartial academic evaluation and a means of recourse through orderly procedures to challenge action contrary to such standard; To an academic environment conducive to intellectual freedom; and To a fair and orderly disciplinary process.
8.1.2 Right to Access Records and Facilities Students will have the right:
To access their own personal and education records and to have the university maintain and protect the confidential status of such records, as required by appropriate legal authority; To have access to accurate information regarding tuition, fees and charges, course availability, general requirements for establishing and maintaining acceptable academic standing, and graduation requirements;
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8.1.3 Right to Freedom of Association, Expression, Advocacy & Publication Students will have the right: To free inquiry and expression; To organize and join associations to promote their common and lawful interests; and To be able to protest on university premises in a manner which does not obstruct or disrupt teaching, research, administration, or other activities authorized by the university. 8.1.4 Right to Contribute to University Governance and Curriculum Students will have the right:
Through student representatives, to participate in formulating and evaluating institutional policies.
8.2 Student Responsibilities Students shall be expected to balance these rights with the responsibility to respect the learning environment for others and for themselves and to make their best effort to meet academic challenges undertaken. Students will be responsible for compliance with the University Code of Conduct. The standards of professional behavior in the educational setting are related to three domains: 1. Individual Performance; 2. Relationships with students, faculty, staff, patients and community, others and 3. Support of the ethical principles of the medical profession Individual performance: Demonstrates educational experiences (i.e., exams, clinics, rounds, small group sessions, appointments at the clinical skills center. Adheres to dress code consistent with institutional standards. Relationships with students, faculty, staff, patients and community. Establishes effective rapport. Establishes and maintains appropriate boundaries in all learning situations. Respectful at all times to all parties involved. Demonstrates humanism in all interactions. Respects the diversity of race, gender, religion, sexual orientation, age, disability and socioeconomic status. Resolves conflict in a manner that respects the dignity of every person involved. Uses professional language being mindful of the environment. MBBS Student Handbook (AY 2013 – 2014)
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Maintains awareness and adapts to differences in individual patients including those related to culture and medical literacy. Supports ethical principles of the medical profession. Maintains honesty. Contributes to an atmosphere conducive to learning and is committed to advance scientific knowledge. Protects patients’ confidentiality.
8.3 GMU Honor Code The students of Gulf Medical University Ajman, must recognize that they form an essential part of the medical profession and society. The ‘Honor Code’ lays emphasis on students’ behavior to meet the expectation of their profession, family and general public. The Honor Code is administered at the White Coat Ceremony. Students are required to read the pledge and sign an undertaking to observe all the rules as specified in the code. 8.4 Salient Features of the Honor Code The code strives to emphasize the importance of ethical behavior and compassion in patient care. It helps a professional to understand the importance of the power of healing when all health care professionals work together as a team. It guides students to interact among their fellow colleagues and mentors. The honor code formally acknowledges a sense of trust, responsibility and professional behavior among students, staff and faculty. 8.5 Breach of Honor Code The following acts are considered as violation of the honor code: 1. Illegal, unethical and inappropriate academic conduct or professional behavior with colleagues and mentors either in college, hospital campus or in any professional gathering. 2. Failure to maintain confidentiality of a patient. 3. Failure to provide the highest level of patient care. 4. Failure to report any situation where the ‘honor code’ has not been followed or failure to take appropriate action when the ‘honor code’ has been violated. 8.6 Effects of Committing an ‘Honor Offence’ When a student, member of the administrative staff or faculty commits an offense against the rules of the honor code, it becomes violation of the ‘code’ and is termed as an Honor Offense. The matter must be reported to the Dean of GMU. The report would be taken to a committee formed by student and faculty representatives. Once the person is proved guilty, the Committee will initiate appropriate action depending on the degree of the offense.
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UNIVERSITY RESOURCES AND SERVICES
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9.0 University Resources & Services 9.1 Introduction The GMU Information and Learning Centre provide year-round reference and information services and assists students in the development of effective search strategies. Staff members at the learning center assist students in identifying new and additional resources, confirming citations and providing instructions on how to use online databases and search engines. 9.2 Vision In carrying out this vision, the library will acquire, manage and link information resources both physical and virtual and will provide quality instruction to empower users to benefit from the full potential of the universe of knowledge. The library’s information professionals and staff will ensure that GMU library aims to meet complex information challenges of the 21st century for life-long learning and excellence in undergraduate, graduate and professional studies. 9.3 Mission The mission of the GMU Information & Learning Centre is to provide resources and instructional material in support of the evolving curriculum. It also provides leadership in accessing and using information consistent with the GMU. The GMU Learning Centre is focusing on maintaining and providing access to the state-of-the-art information technology to meet the current and changing information needs of the GMU community. 9.4 Library The library at the GMU campus is located on the first floor of the Information and Learning Center. Library materials are circulated to faculty members, staff and the students for periods according to the circulation policy. 9.4.1 Timings: The library remains open from Sunday through Thursday between 8.00 a.m. to 10.00 p.m. and on Saturday between 8.30 a.m. to 6.00 p.m. (Except on official holidays). 9.4.2 Library Resources Books E-Books (Access Medicine) Journals (Online) Journals (Hard copy) CDs Video Tapes Online Databases: Proquest, Access Medicine, Cochrane, UpToDate, USMLEasy, Micromedex MBBS Student Handbook (AY 2013 – 2014)
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9.4.3 Library orientation During the Library Orientation Program, the library staff will give orientation and bibliographic instructions to the library users on the following topics:
Use of various electronic resources Resources available in particular subjects of interest Library rules and services.
9.4.4 Audio Visuals The library has the facility for viewing medical video tapes and CD ROMs. A collection of VHS tapes and CDs on latest medical topics are available. 9.4.5 Scanning and printing Scanning and printing of learning materials without infringing on the copyright law are provided in the library. 9.4.6 Photocopy Photocopy services are provided at a nominal charge of one dirham for 10 pages. The information and learning center abides by national and international copyright laws in force. 9.4.7 Journal Article Request Service The GMU users can get copies of Journal articles from the library on request. For getting a copy of the article, users have to submit Journal Article request to the library in the prescribed form. Request form is available in the GMU library website. The applicant will get a copy of the article within three working days, if it is available in GMU library. 9.4.8 Cataloguing The GMU library is following Anglo-American Rules (AACR 2) for Cataloguing and the National Library of Medicine USA coding for the classification system. The GMU library using “AutoLib System Software”. 9.4.9 Online Public Access Catalogue (OPAC) The GMU Library provides Online Public Access Catalogue (OPAC) through the library website (www.gmu.ac.ae/library). The user can search the catalogue by author, title, subject, ISBN or key word.
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9.4.10 Security Gates GMU central library has two security gates (3M library security system) for the protection of library resources. The machine details are shown below: 3M Library Security System: The 3M Library Security System consists of several components including 3Mt Tattle-Tape, circulation accessories, and detection system. The key to the effectiveness of the system is protecting the library resources with 3M Tattle-Tape security strips. Only when all library resources have the 3M detection system (3M Tattle-Tape security strips) , the illegal exit of the resources can be monitored Name & Model of the Security Gate: 3 M Library Security Systems - 2301BP Model. 9.5 Library Policy and Procedures
Adequate library and learning resources are essential to teaching and learning. The purpose of the library is to support the academic, research, health service and continuing education programs of the university by providing students, faculty, and staff with the information resources and services they need to achieve their educational objectives. The library staff work closely with department chairs, faculty, student and community patrons in determining needs and which resources to obtain and which services to offer. Gulf Medical University maintains an adequate level of professional librarians and support staff at the Gulf Medical University Campus and Gulf Medical College Hospital and Research Center. The Gulf Medical University selects and purchases appropriate and sufficient print and non-print materials, including the lease of information databases suitable for the instructional needs of the university with the goal of providing access to the maximum amount of relevant information available within the constraints of the libraries’ budget. Gulf Medical University provides automated systems in the following areas: online public access catalog, circulation, cataloging and acquisitions. Gulf Medical University provides bibliographic instruction to the university community and interested groups, including orientations, personal assistance, computer-assisted instruction and printed information. Gulf Medical University provides hours of service to suit the needs of its learning community. Gulf Medical University maintains and continues to improve the facilities and equipment for housing and using materials.
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Gulf Medical University evaluates resources and services annually via student surveys, reviews of holdings by library staff and faculty, comparison with similar institutions, and direct feedback from all users.
9.6 Library Rules and Regulations: Students are required to abide by the following code of conduct while using library resources. It is mandatory for the graduate students to possess their own laptop for use in the university. Separate areas have been designated in the library for men and women students. The reading rooms and computer facilities have been arranged accordingly. Students are expected to use the designated reading rooms and computer areas separately marked for men and women in the library. Students who are seen in areas other than those specifically designated for their use are liable to face disciplinary action. Video library facilities shall be arranged on separate days for men and women students. Students are not allowed to sit on the steps or passages near the library or in other parts of the University. Students are reminded that defacing or stealing library material is classified as misconduct and is liable to invite censure. Personal laptops are allowed into the library; however, other personal items and handbags may be deposited in the area provided before entering the library. No foods and drinks are allowed inside the library. The students are requested to carry Identity Cards at all times. These are coded and are required to issue books. Books may be issued from the GMU campus only. Books may be reserved using online services. Books may be issued for limited periods up to 2 weeks at a time. The library in GMCHRC and other affiliated hospitals do not issue books. Instructions on how to access subscribed online text books and databases are prominently displayed. The library staff is available at all times for locating books, CDs, Videos, Journals and any other library services (such as inter-library loan, accessing electronic resources, other cooperative arrangements, orientation, training). Photocopying class handouts is permitted. However, international laws regarding image reproduction and copyright law shall be strictly followed.
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9.7 Circulation Policy and Procedures GMU circulation policies are designed to permit prompt and equitable access to library materials. The staff at circulation service desk is focused on meeting the needs of the library users. 1) Circulation privileges are accorded to those holding valid GMU identification cards. The ID must be presented on request in order to use the Library facilities and services. Cards are not transferable. 2) Two books will be issued for a maximum period of two weeks. This can be renewed once as long as there is no holding request for the same book. 3) Short loan for reference books will be allowed ranging from one hour to a maximum of three days. 4) A fine of AED 1.00 per day will be levied for over-due books. If the fine is more than the cost of latest edition of the book, the user has to pay the cost of the latest edition of the book including procuring expenses equivalent to 10% of cost of book. Users cannot borrow further books until due items are returned and penalties paid. 5) The users are not allowed to make any marking / underlining / highlighting in the library books and journals. They should not indulge in any act that may damage the books / journals. If any page is torn away or damage caused to any book or journal the borrower will be asked to pay the penalty one and half times the cost of the book / journal and also be referred to the disciplinary committee for further action. 6) In case of loss, users have to replace the latest edition of the new book or pay the cost of the latest edition of the book including procuring expenses equivalent to 10% of cost of the book. 7) Reservation may be placed for loaned item. 8) The Library will not issue a “No Due Certificate” until all books are returned and fines are paid. 9.8 Multimedia Labs The Computer Center located on the ground floor of the Information and Learning Center of Gulf Medical University shall provide a basic technological infrastructure for all academic activities. The Multimedia Lab includes the provision for networks, intra-GMU links and appropriate hardware and software for administration and academic needs. The Multimedia Lab shall ensure that the technological infrastructure is used effectively. For this purpose, among others, the Center assumes a significant role in user support and training.
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9.9 Network Infrastructure The Local Area Network (LAN) Infrastructure encompasses all academic offices, lecture halls, laboratories, administrative & faculty offices. The network provides high bandwidth servicing data, voice & video, and is connected to the Internet through two DSL lines, which is protected behind a secured firewall & monitored 24 X 7. The Multimedia Lab is a state-of-the-art data center, which houses the GMU servers, and the backbone network switches and houses the data and software required for administrative packages as well as fulfilling other faculty, staff and student uses. All GMU students shall be provided individual accounts so that they can access the system to obtain current information on all academic matters, access online learning materials and tools, use discussion forums and interact with faculty. Users can also use the Web mail to access their e-mail through the Internet. The video conferencing facilities enable video meetings and distance learning. 9.10 Wi-Fi Network All wireless access to university networks shall be authenticated by Information Technology Security (ITS) approved methods. Staff, students, faculty and visitors at the university can only access the wireless network using this encrypted network. 9.11 Online Resources GMU has an online e-learning facility to enhance the learning process and help students improve their knowledge by offering additional instructional material. It allows students to access the facility from the campus as well as hostels and residences. The Center focuses on the creation of an environment where all students will have easy access to information resources by providing innovative technologies and learning resources. 9.12 Servers & Supports All the computers within the campus are connected to high end rack servers which itself is supported by power back up of 3 hours and monitored round the clock. The servers are installed with antivirus, which is updated regularly, and entry is restricted to authorized members only. 9.13 IT Training Appropriate training sessions are being conducted for all students at regular intervals around the year to update them with latest software and learning tools in the field of Information Technology.
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9.14 Internet Services The information and learning center provides Internet facilities for all students, faculties’ and staff. Search can be carried out freely by individual users or with the help of librarian. Users can print their search results or directly e-mail them to any registered accounts. 9.15 Technology support for learning All the class rooms are equipped with adequate technology support comprising computers, projectors as learning support needs of our institution with local access port for both faculty and students. Protected Wi-Fi is available to facilitate usage of portable IT gadgets among the students and staff within the campus. 9.16 IT Support Team The Gulf Medical University IT Support Desk (Help Desk) is a technical support team that provides prompt, knowledgeable, courteous computing support services through the phone, in person and email. The Help Desk is available to everyone who uses the GMU Computing Service and is the first point of contact for any technical queries. One of the tasks of the Help Desk is to help members of the GMU to be more productive through the use of provided IT facilities. GMU IT Support Team constantly collects valuable feedback about the services and its quality in a bid to improve what they offer. The GMU IT Support Team was set up to handle users' initial calls for technical assistance. 9.17 User accesses and Security Access to operating systems is controlled by a secure login process which ensures:
Not displaying any previous login information e.g. username. Limiting the number of unsuccessful attempts and locking the account if exceeded. The password characters being hidden by symbols. Displaying a general warning notice that only authorized users are allowed. All access to operating systems is via a unique login id that will be audited and can be traced back to each individual user. All University systems, vulnerable to attack by malware must be protected by antivirus software wherever possible unless a specific exclusion has been granted and alternative measures have been taken to provide the same degree of protection. Centrally Managed Kaspersky Antivirus 8.0 using Kaspersky Security Center protects client systems running under Microsoft Windows XP, Vista 7, Windows 7, windows 8 and server systems running under Windows Server 2003, 2008 R2 from all types of malicious programs. The product was designed specifically for high-performance corporate servers that experience heavy loads.
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9.18 E-Learning at GMU The GMU e-learning shall have an effective system that caters to self-paced personal learning through resources available over the Internet. The Gulf Medical University shall use the Moodle as an open source e-learning platform. Students shall access the e-learning system at any location of their choice, since the system is completely online. The University has campus-wide Wi-Fi services to facilitate e-learning practices. Computers with Internet access have been provided in addition at all clinical training sites in the library and student common rooms and residence halls. Students are provided instructions on the proper use of the e-learning medium. Accessing protected computer accounts or other computer functions, knowingly transmitting computer viruses and unethical use of GMU access is prohibited. To be granted the use of a computer account, users have to agree to abide by universal guidelines on use of the computing and Internet services. Access to the use of computer facilities is through authorized computer accounts. A computer account consists of a unique log-in ID and a password. Students are requested to keep their password secret. To activate the GMU account, the user shall be instructed to go to the GMU website and follow the instructions.
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GMC HOSPITAL & RESEARCH CENTER (GMCH & RC)
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10.0 GMC Hospital & Research Center (GMCH & RC) Gulf Medical College Hospital and Research Centre, the first teaching hospital under the private sector in UAE, became operational in October 2002 by the Thumbay Group. With its unique approach to healthcare, bringing together the best professional expertise and infrastructure at affordable prices, the hospital constantly strives to fulfill its motto of "Healing through knowledge and wisdom”. 10.1 Vision The vision of the hospital is to be recognized as a leading Academic Healthcare Centre providing high quality patient centric specialty healthcare services to the community integrated with medical research and clinical training. 10.2 Mission The mission of the hospital is to provide ethical patient care focused on patient safety, high quality care and cost effective services. GMC Hospital and Research Centre is committed to integrate latest trends in education to produce competent healthcare professionals who are sensitive to the cultural values of the clients they serve. GMC Hospital and Research Centre will strive to attain the highest quality and accreditation standards. GMC Hospital and Research Centre is committed to promote ethical clinical research that will enhance outcomes of clinical care. 10.3 Clinical Departments and Services Being a multi-specialty hospital, it houses the departments of Anesthesiology, Accident & Emergency, Cardiology, Clinical Nutrition, Dermatology & Venereology, Dentistry, ENT, Family Medicine, General Surgery, Internal Medicine, Neurology, Nephrology, Obstetrics & Gynecology, Orthopedics, Ophthalmology, Pediatrics & Neonatology, Physical Therapy, Psychiatry, Gastroenterology, Radiology and Urology and Critical care units (ICU, CCU and NICU). Specialized services include a medical imaging department with state of the art equipment like spiral CT scan, mammography, ultrasound, color Doppler, ultrasound and radiography. An advanced laboratory caters to the requirements of all the clinical departments and is equipped for routine and advanced investigations in biochemistry, clinical pathology, serology and hormone studies. Student posted in GMC Hospitals for clinical training is required to:
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10.3.1 Do’s
Procure the GMCH Student Guide Book.* Wear student ID badges at all times in the hospital. Follow the dress code as stated in the handbook. (refer section: 9.1 - dress code) Maintain punctuality, professionalism and ethical behavior at all times when posted in the hospital. Complete the Orientation program of the hospital which includes Infection control & Fire safety program. Submit the vaccination/screening record for Hepatitis B and C Virus. Submit the BLS certification (preferable). Submit Arabic certification. (for non-Arab students preferable) Submit the completed the Patient safety self-assessment form at the end of each organ system module. Maintain 80% attendance in the clinical and theory subjects. Attend the CME/CPD programs of the hospital. Follow the hospital rules and regulations. Be responsible for their personal belongings, and accountable when posted in the clinics and wards. Report to the Office of Academic Affairs for any clarifications / problems faced.
10.3.2 Don’ts
NOT to involve in activities that disturbs patient care and safety. NOT to use mobile phones in the clinics and wards. NOT to access the patient information without prior approval. No entries are to be made in the patient’s file. NOT to take history or examine a patient without consent and approval of both the patient and the faculty. NOT to prescribe medications. NOT to favor any patients breaking the rules of the hospital. NOT to discuss the patient information in public. NOT to do any clinical rotation that was missed without approval of the Academic Affairs office personnel. NOT to loiter in the hospital during nights and other timings out of the training. NOT to violate any rules of the hospital.
10.3.3 Violation Warning:
First violation will lead to an oral warning. Second violation will lead to a written warning. Third violation will be seen in the Students Welfare Committee for disciplinary actions which may lead to suspension/discontinuation of the training.
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*Note: All students posted in GMCHRC are required to procure the GMCHRC Student Guide Book which states the rules and regulations of the hospital in detail. Students are required to submit the signed disclaimer form to the academic affairs’ office after reading the Guide book. Office of Academic Affairs - Gulf Medical College Hospital and Research Center Prof. Meenu Cherian Director – Academic Affairs Contact: 06-746 3333 Ext: 107, Speed Dial : 8056 Mrs. Sherly Ajay Academic Coordinator Contact: 06-746 3333 Ext: 106, Speed Dial : 8074 Ms. Namitha Academic Secretary Contact: 06-746 3333 Ext: 377 Mr. Abdul Razak Office assistant Academic Affairs
MBBS Student Handbook (AY 2013 – 2014)
Dr. Ihsan Ullah Khan Assistant Director – Academic Affairs Contact 06-746 3333 Ext: 107, Speed Dial : 8141 Mr. Celso Viernes Academic Secretary Contact: 06-746 3333 Ext: 377, Speed ial:8089 Ms. Manjusha Latheesh Academic Secretary Contact: 06-746 3333 Ext: 377
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STUDENT FINANCE
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11.0. Student Finance 11.1 Student Finance Policy The University publishes in the catalog, the student handbook and other publications the university’s financial policy towards tuition fees and other payments for student services provided. All tuition fees shall be deposited before completing the registration process either in cash or by checks payable to GMU due on the date of registration for new admissions. Students in University rolls must pay all fees before commencement of the academic year. Students who are unable to pay the full tuition fees upon registration may pay the tuition fee in two installments after obtaining approval from the management. The first installment shall be payable on the date of completion of registration (dated current) and the second installment shall be paid by a postdated check due four months after the first payment. A penalty shall be levied on all returned checks. The hostel fees along with a security deposit shall be paid in full before occupying the room in the hostel. Payment for other student services shall be levied in addition to tuition fee towards provision of visa, conduct of examinations, issue of ID and Library cards and reissue of a lost ID or Library card, Lab coat, convocation, issue of certificates verifying bonafides of the student, issue of duplicate academic transcripts / course certificate / duplicate hall ticket; replacement of a lost hostel key and annual rent for lockers provided. Two or more children of the same family shall be entitled each to a 5% reduction in the tuition fees provided they are registered in the same academic year. The request shall be supported by the following documents; an application in person, a copy of the schedules of the course being attended and a copy of their student IDs. Other details shall be provided by the Office of Accounts. The University shall arrange scholarship for students who have secured more than 95% marks in their final higher secondary examinations and if approved by the sponsoring agencies. 11.2 Tuition Fees* (Academic Year 2013 – 2014) Tuition Fee if Paid Yearly
Tuition Fee if Paid in Two Installments
Phase – I
100,000
51,500
Phase – II Year 1
95,000
49,000
Phase – II Year 2
95,000
49,000
Phase – III Year 1
95,000
49,000
Phase – III Year 2
95,000
49,000
MBBS
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* All tuition and other fees are subject to revision by the Gulf Medical University's Board of Governors in accordance with university requirements. Every year, fees are reviewed and subject to revision. As and when fees are revised, the new fees will be applicable to all existing and new students. The amounts shown in this document represent fees as currently approved.
11.3 Hostel Fees Single
AED 19000
+ AED 1000 Security deposit
Sharing
AED 13000
+ AED 1000 Security deposit
11.4 Utilities Service Fees A Compulsory fee of AED 75 per month will be charged to student account in addition to the respective room rent. 11.5 Registration Fees Program
Fees
MBBS
AED 2,000
11.6 Examination Fees Program
Professional Examination
Supplementary Professional Examination
Phase - I
AED 1,500
AED 1,500
Phase - II
AED 3,000*
AED 3,000*
Phase - III
AED 4,000*
AED 4,000*
*-includes IFOM examination fees
11.7 Visa Charges New
AED 1,500*
Renewal
AED 1,000*
*- Subject to revision
11.8 Caution Deposit Money Caution Deposit Money
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AED 1,500 (Refundable)
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11.9 Fees for Other Services Type of Service
Fees (in AED)
Graduation Fee
1,000
Third Party Liability (TPL) Insurance
200 per year
Online Examination
200 per year
Compensatory Clinical Posting
100 per day
Application for joining the GMU
150
Bonafide Letter (To whom it may concern)
100
Duplicate Academic Transcript (Course Certificate)
100
Replacing a lost hostel key / locker key
100
Damage to locker
100
Locker annual rent
30
ID Card /Library Card
25
Replacing a lost ID /Library Card
25
Duplicate hall ticket in place of original
25
11.10 Transportation Fees Destination
One Day
One Week
One Month
Six Month
One Year
Ajman
AED 30
AED 150
AED 400
AED 2,100
AED 3,300
Sharjah
AED 50
AED 200
AED 500
AED 2,700
AED 4,400
Dubai
AED 70
AED 250
AED 600
AED 3,300
AED 5,500
11.11 Payment of Fees Fees must be paid in full before completing the registration process either in cash or by cheque payable to GMU due on the date of registration for new admissions. Students on GMU rolls must pay all fees before commencement of each semester. However, for those unable to pay the tuition fees upon registration in full, fees may be paid in two installments after approval from the management: the first half is paid on the date of completing the registration (31 August) and the second half by postdated cheque due four months after the first payment (31 December). Hostel fees must be paid in full prior to joining the hostel.
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11.12 Late Fees and Fines Late payment fee shall invite a penalty of AED 75 per day and any further delay will attract further charges. Please note that a penalty of AED 500 is imposed on returned checks and the returned check will not be handed over to the student unless the penalty is paid in cash. The department heads in the college and the clinical training sites will mark the student who has failed to pay the fees in time as ‘absent’ until dues are cleared. 11.13 Financial Aid and Scholarships Two or more children of the same family are entitled each to a 5% reduction in the fees, when they are registered for the same or different programs in GMU in the same academic year. Students are requested to apply in person with the necessary documents. GMU will assist in obtaining financial aid from charitable agencies or commercial banks for needy students. Further details in this regard may be obtained from the Office of the Accounts Department. 11.14 Refund of Fees In the event a student formally withdraws from the university, a grade of W or WF will be recorded depending on time of withdrawal. The following refund schedule will apply: Withdrawal from the University One week before the first day of classes Before the end of the first week of classes During the second week of classes During the third week of classes During / After the fourth week of classes
100% refund 100% refund 50% refund 25% refund 0% refund
Students withdrawing from the programs after being admitted to GMU on having completed the registration process by paying the tuition fees will not be refunded the fees amount paid by them under any circumstances during or after fourth week. 11.15 Revision of Tuition and other Fees All tuition and other fees are subject to revision by Gulf Medical University’s Board of Governors in accordance with University requirements. Every year, fees are reviewed and subject to revision. As and when fees are revised, the new fees will be applicable to all enrolled and new students. The amounts shown in this document represent fees as currently approved. If a student discontinues the academic program for any reason and rejoins/readmits the program at a later year shall be governed by the tuition and other fees applicable at the time of his/her rejoining/readmitting the program.
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ACADEMIC POLICIES
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12.0 Academic Policies 12.1 Program Completion Policy All students are expected to study the program and course details provided in the student handbook and undergraduate catalog. For any one degree all requirements under the terms of any catalog in effect at or after their admission must be met. Candidates must satisfy all university requirements and all requirements established by the program faculty. The individual programs may have higher standards and / or more restrictive requirements as compared to the university minimum requirements. The university mandates the following general degree completion requirements in order for students to receive their degrees. Each graduate student must: • • • •
Be continuously enrolled in the program from admission to graduation. Have satisfied all conditions of his or her admission, such as provisional admission. Successfully complete a comprehensive examination or equivalent as determined by the individual degree program. Submit a thesis or research project, if required by the academic program, to the University that meets the format requirements set forth in the College Thesis Manual.
The students shall fulfill the requirements of each course as prescribed and published and made available to the students. The student shall be responsible for attending all the classes and completing the requirements of the chosen program of study. The course completion and degree requirements of each program are published in the respective sections of the undergraduate Catalog. 12.2 Academic Progress Policy Students are expected to attend all classes as per the schedule notified by each college. Classroom activities are essential to learning and to the application of knowledge. The student is responsible for knowing and meeting all course requirements, including tests, assignments, and class participation as indicated by the course instructor. The schedules shall be published and prominently displayed on the notice boards in the department and the general notice board of the college and university. It shall also be uploaded and made available on the e-platform MYGMU and the LAN available in the multimedia labs. The responsibility for making up work missed during an absence rests with the student. Students are encouraged to initiate negotiations with the instructor regarding missed work as early as possible. If a student is unable to attend class on an exam day, the instructor is to be notified in advance.
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Students must complete all clinical requirements. If a student is unable to attend a scheduled rotation, the student must notify the instructor prior to the rotation time or at the earliest possible time. Students are responsible for contacting with instructors for make-up work. All leaves must be approved by the Dean for further consideration. All leave applications must be approved by Dean for attendance consideration. The dean’s office reserves the right to accept or reject medical certificates after scrutiny of its authenticity. It is the responsibility of the students to interact with the concerned department to verify and ensure about their attendance particulars from time to time. In the case of Clinical rotation, a minimum aggregate of 80% attendance is mandatory for the student to be permitted to appear for the professional examination. Even when the reason for absence constitutes approved leave, the minimum aggregate of 80% must be satisfied by compensatory postings. Attendance shall be entered daily by the department in the Student Management System. The comprehensive attendance shall be downloaded and displayed prominently each month and forwarded to the office of the Dean for information and necessary action. Deficits in attendance shall be noted and brought to the notice of the students / guardians to enable the student to improve the situation. Academic advising shall be offered by the faculty and preceptors to delineate the cause of the learning deficit and help the students to overcome the contributing problems, if any. The performance at the departmental / semester examinations shall be closely monitored to identify students with learning difficulties. Academic advising by the faculty and the preceptors shall be available at all times to resolve the problem. The attendance deficits and unsatisfactory performance in the continuous assessments held by the departments and the college shall be used as parameters to identify students who are not progressing in the courses. Students shall be regular and punctual at lectures, demonstrations, seminars, practical, fieldwork and other academic exercises. They shall be required to attend all the allotted working periods in each of the prescribed courses. Leave on medical grounds shall be considered only on the recommendation of the Medical board constituted by the University for a maximum period of 15 days. The Leave application must be supported by a Medical Certificate issued by a licensed physician preferably from MBBS Student Handbook (AY 2013 – 2014)
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any of the GMU affiliated clinical teaching hospitals. A maximum of 15 days leave on medical grounds may be approved for compensating attendance deficits at the end of a course. In the credit bearing programs, a maximum of 7 to 8 days medical leave will be considered in a semester and a maximum of 15 days for an Academic Year. Students must provide appropriate documents to support leave of absence for purposes like renewal of residence permit abroad within one week after return to the University. The period of absence will not be approved if this regulation is not followed. Students who miss classes in connection with completion of GMU Visa formalities shall be required to submit supporting documents indicating the date and time of absence, within three days of completing the procedure. Such leave shall be approved. Prolonged Absence: Students are required to inform the Dean’s office in writing in instances of absence from classes or clinical program exceeding 3 months by giving valid reasons for the absence. The college reserves the right to remove the names of those students from the rolls for periods exceeding three months and those who fail to inform in writing giving valid reasons for the absence. The admissions committee of the university will review absences with prior information in writing for up to a period of 1 year, before the student is allowed to rejoin the program. The admissions committee of the university will not consider the case of any student for rejoining the program if the period of absence exceeds 18 months. The prescribed courses shall be completed within the specified time periods. The progress that a student makes in achieving the goals and objectives of the curriculum are to be regularly evaluated. Formative Assessment shall be a continuous process carried throughout the academic period and consists of weekly or end of the topic quizzes, tutorials, computer based tests and small group discussions. 12.3 Grading, Assessment and Progression Policy Refer Section: 16.0
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12.4 Online Examination (Exam Soft) GMU has entered into a license agreement with the Exam Soft Worldwide Inc. USA for usage of their software for item banking, exam delivery, result scoring and item analysis. From the AY 2012-13 onwards the mid semester, end semester examinations for the academic programs wherever applicable shall have online examination of MCQs using exam soft application. The students are hereby notified that the online examination will be conducted in the Testing Center halls I, II & III and in the Multi Media labs. The schedule of the examination for each program with the details of venue, date & time will be notified by the examination department.
12.5 International Foundations of Medicine (IFOM) I & II Examination As per the direction from Commission for Academic Accreditation (CAA), Ministry of Higher Education & Scientific Research (MOHE&SR), GMU has decided to implement the IFOM examination (I & II) from the academic year 2013 – 2014 onwards. IFOM examination is used for the purpose of external benchmarking of students performance in the MBBS program at the end of Phase II and Phase III. The scores obtained in this examination will be incorporated into the summative assessments.
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MISCONDUCT & DISCIPLINARY PROCEDURES
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13.0 Misconduct and Disciplinary Procedures 13.1 Student Misconduct & Disciplinary Procedures 13.1.1 Academic Misconduct The college may discipline a student for academic misconduct, which is defined as any activity that tends to undermine the academic integrity of the institution and undermine the educational process. Academic misconduct includes, but is not limited to the following: a. Cheating A student must not use or attempt to use unauthorized assistance, materials, information, or study aids in any academic exercise, including, but not limited to: External assistance in professional or any “in class” examination. This prohibition includes use of books, notes, mobiles, student’s cross talk, etc. Use of another person as a substitute in the examination. Stealing examination or other source material. Use of any unauthorized assistance in a laboratory, or on fieldwork. Altering the marks in any way. Claiming as his / her own work done by others or the work completed in collaboration with others. b. Fabrication A student must not falsify or invent any information or data in an academic work, including records or reports, laboratory results, etc. c. Plagiarism and Copyright Violation Gulf Medical University takes strong exception to plagiarism and copyright violation by students, faculty or support staff. Plagiarism Plagiarism is using the ideas created and words written by others as one’s own, and without indicating the source. Plagiarism encompasses ideas, opinions or theories, facts, statistics, graphs, drawings, images, photographs, videos, movies, music and other similar intellectual property, with the exception of information that is categorized under “common knowledge”. Plagiarism includes: • Turning in someone else’s work as your own • Copying ideas from someone else without giving credit • Failing to put a quotation in quotation marks • Giving incorrect information about the source of a quotation • Changing words but copying the sentence structure of a source without giving credit • Copying so many words or ideas from a source to make up the majority of your work. MBBS Student Handbook (AY 2013 – 2014)
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Students are reminded that ideas written by researchers or other authorities or the content appearing in text books, recommended readings or journals need to be paraphrased before they could be included in your project work, assignment reports, posters or manuscripts. Paraphrasing involves reading the original text, understanding the meaning and then presenting the information in your own words: maintaining the original sentence structure with a few words changed in places is not acceptable paraphrasing. Copyright Violation Intellectual property such as, graphs, essays, poems, drawings, images, photographs, videos, movies, music, statistics and other similar creations automatically become copyright the day they are made public by the author. Unless the copyright owner has specifically mentioned that the items are copyright free, using any of these in students’ own compositions is a copyright violation. The exception to this stipulation is when the user is covered under “fair use”, which is the limited use of copyright material for research, scholarship and teaching. In such case the need for obtaining permission from the copyright owner does not arise. Preventing Plagiarism Gulf Medical University requires the students to submit their projects, reports, assignments and manuscripts prepared as electronic files through the portal that is made available through the IT Department. While allowing the student to submit the document instantaneously, the software also checks the document for plagiarism. When detected, the percentage of similarity and the site where the original document had appeared will be indicated. As headings of sections and references in the document may be similar to those that appear in other texts, a 15-20% of similarity is taken as falling within the acceptable limit, and is not considered as plagiarism. Deciding on the percentage of plagiarism allowable is empirical, contingent solely upon evaluator’s discretion. The distinction between what is fair use and what is infringement in a particular case will not always be clear or easily defined. There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission. The extent of plagiarism is only relevant in determining the form and level of sanction. Consequences of Plagiarism: Plagiarism is considered an act of academic misconduct. Plagiarism of any sort or any degree is not condoned under any circumstances, and students convicted of plagiarism after due procedures are liable to punitive action by the university authorities. MBBS Student Handbook (AY 2013 – 2014)
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Academic Misconduct Procedures (A) Initiation of Proceedings When a student in a course commits an act of academic misconduct like plagiarism, the faculty member who has detected the misconduct has the authority to initiate academic misconduct proceedings against the student. Before this, the faculty is required to hold an informal meeting with the student concerning the matter. If the faculty member affirms that the student did commit the act of misconduct as alleged, then at the conclusion of the informal meeting, the faculty member is required to report the matter to the Student Welfare Committee in writing. Upon reviewing the complaint and after enquiry & verification, the committee will forward the report to the College Council presided over by the Dean. On the consensus reached by the Council, the Dean has the discretion to decide whether disciplinary proceedings should be instituted. A disciplinary proceeding is initiated by the Dean sending a notice to the student who is the subject of the complaint. The notice sent is to inform the student that charges are pending and that a hearing has been scheduled. It shall inform the student of the reported circumstances of the allegedly wrongful conduct. It also specifies that if the student fails to appear for the meeting, the Dean may re-schedule the meeting. The notice shall inform the student that the college council may impose straight -away any of the below mentioned disciplinary penalties, if it is reasonably believed the failure of nonappearance is to be without good cause or weigh this as a negative factor in future appeals. (B) Disposition When the student appears as required, the Dean shall inform the student as fully as possible of the facts alleged. If, after discussion and such further investigation as may be necessary, the Dean determines that the violation occurred, as alleged, the Dean shall so notify the student and may impose any one or a combination of the below mentioned sanctions for facts of academic misconduct. If the student fails to adhere to the sanctions imposed, the student may be subjected to additional sanctions, including suspension or expulsion. The sanctions include lowered or failing grade on the particular assignment or the possibility of an additional administrative sanction, (like the under mentioned) in case the academic misconduct extends to other deeds a. A failing grade on the examination, paper, research or creative project; b. A specified reduction in the course grade; c. Non-inclusion of scores earned in continuous assessment; and MBBS Student Handbook (AY 2013 – 2014)
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d. Multiple Sanctions: More than one of the sanctions listed above may be imposed for any single violation; Reprimand and warning - An undertaking is signed by the student not to repeat the offence. The student may face suspension if she / he engages in the same misconduct again or commits any other violation. Suspension - A student may be prohibited from participating in all aspects of college life for a specified period of time. The student may appeal against the decision of the Dean to the Provost. The appeal for the latter decision rests with the discretion of the Provost. Appeal to and Action by the Provost The Provost shall inquire into the facts of the appeal and shall discuss the matter individually with the student, the faculty member, the Dean and make a decision concerning the merits of the appeal. The Provost may affirm the original decision concerning the disciplinary sanction to be imposed, reverse the original decision and direct that the complaint be dismissed; impose a different sanction, amounting to commutation. The student may appeal against the decision of the Provost to the President. The appeal for the latter decision rests with the discretion of the President. Appeal to and Action by the President The President shall inquire into the facts of the appeal and shall discuss the matter individually with the student, the faculty member, the Dean, the Provost and make a decision concerning the merits of the appeal. He may affirm the original decision concerning the disciplinary sanction to be imposed, reverse the original decision and direct that the complaint be dismissed; impose a different sanction, amounting to commutation. 13.1.2 Personal Misconduct 13.1.2.1 Personal Misconduct on University Premises The college may discipline a student for the following acts of personal misconduct, which occur on college property and its allied teaching sites: False accusation of misconduct, forgery, alteration of college document (record, identification). Making a false report on emergency / catastrophe. Lewd, indecent or obscene conduct, gesture/s and /or remark/s. Disorderly conduct, which interferes with teaching or any other college activity. Failure to comply with the directions of authorized college officials. MBBS Student Handbook (AY 2013 – 2014)
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Unauthorized possession of college and others' property. Physical damage to university related or others' property. The Committee will place the facts of the case before the College Council, presided over by the Dean and a decision on the nature of act, and sanction to be imposed is taken. The nature of the act and the sanction to be imposed is reviewed by the college council, presided over by the Dean, taking into consideration the following: (i) Previous act/s of misconduct. (ii) Record of repeated act/s of misconduct. 13.1.2.2 Personal Misconduct Outside University Premises The college may discipline a student for acts of personal misconduct that are not committed on college property, if the acts arise from activities that are being conducted off the campus, or if the misconduct undermines the security of the GMU community or the integrity of the educational process. PERSONAL MISCONDUCT PROCEDURES (A) Initiation of Proceedings A report that a student has committed an act of personal misconduct may be filed by any person; it must be submitted in writing to the Student Welfare Committee. After reviewing a complaint, after enquiry & verification, the committee will forward the report to the College Council, presided over by the Dean. On the consensus reached by the Council, the Dean has the discretion to decide whether disciplinary proceedings should be instituted. A disciplinary proceeding is initiated by the Dean sending a notice to the student who is the subject of the complaint. The notice sent is to inform the student that charges are pending and that a hearing has been scheduled. It shall inform the student of the reported circumstances of the allegedly wrongful conduct. It also specifies that if the student fails to appear for the conference, the Dean may reschedule the meeting. The notice shall inform the student that the college council may impose straight -away any of the below mentioned disciplinary penalties, if it is reasonably believed the failure of nonappearance is to be without good cause or weigh this as a negative factor in future appeals. (B) Disposition When the student appears as required, the Dean shall inform the student as fully as possible of the facts alleged.
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The student is given a fair opportunity to explain her / his position / views regarding the allegations leveled against her / him. If, after discussion and such further investigation as may be necessary, the Dean determines that the violation occurred, as alleged, the Dean shall so notify the student and may impose any one or a combination of the below mentioned sanctions for facts of personal misconduct. If the student fails to adhere to the sanctions imposed, the student may be subjected to additional sanctions, including suspension or expulsion. The student may appeal against the decision of the Dean of the college to the Provost of the university. The sanctions include: Reprimand and warning - That the student may receive additional sanction/s if the student engages in the same misconduct again or commits any other violation/s. Disciplinary probation is for a specified period of time under conditions specified by the Dean. As a condition of probation, the student may be required to participate in a specific program, such as a counseling program, a program designed, to stimulate good citizenship within the college community, or any other activity which would foster civic participation. Restitution - A student may be required to pay the cost for the replacement or repair of any property damaged by the student. Expulsion from University Hostel - A student may be expelled from university hostel and the student's contract for university hostel may be rescinded. Suspension - A student may be suspended / debarred from participating in all aspects of college life for a specified period of time. Expulsion - A student may be expelled from the university permanently. Furthermore, the student may not thereafter petition for readmission to the university. (C) Appeal to and Action by the Provost The student may appeal against the decision of the Dean of the college to the Provost of the university, who may take any of the following actions:
Affirm the original decision that the student did commit the alleged act of misconduct. Affirm the original decision concerning the disciplinary sanction to be imposed. Reverse the original decision that the student did commit the alleged act of misconduct and direct that the complaint be dismissed. Set aside the original decision concerning the disciplinary sanction to be imposed and impose a different sanction, amounting to commutation.
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(D) Appeal to and action by the President The student may appeal against the decision of the Provost to the President of the university, who may take any of the following actions:
Affirm the original decision that the student did commit the alleged act of misconduct. Affirm the original decision concerning the disciplinary sanction to be imposed. Reverse the original decision that the student did commit the alleged act of misconduct and direct that the complaint be dismissed. Set aside the original decision concerning the disciplinary sanction to be imposed and impose a different sanction, amounting to commutation.
Repeated Misconduct Procedure (Personal) In cases of repeated personal misconduct by a student, the student welfare committee will study the advice, recommendation/s and instruction/s imparted by the committee against the student on previous occasions. Serious warnings or disciplinary proceedings against the student by the student welfare committee on earlier occasions constitute enough grounds for the committee to recommend dismissal of the student with immediate effect if the present episode of misconduct warrants such action. Procedures for Handling Misconduct by Student Organizations Academic misconduct proceedings and disciplinary proceedings against individual members of a student organization are governed by the procedures otherwise applicable to students alleged to have committed acts of academic misconduct. GMU procedures for imposing academic and disciplinary sanctions are designed to provide students with the guarantees of due process and procedural fairness, to ensure equal protection for all students, and to provide for the imposition of similar sanctions for similar acts of misconduct. 13.2 Student’s Rights and Responsibilities 13.2.1 Student’s Rights and Responsibilities Policy The student must become familiar with the academic policies, curriculum requirements, and associated deadlines as outlined in the undergraduate catalog. The academic advisor shall advise the student on all matters related to their program of study and will aid the student in the interpretation of policies whenever necessary. However, it shall ultimately be the student's responsibility to meet all stated requirements for the degree and the policies related thereof. It is also the student's responsibility to actively utilize their campus email and the university web site, observe netiquette, observe MBBS Student Handbook (AY 2013 – 2014)
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the policies on internet use as published and made available in the Student handbook as it tends to be a major communication resource and is often the primary form of communication between students. Gulf Medical University shall maintain an academic environment in which the freedom to teach, conduct research, learn, and administer the university is protected. Students will enjoy maximum benefit from this environment by accepting responsibilities commensurate with their role in the academic community. The principles found herein are designed to facilitate communication, foster academic integrity, and defend freedoms of inquiry, discussion, and expression among members of the university community. 13.2.2 Rights in the Pursuit of Education Students will have the right:
To pursue an education free from illegal discrimination and to be judged on the basis of relevant abilities, qualifications, and performance; To fair and impartial academic evaluation and a means of recourse through orderly procedures to challenge action contrary to such standard; To an academic environment conducive to intellectual freedom; and To a fair and orderly disciplinary process.
13.2.3 Right to Access Records and Facilities Students will have the right: To access their own personnel and education records and to have the university maintain and protect the confidential status of such records, as required by appropriate legal authority; To have access to accurate information regarding tuition, fees and charges, course availability, general requirements for establishing and maintaining acceptable academic standing, and graduation requirements. 13.2.4 Right to Freedom of Association, Expression, Advocacy, and Publication Students will have the right:
To free inquiry and expression; To organize and join associations to promote their common and lawful interests; To be able to protest on university premises in a manner which does not obstruct or disrupt teaching, research, administration, or other activities authorized by the university;
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13.2.5 Right to Contribute to University Governance and Curriculum Students will have the right through student representatives, to participate in formulating and evaluating institutional policies. 13.2.6 Student Responsibilities Students shall be expected to balance these rights with the responsibility to respect the learning environment for others and for themselves and to make their best effort to meet academic challenges undertaken. Students will be responsible for compliance with the University Code of Conduct. The standards of professional behavior in the educational setting are related to three domains: 1) Individual Performance; 2) Relationships with students, faculty, staff, patients and community, others; and 3) Support of the ethical principles of the medical profession, as expanded below: Individual performance:
Demonstrates educational experiences (i.e., exams, clinics, rounds, small group sessions, appointments at the clinical skills center). Adheres to dress code consistent with institutional standards. Relationships with students, faculty, staff, patients and community. Establishes effective rapport. Establishes and maintains appropriate boundaries in all learning situations. Respectful at all times of all parties involved. Demonstrates humanism in all interactions. Respects the diversity of race, gender, religion, sexual orientation, age, disability and socioeconomic status. Resolves conflict in a manner that respects the dignity of every person involved. Uses professional language being mindful of the environment. Maintains awareness and adapts to differences in individual patients. Including those related to culture and medical literacy. Supports ethical principles of the medical profession. Maintains honesty. Contributes to an atmosphere conducive to learning and is committed to advance scientific knowledge. Protects patient’s confidentiality.
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COLLEGE OF MEDICINE (CoM)
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14.0 The Integrated MBBS Program 14.1 Goals 1. The graduate will acquire and understand scientific principles of medical knowledge at the molecular, cellular, organ, whole body and environmental levels of health and disease. He should be able to apply the current understanding and recent advances in contemporary basic sciences to promote health, prevent, diagnose and manage the common health problems of individuals (at different stages of life), families and communities. 2. The graduate will develop basic clinical skills (interpretive, manipulative, and procedural) such as the ability to obtain a patient's history, to undertake a comprehensive physical and mental state examination and interpret the findings, and to demonstrate competence in the performance of a limited number of basic technical procedures. 3. The graduates will develop an attitude and practice personal and professional values necessary for the achievement of high standards of medical practice. This should enable him to carry out independently the responsibilities of a physician and to develop further knowledge and skills in order to adapt to the changes in the practice of medicine throughout his professional career.
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14.2 Intended Program Learning Outcomes Learning Outcome
Domain
Upon successful completion of the program, the graduate will be able to: Demonstrate knowledge and understanding of the key concepts and principles of biomedical, clinical and psychosocial sciences and their application in the clinical context to promote health, and prevent and treat diseases commonly encountered in the region within the legal and regulatory framework
LO1
Medical Knowledge
LO2
Communicate effectively with patients and their families, Communication colleagues, superiors and members of the public through Skills written, verbal and electronic means
LO3
Research and Analytical Skills
LO4
LO5
LO6
LO7
Use appropriate statistical tools and research methods to practice evidence-based medicine, maintain appropriate documentation and carry out basic research studies
Arrive at decisions, take actions and perform assigned duties paying due attention to cultural diversity, patient Professionalism confidentiality and ethical issues; be worthy of trust and and Values exhibit honesty, fairness, compassion, respect and integrity in all interactions with patients and their families Provide optimum patient care at the level of a basic doctor through clerking, diagnosing and managing patients, including performing common emergency and life-saving Patient Care procedures, adhering to recommended guidelines and standard precautions with an awareness of both one's own limitations and the need to seek the help of an expert when required in the interests of patient safety Function as an effective leader and contribute to the professional development of peers; be an effective team Leadership and member when dealing with peers and superiors in the Teamwork discharge of duties and during the process of learning and appreciate the roles and contributions of colleagues and other healthcare professionals of the multidisciplinary team Possess qualities of self-evaluation, reflection, self-learning and time-management skills so that life-long learning could Personal be undertaken for personal and professional development; Development develop critical thinking and problem-solving abilities along with sufficient personal strengths to cope with the physical and psychological demands of a career in medicine
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14.3 MBBS Program Structure
Modular System-based Integrated MBBS Curriculum
Phase – I
Phase – II
Language & Communication Skills Psychosocial Sciences Cells, Molecules & Genes
Phase - III Endocrine System (including Mammary Glands)
P Blood & B Immune System L P Cardiovascular B System L
P B L
P Reproductive B System L
Alimentary System
P B L
Musculo Skeletal System
P B L
Metabolism & Nutrition Internal & External Environment Year 1
P Urinary System B L Year 2
MBBS Student Handbook (AY 2013 – 2014)
P Integumentary B System L Year 3
Blood & Immune System
Cardiovascular System
Cardiovascular System Respiratory System Alimentary System
Respiratory System Alimentary System
Urinary System
Endocrine System (including Mammary Glands) Reproductive System
Urinary System Endocrine System (including Mammary Glands) Reproductive System
Nervous System
Musculo Skeletal System
Musculo Skeletal System Integumentary System
Year 4
Year 5
Nervous System
CRRI
Embryogenesis & Life Cycle
P Nervous System B L
BASIC CLINICAL SKILLS
P B L
BASIC CLINICAL SKILLS
Respiratory System
Blood & Immune System
MULTI SYSTEM MODULES
Tissues and Organs
Integumentary System
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Year 6
14.4 Plan of Study Phase – I (2013 Batch)
FALL SEMESTER
Semester
Course
Duration
ORIENTATION
Sep 4 , 2013
ORIENTATION MED 101 & MED 102 (Language & Communication Skills) and (Psychosocial Sciences) MED 101 MED 102 (Language & (Psychosocial Communication Sciences) Skills) MED 103 (Cells, Molecules & Genes) EID HOLIDAYS MED 103 (Cells, Molecules & Genes) MED 104 (Tissues and Organs) FALL SEMESTER BREAK MED 104 (Tissues and Organs) MED 105 (Embryogenesis and Life Cycle) STUDY LEAVE SEMESTER I EXAMINATION MED 106 (Metabolism and Nutrition)
SPRING SEMESTER
SPRING SEMESTER BREAK MED 106 (Metabolism and Nutrition) MED 107 (Internal and External Environment) STUDY LEAVE SEMESTER II EXAMINATION STUDY LEAVE PHASE-I PROFESSIONAL EXAMINATION EID & SUMMER HOLIDAYS MBBS Student Handbook (AY 2013 – 2014)
Weeks
Sep 5 , 2013
Sep 8 – 26, 2013 (3 Weeks)
1-3
Sep 29 – Oct 10, 2013 (2 Weeks) Oct 13 – 17, 2013 (1 Week) Oct 20 – Nov 14, 2013 (4 Weeks) Nov 17 – Dec 19, 2013 (5 Weeks) Dec 22, 2013 - Jan 2, 2014 (2 Weeks) Jan 5 - 9, 2014 (1 Week) Jan 12 – Feb 6, 2014 (4 Weeks) Feb 9 – 13, 2014 (1 Week) Feb 16 – 20, 2014 (1 Week) Feb 23 – March 27, 2014 (5 Weeks) March 30 - Apr 10, 2014 (2 Weeks) Apr 13 - 17, 2014 (1 Week) Apr 20 - June 19, 2014 (9 Weeks) June 22 - 26, 2014 (1 Week) Jun 29 - July 3, 2014 (1 Week) July 6 - July 17, 2014 (2 Weeks) July 20 - 24, 2014 (1 Week)
4-5 6 7 - 10 11 - 15 16 - 17 18 19 - 22 23 24 25 - 29 30 - 31 32 33 - 41 42 43 44 - 45
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Phase – II Year 1 (2012 Batch) Semester
Course
Duration
ORIENTATION
Sep 8, 2013
MED 202 (Blood and Immune System)
Sep 9 – Oct 10, 2013 (5 Weeks) Oct 13 – 17, 2013 (1 Week) Oct 20 – 24, 2013 (1 Week) Oct 27 – Dec 19, 2013 (8 Weeks) Dec 22, 2013 - Jan 2, 2014 (2 Weeks) Jan 5 - 9, 2014 (1 Week)
FALL SEMESTER
EID HOLIDAYS MED 202 (Blood and Immune System) MED 203 (Cardiovascular System) FALL SEMESTER BREAK
SPRING SEMESTER
SEMESTER III EXAMINATION
Weeks
1-5 6 7 8 - 15 16 - 17 18
MED 211 & MED 212 (Clinical Block & Research Methodology)
Jan 12 – Feb 6, 2014 (4 Weeks)
19 - 22
MED 204 (Respiratory System)
Feb 9 – March 20, 2014 (6 Weeks)
23 - 28
MED 212 (Research Methodology)
March 23 - 27, 2014 (1 Week) March 30 - Apr 10, 2014 (2 Weeks) Apr 13 - 17, 2014 (1 Week) Apr 20 - June 12, 2014 (8 Weeks) June 15 - July 10, 2014 (4 Weeks) July 13 - 17, 2014 (1 week) July 20 - 24, 2014 (1 Week)
SPRING SEMESTER BREAK MED 212 (Research Methodology) MED 205 (Alimentary System) MED 206 (Urinary System) STUDY LEAVE SEMESTER IV EXAMINATION EID & SUMMER HOLIDAYS
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29 30 - 31 32 33 - 40 41 - 44
July 27 - Aug 31, 2014
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Phase – II Year 2 (2011 Batch) Semester
Course
Duration
Weeks
MED 210 (Endocrine System and Mammary Gland)
Sep 8 – Oct 10, 2013 (5 Weeks)
1-5
FALL SEMESTER
EID HOLIDAYS (MED 207) (Reproductive System) MED 211 & 212 (Clinical Block III & Research Methodology) FALL SEMESTER BREAK SEMESTER V EXAMINATION
Dec 8 - 19, 2013 ( 2 Weeks)
6 7 - 13 14 - 15
Dec 22, 2013 – Jan 2, 2014 (2 Weeks) Jan 5 – 9, 2014 (1 Week)
16 - 17 18
MED 208 (Nervous System)
Jan 12 - March 13, 2014 (9 Weeks)
19 - 27
MED 211 & 212 (Clinical Block IV & Research Methodology)
March 16 - 27, 2014 (2 Weeks)
28 - 29
SPRING SEMESTER BREAK SPRING SEMESTER
Oct 13 – 17, 2013 (1 Week) Oct 20 – Dec 5, 2013 (7 Weeks)
MED 209 (Musculoskeletal System) MED 201 (Integumentary System) STUDY LEAVE SEMESTER VI EXAMINATION STUDY LEAVE PHASE II PROFESSIONAL EXAM ANNOUNCEMENT OF RESULTS EID & SUMMER HOLIDAYS
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March 30, - Apr 10, 2014 (2 Weeks) Apr 13 - May 29, 2014 (7 Weeks) June 1 - 12, 2014 (2 Weeks) June 15 - 19, 2014 (1 Week) June 22 - 26, 2014 (1 Week) June 29 - July 10, 2014 (2 Weeks) July 13 - 17, 2014 (1 Week) July 20 – 24, 2014 (1 Week)
30 - 31 32 - 38 39 - 40 41 42 43 - 44
July 27 - Aug 31, 2014
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Phase – III Year 1 (2010 Batch)
FALL SEMESTER
Semester
Course
Duration
ORIENTATION
Sep 4 - 5, 2013
MED 301 (Integumentary System) MED 302 (Blood and Immune System)
Sep 8 – Oct 3, 2013 (4 Weeks) Oct 6 - 10, 2013 (1 Week) Oct 13 - 17, 2013 (1 Week) Oct 20 – 31, 2013 (2 Weeks) Nov 3 - 21, 2013 (3 Weeks) Nov 24 - Dec 19, 2013 ( 4 Weeks) Dec 22, 2013 - Jan 2, 2014 (2 Weeks)
EID HOLIDAYS MED 302 (Blood and Immune System) MED 304 (Respiratory System) MED 303 (Cardiovascular System)
SPRING SEMESTER
FALL SEMESTER BREAK
Week
SEMESTER VII EXAMINATION
Jan 4, 2014
MED 305 (Alimentary System)
Jan 5 - 30, 2014 (4 Weeks)
MED 306 (Urinary System) MED 310 (Endocrine System) (MED 307) (Reproductive System)
Feb 2 - 20, 2014 (3 Weeks) Feb 23 - March 6, 2014 (2 Weeks) March 9 - 27, 2014 (3 Weeks) March 30- Apr 3, 2014 (1 Week) Apr 6 - 24, 2014 (3 Weeks) Apr 27 - May 29, 2014 (5 Weeks) June 1 -July 10, 2014 (6 Weeks) July 13 - 17, 2014 (1 Week) July 20 - 24, 2014 (1 Week)
SPRING SEMESTER BREAK (MED 307) (Reproductive System) MED 308 (Nervous System) MED 309 (Musculoskeletal System) STUDY LEAVE SEMESTER VIII EXAMINATION EID & SUMMER HOLIDAYS
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1-4 5 6 7-8 9 - 11 12 - 15 16 - 17
18 - 21 22 - 24 25 - 26 27 - 29 30 31 - 33 34 - 38 39 - 44
July 27 - Aug 31, 2014
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Phase – III Year 2(2009 Batch)
SPRING SEMESTER
FALL SEMESTER
Semester
Course
Duration
ORIENTATION
Sep 4 - 5, 2013
Clinical Posting 1
Sep 8 – Oct 31, 2013 (8 Weeks)
1-8
Clinical Posting 2
Nov 3 – Dec 26, 2013 (8 Weeks)
9 - 16
SEMESTER IX EXAMINATION
Dec 28, 2013
Clinical Posting 3
Dec 29, 2013 – Feb 20, 2014 (8 Weeks)
17- 24
Clinical Posting 4
Feb 23 – Apr 17, 2014 (8 Weeks)
25 - 32
Clinical Posting 5
Apr 20 - June 12, 2014 (8 Weeks)
33 - 40
STUDY LEAVE
June 15 - 19, 2014 (1 Week)
41
SEMESTER X EXAMINATION
June 22 - 26, 2014 (1 Week)
42
STUDY LEAVE
June 29 – July 10, 2014 (2 Weeks)
43 - 44
PHASE III PROFESSIONAL EXAM
July 13 - 17, 2014 (1 Week)
45
ANNOUNCEMENT OF RESULTS
July 20 – 24, 2014 (1 Week)
46
EID & SUMMER HOLIDAYS
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Week
July 27 - Aug 31, 2014
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14.5 Course Descriptions Phase - I MED 101: Language & Communication Skills The course is designed to provide a variety of simulated patient encounter settings to introduce the basic interpersonal communication processes that help to gain sensitivity to patient perspectives and to develop a sense of personal awareness, which will help the student to deal with patients of all ages and both genders in routine and difficult situations and in the process work effectively as a member of the health care team in real life encounters. Students will be encouraged to learn medical terminology in common usage both in English and Arabic to reduce language barriers in an effort to improve their communication skills. MED 102: Psychosocial Sciences This course covers two major themes. Introduction to Behavioral Sciences covers such topics as psychosocial basis of health, approaches to study of human behavior, methods of behavioral sciences research, organic basis of behavior and the process of human development through the life span. Dynamics of Human Behavior helps students to gain knowledge of the working of the human memory system, consciousnesses and human behavior, and the principles of learning and reinforcements and its applications. It also provides students an opportunity to learn the elements of culture and process of socialization, and their impact on health and illness. MED 103: Cells, Molecules & Genes This course introduces the fundamentals of molecular, cellular and genetic processes; the structure-function relationships of biomolecules with an emphasis on their clinical relevance; the functions of the biomembranes; and the basic mechanisms of signal transduction. Use of computer and web-based learning resources in this course serve to promote interactive and self- directed learning. MED 104: Tissues & Organs In this course, the structure and function of the various types of tissues, their organization to form organs of the different systems in the body are dealt with in an integrated manner to help in understanding the correlation of structure with function. This will enable the learner to better correlate the alterations in function due to structural changes in a disease. Seminars in relevant areas will give the learner an opportunity to develop presentation skills.
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MED 105: Embryogenesis & Life Cycle This course is designed to introduce the normal human development at the various life stages from conception to old age including embryology, childhood, adolescence, adulthood and aging in the elderly. The course covers the first few weeks of early human development from fertilization to formation of the embryo. Students will also learn to appreciate health as a component of life cycle development. MED 106: Metabolism & Nutrition This course deals with the key concepts and principles of nutrition and metabolism that are necessary for understanding the development of metabolic diseases and the rationale of the methods employed in their investigations. Opportunities will be provided to work cooperatively as a member of a group in the preparation and submission of a project when students will gather and analyze health information in an attempt to identify unhealthy eating behaviors which increases risk of developing nutritional disorders. MED 107: Internal & External Environment This course is the last course in Phase-I of the Integrated Curriculum. This course will help the students to gain an insight into the challenges human beings face each day of their lives indoors, at home or at work or outdoors as their bodies are challenged by agents in its internal and external environments. The student will be introduced to the basic physiological and pathological responses to the noxious agents at the level of cells, tissues and organs that in turn is related to the toxicity of the agents which make the difference between health and disease. The students will realize the magnitude of the preventive measures made at the level of the individual, the community and globally to achieve the vision of health for all in the future.
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Phase - II MED 201: Integumentary System This course has been integrated around the Integumentary System to provide the learner with a sound knowledge and understanding of the structure, functions and development of the integumentary system in health and its major deviations in common skin diseases. In addition, the learner is introduced to the causes, pathogenesis, and pathological basis of clinical manifestations, methods of diagnosis, principles governing management and methods of prevention of these disorders. MED 202: Blood And Immune System The course presents an overview of the normal structure and functions of the blood and the immune system and their derangement in disorders of the red cells, leucocytes, platelets and the lymphoid tissues/organs. The pathophysiology, molecular basis, laboratory findings and clinical manifestations of anemias, leukemias, and hemorrhagic, thrombotic and immune disorders will be emphasized through didactics, laboratory exercises and seminars. Case based discussions through CBL, PBL and settings will encourage development of problem solving skills. MED 203: Cardiovascular System This course has been structured as an integrated study of the human cardiovascular system and provides instruction into the mechanisms of operation of the human cardiovascular system. Emphasis is placed on the integration of relevant principles with respect to the behavior of the normal circulation and its responses to the stress of injury and disease. This course deals with common cardiovascular disorders, including a study of atherosclerosis, coronary heart disease and myocardial infarction, hypertension, valvular and congenital heart disease, infectious heart disease, and heart muscle disorders. Also included is a series of case presentations dealing with common complications of a variety of cardiac diseases: cardiac arrhythmias, heart failure and shock. PBL sessions deal with prototype diseases and provide opportunities to develop problem solving and interpersonal communication skills. MED 204: Respiratory System The course is designed to provide an integrated approach to the learning of the normal structure, function and development of human respiratory system using different strategies and applying the knowledge and skills acquired in understanding the pathophysiology of various respiratory disorders. The basic principles of management of these disorders with a focus on disease prevention will be described. The medico legal aspects of specific respiratory disorders will be studied. PBL week will deal with the pathophysiology and management of the lower respiratory tract infections. MBBS Student Handbook (AY 2013 – 2014)
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MED 205: Alimentary System The course adopts an integrated organ system- based approach to provide the learner with a sound knowledge and understanding of the structure, functions and development of the digestive system and its accessory organs, in health and their major deviations in disease. Furthermore, the learner is introduced to the aetiopathogenesis, basis of clinical manifestations, methods of diagnosis, principles governing the pharmacological management and methods of prevention of common disorders of the digestive system. The course employs problem based learning (PBL) and a variety of teaching /learning methods to facilitate interdisciplinary integration, student centered learning and development of generic competences. Simultaneous introduction of basic clinical skills aims to vertically integrate learning and prepare the students for clinical clerkship in the next phase. MED 206: Urinary System This course has been designed as an integrated study of the urinary system and provides instruction into the mechanisms of operation of the urinary system. Emphasis is placed on the integration of relevant principles with respect to the mechanisms of normal excretion and its responses to health and disease. This course deals with common urinary disorders, including study of renal failure, glomerular diseases, infections, obstruction and neoplasms of the urinary tract. Also included is a series of case presentations dealing with common complications of a variety of urinary tract diseases. PBL courses deal with prototype diseases and provide opportunities to develop problem-solving skills. MED 207: Reproductive System The course is designed to provide an integrated approach to the learning of the normal structure, function and development of the human reproductive system using different learning strategies to acquire the knowledge and skills required for understanding the pathophysiology of various reproductive disorders; the rationale for their management focused on disease prevention. The medico legal aspects of specific disorders will be studied. The PBL course will deal with the pathophysiology and management of menstrual disorders. MED 208: Nervous System The course is designed to provide an integrated approach to the learning of the normal structure, function and development of the nervous system and the organs of hearing, vision, taste, smell and touch. The course also serves to introduce the medical students to individual factors affecting human behavior particularly the micro level psychological processes such as perception, personality, attitudes, values and motivation. The students will also have a chance to understand the impact of these factors on the health and wellbeing of people in general and on the patient-doctor relationship in specific. The medico MBBS Student Handbook (AY 2013 – 2014)
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legal aspects of death will be studied. PBL week will deal with the pathophysiology, and management of meningeal infections. MED 209: Musculoskeletal System In this course the knowledge of the contribution of the normal structure, function and development of the bones, joints and muscles in the maintenance of the kinetics of normal posture and locomotion will help to understand how the physiological and pathological changes associated with congenital, traumatic, infectious, degenerative, metabolic and neoplastic musculoskeletal disorders lead to physical disabilities that have a major impact on the biomechanical function of this organ system particularly following traumatic bone injuries and degenerative joint disease. MED 210: Endocrine System & Mammary Gland This course has been structured to provide an integrated study of the homeostatic mechanisms regulated by the circulating hormones secreted by the different endocrine glands. Emphasis has been placed on the normal responses to stress that alter the endocrine balance and the physiological changes that help to restore homeostasis. This course deals with common disorders of the hypothalamus and pituitary, thyroid and parathyroid, adrenal, pancreas that lead to either hyper functioning or hypo functioning metabolic disease states. The mammary glands have been included as an example of a typical target organ of hormone action. The PBL course introduces breast diseases, both neoplastic and nonneoplastic as a prototype of diseases that arises as a complication of .persistent hormonal imbalance. MED 211 Clinical Skills Competency Levels I & II (Introductory Clerkship)
This course is designed to be introduced gradually and progressively and reinforced as appropriate in each course in the pre-clerkship years in an attempt to vertically integrate the knowledge of the basic sciences with the practice of the clinical sciences. Communication skills will be learnt as a prerequisite of general history taking and physical examination to help elicit the signs and symptoms and is introduced in year one (PHASE I). This will be followed by a more focused history taking and physical examination as relevant to the different organ systems in the second and third years (PHASE II). In addition during this phase, the students will be introduced to the performance of routine technical procedures related to physical examination to elicit specific diagnostic physical signs. Procedural and manipulative skills relevant to the organ system under study will be learnt in the safe environment of the Simulation Lab. Interpretation of results of ECG, laboratory and radiologic investigations and deviations from the normal will be identified and their significance will be discussed by a team made up of both clinicians and basic scientists. MBBS Student Handbook (AY 2013 – 2014)
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These skills will help to develop adequate communication and basic clinical skills in order to prepare the student to integrate rapidly into the clinical hospital and respond professionally during real doctor-patient encounters during the clerkship in the fourth and fifth years (PHASE III) and the final internship year (CRRI) MED 212 Research - I, II, III This course is designed to afford the student the opportunity to develop a research proposal under faculty guidance. The proposal development may involve a literature search, preliminary experimentation, or a pilot field study. The research would be preliminary but relevant to the project. The course will be conducted in three parts. In the second year, Research Methodology is designed to introduce the student to basic concepts and problems encountered in scientific investigation, including types of data and measurement, descriptive statistics, inferential statistics, validity, reliability, sampling, hypotheses and hypothesis testing, literature review and research design. In the third year Research Protocol Design introduces the student to the scientific development of research protocols and their key elements. Topics include the differentiation between research design types, rules for writing protocols, ethical considerations relative to research protocols and the correct preparation of data collection forms. Upon completion, the student will be able to identify the primary components of protocols and effectively develop a protocol draft. In the third year opportunity will be provided for a Research Practicum designed to provide the student an opportunity to gain practical experience in the design and/or implementation of research. A student may choose to do a practicum as part of an ongoing faculty research project or as an independent experience in a community or institutional setting. Selection of the research topic will depend on individual needs of a student and must be approved by the student’s academic advisory committee. A faculty member will agree to supervise the practicum.
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Phase - III MED 301 & 401: Ophthalmology This course is designed as an introduction to ophthalmology. In addition to attending didactic sessions, the student will learn to take a good ophthalmic history and perform a good general eye exam in order to detect common abnormalities of the eye and visual system. Students will learn to interpret the clinical findings and reach a diagnosis and discuss their management during case based discussions in the classroom, the outpatient and the bedside. Students will develop and refine skills in the use of the penlight, ophthalmoscope and slit lamp and will also have ample opportunity to observe a variety of ophthalmic surgical procedures, such as sub-conjunctival injection, foreign body removal and nasolacrimal duct syringing performed in the management of common eye disorders. MED 302 & 402: Otorhinolaryngology The didactic lectures provide essential factual information, and the clinical rotations provide a practical experience. Students will learn to take a relevant history and perform a basic head and neck exam with equipments available to a primary care practitioner (flashlight, tongue blade, otoscope) and perform an ear exam by tympanometry and otoscope. The students will gain increasing experience discussing the clinical findings to reach a diagnosis of common problems like allergic rhinitis, sinusitis, otitis media, epistaxis, facial fractures, hearing loss, dizziness, and swallowing disorders and discuss a treatment plan with the faculty. Students will be able to observe surgical procedures like ear syringing, nasal packing, tracheostomy, endoscopy and removal of foreign bodies. The student will be able to perform laryngoscopy and use of tracheostomy tubes on a manikin in the simulation lab. MED 303 & 403: Medicine and Allied Disciplines The Medicine clerkship is divided into two rotations one in clerkship year 4 and the other in year 5. The student will have adequate clinical encounters in both ambulatory and bedside settings in the outpatient and inpatient departments of the hospital. The student will gain wide exposure to the medical and conservative management of common acute and chronic medical disorders. Rotations in allied medical specialties like dermatology and psychiatry will increase the breadth of the experience to include the management of common skin disorders and a broad understanding of the human mind and behavior, its normality in health, abnormality in stress, methods of classifying psychological and psychiatric disorders and different forms of therapy. It also helps students in gaining an understanding of the ethical concepts in the field of medicine, the right of patients and the responsibility of health professionals.
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MED 304 & 404: Surgery and Allied Disciplines The clerkship in Surgery is designed to give the student a broad exposure to the principles of diagnosis and management of common surgical problems, including surgical emergencies; the indications and methods for fluid and electrolyte replacement therapy including blood transfusion, the importance of asepsis, disinfection and sterilization and use of antibiotics, and lastly, common malignancies and their management and prevention. During the course of the rotation, the student will be expected to focus on several areas of study, which will include basic principles of peri-operative management of the patient with a surgical problem. An awareness of the nature and management of surgical disease is developed by case oriented small group sessions, rounds and weekly conferences. The surgical experience will be further widened to include surgical aspects of orthopedics, anesthesia and radiology Orthopedics includes the principles of recognition and management of common bone and joint injuries and infections; recognition of congenital and skeletal anomalies for correction or rehabilitation; importance of metabolic bone diseases, diagnosis of neoplasms affecting bones; recognition and management of degenerative and rheumatologic diseases of musculoskeletal system; principles of reconstructive surgery of musculoskeletal system. Anesthesiology includes principles of the pre-, intra- and post-operative anesthetic management of the surgical patient with particular emphasis on relief of preoperative anxiety, intraoperative maintenance of normal oxygenation when normal respiration is depressed under anesthesia and postoperative pain relief Radiology will include the identification of normal findings on routine X-rays of chest, abdomen, head and limbs, the recognition of deviations of normal and their significance in the management of the underlying disorders. MED 305 & 405: Obstetrics and Gynecology In the Obstetrics and Gynecology, the student will gain the skills of gynecologic and obstetric history taking and physical examination in the outpatient and wards and practical experience in the delivery room under the close supervision of the staff. The student will avail these opportunities to reach a diagnosis and discuss the management of gynecologic and obstetric disorders with the faculty while dealing with patients in the outpatient, the delivery room, the operation theater and the wards. The performance of procedural skills like delivering a baby, taking a PAP smear, suturing an episiotomy will be learnt and practiced in the safe environment of the Simulation Lab. Formal and informal daily teaching sessions and rounds with the faculty are a part of this clerkship experience.
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MED 306 & 406: Pediatrics The student will learn to obtain clinical history in an age-appropriate and sensitive manner from a child and or the accompanying adult and conduct a pediatric physical examination appropriate to the condition and the age of the patient. During presentation of the clinical findings to the faculty, the student will interpret the clinical findings and available lab results to suggest a diagnosis and discuss the management of the disease. The student will assess growth and development and advocate safety measures to prevent injury and disease. Many case based sessions have been planned to provide alternative clinical experiences. The simulation lab will allow the learner to practice in a safe environment. MED 307 & 407: Multisystem Course This course will deal with themes and topics that cut across all disciplines and involve multiple organs in a broader perspective. This will enable the learner to see the patient as whole and appreciate the generalized nature of diseases. Common examples are AIDS, tuberculosis, hypertension, diabetes mellitus, renal failure, congestive cardiac failure, sarcoidosis, shock, cirrhosis, trisomies and inborn errors of metabolism. In this course seminar presentations will be used as the main learning strategy. INTERNSHIP: MED 595: Internship This consists of an on-the-job training for a period of one year wherein the graduate rotates in different clinical departments on completion of the MBBS program. The graduate gains on the job experience under the close supervision of his teachers. It also serves to provide opportunities to attain appropriate higher skill levels as the student has completed the didactic requirements of the course and is now given opportunities to further improve his skills and master it before he enters independent practice. The internship experience also gives an insight into the practice of the chosen profession and is in itself a strong motivating factor for the learner to continue and pursue higher education and specialize further in the chosen field of study.
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14.6 Clinical Training Sites Clinical training for the MBBS Program has been arranged at multiple sites: GMC Hospital and Research Center - This is a 100 bed teaching hospital in Ajman. Students will receive clinical training here during the first four years including early patient contact during the first year. Sheikh Khalifa Bin Zayed Hospital, Ajman - This is a 200 bed MoH Hospital located at Al Jurf next to GMU. Students will receive clinical training here in the 4th year MBBS and during internship. UAQ Hospital, Umm Al Quwain - This is a 180 bed MoH Hospital located in Umm Al Quwain. Students will receive clinical training here in the 4th year MBBS and during internship. Mafraq Hospital, Abu Dhabi - This is a 550 bed teaching hospital under the Health Authority, Abu Dhabi. Students will receive clinical training here in the 5th year MBBS and during internship.
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14.7 Course Outline
Phase - I Courses Title
Language and Communication Skills
Code Phase / Year Duration Chairperson Members Participating departments Pre-requisite Co-requisite / s
MED 101 Phase I / Year I / Semester I 3 weeks Prof. Manda Venkatramana Dr. Mehzabin Ahmed, Dr. Erum Khan & Dr. Pankaj Lamba Basic and Clinical Science Departments None Psychosocial Sciences
Course Description: The course is designed to provide a variety of simulated patient encounter settings to introduce the basic interpersonal communication processes that help to gain sensitivity to patient perspectives and to develop a sense of personal awareness, which will help the student to deal with patients of all ages and both genders in routine and difficult situations and in the process work effectively as a member of the health care team in real life encounters. Students will be encouraged to learn medical terminology in common usage both in English and Arabic to reduce language barriers in an effort to improve their communication skills. Aims:
Become oriented to the communication tasks of a physician by developing an appreciation of the interpersonal nature of medical encounters in different clinical situations.
Develop basic communication skills and strategies to deal with both routine and difficult topics and situations encountered in clinical practice.
Develop basic communication skills and strategies for working with family members, physician colleagues and other members of the health-care team.
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Intended Learning Outcomes Knowledge Students should be able to: Describe basic interpersonal communication concepts and processes Explain the meaning of, and rationale for, patient-centered medicine. Define communication tasks that are integral to effective and efficient medical encounters. Explain the place and purpose of basic communication skills and strategies Select communication skills and strategies that can be utilized to accomplish particular communication tasks. Generate a list of skills and strategies that might be appropriate for a given difficult situation Describe how family members can influence health outcomes through instrumental support, social support and patient advocacy, or the lack thereof. Outline the roles and goals of health-care team member and strategies for conflict management and resolution. Skills Students should be able to:
Identify skills and strategies to accomplish the communication tasks. Identify methods to deal with difficult situations Identify ways to involve family members in patient care. Handle appropriately enquiries from family members who act as caregivers.
Attitude Students should be able to demonstrate:
Sensitivity to a patient’s perception of his/her illness Sensitivity to cultural factors that might influence interactions with patients. Sensitivity to personal factors that might influence interactions with patients. Awareness of the fact that communication skills can be learned and improved. Commitment to learning about difficult topics and situations Sensitivity to the uncertainty and anxiety that members of patients’ families experience. Awareness of the fact that they are an important part of the health-care team and thus bear responsibility for quality patient care. Awareness of the fact that each member of the health care team is valuable, regardless of degree or occupation.
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Study plan Duration (Week)
Theme/s
Fundamental of discourse Week 1 Small -Group Communication
Week 2
Week 3
Interpersonal Communication
Large - Group Communication
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Topics Introduction to Language and Communication skills Types of communication Introduction to E- Learning Tools and Intellectual Properties Computers for Health Care Professionals Effective and ineffective communication Receiving the patient The presenting complaint Small group Learning Past and family history Social history and telephone consultations Medical Terminology Examining a patient Reflection: Use of Reflective Diary Giving results Communicating with challenging patients Planning treatment and closing the interview CARE Communicating with children and adolescents Breaking bad news
Introduction to CBL Communicating with the elderly Large group communication with emphasis on education & health Presentation skills History chart
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Course Title Course Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
Psychosocial Sciences MED 102 Phase I / Year I – BHS I & II / Semester I 3 weeks Dr. Radhika Taroor Prof. Elsheba Mathew & Ms. Avula Kameswari Psychiatry & Sociology None
Course Description This course runs concurrently with MED 101 and covers two major themes. Introduction to Behavioral Sciences covers such topics as psychosocial basis of health, approaches to study of human behavior, methods of behavioral sciences research, organic basis of behavior and the process of human development through the life span. Dynamics of Human Behavior helps students to gain knowledge of the working of the human memory system, consciousness and human behavior, and the principles of learning and reinforcements and its applications. It enables students to acquire skills and knowledge for adaptive behavior. It also provides students an opportunity to learn the elements of culture and process of socialization, and their impact on health and illness. BHS I Introduction to Behavioral Sciences and Bio-psycho-social model of health BHS II Psychological basis of Human Behavior BHS III Mental processes and Individual Differences in Behavior BHS IV Psychopathology and Medical Ethics BHS I and II will be taken in Phase – I Year 1 and will run parallel with courses 1. Developmental aspects will be incorporated in Embryogenesis and Life Cycle. BHS III will be incorporated in course XV – Nervous System in Phase II Year 3. BHS IV will become part of the Psychiatry Clerkship in Phase III Year 4 and 5. Aims: Become aware of the basic concepts, principles and theories in behavioral sciences related to human behavior and their application in the health behavior of individuals and communities. Familiarize with the dynamics of human behavior and individual factors affecting human behavior especially in health care situations Gain knowledge about psychological disorders and different forms of therapy. Gain understanding of ethical concepts in the field of medicine, and critical thinking skills for conducting research. MBBS Student Handbook (AY 2013 – 2014)
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Intended Learning Outcomes: A. Knowledge BHSI: Introduction to Behavioral Sciences and Bio-psycho-social model of health On successful completion of this part of the Course, a student should be able to:
Outline the contributions of Behavioral Sciences in understanding human behavior esp. related to health behavior Outline contributions of modern Psychology in understanding human behavior, especially related to health and disease Explain the methods of studying behavior Describe the Bio-psycho-social model of health Outline the biological basis of human behavior Explain the sociological basis of human behavior, impact of culture and socialization on health and illness
BHSII: Psychological basis of Human Behavior: On successful completion of this part of the Course, a student should be able to:
Explain the psychological basis of behavior esp. in the Bio-psycho-social model of health Outline the psychosocial aspect of human development through the life span and its importance in health Explain thinking, creativity, conflicts, frustration, emotion, motivation and personality and their impact on human behavior. Explain the coping strategies and common stress reduction methods. Describe the psychology of person perception with special reference to doctorpatient relationship Describe the different methods of learning and their importance in behavior modification. List the techniques to improve memory and their uses
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B. Skills BHSI: Introduction to Behavioral Sciences On successful completion of this part of the Course, a student should be able to:
Apply psycho-social theories to explain human behavior and its adaptation Identify appropriate methods to gather information on human behavior and interpret the information. Relate to the interplay of biological, psychological and social determinants of human behavior, health and disease Recognize the role of socialization in health and illness
BHSII: Psychological basis of Human Behavior: On successful completion of this part of the Course a student will be able to:
Apply the process of human development through the life span, in the health behavior Apply the use of learning methods and memory techniques appropriate to individual situations Analyze the contribution of thinking, creativity, conflicts, frustration, emotion, motivation and personality in human behavior and its impact on health and disease. Apply the use of common stress reduction methods
C. Attitude BHSI: Introduction to Behavioral Sciences Students on completion of this part of the Course will be able to:
Appreciate the Bio-psycho-social model in health and disease Show consideration for socially disadvantaged groups Appreciate the importance of scientific studies in understanding human behavior.
BHSII: Psychological basis of Human Behavior Students on completion of this part of the Course will be able to:
Appreciate that the process of physical, intellectual and social development of human beings, impact behavior Reflect on the importance of psychological processes in human behavior and health Acknowledge the relevance of person perception and attribution processes in health, illness and doctor-patient relationship
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Study plan Duration (Week)
Theme
Week 1
Introduction to Behavioral Sciences
Week 2
Dynamics of Human Behavior
Week 3
Dynamics of Human Behavior
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Topics 1. Introduction 1.1 Behavioral sciences 1.2 Psychology in health 2. Approaches in studying behavior: 2.1Studying human behavior 3. Biopsychosocial model of health (BPSM): 3.1 Biological basis: 3.2 Sociological basis: 3.2.1 Socialization: Implications (groups and leadership) 3.2.2 Culture in health and disease 3.2.3 Social determinants of health behavior 4. Learning: 4.1 Influenced by nature of learner, nature of learning material 4.2 Types of learning 4.3 Learning styles 4.4 Learning methods 4.5 Effective learning 5. Psychological basis of behavior: 5.1 Thinking-creativity 5.2 Motivation- Personality 5.3 Conflicts-frustration 5.4 Emotion-stress reduction 5.5 Psychology of: Patient , Doctor, D-P relationship Perceptual errors in D-P relationship 6. Memory: 6.1 Types of memory 6.2 Memory techniques, Mind maps 7. Life span development- illness behavior 7.1 Children and adolescents 7.2 Adults 7.3 Death and dying - loss/ grieving 8. Time Management 9. Assertiveness
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Title
Cells, Molecules and Genes
Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisites
MED 103 Phase I / Year I / Semester I 6 weeks Dr. Nelofor Sami Khan Prof. Ishtiyaq Ahmed Shaafie, Dr. Anuj Mathur, Mrs. Suni Ebby, Prof. Edwin D’Souza Anatomy, Biochemistry, Psysiology, Pharmacology, Pathology, Community Medicine & Forensic Medicine A good high school background in Chemistry & Biology
Course Description: This course introduces the fundamentals of molecular, cellular and genetic processes; the structure-function relationships of biomolecules with an emphasis on their clinical relevance; the functions of the biomembranes; and the basic mechanisms of signal transduction. Use of computer and web-based learning resources in this course serve to promote interactive and self- directed learning. Aim: The aim of the course is to provide opportunity to first year medical students in understanding the basic concepts & principles of the cellular, molecular and genetic processes operating in healthy humans and prepare them to master key principles and concepts taught in subsequent medical courses. Students will develop the necessary skills and attitudes in understanding the scientific basis of medicine. Intended Learning Outcomes: Knowledge On successful completion of the course a student should be able to demonstrate knowledge and understanding of the major concepts in cell and molecular biology and the basic principles of medical genetics under the following themes: 1. Cells:
Differences between eukaryotic and prokaryotic cell structure & organization; Cell diversity in multicellular organisms; Structure and functions of cell organelles; Cell interactions; Structure-function relationships of biomolecules;
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Mechanisms of membrane transport; Structure-function relationships of cell receptors; Mechanisms of cell signaling; Phases of cell cycle, their regulation and biological significance; Mechanisms of cell division (mitosis and meiosis); Principles of the techniques used for cell fractionation and their identification;
2. Molecules:
Classification, structure, functions and structure-function relationships of macromolecules (proteins, carbohydrates, lipids and nucleotides) ; Mechanism of action, kinetics and regulation of enzymes; Principles of the techniques used for the isolation, purification and identification of biomolecules;
3. Genes:
Structure, function and regulation of genes; Organization of human genome; Nature and types of genetic variation, mutations and polymorphisms; Mechanisms of replication damage and repair of genetic information; RNA synthesis, processing and modification; Features of genetic code and mechanism of protein biosynthesis; Post-transcriptional and post translational modification; Regulation of gene expression; Structure and function of chromosomes and their roles in meiosis and mitosis; Basis for genotype-phenotype correlations; Structural chromosomal abnormalities; Modes of single gene inheritance; Multifactorial inheritance and role of genetic factors in complex diseases; Molecular basis of unexpected phenotypes in Mendelian disorders; Oncogenes and tumor suppressor genes
Skills On successful completion of the course, a student should be able to:
Demonstrate competence in using microscope and other basic laboratory equipment for biochemical analysis; Identify and draw the structures of eukaryotic cells; Identify the skeletal structures of all major biomolecules; Identify amino acids and sugars in biological fluids using chromatographic techniques;
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Identify the various fractions of plasma proteins, lipoproteins and hemoglobin using electrophoresis techniques; Analyze and interpret the results of biochemical experiments performed or demonstrated in the laboratory; Determine the type of Mendelian inheritance from a pedigree (autosomal, X-linked, dominant, recessive); Apply the Hardy Weinberg Equation to calculate frequency of a mutant gene in a population from the occurrence of a specific tract; Calculate an individual’s risk using pedigree analysis and population gene frequency; Identify those features of a pedigree for cancer which suggests a high genetic risk.
Attitudes By the end of the course, a student is expected to demonstrate:
Awareness of the importance of active learning in acquiring knowledge; Awareness of his/ her own limitations in knowledge and a willingness to seek help from peers, faculty and staff for learning; Ability to work as a team leader in various learning activities; Awareness of the need to continue learning and contribute to the advancement of knowledge by participating in seminars and projects; Awareness about the rapid advances in the field of molecular biology and genetics; Awareness about the ethical issues and emotional dilemmas related to genetic disorders;
Study Plan: Duration (week)
Theme (s)
Cells 1 Molecules Cells 2 Molecules
Topics Eukaryotic cell, Intracellular organelles- Structure & functions, Cell diversity, Cell cycle and mitosis, Meiosis Introduction to Biomolecules; Amino acids, Peptide bond and Peptides Structure of cell membranes, Transport mechanisms across cell membranes, Membrane potentials and action potentials, Intercellular junctions Proteins classification& structures, Levels of Protein structure, Structure - function relationships of fibrous proteins- Collagen, Protein folding and Denaturation
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Molecules
Identification and characterization of protein structure, Plasma proteins and their functions, Structure-Function relationships of hemoglobin, myoglobin and Immunoglobulins, sickle cell anemia
Genes
Morphology of chromosomes and karyotyping, Cytogenetic Disorders & Numerical Abnormalities, Structural abnormalities of chromosomes, Mendelian Inheritance
3
Molecules
4
Genes
Molecules 5 Genes
Structure, function and biological significance of simple and complex carbohydrates, Extracellular matrixcomposition and functions, Enzymes – General Properties, classification, active site, coenzymes, kinetics and mechanism of catalysis, regulation of enzyme activity Variations in dominant and recessive phenotypes, Cytogenetic abnormalities, techniques of cytogenetics, Pedigree analysis, complex diseases and multifactorial inheritance, Complex diseasesPolygenic and multifactorial inheritance Sturcutre and functions of simple and complex lipids,, Eicosanoids & steroids – structure and functions, second messengers and cell signaling Organization of the genome, DNA- structure and function, DNA damage and repair mechanisms, RNA: structure and function, RNA synthesis, processing and modifications, Protein biosynthesis and modifications, DNA based techniques, Regulation of gene expression
6
Genes
False paternity, Complex diseases: congenital and adult onset complex diseases, Hardy Weinberg equilibrium, Complex Diseases: Tools and risk assessment (linkage and association studies), Genetic Services: Genetic screening- and counseling
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Title
Tissues and Organs
Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisites
MED 104 Phase I / Year I / Semester I 6 weeks Prof. Mandar Vilas Ambike Dr. Mehzabin Ahmed, Ms. Soofia Ahmed & Dr. Sona Chaturvedi Anatomy, Physiology & Pathology MED 101 - 103
Course Description: In this course, the structure and function of the various types of tissues, their organization to form organs of the different systems in the body are dealt with in an integrated manner to help understand the correlation of structure with function. This will enable the learner to better correlate the alterations in function due to structural changes in a disease. Seminars in relevant areas will give the learner an opportunity to develop presentation skills. Aims:
To provide comprehensive and integrated knowledge of the normal structural and functional organization of the human body tissues and organs as well as their interactions for a well-coordinated body function.
To provide the basis for understanding the clinical correlation of organs or tissues involved and the structural basis of the disease process.
Intended Learning Outcomes: Knowledge By the end of the course students will be able to:
Describe and identify the four basic tissues of the body. Describe the functions of the basic body tissues and body fluids. Explain the anatomical terms and demonstrate the planes of the body in anatomical position. Define body cavities & list their contents List the components of each organ system. Identify the location of various organs. List the main functions of the principal organs of the body. Describe how the functions are coordinated. Explain the abnormal terms (e.g., atrophy, hypertrophy, hyperplasia etc) Relate structure to function of the tissues and organs. Relate deviation from normal structure to functional abnormality. Outline the major postmortem changes of the human tissues.
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Skills By the end of the course students will be able to: Demonstrate the use of a light microscope. Identify the characteristic features of the basic tissues under the microscope. Preparation and staining of a peripheral blood smear. Conduct experiments designed to study the functions of body organs. Draw labeled diagrams of the basic tissues. Demonstrate the planes of the body. Locate and identify all body organs and tissues. Attitudes By the end of the course students will: Demonstrate an awareness of ethical values when dealing with cadavers & cadaveric material. Adopt a meticulous approach to staining and experiments. Appreciate the role of normal structure of tissues and organs in exerting normal function and vice versa. Observe universal safety precautions. Study Plan: Duration (Week)
Week 1
Week 2
Week 3
Themes
Tissues – I
Tissues – II
Tissues - III
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Sub themes / Topics Basic tissues -Introduction to the basic four tissues Epithelium – Types, structure and function correlation of epithelial cells and Tissues Connective tissue- Types, structure and function correlation of C.T. Proper; Interaction of C.T. components, Pathological changes and Microstructure of abnormalities of epithelial & C.T. Fasciae- Structure and function of superficial and deep fascia Skeletal Connective Tissue - Microstructure, Development and Growth, and Pathological changes in Cartilage and Bones Bones and joints- Orientation, Gross structure and Structure function correlation of human skeleton and classification of bones and joints, Joint movements, Clinical applications of ossification centers Muscle- Contractile function, Gross and Microscopic and structure. Structure and function correlation of muscular tissue, Pathological changes of muscle tissue, Microstructure of the abnormalities Nervous tissue- Conductive mechanism, Microscopic structure, Structure and function correlation , Abnormalities of nervous tissue, Reactions of 125 | P a g e
Weeks 4
Organs – I
degeneration and regeneration of neurons, Definitions related to abnormalities in body tissues General – Anatomical planes and body cavities Anatomical terms, planes and terms of movements of human body in anatomical position, Body Cavities, Thoracic Cavity/ Walls of the thorax, Mediastinum Postmortem Changes in Tissues Endocrine system- Orientation, Structure-function correlation and Co-ordination among the endocrine glands, General function & regulation of hormones Hemopoietic & Lymphoid tissues- Structure & function of Hemal tissues, Preparation and staining of Blood smear , Microstructure of Blood Cells , Hemopoiesis , Microstructure of Lymphoid tissues and organs, Reticulo-endothelial system, Coordination among lymphoid organs Microstructure of the abnormalities of blood and lymphoid tissues Structure and function correlation of hemolymphoid tissue Cardiovascular System- Orientation, gross and Microscopic structure of Heart and blood vessels and Structure and function correlation of C.V.S. and types of circulations, cardiovascular adaptation to function Respiratory System- Orientation and function of respiratory system organs Gross and Microscopic structure of respiratory system organs, Function of respiratory system organs and Respiration
Week 5
Organs - II
Gastrointestinal Tract- Orientation and function, Gross structure, Structure-function correlation of GIT organs, Adaptation of GIT lining to function, Coordination among GIT organs Hepatobiliary system- Orientation and function of Liver, GB and Pancreas Urogenital System - Orientation and function of urinary tract organs
Week 6
-
Orientation and function of male genital organs Contents and relationships of pelvic organs
-
Orientation and function of female genital organs, Female reproductive cycles
-
Anomalies of reproductive cycles
Organs - III
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Title
Embryogenesis and Life Cycle
Code Phase / Year Duration Chairperson Members
Participating Departments Pre-requisite / s
MED 105 Phase I / Year I / Semester I 4 weeks Dr. Anu Vinod Ranade Dr. Nisha Shantha Kumari, Dr. Shiny Prabha Mohan & Dr. Wajiha Ajmal Anatomy, Psysiology, Pharmacology,Pathology, Forensic Medicine, Community Medicine, Psychology, Pediatrics and Gynecology & Obstetrics MED 101 - 104
Course Description This course is designed to introduce the normal human development at the various life stages from conception to old age including embryology, childhood, adolescence, adulthood and aging in the elderly. The course covers the first few weeks of early human development from fertilization to formation of the embryo. Students will also learn to appreciate health as a component of life cycle development. Aims:
Master the terminology based upon embryonic structures and congenital malformations. Understand the process of early human embryogenesis from the stages of fertilization, cleavage and implantation to embryo body formation Understand the phenomena of normal growth and development and the process through the different phases of the life cycle of a normal human being from infancy, childhood, adolescence, adulthood, old age and death.
Intended Learning Outcomes Knowledge At the end of this course, the student should be able to understand the concepts and explain the basic principles involved in:
The early stages of early human embryogenesis and the development of extra fetal tissues (placenta and membranes) including its normal features & abnormalities. Normal and abnormal (ectopic) implantation and twinning. The role of ultrasound in identifying early intragestational sac anatomy. Dysmorphology and teratology, defining terms for congenital anomalies.
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The medico legal aspects of pregnancy. The prenatal diagnostic procedures used in identifying abnormal development. The growth and development of a human being through a normal life cycle The concomitance of physiological and psychological growth cycle
Skills At the end of this course, the student should be able to:
Identify the major events occurring in the germinal and fetal period on models, charts, animations and real time ultrasound or video projections Identify the major events occurring in the fetal period on models charts, animations or video projections Identify fetal growth and development on models, charts and real time ultrasound or video projections Recognize major congenital anomalies on charts and video projections Record and interpret the measurements from commonly used growth charts and calculate the Body Mass Index with reference to different phases of growth in a normal life cycle
Attitudes At the end of this course, the student should be able to demonstrate:
Awareness of and sensitivity to issues related to congenital abnormalities and its impact on the individual and his/her family Awareness of and sensitivity to the changing physiological and psychological changes occurring during the various phases of the life cycle of a human being
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Study Plan Duration (Weeks)
Themes/Subthemes EMBRYOGENESIS; Gametogenesis; Germinal period; Development in Week 1 & 2; Abnormal implantation; Early Embryo & Placenta;
Week 1
Embryonic period;
Development of early middle & late childhood Physiological & psychosocial changes in adolescence
Important milestones in a child from birth till the age of 5 years.
Formation of Diaphragm; Placenta and membranes; Prenatal testing; Amniotic fluid and umbilical cord
Overview of fetal period & fetal circulation; Multiple gestations; Common Birth Defects; Medico legal aspects of pregnancy; Week 3
Migration of primordial germ cells & Formation of Primordial gonads; Review of Meiosis; Spermatogenesis & Oogenesis; Events in Week 1:Fertilization to Implantation (Pre-implantation phase); Abnormalities in fertilization-Ectopic pregnancy; Events in Week 2 : Early embryogenesis & trophoblast formation; Events in Week 3 : Gastrulation –primitive streak formation ; notochord Events in Week 3 : mesoderm formationsomites; Cephalo-caudal and Lateral folding Intraembryonic coelomic cavities; formation of diaphragm; Neural tube formation; Trophoblast and derivatives; Formation of diaphragm and its anomalies; Placenta and its formation; Prenatal testing for congenital anomalies-CVS, Amniocentesis, Ultrasound screening; Infertility, Assisted reproduction; Amniotic fluid and its functions Umbilical cord and its contents Overview of fetal period – Organogenesis Fetal circulation - Dynamics, Prenatal & Postnatal; Twin formation; choriogenecity and amniogenecity; Twin-twin Transfusion syndrome; Acardiac twin; Common Birth defects- chromosomal defects, teratogens, multifactorial inheritance; Fetal viability; Fetal death; Infant death syndrome; In-vitro fertilization; Superfecundation and superfetalis;
Embryonic period;
Week 2
Topics
LIFE CYCLE;
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of 12 years and recognize any deviations of growth from normal Plot the weight and height of a child on a growth chart and comment on the growth parameters. Recognition of the developmental delay and reference to a specialist. Psychosocial aspects Attachment and bonding (Infancy). object permanence; stranger anxiety; cognitive development; social development Phsical growth Physical and endocrinal changes during puberty in both sexes. Regulation of the reproductive, nervous & vascular system. Psychosocial aspects Challenges and issues of adolescence social, emotional and sexual development Physical growth Stages of adulthood. Teratogenic effects of drugs in pregnancy
Teratogenecity; common congenital malformations from drugs; high risk periods in pregnancy
Week 4 Pathological aspects in ageing
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Age related pathologies- old age on the basis of cellular ageing (senescence) impact of ageing.
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Title
Metabolism & Nutrition
Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
MED 106 Phase I / Year I / Semester 2 6 weeks Prof. K.G Gomathi Prof. Shatha Al Sharbatti, Dr. Kannan Narsimhan & Ms. Fahmida Jafri Biochemistry, Physiology, Pharmacology, Pathology, Community Medicine, Medicine and Dietetics MED 101 – MED 105
Course description In this course first year medical students learn the principles and key concepts of nutrition and metabolism that underlie health and disease states. Role of nutrition and its association with malnutrition, obesity, and diseases such as anemia and cancer will be stressed upon. The rationale underlying investigations performed to study various nutritional and metabolic disorders will also be learnt. The student will, in addition, develop an appreciation of the importance of proper diet and nutrition and its close association with health and disease. Aims: To provide opportunity to first year medical students to: 1. 2. 3. 4.
Understand the principles of nutrition and metabolism. Understand the biochemical mechanisms underlying metabolic disorders. Understand the role of investigations in the management of metabolic diseases. Appreciate the importance of diet and nutrition in health and disease.
Learning Outcomes: Knowledge By the end of the course, students should be able to: 1. Discuss the general principles & concepts of nutrition and metabolism. 2. Discuss the key concepts with regards to: • Nutrition, dietary components and energy balance • Nutrition in the context of health and disease • Nutritional disorders of public health importance. • Micronutrient metabolism • Bioenergetics • Carbohydrate metabolism and its regulation • Lipid metabolism and its regulation. • Nitrogen metabolism. MBBS Student Handbook (AY 2013 – 2014)
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• Integration of metabolism. • Heme metabolism • Purine and Pyrimidine metabolism. Skills By the end of the course students should be able to:
Calculate the calorie intake of a person based on the diet. Calculate energy requirement for a person. Calculate BMI and classify for obesity. Assess nutritional status using anthropometrical measurements. Estimate blood glucose levels and test for reducing sugar in urine.
Attitudes By the end of the course students should be able to:
Recognize the relationships between diet, metabolism and disease states. Develop awareness of issues concerning nutrition in different populations. Appreciate the inter-relationship between the different health professions i.e. Physicians, Nutritionists, Dieticians
Study Plan Duration (Week)
Theme (s)
General principles & concepts of nutrition and metabolism 1 Nutritional disorders of public health importance and nutritional programs
Micronutrient metabolism
Topics Introduction to dietary components and metabolic fuels, caloric values, daily energy expenditure and dietary assessment. Nutritional intake and recommendations-Dietary reference values and WHO recommended dietary goals, Body Mass Index and obesity Malnutrition, principles of management of Protein Energy Malnutrition in the community, nutritional disorders of public health importance, fortification, nutritional programs. Psychosocial factors affecting food intake and food security. Functions of the vitamins and minerals, metabolic role of the essential trace elements, metabolic basis of the vitamin and trace element deficiency states.
2 Nutrition in health and disease
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3
Bioenergetics, Carbohydrate and Intermediary metabolism
4
Lipid metabolism and associated disorders
Intermediary metabolism and its importance in energy generation Glucose metabolism, regulation, homeostasis and associated disorders Fatty acid and cholesterol metabolism, relationship between diet and cardiovascular disease.
5
Nitrogen metabolism and metabolic integration;
Nutritionally essential amino acids, amino acid metabolism, metabolism of ammonia, catabolism of carbon skeletons of amino acids and associated inborn errors of metabolism. Hormones and metabolism, metabolic changes in conditions such as hypoglycemia, starvation, Diabetes mellitus;
6
Metabolism of Heme, Purines, Pyrimidines and associated disorders
Heme metabolism and associated disorders Nucleotide metabolism, disorders, uses nucleotide analogs
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of
Internal & External Environment
Title Code Phase / Year Duration Chairperson Members
Participating Departments
MED 107 Phase I / Year I / Semester 2 9 weeks Dr. Ramesh Ranganathan Dr. Mohammad Mesbahuzzaman, Dr. Kannan Narsimhan Dr. Priya Sajith, Prof. Hemant Kumar Garg & Dr. Jenny Cheriathu John Physiology, Microbiology, Biochemistry, Pharmacology, Pathology, Community Medicine and Forensic Medicine
Pre-requisite / s
Courses MED 101 – MED 106
Course Description: This course is the last course in Phase-I of the Integrated Curriculum. This course will help the students to gain an insight into the challenges human beings face each day of their lives indoors, at home or at work or outdoors as their bodies are challenged by agents in its internal and external environments. The student will be introduced to the basic physiological and pathological responses to the noxious agents at the level of cells, tissues and organs that in turn is related to the toxicity of the agents which make the difference between health and disease. The students will realize the magnitude of the preventive measures made at the level of the individual, the community and globally to achieve the vision of health for all in the future. Aims: The aim of this course is to help the students to:
Gain understanding of the influence of internal and external environment & environmental agents on human health based on knowledge of relevant Epidemiological, Toxicological and Exposure factors.
Recognize the scientific basis of signs, symptoms, diseases and sources of exposure relating to common environmental agents and conditions
Recognize and the role of investigation and epidemiological approaches in the prevention and control of these diseases.
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Knowledge By the end of the course students will be able to:
Understand the magnitude of the impact of environment on the health of the individual and the community
Understand the control systems of the body that help to meet the demands of physiologic stress in the environment
Understand the innate and adaptive immune responses to environmental agents
Understand the cellular and tissue responses to noxious agents in the environment
Recognize the type and magnitude of infectious diseases that arise as a consequence of exposure to pathogenic organisms present in the environment and the basis of antimicrobial therapy in the control of these infectious diseases.
Skills By the end of the course students will be able to:
Identify major groups of microorganisms on the basis of morphological, cultural and biochemical characteristics
Interpret tonicity, pH and changes in the composition of body fluids
Identify the prototypical morphologic changes at the gross and microscopic level in tissues injured due to environmental insults
Calculate and interpret epidemiological data with relevance to mortality and morbidity rates and risk
Retrieve information using library and Internet.
Attitudes By the end of the course students will be aware of:
The importance of observing sterile precautions while handling infectious agents
The importance of teamwork and sensitivity to cultural and personal factors while collecting epidemiological data
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Study Plan Duration (Week)
Theme
Subthemes
Topics
1.1 Environmental determinants of health
Concept of environment & health
2-3
1.2 Biologic agents in the environment
Microbes – Classification, Definitions & Nomenclatures, Growth & Cultural Methods, Sterilization & Disinfection
4-5
Concept of homeostasis, Control systems in body, 2.1 Physiologic responses to Acclimatization, Adaptation & environmental stimuli Biological Rhythms, Normal Bacterial Flora, ADME of Drugs
1 1. Environment and Health
2. Control of internal environment
Cellular adaptation, Neoplasia, 3.1 Cellular response to Cell injury and cell death, stress and noxious stimuli Intracellular & Extracellular Accumulations 6-7
8-9
3. Host response to environmental stimuli
4. Environment and disease
3.2 Immune responses to environmental agents
Innate & adaptive immunity
3.3 Tissue response to injury
Acute & chronic inflammation, Tissue Renewal & Repair
4.1 Effects of adverse chemical environment:
Drugs, Heavy Metals, Poisons
4.2 Effects of adverse physical environment:
Radiations, Extremes of Temperature, Atmospheric Pressure Changes, Mechanic Forces/Troma
4.3 Consequences of exposure to pathogenic organisms on the host:
Principles of Disease & Epidemiology, Microbial Mechanisms of Pathogenicity
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Phase - II Courses Title Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
Blood and Immune System MED 202 Phase II / Year 2 / Semester 3 6 weeks Dr. Biswadip Hazarike Dr. Sajith Khan, Ms. Soofia Ahmed & Prof. Edwin D’Souza Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Forensic Medicine & Pediatrics Phase I Courses
Course Description The course presents an overview of the normal structure and functions of the blood and the immune system and their derangement in disorders of the red cells, leucocytes, platelets and the lymphoid tissues/organs. The pathophysiology, molecular basis, laboratory findings and clinical manifestations of anemia, leukemia, hemorrhagic, thrombotic and immune disorders will be emphasized through didactics, laboratory exercises and seminars. Case based discussions through CBL, PBL settings will encourage development of problem solving skills. Aims: To acquire knowledge and understanding of common diseases of the blood, bone marrow and lymphoid organs emphasize the etiology, structural-functional alterations underlying laboratory findings, clinical features of the disorders and approach to their management and prevention. Intended Learning Outcomes: Knowledge: By the end of the course students should be able to:
Describe the cellular and molecular changes occurring in hematological diseases. Describe the causes, types, principles of diagnosis and management of the common hematological disorders. Describe epidemiology, prevention and rehabilitation of hereditary hematological disorders. Explain immune mechanism and disorders of immune system.
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Skills: By the end of the course students should be able to:
Perform peripheral blood smear and identify normal and abnormal blood cells. Perform complete blood count and recognize abnormal blood counts. Identify abnormal blood cells in bone marrow smear. Interpret screening tests, lab results of hematological disorders. Interpret immunological tests. Interpret lab results, blood picture and bone marrow picture of blood cell abnormalities.
Attitudes: By the end of the course students should be able to:
Follow safety guidelines in sample collection, cleanliness and meticulousness in performing investigations. Recognize erroneous or unexpected test values and take appropriate measures. Demonstrate awareness of the psychosocial aspects of hereditary anemia. Be aware of medico legal implications in traumatic blood loss. Be aware of limitations in the management of hematological malignancies.
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Title Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
Cardiovascular System MED 203 Phase II / Year 2 / Semester 3 8 weeks Dr. Syed Shehnaz Ilyas Dr. Nisha Shantha Kumari, Dr. Priya Sajith, Dr. Liju Susan Mathew, Dr. Mohammad Mesbahuzzaman & Dr. Ehab Mohey Eldin Farag Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Forensic Medicine, Internal Medicine, Cardiology & Radiology Phase I Courses
Course Description This course has been structured as an integrated study of the human cardiovascular system and provides instruction into the mechanisms of operation of the human cardiovascular system. Emphasis is placed on the integration of relevant principles with respect to the behavior of the normal circulation and its responses to the stress of injury and disease. This course deals with common cardiovascular disorders, including a study of atherosclerosis, coronary heart disease and myocardial infarction, hypertension, valvular and congenital heart disease, infectious heart disease, and heart muscle disorders. Also included is a series of case presentations dealing with common complications of a variety of cardiac diseases: cardiac arrhythmias, heart failure and shock. PBL sessions deal with prototype diseases and provide opportunities to develop problem solving and interpersonal communication skills. Aims: To provide a course of integrated learning of normal structure and function of the organs of the cardiovascular system at a molecular, cellular and organ level, including the way different components of the cardiovascular system are coordinated to maintain perfusion of tissues under a wide range of physiological states. To provide an introduction to abnormal structure and function (Pathology & Pathophysiology) of the cardiovascular system in selected cardiovascular diseases. To provide a scientific basis for the management of selected cardiovascular disorders as a foundation for future clinical training.
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Intended Learning Outcomes Knowledge: By the end of the course students will be able to:
Describe the normal structure and function of the different parts of the heart, the aorta and large elastic arteries, arterioles and capillaries, venules and veins Recognize and identify the changes in structure and/or functioning of the cardiovascular system in the following disease states: valvular heart disease, disarrhythmias, atherosclerosis and ischemic heart disease, congenital heart disease, hypertension and common syndromes like heart failure, stroke and shock that arise as complications Explain the principles underlying some of the therapeutic interventions that may be used to modify the course of the disease states listed above, including preventive measures
Skills: By the end of the course students will be able to:
Identify normal and abnormal findings in the heart and blood vessels on gross, microscopic and radiologic examination Interpret circulation physics Interpret normal and distinguish abnormal ECGs Record a blood pressure reading Elicit a clinical history in a patient suspected of cardiovascular disease Recognize normal and abnormal heart sounds on physical examination
Attitudes: By the end of the course students will be aware of the:
Importance of lifestyle modification in the prevention and control of heart diseases Marked morbidity and mortality associated with cardiovascular disorders and its psycho social impact on the individual and family
Broad Outline of Course Content (Themes) The Heart
Cardiac Muscle- normal structure, function and dysfunction The heart as a pump: valve function and valve disease Regulation of cardiac function and heart failure Blood supply to the heart and ischemic heart disease Cardiac electric activity and arrhythmias
The Blood Vessels
Large blood vessels and atherosclerosis Resistance blood vessels and hypertension Pulmonary circulation and pulmonary hypertension Capillary function lymphatic system and edema
Circulation
Fetal cardiovascular system and congenital heart disease Exercise and cardiovascular fitness Hemorrhage and circulatory shock
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Title Code Phase / Year Duration Chairperson Members
Participating Departments Pre-requisite / s
Respiratory System MED 204 Phase II / Year 2 / Semester 4 6 weeks Dr. Rizwana Burhanuddin Sheikh Dr. Nisha Shantha Kumari, Dr. Sajith Khan, Dr. Anu Vinod Ranade & Dr. Raji Sharma Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Forensic Medicine & Anesthesiology Phase I Courses
Course Description The course is designed to provide an integrated approach to the learning of the normal structure, function and development of human respiratory system using different strategies and applying the knowledge and skills acquired in understanding the pathophysiology of various respiratory disorders. The basic principles of management of these disorders with a focus on disease prevention will be described. The medico legal aspects of specific respiratory disorders will be studied. PBL week will deal with the pathophysiology and management of the lower respiratory tract infections. Aims: The aim of the course is to have an integrated approach to the learning of human respiratory system focusing on its normal structure-function relationships and their deviations and to understand the etiopathogenesis, basis for clinical presentations and the principles of treatment and management of various disorders. Intended Learning Outcomes: Knowledge: By the end of the course, students should be able to:
Explain the normal structure and function and to correlate it with deviations in common disease conditions. Explain the normal development of the respiratory system and list the common developmental anomalies. Describe the etiopathogenesis, structural and functional change, basis of clinical manifestations, approach to diagnosis, principles of prevention and management of common disorders of respiratory system.
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Describe the epidemiology of various respiratory disorders. Describe the medico legal aspects of asphyxias and respiratory failure.
Skills: By the end of the course, students should be able to:
Identify the gross and microscopic structure of the respiratory system. Identify the anatomical relationships of the various components of the respiratory system using dissected parts, laboratory models and images. Identify deviations in gross and microscopic structure of respiratory system using slides and images. Interpret lung function tests and blood gas reports. Demonstrate the use of basic cytological techniques in the diagnosis of respiratory infections and interpret the results. Demonstrate the effect of various drugs on respiratory system using interactive CDs. Interpret the results of the biochemical and cytological examination of pleural fluid. Identify the bacterial flora in sputum smears in various respiratory infections. Perform basic clinical examination, record the normal and abnormal findings and report the results.
Attitudes: By the end of the module students should be able to demonstrate:
Awareness and concern about the environmental issues related to respiratory system affecting the community health. Awareness about the medico legal and ethical issues concerning the disorders of the respiratory system.
Study Plan Theme 1: Chest wall, Pleura and Diaphragm Structure, function and development of Chest wall, Pleura and Diaphragm; Respiratory cycle and lung compliance; Pleural infections and tumors; Medico legal aspects of chest injury and pulmonary embolism Theme 2: Upper respiratory tract Structure, function and development of Upper respiratory tract; Etiopathogenesis of upper respiratory tract infections; Upper respiratory tract infections of public health importance; Principles of drug therapy; Cough reflex Theme 3: Lower respiratory tract Structure and function of lower respiratory tract including broncho pulmonary Segments; Lung defense mechanisms; Laboratory diagnosis of lower respiratory tract infections; Morphology, clinical features and drug therapy of pneumonias
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Theme 4: Airflow in the respiratory system Functions of airways; Lung function tests; Bronchial asthma 4.4 Chronic obstructive airway disease (COAD); Bronchiectasis; Neoplastic disorders Theme 5: Ventilation Ventilation- perfusion matching; Diffusion; Pulmonary edema; Flail chest Theme 6: Neural and chemical control of breathing Neural mechanisms; Chemical regulation of breathing; High altitude sickness; Sleep disordered breathing Theme 7: Transport of gases and acid base- balance Transport of oxygen and carbon dioxide; Hypo- and hyper-ventilation; Acid-base balance; Occupational pulmonary disorders; Respiratory failure; Respiratory distress syndrome; Ventilator associated infections; Asphyxia and asphyxial deaths.
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Title
Alimentary System
Code Phase / Year Duration Chairperson Members
Participating Departments Pre-requisites
MED 205 Phase II / Year 2 / Semester 4 8 weeks Prof. Shatha Al Sharbatti Dr. Ramesh Ranganathan, Dr. Nilofer Sami Khan, Dr. Miral Nagy Fahmy Salama, Dr. Kannan Narsimhan & Dr. Pradeep Kumar Sharma Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Forensic Medicine, Radiology& Surgery Phase I Courses
Course Description The course adopts an integrated organ system- based approach to provide the learner with a sound knowledge and understanding of the structure, functions and development of the digestive system and its accessory organs, in health and their major deviations in disease. Furthermore, the learner is introduced to the etiopathogenesis, basis of clinical manifestations, methods of diagnosis, principles governing the pharmacological management and methods of prevention of common disorders of the digestive system. The course employs problem based learning (PBL) and a variety of teaching /learning methods to facilitate interdisciplinary integration, student centered learning and development of generic competences. Simultaneous introduction of basic clinical skills aims to vertically integrate learning and prepare the students for clinical clerkship in the next phase. Aims: At the end of this course the student should be able to:
Understand the normal structure and functions of the alimentary system. Know the structural and functional changes in the alimentary system due to disease result in clinical manifestations commonly seen in gastrointestinal disorders. Perform and explain some common procedures used to diagnose and manage diseases of the alimentary system. Interpret results of laboratory radiologic investigations commonly performed to diagnose and manage patients with diseases of the alimentary system. Demonstrate awareness of the role of psychosocial aspects in the etiology of alimentary diseases and their management.
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Intended Learning Outcomes: Knowledge: By the end of this course students will be able to:
Understand and explain the structure of the component organs of the GIT and the associated organs (salivary glands, exocrine pancreas, liver) that are essential for the functioning of the digestive system and relate these to their key functions. Explain the coordinated and integrated functioning of the digestive system. Describe the causes, pathogenesis, morphological and functional alterations and epidemiology of common disorders of digestive system. Explain the clinical and laboratory features of these disorders in terms of disruption of the normal structure and function. Outline the principles of management and methods of prevention and medico-legal aspects of poisoning. Recognize the major risk factors, common symptoms and signs of disorders of gastrointestinal system.
Skills: By the end of the course students should be able to:
Identify the structures and associated organs of the digestive system, on macroscopic examination in cadavers, gross specimens as well as on imaging studies. Identify the salient light microscopic features of these organs on slides /projected images. Recognize major alterations in morphology (macroscopic) of the foregoing structures in common disorders. Identify common gastrointestinal pathogens on appropriate specimens. Obtain the clinical history from a patient with a gastrointestinal disorder. Perform complete abdominal examination. Interpret the results of a ascetic fluid analysis. Interpret the results of liver function tests. Explain the steps of procedures like nasogastric intubation, paracentesis, to a patient. Perform nasogastric intubation of a manikin. Identify normal radiological findings on an X-ray of the abdomen and explain the causes of deviations from the normal.
Attitudes: By the end of the course, students should be aware of:
The cultural beliefs of different ethnic groups while performing a per-rectal examination. The importance of proper nutrition, hygiene and sanitation in promoting health and preventing illnesses. The role of interactions of the body and mind in manifestations of gastro-intestinal disorders.
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Study plan Theme 1: Upper GIT - Mouth, Salivary glands, Esophagus, Stomach Structures in the oral cavity and pharynx, process of mastication and deglutition, Saliva: composition, functions, control of secretion, Infections of oral cavity and lips, Pathological conditions of the mouth, Embryology and developmental anomalies of face and upper G.I.T , Structural arrangements of esophagus, swallowing (deglutition), control of motility in the esophagus, dysphagia (mechanisms), , Esophageal reflux, oesophagitis, Barrett’s esophagus, varicose veins Gross anatomy and functions of the stomach, Gastro esophageal reflux, gastritis, peptic ulcer, Pre-neoplastic lesions and neoplasms of upper GIT, Main determinants and risk factors of upper GIT cancers, Imaging of the upper GIT. Theme 2: Liver, biliary tract and pancreas Gross anatomy of liver, gall bladder , biliary system and pancreas, Liver function tests, interpretation, Patterns of hepatic injury Histology of biliary system, Bile production, secretion and storage, Jaundice and cholestasis, Gallstones &Cholecystitis, Portal circulation, portal hypertension, Infectious disorders of liver including parasitic infestations , Alcoholic liver disease, cirrhosis, Hepatomegaly, Neoplasms of Hepatobiliary system, Hepatotoxic poisons, (Hepatotoxic drugs and chemicals), Antiviral drugs, Pancreas: Development and functions, Pancreatic juice, Pancreatitis , Neoplasms of pancreas. Theme 3: Peritoneum and Abdominal wall Gross and clinical anatomy of peritoneum and peritoneal cavity, Torsion of mesentery (volvulus) mesenteric cysts, Peritonitis, Subphrenic abscess, trauma, Ascites, Peritoneal fluid analysis, Abdominal wall:rectus sheath and inguinal canal anatomy and clinical applications, Emetics and antiemetics. Theme 4: The Small Intestine Gross and clinical anatomy of small intestine, Histology of small intestine, Development of midgut, anomalies, Structure of the intestinal wall: the villous cell types, intestinal secretions, control of secretions, Intestinal phase of digestion and absorption, malabsorption syndromes, Infections( viral, bacterial, parasitic), Laxatives and antidiarrhoeal drugs, Principles of GIT chemotherapy, Abdominal injuries, Motility in the small intestine, types of motility, segmentation, control of motility.
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Theme 5: Colon, Rectum and Anal Canal Structure of large intestine (Gross and microscopic )including vermiform appendix, Histology of large intestine, Secretion, absorption, motility of large intestine and its control, diverticular disease (definition, mechanisms), fecal incontinence, Hemorrhoids, Prolapse rectum, anal fissures, Corrosives and irritants, Food Poisoning, Constipation, principles of therapy ,Appendicitis, Ischiorectal fossa, fistula- in-ano, perianal abscesses, inflammatory bowel diseases (IBD): ulcerative colitis and Crohn’s disease; pathogenesis, morphological changes, clinical features, complication and management, Intestinal obstruction, ischemic bowel disease, Differentiation and growth of intestinal epithelium, Polyps, neoplasms of intestine, anal canal, Endocrine cells of the GIT and tumors arising from them.
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Title Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
Urinary System MED 206 Phase II / Year 2 / Semester 4 4 weeks Dr. Shiny Prabha Mohan Prof. Hemant Kumar Garg, Dr. May Khalil, Dr. Syed Morteza Mahmoudi, Ms. Soofia Ahmed & Dr. Ihsan Ullah Khan Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Forensic Medicine, Medicine, Surgery, Urology & Pediatrics Phase I Courses
Course Description This course has been designed as an integrated study of the urinary system and provides instruction into the mechanisms of operation of the urinary system. Emphasis is placed on the integration of relevant principles with respect to the mechanisms of normal excretion and its responses to health and disease. This course deals with common urinary disorders, including study of renal failure, glomerular diseases, infections, obstruction and neoplasms of the urinary tract. Also included is a series of case presentations dealing with common complications of a variety of urinary tract diseases. PBL courses deal with prototype diseases and provide opportunities to develop problem-solving skills. Aims: To acquire an integrated knowledge on the urinary system and its common disorders. The knowledge acquired in understanding the normal and abnormal structures and functions of the urinary system will be applied rationally as a Medical Practitioner, in the diagnosis and management of common diseases of the urinary system in providing better health care. Intended Learning Outcomes: Knowledge: By the end of the course, students should be able to understand:
Normal development of the urinary system and how congenital defects arise if it is disturbed. Normal structure and function of the urinary system and how these are altered in disease of the urinary tract. Various normal functions of the urinary system. Familiarize with common disorders of the urinary system infectious, non-infectious and congenital defects. Principles of the management of recovery of normal functions of the urinary tract.
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Immune responses to external & internal agents may cause glomerular injury and produce disease. Microorganisms producing urinary tract infections. Alterations in systemic vascular and metabolic states that secondarily produce urinary tract disease. Role of laboratory investigations and imaging techniques in the diagnosis and management of diseases of the urinary tract. Principles of pharmacologic and non-pharmacologic treatment in the management of urinary tract disease.
Skills: By the end of the course, students should be able to:
Identify the morphologic changes in common disorders of the urinary system. Perform urethral catheterization in a manikin. Interpret the results of the urinary colony count of microbiologic investigations done for urinary tract infections. Interpret results of common radiological and laboratory investigations done to diagnose urinary tract diseases. Distinguish the abnormal values from the normal values of kidney function tests. Prepare and examine wet smear of the urine samples and interpret the cytological findings. Observe aseptic techniques in the collection of urinary samples.
Attitudes: By the end of the course, students should be able to:
Understand the progressive nature of most renal diseases, which contribute to the morbidity, and mortality of urinary tract diseases. Respect the regional, religious and emotional beliefs & needs of the patients. Understand the patient’s problem and pay attention with compassion. Understand how end-stage renal disease affects the quality of a patient’s life and its effect on the individual and the family.
Study Plan Theme 1
Kidney as an organ of excretion
Theme 2
Kidney as organ of homeostasis
Theme 3
Nephritc / Nephrotic syndrome & UTI
Theme 4
PBL week Chronic renal failure / Diabetic nephropathy
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Title Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
Endocrine System & Mammary Gland MED 210 Phase II / Year 3 / Semester V 5 weeks Prof. Ishtiyaq Ahmed Shaafie Dr. Mohammad Mesbahuzzaman, Ms. Soofia Ahmed & Dr. Mahir Khali Ibrahim Jallo Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Medicine & Surgery Phase I Courses
Course Description This course is designed to provide an integrated approach to the learning of normal structure, function and development of endocrine system including the mammary glands using different strategies and applying the knowledge and skills acquired in understanding the pathophysiology of various endocrine disorders .Each endocrine organ is taken as a theme and common presentations due to its hypofunction and hyperfunction are studied. The clinical and laboratory features of the disorders are discussed. PBL week deals with the structure and function and prototype diseases of mammary gland and provide opportunities to develop problem solving skills and communication skills. Aims: At the completion of the course, the student should have sufficient knowledge about the structure, function and regulation of major endocrine organs of the body, the endocrine regulation of different organ systems and common disorders associated with the endocrine system. The student should understand the role of mammary gland as the target organ for hormones and its importance in cancer screening programs. Intended Learning Outcomes: Knowledge: By the end of the course the student will be able to describe the:
Normal structure, function and development of endocrine organs and mammary gland; Structural and functional relationships among the various endocrine organs; Mechanisms for the synthesis, secretion and actions of hormones and their regulation; Transport and metabolism of hormones; Cellular and clinical effects of over-production and underproduction of hormones;
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The etiopathogenesis, morphology and clinical features and principles of management of neoplasms of endocrine glands; Abnormal test findings of hypo function and hyper function of endocrine organs & correlate with clinical features. The biological basis of Dynamic Function Tests (Provocative and Suppression) in endocrine disorders Principles of drug therapy of endocrine disorders; Epidemiology and prevention of endocrine disorders;
Skills: By the end of the course the student will be able to:
Eliciting relevant clinical history for endocrine disorders; Perform physical examination for endocrine disorders. Identify abnormal findings in laboratory reports and correlate the results with hypo-and hyper-function of endocrine organs; Identify different types of insulin preparations, insulin delivery devices & their usage; Use glucometer for estimation of blood glucose in diagnosis of Diabetes mellitus; Perform Breast examination using simulators; Perform FNAC on breast using simulators; Identify locations and normal shape and size of endocrine organs using images and models.
Attitudes: By the end of the course the student will show:
Concern about the social problems associated with endocrine disorders; Awareness about the importance of patient education in the management of diabetes mellitus. Awareness about the psychosocial aspects of (male) gynecomastia; Awareness about the importance and promotion of breast feeding; Awareness and importance of breast cancer screening programs.
Study Plan Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6 Theme 7
Hypothalamus & Pituitary Thyroid Parathyroid Adrenals Endocrine Pancreas Miscellaneous Hormones Mammary gland
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Title Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
Reproductive system MED 207 Phase II / Year 3 / Semester V 7 weeks Dr. Nisha Shantha Kumari Dr. Joshua Ashok, Dr. Lisha Jenny John & Dr. Shanti Fernandez Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Community Medicine, Forensic Medicine, Gynecology, Urology, Surgery & Dermatology Phase I Courses
Course Description The course is designed to provide an integrated approach to the learning of the normal structure, function and development of the human reproductive system using different learning strategies to acquire the knowledge and skills required for understanding the pathophysiology of various reproductive disorders; the rationale for their management focused on disease prevention. The medico legal aspects of specific disorders will be studied. The PBL course will deal with the pathophysiology and management of menstrual disorders. Aims: To understand the normal structure & function of the male and female reproductive systems and their common disorders. To enable the learner to be cognizant of the principles of diagnosis, management and prevention of these disorders. Intended Learning Outcomes: Knowledge: At the end of the course the students will be able to
Explain the relationship between embryological origin, structure and function of the male and female reproductive systems. Describe the disorders of development of male and female genital systems Describe the etiopathogenesis, structural and functional alterations, pathological basis of salient clinical features, approach to diagnosis, principles of management, and methods of prevention of :
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Inflammatory disorders of male and female genital tract Tumors and tumor like conditions of male and female genital tract Disorders of Tunica vaginalis and spermatic cord Vascular disorders of male genital tract Menstrual disorders Gestational and placental disorders Disorders of displacement of uterus Explain significance of abnormal findings in an Endometrial Biopsy in common endometrial disorder Be cognizant of microbiological examination and culture sensitivity reports of specimens from genital tract. Recognize normal pregnancy and define terms related to abnormal pregnancy List methods of diagnosis of pregnancy Explain the rationale for urine and blood tests in Pregnancy Describe the stages of Labor List the causes for Infertility in both genders, and the methods employed in assessing the Infertile couple Describe the types of Sexual offences and the Medico legal aspects of Impotency Recognize normal and abnormal findings of Semen analysis Describe the methods of Assisted Reproduction List several birth control methods and describe their effectiveness. Describe health programs directed to women and children Identify causes for maternal and child mortality and morbidity
Skills: At the end of the course the student will be able to:
Elicit history on Male Infertility and Sexual dysfunction Conduct physical examination of Male Genital system on a simulator Conduct Pelvic examination of Nullipara and Gravida on a simulator Elicit Gynecology history Demonstrate techniques of obtaining high vaginal swab Demonstrate methods of obtaining PAP smear Collect, store & transport urethral and vaginal specimens for microbiological and cytological examination. Conduct Obstetric examination
Attitudes: At the end of the course the student will be able to demonstrate awareness of:
Demonstrate awareness and sensitivity while performing intimate examination e.g. male and female genital examination. The impact of Sexually Transmitted Diseases on the patient, his/her family, and the community
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The need to advise the patient to prevent transmission of STD The feelings of the Infertile couple The ethical issues of Assisted Reproduction and Abortion
Study Plan Theme 1
Disorders of Development
Theme 2
Inflammatory Disorders
Theme 3
Male Infertility
Theme 4
Vascular Disorders
Theme 5
Disorders of Tunica Vaginalis and Spermatic Cord
Theme 6
Tumors and Tumor like Disorders
Theme 7
Disorders of Development
Theme 8
Menstrual Disorders
Theme 9
Infection of Female Genital Tract
Theme 10
Displacement of Supporting Structures
Theme 11
Tumors and Tumor like Conditions of Female Genital Tract
Theme 12
Pregnancy
Theme 13
Gestational & Placental Disorders
Theme 14
Contraception, Maternal and Child Health
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Title Code Phase / Year Duration Chairperson Members
Participating Departments Pre-requisite / s
Nervous System MED 208 Phase II / Year 3 / Semester VI 9 weeks Dr. Nisha Shantha Kumari Prof. Mandar Vilas Ambike, Dr. Kannan Narsimhan, Dr. Radhika Taroor, Dr. Mehzabin Ahmed, Dr. Mohamed Hamdy Ibrahim Abdalla & Dr. Pankaj Lamba Anatomy, Physiology, Biochemistry, Pathology, Pharmacology, Microbiology, Community Medicine, Forensic Medicine, Neurology, Medicine, Ophthalmology &ENT. Phase I Courses
Course Description The course is designed to provide an integrated approach to the learning of the normal structure, function and development of the nervous system and the organs of hearing, vision, taste, smell and touch. The course also serves to introduce the medical students to individual factors affecting human behavior particularly the micro level psychological processes such as perception, personality, attitudes, values and motivation. The students will also have a chance to understand the impact of these factors on the health and wellbeing of people in general and on the patient-doctor relationship in specific. The medico legal aspects of death will be studied. PBL week will deal with the pathophysiology, and management of meningeal infections. Aims: This required system-based block integrates the basic sciences into a study of neuroscience and behavior in both health and disease. Each of the basic science topics is incorporated in an integrated body of knowledge covering neuroanatomy, neurophysiology, neurological correlates, neuropharmacology, neuropathology, human behavior and psychiatry, utilizing both didactic & self-directed learning methods and clinical models. Intended Learning Outcomes: Knowledge: At the end of this course the student will be able to:
Describe the gross features of the human nervous system including brain and spinal cord, the meninges and ventricular system, and its blood supply. Describe the cell biology of neurons including the structure of neurons, the basis of synaptic transmission, and the pharmacological control of these processes.
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Define the structural basis and physiological and pharmacological properties of the pathways that transmit sensory and motor information in the nervous system. Describe the etiopathogenesis, structural & functional alterations, pathological basis of salient clinical features, approach to diagnosis, principles of management & methods of prevention of common disorders of the nervous system. Develop an understanding of the mental processes and individual characteristics of a person that form the basis of behavior, mental disorders and their treatment, the basis of psychiatry. Develop an understanding of the characteristics of behavioral disorders and the principles of their treatment that form the basis of psychiatry. Describe methods of relieving pain by pharmacologic and non - pharmacologic measures. Describe the structure and function of the eye and visual disorders Describe the structure and function of the ear and disorders of hearing Describe the structure and function of gustatory and olfactory receptors and their disorders
Skills: At the end of this course the student will be able to:
Elicit history related to nervous system and behavior disorders Perform examination of the nervous system Localize lesion to specific levels of the CNS based on application of basic principles to neurological symptoms. Perform Lumbar puncture on a simulator Recognize normal and abnormal CSF analysis findings. Recognize normal and abnormal radiological and neuroimaging findings Identify neurotoxin Recognize the individual characteristics and psychological processes in behavior related to health and sickness Perform examination of the eye (torch light, pupillary reactions, visual field, eye movements, visual acuity, color vision and ophthalmoscopy) Perform examination of hearing by tuning fork and audiometer
Attitudes: At the end of this course the student will be able to:
Appreciate the importance of psychological processes and individual characteristics in understanding health behavior Demonstrate consideration for motivation based disorders. Demonstrate awareness of the social & psychological consequences of stigma (disability/diseases) especially as they relate to the nervous system. Appreciate the ethical issues in performing an invasive procedure (LP). Demonstrate awareness of cases to be reported for medico legal investigation
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Study Plan Theme 1
Synaptic transmissions and neurotransmitters
Theme 2
Sensory system and its disorders
Theme 3
Motor system and its disorders
Theme 4
Spinal cord and polyneuropathies
Theme 5-6
The Brain and its disorders
Theme 7
PBL Meningitis
Theme 8
Behavioral disorders
Theme 9
The Eye and its disorders
Theme 10
The Ear, Olfaction and Gustation
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Title
Musculoskeletal System
Code Phase / Year Duration Chairperson Members Participating Departments Pre-requisite / s
MED 209 Phase II / Year 3 / Semester VI 7 weeks Prof. Mandar Vilas Ambike Dr. Lisha Jenny John , Dr. Mehzabin Ahmed & Dr. Nishida Anatomy, Physiology, Pathology, Pharmacology, Orthopedics, Community Medicine, Forensic Medicine, Orthopedics & Physical Therapy Phase I Courses
Course Description In this course the knowledge of the contribution of the normal structure, function and development of the bones, joints and muscles in the maintenance of the kinetics of normal posture and locomotion will help to understand how the physiological and pathological changes associated with congenital, traumatic, infectious, degenerative, metabolic and neoplastic musculoskeletal disorders lead to physical disabilities that have a major impact on the biomechanical function of this organ system particularly following traumatic bone injuries and degenerative joint disease. Aims:
To provide a course of integrated learning of structure and function of the organs that makes the musculoskeletal system to maintain posture and movements. To provide an introduction to abnormal kinetics of the musculoskeletal system in common musculoskeletal related disorders. To provide an understanding of the mechanisms underlying clinical manifestations, principles in management including rehabilitation in the disorders of the musculoskeletal system.
Intended Learning Outcomes: Knowledge: At the end of this course the student will be able to:
Describe the structure and functions of the musculoskeletal system. Explain the basic mechanisms of the structural and functional alterations that occur in common musculoskeletal disorders and their effects on health. Relate the structural functional alteration to clinical manifestations of common musculoskeletal disorders.
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Explain the role of relevant biochemical, clinical and radiological investigations of the musculoskeletal system in common disorders. Describe the conservative, surgical and rehabilitation measures to alleviate pain, improve function and to modify the natural history of common musculoskeletal disorders.
Skills: At the end of this course the student will be able to:
Elicit relevant history related to the musculoskeletal disorders. Identify by examination - visual inspection, palpation, and the evaluation of joint motion (LOOK, FEEL and MOVE) the normality and abnormality of the musculoskeletal system. Recognize normal and abnormal findings in biochemical, electrophysiology, imaging modalities appropriate to the level of training.
Attitudes: At the end of this course the student will be able to:
Demonstrate polite and considerate interaction with patients and their family members. Show respect for patients’ views, privacy and dignity. Demonstrate awareness of the psychosocial implications with respect to deformities and grievous injuries. Communicate with patients about their condition, treatment and prognosis in a way they understand. Appreciate the multi-system presentation and multi-disciplinary management of disorders and recognize the importance of teamwork.
Study Plan Theme 1
Common Injuries of the Musculoskeletal System
Theme 2
Defects of Metabolism
Theme 3
Inflammatory, Infective and Degenerative Disorders of Synovial Joints.
Theme 4
Primary Muscular Disorders
Theme 5
Tumor &Tumor like Lesions of Bone and Soft Tissue
Theme 6
Congenital Disorders of Muscle, Bone and Joint
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Title Code Phase / Year Duration Chairperson Members
Participating Departments Pre-requisite / s
Integumentary System MED 201 Phase II / Year 3 / Semester VI 2 weeks Dr. Anuj Mathur Dr. May Khalil, Dr. Mohammad Mesbahuzzaman, Dr. Liju Susan Mathew & Prof. Irene Nirmala Thomas Anatomy, Physiology, Biochemistry, Pathology, Microbiology, Pharmacology, Community Medicine, Forensic Medicine, Dermatology & Surgery Phase I Courses
Course Description This course has been integrated around the Integumentary System to provide the learner with a sound knowledge and understanding of the structure, functions and development of the integumentary system in health and its major deviations in common skin diseases. In addition, the learner is introduced to the causes, pathogenesis, and pathological basis of clinical manifestations, methods of diagnosis, principles governing management and methods of prevention of these disorders. Aims: To develop an integrated, foundational knowledge and understanding of the Integumentary system and its common disorders. This understanding will be essential to the development of learners’ ability to recognize, diagnose, manage and prevent these disorders, which they may encounter later in their clinical training as well as medical practice. Besides, as the first course of organ system courses, it is expected to provide structured learning opportunities that help students apply and consolidate their learning of introductory medical sciences. Intended Learning Outcomes: Knowledge: By the end of the course students should be able to: Understand and explain the relationship between the embryological origin, structure and function of skin and its appendages Understand the incidence, prevalence and classification of skin disease Relate alterations in structure and functions of skin to clinical manifestations and complications of cutaneous wounds (burns, erosion, ulceration, etc.); explain the principles of wound healing
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Describe etio-pathogenesis, structural and functional alterations, common signs and symptoms, appropriate Laboratory work ups, principles of management and methods of prevention of common disorders in the following categories:
Disorders of pigmentation Disorders of appendages Cutaneous infections Inflammatory disorders of skin (including acute and chronic inflammatory dermatoses, hypersensitivity, reactions, blistering and autoimmune disorders), Premalignant lesions and neoplasms of skin Skills: By the end of the course students will be able to:
Identify the structural constituents and organization of skin Recognize alterations in gross and microscopic structure of skin in each of the disorders (listed) as appropriate. Prepare a gram stain and identify common cutaneous infectious agents by light microscopy. Identify common dermatophytes in a KOH preparation Clinical skills: Demonstrate the ability to take clinical history in patients with common skin disorders Perform a focused physical examination in skin disorders, as appropriate to the level: Identify primary and secondary lesions of the skin Perform tests to detect skin sensations of touch, pain and temperature Differentiate between skin cysts, tumors and ulcers by palpation Perform injection techniques (I/D, S/C), tuberculin and allergy testing on simulators
Attitudes: By the end of the course students should be able to: Demonstrate awareness of the social and psychological consequences of stigma (disfigurement/ diseases) especially as they relate to skin conditions. Study Plan Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6
Skin Trauma (Cutaneous wounds) Skin pigmentation and Disorders of Pigmentation Skin Appendages, Acne, hair problems and other disorders of skin Inflammations of the skin (including acute and chronic dermatoses, hypersensitivity reactions, blistering disorders and autoimmune disorders) Skin Infections Premalignant Lesions and Neoplasms
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Phase – III Courses
Title Code Phase / Year Duration Chairperson Clerkship Coordinator Members Participating Departments Pre-requisite / s Co-requisite / s Post-requisite / s
Ophthalmology MED 401 Phase III / Year 4 & Year 5 / Semester VII - X 6 weeks Prof. Salwa Abd El Razak El Said Attia Dr. Pankaj Lamba Dr. Pradeep Kumar Sharma, Dr. Mohammed Khalid & Dr. Kannan Narsimhan Ophthalmology, Internal Medicine, Physiology & General Surgery Phase II & Basic clinical skills Surgery, Medicine, Pediatrics, Gynecology and Obstetrics & Otorhinolaryngology CRRI
Course Description This course is designed as an introduction to ophthalmology. In addition to attending didactic sessions, the student will learn to take a good ophthalmic history and perform a good general eye exam in order to detect common abnormalities of the eye and visual system. Students will learn to interpret the clinical findings and reach a diagnosis and discuss their management during case based discussions in the classroom, the outpatient and the bedside. Students will develop and refine skills in the use of the penlight, ophthalmoscope and slit lamp and will also have ample opportunity to observe a variety of ophthalmic surgical procedures, such as sub-conjunctival injection, foreign body removal and nasolacrimal duct syringing performed in the management of common eye disorders. Aims: The broad goal the teaching students in ophthalmology is to provide such knowledge and skills to the students that shall enable him to practice as an internist and as a primary eye care physician, and also to function effectively as a community health leader to assist in the prevention of blindness and rehabilitation of the visually impaired. Intended Learning Outcomes: Knowledge Outcome: At the end of the course, the student will have knowledge of 1. Common problems affecting eye 2. Principles of management of major ophthalmic emergencies 3. Main systemic diseases affecting the eye MBBS Student Handbook (AY 2013 – 2014)
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4. Effects of local and systemic diseases on patient’s vision and the necessary action required to minimize the sequelae of such diseases. 5. Adverse drug reactions with special references to ophthalmic manifestations. 6. Eye care education for prevention of eye problems 7. Role of primary health center in organization of eye camps 8. Organization of primary health care and the functioning of the ophthalmic assistant , eye bank organization Skill Outcomes: At the end of the course, the student will be able to 1. Elicit a history pertinent to general health and ocular status 2. Perform diagnostic procedures such as visual acuity testing, examination of eye, schiotz tonometry, staining for corneal pathology, confrontation perimetry, subjective refraction including correction of presbyopia and aphakia, direct ophthalmoscopy, and conjunctival smear examination and cover test. 3. Diagnose and treat common problems affecting the eye 4. Interpret ophthalmic signs in relation to common systemic disorders 5. Perform therapeutic procedures such as subconjunctival injection, Corneal/Conjunctival foreign body removal, Carbolic cautery for corneal ulcers, Nasolacrimal duct syringing, and tarsorraphy. 6. Provide first aid in major ophthalmic emergencies 7. Organize community surveys for visual checkup 8. Organize primary eye care service through primary health care centers. Attitudinal Outcomes 1. Use effective means of communication with the public and individual to motivate for surgery in cataract, and for eye donation. 2. Establish rapport with his seniors, colleagues, and paramedical workers, so as to effectively function as a member of the eye care team.
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Title Code Phase / Year Duration Chairperson Clerkship Coordinator Members Participating Departments Pre-requisite / s Co-requisite / s Post-requisite / s
Otorhinolaryngology MED 402 Phase III / Year 4 & Year 5 / Semester VII -X 6 weeks Prof. Tambi Abraham Cherian Prof. Meenu Cherian Dr. Jenny Cheriathu, Dr. Muhanned Sultan & Dr. Rizwana B Sheikh Otorhinolaryngology, General Surgery, Pediatrics & Community Medicine Phase II & Basic clinical skills Surgery, Medicine, Pediatrics, Ophthalmology, OBG CRRI
Course Description The didactic lectures provide essential factual information, and the clinical rotations provide a practical experience. Students will learn to take a relevant history and perform a basic head and neck exam with equipments available to a primary care practitioner (flashlight, tongue blade, otoscope) and perform an ear exam by tympanometry and otoscope. The students will gain increasing experience discussing the clinical findings to reach a diagnosis of common problems like allergic rhinitis, sinusitis, otitis media, epistaxis, facial fractures, hearing loss, dizziness, and swallowing disorders and discuss a treatment plan with the faculty. Students will be able to observe surgical procedures like ear syringing, nasal packing, tracheostomy, endoscopy and removal of foreign bodies. The student will be able to perform laryngoscopy and use of tracheostomy tubes on a manikin in the simulation lab. Aims: The broad goal of the teaching of undergraduate students in Otorhinolaryngology is that the undergraduate student should have acquired adequate knowledge and skills for optimally dealing with common disorders and emergencies of the upper aerodiigestive tract and the principles of rehabilitation of the hearing impaired. Intended Learning Outcomes: Knowledge: At the end of the course, the students will be able to:
Describe the basic pathophysiology of common ENT diseases and emergencies Adopt the rational use of commonly used drugs, keeping in mind their adverse reactions. Suggest common investigative procedures and their interpretations
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Skills: At the end of the course, the students will be able to:
Examine and diagnose common ENT problems including the pre-malignant and malignant disorders of the head and neck Manage ENT problems at the first level of care and be able to refer whenever necessary Carry out minor surgical procedures like ear syringing, ear dressings, nasal packing etc. Assist in certain procedures such as tracheostomy, endoscopies and removal of foreign bodies
Attitudes: At the end of the course, the students will be able to: Show awareness of the need to act immediately in emergencies obstruction to air passages by foreign bodies
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Title Code Phase / Year / Semester Duration Chairperson Clerkship Coordinator Members Participating Departments Pre-requisite / s Co-requisite / s Post-requisite / s
Medicine & Allied Disciplines MED 403 Phase III / Year 4 & Year 5 / Semester VII - X 28 weeks Prof. Sheikh Altaf Basha Prof. Salwa Abd ElZaher Mabrouk Dr. Ehab M. Esheiba, Dr. Muhanned A Abdul Wahid, & Dr. Syed Shehnaz Ilyas Internal Medicine, Cardiology, Psychiatry, PHC & Pharmacology Phase II, Basic clinical skills Surgery, Pediatrics, Ophthalmology, Gynecology & Obstetrics, Otorhinolaryngology CRRI
Course Description The Medicine clerkship is divided into two rotations one in clerkship year 4 and the other in year 5. The student will have adequate clinical encounters in both ambulatory and bedside settings in the outpatient and inpatient departments of the hospital. The student will gain wide exposure to the medical and conservative management of common acute and chronic medical disorders. Rotations in allied medical specialties like dermatology and psychiatry will increase the breadth of the experience to include the management of common skin disorders and a broad understanding of the human mind and behavior, its normality in health, abnormality in stress, methods of classifying psychological and psychiatric disorders and different forms of therapy. It also helps students in gaining an understanding of the ethical concepts in the field of medicine, the right of patients and the responsibility of health professionals. Aims: The broad goal of the teaching of undergraduate students in Medicine is to ensure that the graduate will have acquired adequate knowledge, skills and behavioral attributes to practice as a competent entry-level physician. Intended Learning Outcomes: Knowledge: At the end of the Clerkship the student will have achieved cognitive proficiency in: Symptomatology, clinical presentation of common disorders affecting the various organ systems of the body. Various diagnostic modalities for the identification and differentiation of the conditions; the interpretation of the results Treatment strategies, which include drug therapy as well as other forms of therapy. MBBS Student Handbook (AY 2013 – 2014)
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Skills: At the end of 5th year internal medicine ambulatory clerkship, the student will have achieved the following professional skills:
Eliciting a comprehensive history from the patient and analysis of the various aspects of the patient’s history. Performing a general physical examination followed by detailed Systemic Examination. Recording the history and findings of physical examination in a proper format and presenting the case to the clinical tutor / consultant. Discussing the cases, identification of the most likely problem (provisional diagnosis), listing the differential diagnoses, describing the investigative approach, and discussing the line of management. Interpretation of the laboratory data, investigations such as radiographs, imaging procedures, ECG, microbiology slides etc. The student should have observed common diagnostic and therapeutic procedures (at least each on two occasions) such as – Pleural peritoneal aspirations, Lumbar Puncture, Bone marrow aspiration, Liver Biopsy, 2 Echocardiography, TMT, Spirometry, Gastric lavage, blood gas sampling etc. (As measured by acceptable scores in the periodically conducted OSCE at the end of each clinical rotations and the final professional clinical examination)
Attitudes: The student will have acquired the attitudinal skills to:
Accept the patient’s welfare as the first priority Respect, protect and value patient’s right to privacy Demonstrate the ability to participate in team work. (eg. project work) Willingness to participate in group learning activities such as seminars and symposia
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Title Code Phase / Year / Semester Duration Chairperson Clerkship Coordinator Members Participating Departments Pre-requisite / s Co-requisite / s Post-requisite/ s
Surgery and Allied Disciplines MED 404 Phase III / Year 4 & 5 / Semester VII -X 20 weeks Prof. Yasien Malallah Taher Dr. Mohammed Sohby Dr. Amit Chaturvedi, Dr. Sona Chaturvedi & Prof. Mandar Vilas Ambike General Surgery, Orthopedics, Anesthesiology & Anatomy Phase II & Basic clinical Skills Medicine, Pediatrics, Gynecology & Obstetrics, Ophthalmology and Otorhinolaryngology CRRI
Course Description The clerkship in Surgery is designed to give the student a broad exposure to the principles of diagnosis and management of common surgical problems, including surgical emergencies; the indications and methods for fluid and electrolyte replacement therapy including blood transfusion, the importance of asepsis, disinfection and sterilization and use of antibiotics, and lastly, common malignancies and their management and prevention. During the course of the rotation, the student will be expected to focus on several areas of study, which will include basic principles of peri-operative management of the patient with a surgical problem. An awareness of the nature and management of surgical disease is developed by case oriented small group sessions, rounds and weekly conferences. The surgical experience will be further widened to include surgical aspects of orthopedics, anesthesia and radiology Orthopedics includes the principles of recognition and management of common bone and joint injuries and infections; recognition of congenital and skeletal anomalies for correction or rehabilitation; importance of metabolic bone diseases, diagnosis of neoplasms affecting bones; recognition and management of degenerative and rheumatological diseases of musculoskeletal system; principles of reconstructive surgery of musculoskeletal system. Anesthesiology includes principles of the pre-, intra- and post-operative anesthetic management of the surgical patient with particular emphasis on relief of preoperative anxiety, intraoperative maintenance of normal oxygenation when normal respiration is depressed under anesthesia and postoperative pain relief Radiology will include the identification of normal findings on routine X-rays of chest, abdomen, head and limbs, the recognition of deviations of normal and their significance in the management of the underlying disorders.
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Aim: The broad goal of teaching undergraduate students in Surgery is to produce graduates capable of delivering efficient first contact surgical care. Intended Learning Outcomes: Knowledge: At the end of the course, the student will be able to:
Describe etiology, pathophysiology, principles of diagnosis and management of common surgical problems including emergencies. Define indications and methods for fluid and electrolyte replacement therapy including blood transfusion. Define asepsis, disinfection and sterilization and recommend judicious use of antibiotics. Describe common malignancies in the country and their management including prevention. Enumerate different types of anesthetic agents, their indications, mode of administration, contraindications and side effects.
Skills:
Elicit a comprehensive history on all surgical patients. Identify and diagnose simple conditions like an abscess, thyroid swellings, superficial tumors, breast lumps and abdominal masses. List a differential diagnosis for each of the above conditions in the order of priority. Evaluate patients with varicose veins, peripheral arterial disease and diabetic foot ulcers clinically. Perform clinical examination of trauma patients and explain the basics of the initial care of these patients e.g. A,B&C. Interpret common hematologic abnormalities (anemia, Leukocytosis, etc. ) and correlate them with the clinical condition. Decide which investigations are mandatory in patients with common surgical problems e.g. acute abdomen Interpret urine examination reports especially with reference to the presence of hematuria and pyuria, and correlate the findings clinically. On the basis of the normal values for: fasting and post prandial blood sugars, blood urea and S. creatinine, Liver function tests, coagulation parameters and S. electrolytes and correlate these with the clinical features. Interpret plain and contrast X – ray films especially of the abdomen and the GIT (Barium series) and explain the basics of evaluation of abdominal CT films. Explain to the patient the modalities of vascular imaging – Doppler / angiogram and the indications for these clinically.
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Recognize shock, especially hemorrhagic / septic shock and describe the principles of fluid management. Demonstrate basic techniques of dressing of wounds Demonstrate basic techniques of bandaging Identify clinical conditions that require surgical intervention and list the pre-operative corrective measures required in common surgical problems. E.g.: Correction of fluid / electrolyte balance, Correction of anemia Explain the principles of monitoring patients after surgery – urine output, vital parameters, role of recording central venous pressure etc. Perform physical examination of patients with disorders of the musculoskeletal system. Identify common musculoskeletal injuries Differentiate between life / limb threatening injuries from others. Identify common musculoskeletal infections. Identify congenital and skeletal abnormalities. Identify metabolic bone disorders. Recognize tumors and tumor-like conditions of bones and soft tissues Diagnose degenerative and rheumatological diseases of musculoskeletal system. Recognize abnormalities of Musculoskeletal system in x-rays Interpret laboratory results in various diseases of the musculoskeletal system.
Attitudes:
Demonstrate ability to communicate with the patient and attendants and explain about the diagnosis and modalities of treatment available with the risks of each type of therapy Demonstrate willingness to practice ethical medicine and to respect patient’s rights for confidentiality of Information
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Title Code Phase / Year Duration Chairperson Clerkship Coordinator Members Participating Departments Pre-requisite / s Co-requisites / s Post-requisites / s
Obstetrics & Gynecology MED 405 Phase III / Year 4 & 5 / Semester VII -X 10 weeks Prof. Mawahib Abd Salman Dr. Shanthi Fernandes Dr. Tarek Fowzy, Dr. Ihsan Ullah Khan & Dr. Nisha Shantha Kumari Obstetrics & Gynecology, Radiology, Urology & Physiology Phase II & Basic clinical skills Surgery, Medicine, Pediatrics, Ophthalmology & Otorhinolaryngology CRRI
Course Description In the Obstetrics and Gynecology, the student will gain the skills of gynecologic and obstetric history taking and physical examination in the outpatient and wards and practical experience in the delivery room under the close supervision of the staff. The student will avail of these opportunities to reach a diagnosis and discuss the management of gynecologic and obstetric disorders with the faculty while dealing with patients in the outpatient, the delivery room, the operation theater and the wards. The performance of procedural skills like delivering a baby, taking a PAP smear, suturing an episiotomy will be learnt and practiced in the safe environment of the Simulation Lab. Formal and informal daily teaching sessions and rounds with the faculty are a part of this clerkship experience. Aims: The broad goal of the teaching of undergraduate students in Obstetrics and Gynecology is that he/she should acquire understanding of anatomy, physiology and pathophysiology of the reproductive system and gain the ability to optimally manage common conditions affecting it. Intended Learning Outcomes: By the end of the Obstetric clerkship the student should achieve cognitive proficiency in: Knowledge:
Physiological changes in pregnancy, the common symptoms & signs of pregnancy. Normal pelvis, abnormal pelvic types. Normal and abnormal labor
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Normal & abnormal puerperium Routine antenatal care, antenatal advice, routine antenatal investigations – blood investigations, ultrasound scan. High risk pregnancies, abnormal presentations Complications of labor
Skill:
To elicit a comprehensive history, and calculate Expected Date of Delivery from the date of Last Menstrual Period, determine gestational age in weeks. To analyze and document in clinical history in proper chronological order. Perform general examination; check vital signs, and breast examination. To perform the various obstetric maneuvers including auscultation for the fetal heart sounds. To perform per speculum & digital examination in pregnancy and if necessary assess the pelvis & Bishop’s score (cervical assessment)
Attitudinal Outcomes:
Demonstrate readiness to follow ethical guidelines related to pregnancy Demonstrate readiness to consider the patient’s welfare as first priority Recognize the importance of protecting & valuing patient’s privacy Demonstrate willingness to accept teamwork in providing medical care
By the end of the Gynecology clerkship the student should have achieved cognitive proficiency in: Knowledge:
Symptomatology & presentation of common gynecological disorders. Various methods of contraception. Appropriate investigations to be performed to aid in the diagnosis & to interpret the results. Eg: S.BHCG in titer for cases of ectopic pregnancies & molar pregnancies, etc. Ultrasound Scan. Treatment strategies, medical & surgical.
Skills:
Elicit a comprehensive history & analyze it, record in chronological order. Perform general physical examination; check vitals, thyroid & breast examination, abdomen examination, per speculum & per vaginal examination. Prepare a pap smear; collect high vaginal swab & cervical swab. Make provisional diagnosis & list differential diagnosis.
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Order relevant investigations & discuss the line of management. Interpret the investigations results like Pap smear report, semen analysis report, Histopathology report of cervical punch biopsy & D&C, HSG (Hystero-salphingogram), vaginal swab report, ultrasound etc. Observed common procedures in the OPD like IUCD insertion, colposcopy, cervical cauterization, endometrial biopsy, and Incision of Bartholin’s abscess. Attended & observed surgical procedures (at least 2 each) like fractional curettage, Diagnostic D&C, Marsupilization of Bartholin’s cyst, Incision & drainage of Bartholin’s abscess myomectomy, hysterectomy – Abdominal & vaginal.
Attitude:
Observe medical ethics to consider patients welfare as first priority Protecting & valuing patients privacy Spirit of teamwork Respect for teachers and for fellow students
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Title Code Phase / Year / Semester Duration Chairperson Clerkship Coordinator Members Participating Departments Pre-requisite / s Co-requisite / s Post-requisite / s
Pediatrics MED 406 Phase III / Year 4 & 5 / Semester VII -X 10 weeks Prof. Mahmoud Shamseldeen Prof. Ignatius Edwin D’Souza Dr. Wesam Khadum, Dr. Malini Vijayan & Prof. Ishtiyaq Ahmed Shaafie Pediatrics, Dermatology, Obstetrics & Gynecology and Biochemistry Phase II & Basic clinical skills Surgery, Medicine, Pediatrics, Gynecology & Obstetrics, Ophthalmology& Otorhinolaryngology CRRI
Course Description The student will learn to obtain clinical history in an age-appropriate and sensitive manner from a child and or the accompanying adult and conduct a pediatric physical examination appropriate to the condition and the age of the patient. During presentation of the clinical findings to the faculty, the student will interpret the clinical findings and available lab results to suggest a diagnosis and discuss the management of the disease. The student will assess growth and development and advocate safety measures to prevent injury and disease. Many case based sessions have been planned to provide alternative clinical experiences. The simulation lab will allow the learner to practice in a safe environment. Aims: The broad goal of teaching undergraduate students in Pediatrics is to acquire adequate knowledge and appropriate skills for optimally dealing with major health problems of children to ensure their optimal growth and development. Intended Learning Outcomes: At the conclusion of the clerkship in Pediatrics, the student should be able to:
Recognize common developmental and medical problems in infants and children Elicit a comprehensive history that includes perinatal, developmental, nutritional and family history and immunization history in communication with the child’s parents. Conduct an adequate physical examination in sick children of different age group. Explain developmental milestones in a child and use the information in assessment of infants and children.
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Recognize the specific requirements in neonates and identify differences in the presentation of clinical problems in this age group compared to children in the older age group. Describe the appropriate investigations that would help in confirming the diagnosis in common problems in infants and children. Describe the principles of administration of drugs in children and explain the rationale Describe and assist in resuscitative procedures in the new born. Participate in clinical problem solving sessions and demonstrate the ability for data search and analysis
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14.8 Typical Week 14.8.1 PHASE – I Time 8.30 am – 9.30 am 9.30 am – 10.30 am 10.30 am – 11.00 am 11.00 am – 01.00 pm
Sunday
Monday
Tuesday
Wednesday
Thursday
Formative Quiz
Lecture
Lecture
Lecture
Lecture
Discussion on Quiz
Lecture
Lecture
Preparation for Seminar
Lecture
Integrated Seminar
Mini-project on Health Days / Preceptor Meeting / SDL
TEABREAK
CBL Part I (Brainstorming)
Practical / CAL / SDL
01.00 pm – 01.30 pm
Practical / SDL / Self Study
LUNCH BREAK
CBL Part II (Review and Entry) 03.30 pm – Faculty office hours- You can meet faculty members in their offices to clarify doubts 04.30 pm and ask for advice related to academics Multimedia rooms (Computer Labs) will be used only for CAL sessions. For SDL, students will use books and own laptops (If needed). 01.30 pm – 03.30 pm
Practical/SDL/ Self Study
Practical/CAL/SDL
Sunday
Monday
Tuesday
Lecture
Lecture
Lecture
CA
Lecture
Lecture
CBL Self Study
CBL Self Study
14.8.2 PHASE – II Year 1 Time 8.30 am – 9.30 am 9.30 am – 10.30 am
10.30 am – 11.00 am 11.00 am – 01.00 pm
BCS Batches A &B
Thursday Lecture Lecture
TEABREAK CBL Part – I Batches A&B
Practical / Video / Reading Assignments Batch A / B
01.00 pm – 01.30 pm
SDL / CAL / Practical Batch A / B
BCS
*SDL
Batches A&B
Seminar preparation
LUNCH BREAK SDL – CBL (LO)
01.30 pm – 03.30 pm
Wednesday
Batches A&B
BCS: Basic Clinical Skills SDL: Self Directed Learning Computer Assisted Learning
Practical / Video / Reading Assignments
Resource session
CBL Part – II SS Batches Batch A / B A&B CBL: Case Based Learning SS: Self Study LO: Learning Objectives CA: Continuous Assessment CAL:
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14.8.3 PHASE – II Year 2 Time 8.30 am – 9.30 am 9.30 am – 10.30 am
Sunday
Monday
Tuesday
Wednesday
Lecture
CA
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
10.30 am – 11.00 am 11.00 am – 01.00 pm
Thursday BCS Batches A&B
TEABREAK
CAL / Practical CBL – SDL Batch A / B
Seminar preparation / SDL / CAL / Practical
SDL / CAL / Practical Batch A / B
BCS Batches A&B
Batch A / B
01.00 pm – 01.30 pm 01.30 pm – 03.30 pm
LUNCH BREAK CBL Part – I
CAL / Practical
Batch A & B
Batch A / B
BCS: Basic Clinical Skills SDL: Self Directed Learning CAL: Computer Assisted Learning
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SDL / CAL / Practical Batch A / B
CBL: Case Based Learning LO: Learning Objectives
CBL Resource Session / SDL / CAL / Practical
CBL Part – II / SDL / CAL / Practical
Batch A / B S: Seminar CA: Continuous Assessment
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14.8.4 PHASE – III Year 1 Day
Sunday
* 8.00 am – 01.00 pm
01.30 - 3.00 pm
3.00 – 4.00 pm
Case Based Learning (CBL)
Expert Forum
① Journal Club / Clinical Society Meeting Ward Round & Clinics
Monday
01.00 – 01.30 pm
Ward Round & Clinics ② Grand Rounds
Tuesday Ward Round & Clinics Wednesday
Ward Round & Clinics
Thursday
Ward Round & Clinics
B R E A ② Grand Rounds
K
Lecture / Multidisciplinary Seminar
Lecture / Multidisciplinary Seminar
Note: * Reporting time depends on Clinical Site requirements ① Journal Club meeting 1st Sunday of the month Clinical Society meeting every 3rd Sunday of the month ② Grand Rounds scheduled every 3rd Wednesday & 4th Tuesday of the month
14.8.5 PHASE – III Year 2 Clinic
Theory 9.00 am to 12.00 pm
12.00 pm – 01.30 pm
Day
* 8.00 am – 09.00 am
Sunday
Morning Reporting
B
Monday
Grand Rounds
R
Tuesday
Morning Reporting
Wednesday
Morning Reporting
A
Thursday
Morning Reporting
K
Ward rounds / Clinics
E
01.30 3.00 pm
3.00 – 4.00 pm
SGL
Tutorial
* Reporting time depends on Clinical Site requirements
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14.9 PBL Week 14.9.1 PHASE – II Year 1 Time
Sunday
8.30 am – 9.30 am
PBL Part – I
9.30 am – 10.30 am
Batches A & B (5 groups)
Monday
Tuesday
SDL / Resource Session
SDL / Resource Session
SDL
SDL
10.30 am – 11.00 am 11.00 am – 01.00 pm
Thursday
BCS Batches A &B
Expert Forum
TEABREAK SDL / Resource Session
SDL
01.00 pm – 01.30 pm 01.30 pm – 03.30 pm
Wednesday
BCS SDL
SDL
Batches A&B
LUNCH BREAK SDL / Resource Session
SDL / Resource Session
BCS: Basic Clinical Skills CA: Continuous Assessment
PBL Part – II
PBL Part – III CA Batches MEQ A&B SDL: Self Directed Learning
Batches A&B PBL: Problem Based Learning MEQ: Modifies Essay Questions
14.9.2 PHASE – II Year 2 Time
Sunday
8.30 am – 9.30 am
PBL Part – I
9.30 am – 10.30 am
Batches A & B (5 groups)
Monday SDL / Resource Session SDL
10.30 am – 11.00 am 11.00 am – 01.00 pm
Wednesday
Thursday
PBL Part – II
SDL / Resource Session
BCS
Batches A & B
Batches A & B
SDL
T E AB R E A K SDL
SDL / Resource Session
01.00 pm – 01.30 pm SDL / Resource Session BCS: Basic Clinical Skills CA: Continuous Assessment 01.30 pm – 03.30 pm
Tuesday
PBL Part – III SDL
BCS Batches A & B
LUNCH BREAK SDL / SDL / Resource Resource Expert Forum MEQ Session Session PBL: Problem Based Learning SDL: Self Directed Learning MEQ: Modifies Essay Questions
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15.0 List of Text Books, Reference Books, Recommended Readings Phase – I
Course Title: MED 101 Language and Communication Skills 1. McCullagh Marie, Wright, Ros. Good Practice: Communication Skills in English for the Medical Practitioner (Student's Book). Cambridge University Press; 2008. ISBN: 9780521755900 2. Glendinning, Eric H, Holmstrom, Beverly A.S. English in Medicine. Cambridge University Press; 2008. ISBN: 9780521606660. 3. Glendinning Eric H, Howard Ron. Professional English in Use Medicine. Cambridge University Press; 2007. ISBN: 9780521682015. Additional Readings:
Beebe Steven A, Beebe Susan J, Ivy Diana K. Communication Principles for a Lifetime. Volume 1: Principles of Communication Volume 2: Interpersonal Communication Volume 3: Communicating in Groups and Teams Volume 4: Presentational Speaking. Pearson Benjamin Cummings; 2009. ISBN: 9780205593576
Gamble Teri Kwal, Gamble Michael. Communication Works. McGraw Hill; 2006. ISBN: 9780073534220.
Lloyd Margaret, Bor Robert. Communication Skills for Medicine. Churchill Livingstone; 2004. ISBN: 0443074119.
Bickley Lynn S. Bates Pocket Guide to Physical Examination and History Taking. Lippincott William & Wilkins; 2004. ISBN: 0781738180 .
Abdel Hamid El-Hawary. Medical Terminology: Made Easy. UAE: Gulf Medical College, Ajman; 2000.
Jean M.Denneril. Medical Terminology Made Easy. 4th ed. Delmar Cengage Learning; 2006. ISBN-10: 1401898847, ISBN-13: 978-1401898847
JeHarned. Medical Terminology Made Easy. Tobey Press; 2010 ISBN-10:1446525457, ISBN-13: 978-1446525456
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Course Title: MED 102 Psychosocial Sciences 1. Myers David G. Psychology. 9th ed. Worth Publishers; 2009. ISBN: 978-1429215978 2. Graham Scambler. Sociology as Applied to Medicine. 6th ed. Saunders; 2008. Additional Readings:
Atkinson and Hilgards. Introduction to Psychology.15th ed. Harcourt; 2009. ISBN: 9781844807284
Myers David G. Exploring Psychology. 8th ed. Worth Publishers; 2009. ISBN: 9781429238267.
Barbara Fadem. Behavioral Science in Medicine. 2nd ed. Lippincott Williams & Wilkins; 2012. ISBN: 978-1609136642.
Sadock Benjamin J, Sadock Virginia A. Kaplan and Sadock's Synopsis of Psychiatry: Behavioral Sciences. 10th ed. Lippincott Williams & Wilkins; 2007. ISBN: 9780781773270.
Mitchell Feldman, John Christensen. Behavioral Medicine: A Guide for Clinical Practice. 3rded. McGraw-Hill Medical; 2007. ISBN: 978-0071438605.
Course Title: MED 103 Cells, Molecules and Genes 1. Eroschenko Victor P. diFiore's Atlas of Histology: With Functional Correlations. 12th ed. Lippincott Williams & Wilkins; 2012. ISBN: 978-1451113419. 2. Murray Robert. Harpers Illustrated Biochemistry. 29th ed. Mcgraw Hill Professional; 2012. ISBN: 978-0071792776 3. Westman Judith A. Medical Genetics for the Modern Clinician. Lippincott Williams & Wilkins; 2005. ISBN: 978-0781757607. Additional Readings:
Vinay Kumar, Abul Abbas. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215. Alberts Bruce, Johnson, Alexander. Molecular Biology of the Cell. 5th ed. Garland Science; 2007. ISBN: 978-0815341055
Thomas M. Devlin. Textbook of Biochemistry with Clinical Correlations. 7th ed. John Wiley & Sons; 2010. ISBN: 978-0470281734.
Korf Bruce R. Human Genetics and Genomics. 3rd ed. Wiley-Blackwell; 2006. ISBN-13: 978-0632046560.
Denniston Katherine, Topping Joseph. General, Organic & Biochemistry. 7th ed. McGraw-Hill; 2010. ISBN: 978-0077354800.
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Course Title: MED 104 Tissues and Organs 1. Elaine N. Marieb, Katja N. Hoehn. Human Anatomy & Physiology. 9th ed. Benjamin Cummings; 2012. ISBN: 978-0321694157 2. Moore, Keith L, Dalley, Arthur F. Clinically Oriented Anatomy. 6th ed. Lippincott Williams & Wilkins; 2009. ISBN: 978-0781775250 3. Eroschenko Victor P. diFiore's Atlas of Histology: with Functional Correlations. 12th ed. Lippincott Williams & Wilkins; 2012. ISBN: 978-1451113419. Additional Readings:
Tortora Gerard J, Derrickson Bryan H. Principles of Anatomy and Physiology. 13 th ed. Wiley; 2011. ISBN-13: 978-0470565100.
Hall John E. Guyton and Hall Textbook of Medical Physiology. 12th ed. Saunders; 2010. ISBN-13: 978-1416045748.
Arthur Anne, M.R. Grant's Atlas of Anatomy. 13th ed. Lippincott Williams & Wilkins; 2012. ISBN-13: 978-1608317561.
Vinay Kumar, Abul Abbas, Jon C. Aster. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215.
Young Barbara, Stewart William, O'Dowd Geraldine. Wheater's Basic Pathology: A Text, Atlas and Review of Histopathology. 5th ed. Churchill Livingstone; 2009. ISBN-13: 978-0443067976.
Course Title: MED 105 Embryogenesis and Life Cycle 1. Moore Keith L, Persaud T. V. N. Before We Are Born. 8th ed. Saunders; 2012. ISBN-13: 978-1437720013. 2. Stevens Vivian M, Redwood, Susan K. Rapid Review Behavioral Science. 2nd ed. Mosby; 2006. ISBN-13: 978-0323045711. Additional Readings:
Schoenwolf Gary C, Bleyl Steven B, Brauer Philip R. Larsen's Human Embryology. 4th ed. Churchill Livingstone; 2008. ISBN-13: 978-0443068119.
Sadler Thomas W. Langman's Medical Embryology. 12th ed. Lippincott Williams & Wilkins; 2011. ISBN-13: 978-1451113426.
Sigelman Carol K, Rider Elizabeth A. Life-Span Human Development. 7th ed. Wadsworth Publishing; 2011. ISBN-13: 978-1111342739
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Course Title: MED 106 Nutrition and Metabolism 1. Mann Jim, Truswell Stewart. Essentials of Human Nutrition. 4th ed. Oxford University Press; 2012. ISBN-13: 978-0199566341. 2. Pamela Champe. Lippincott's Illustrated Reviews: Biochemistry. 4thed. Lippincott Williams & Wilkins; 2009. ASIN: B005RQJ1SY Additional Readings:
Bronk J Ramsey. Human ISBN-13: 978-0582026551.
Geissler Catherine, Powers Hilary. Human Nutrition. 12th ed. Churchill Livingstone; 2010. ISBN-13: 978-0702031182
Devlin Thomas M. Textbook of Biochemistry with Clinical Correlations. 7th ed. John Wiley & Sons; 2010. ISBN-13: 978-0470281734.
Bender David A. Introduction to Nutrition and Metabolism. 4th ed. CRC Press; 2007. ISBN-13: 978-1420043129
Murray Robert, Rodwell Victor. Harpers Illustrated Biochemistry. 29th ed. McGraw-Hill Medical; 2012. ISBN-13: 978-0071765763.
Metabolism.
Pearson
Higher
Education;
1999.
Course Title: MED 107 Internal & External Environment 1. Ananthanarayan R, JayaramPaniker, C.K. Ananthanarayan and Paniker's Textbook of Microbiology. 8th ed. Universities Press; 2010. ISBN-13: 978-8173716744 2. Goering Richard, Dockrell Hazel. Mims' Medical Microbiology. 5th ed. Saunders; 2012. ISBN-13: 978-0723436010. 3. Park K. Park’s Text Book of Preventive and Social Medicine. 19th ed. BanarsidasBhanot Publishers; 2007. ISBN 8190128280. 4. Hall John E. Guyton and Hall Textbook of Medical Physiology. 12th ed. Saunders; 2010. ISBN-13: 978-1416045748 5. Vinay Kumar, NelsoFausto, Abul Abbas. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215. 6. Katzung Bertram, Masters Susan. Basic and Clinical Pharmacology. 12th ed. McGrawHill Medical; 2011. ISBN-13: 978-0071764018.
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Reference Books:
Chatterjee K. D. Parasitology: Protozoology & Helminthology. 13th ed. CBS Publishers & Distributors Private Limited; 2009. ISBN-13: 978-8123918105
Widmaier Eric, Raff Hershel. Vander's Human Physiology: The Mechanisms of Body Function with ARIS. 11thed. McGraw-Hill; 2007. ISBN-13: 978-0077216092.
Rosenstock Linda, Cullen Mark, Brodkin Carl. Textbook of Clinical Occupational and Environmental Medicine. 2nded. Saunders; 2004. ISBN-13: 978-0721689746.
Brunton Laurence, Chabner Bruce. Goodman and Gilman's The Pharmacological Basis of Therapeutics. 12th ed. McGraw-Hill Professional; 2010. ISBN-13: 978-0071624428.
Videos and CD ROMs:
Interactive Case Study CD Companion to Robbins and Cotran Pathologic Basis of Disease 7thEd.
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Phase – II Textbooks: 1. McCullagh Marie, Wright Ros. Good Practice: Communication Skills in English for the Medical Practitioner / Student's Books. Cambridge University Press; 2008. ISBN : 9780521755900 2. Glendinning Eric H, Holmstrom Beverly A.S. English in Medicine. Cambridge Press; 2008. ISBN: 9780521606660. 3. Glendinning Eric H, Howard Ron. Professional English in Use Medicine. Cambridge University Press; 2007. ISBN: 9780521682015. 4. David G. Myers. Psychology. 9th ed. Worth Publishers; 2009. ISBN: 978-1429215978 5. Graham Scambler. Sociology as Applied to Medicine. 6th ed. Saunders; 2008. 6. Vian M. Stevens, Susan K. Redwood. Rapid Review Behavioral Science. 2nd ed. Mosby; 2006. ISBN-13: 978-0323045711. 7. Victor P. Eroschenko. diFiore's Atlas of Histology: with Functional Correlations. 12th ed. Lippincott Williams & Wilkins; 2012. ISBN: 978-1451113419. 8. Elaine N. Marieb, Katja N. Hoehn. Human Anatomy & Physiology with Mastering. 8th ed. Benjamin Cummings; 2010. ISBN : 978-0321694157 9. Keith L. Moore, Arthur F. Dalley. Clinically Oriented Anatomy. 6th ed. Lippincott Williams & Wilkins; 2009. ISBN: 978-0781775250 10. John E. Hall. Guyton and Hall Textbook of Medical Physiology. 12th ed. Saunders; 2010. ISBN-13: 978-1416045748. 11. Judith A. Westman . Medical Genetics for the Modern Clinician. Lippincott Williams & Wilkins; 2005. ISBN: 978-0781757607. 12. Moore Keith. Before we are Born. 8th ed. Saunders; 2012. ISBN-10:1416037055. 13. Robert Murray. Harpers Illustrated Biochemistry. 29th ed. Mcgraw Hill Professional; 2012. ISBN: 978-0071792776 14. Harvey Richard A, Ferrier Denise R. Biochemistry (Lippincott's Illustrated Reviews Series). 5th ed. Lippincott Williams & Wilkins; 2010. ISBN-13: 978-1608314126 15. Jim Mann, Stewart Truswell. Essentials of Human Nutrition. 4th ed. Oxford University Press; 2012. ISBN-13: 978-0199566341. 16. Ananthanarayan R, C.K.JayaramPaniker. Ananthanarayan and Paniker's Textbook of Microbiology. 8th ed. Universities Press; 2010. ISBN-13: 978-8173716744
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17. Richard Goering, Hazel Dockrell . Mims Medical Microbiology. 5th ed. Saunders; 2012. ISBN-13: 978-0723436010. 18. Vinay Kumar, Abul K. Abbas, Jon C Aster. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN: 978-1416031215 19. Park K. Park’s Text Book of Preventive and Social Medicine. 19th ed. BanarsidasBhanot Publishers; 2007. ISBN 8190128280. 20. Bertram Katzung, Susan Masters. Basic and Clinical Pharmacology. 12th ed. McGrawHill Medical; 2011. ISBN-13: 978-0071764018.
Course Title: MED 201 Integumentary System Textbook: 1. MacKie Rona M. Clinical Dermatology. 5th ed. USA: Oxford University Press; 2003. ISBN: 978-0198525806. Additional Readings:
Campbell Mary K, Farrell Shawn O. Biochemistry. 7th ed. Brooks Cole; 2011. ISBN-13: 978-0840068583.
Williams Norman S, Bulstrode Christopher J.K, O'Connell P Ronan. Bailey and Love's Short Practice of Surgery. 25th ed. Hodder Arnold Publishers; 2008. ISBN-13: 978-0340939321.
Course Title: MED 202 Blood and Immune System Textbooks: 1. Hoffbrand A.V, Moss P.A.H. Essential Hematology. 6thed. Wiley-Blackwell; 2011. ISBN-13: 978-1405198905. 2. Playfair J.H.L, Chain B.M. Immunology at a Glance. 9th ed. Wiley-Blackwell; 2009. ISBN-13: 978-1405180528. Additional Readings: 1. Colledge Nicki R, Walker Brian R, Ralston Stuart H. Davidsons Principles and Practice of Medicine. 21st ed. Churchill Livingstone; 2010. ISBN-13: 978-0702030857 2. Abbas Abul K, Lichtman Andrew H. Cellular and Molecular Immunology. 7th ed. Saunders; 2011. ISBN-13: 978-1437715286. 3. Hoffbrand A. Victor. Color Atlas of Clinical Hematology. 4th ed. Mosby; 2009. ISBN-13: 978-0323044530.
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Course Title: MED 203 Cardiovascular System Textbooks: 1. Noble Alan, Johnson Robert, Thomas Alan, Bass Paul. The Cardiovascular System: Systems of the Body Series. 2nd ed. Churchill Livingstone; 2010. ISBN-13: 9780702033742. 2. Dubin Dale. Rapid Interpretation of EKG’s. 6th ed. Cover Pub Co; 2000. ISBN-13: 978-0912912066. 3. Hampton John R. The ECG Made Easy. 7th ed. Churchill Livingstone; 2008. ISBN 9780443068263. Additional Readings:
Katz Arnold M. Physiology of the Heart. 5th ed. Lippincott Williams & Wilkins; 2010. ISBN-13: 978-1608311712.
Lilly Leonard S. Pathophysiology of Heart Disease. 5th ed. Lippincott Williams & Wilkins; 2010. ISBN-13: 978-1605477237.
Colledge Nicki R, Walker Brian R, Ralston Stuart H. Davidsons Principles and Practice of Medicine. 21st ed. Churchill Livingstone; 2010. ISBN-13: 978-0702030857.
Aaronson Philip I, Ward Jeremy P.T. The Cardiovascular System at a Glance. 4th ed. Wiley-Blackwell; 2012. ISBN-13: 978-0470655948.
Course Title: MED 204 Respiratory System Textbook: 1. Davies Andrew, Moores Carl. The Respiratory System: Basic Science and Clinical Conditions. 2nd ed. Churchill Livingstone; 2010.ISBN-13: 978-0702033704. Additional Readings:
Ward Jeremy P.T, Ward Jane, Leach Richard M, Wiener Charles M. The Respiratory System at a Glance. 3rd ed. Wiley-Blackwell; 2010. ISBN-13: 978-1405199193.
Gardenhire Douglas S. Rau's Respiratory Care Pharmacology. 8th ed. Mosby; 2011. ISBN-13: 978-0323075282.
West John B. Pulmonary Pathophysiology: The Essentials. 8th ed. Lippincott Williams & Wilkins; 2012. ISBN-13: 978-1451107135.
Rao Nagesh kumar G. Textbook of Forensic Medicine and Toxicology. 2nd ed. Jaypee Brothers Medical Pub; 2010. ISBN-13: 978-8184487060.
CDs: Robbins Interactive CD-Rom for respiratory diseases. MBBS Student Handbook (AY 2013 – 2014)
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Course Title: MED 205 Alimentary System Textbook: 1. Margaret E. Smith. The Digestive System. 2nd ed. Churchill Livingstone; 2010. ISBN9780702033674 Additional Readings: 1. Smith Fred. J. Taylor's Principles and Practice of Medical Jurisprudence. Vol 2 of 2. Gale, Making of Modern Law; 2010. ISBN-13: 978-1240137978. 2. Rose Suzanne. Gastrointestinal and Hepatobiliary Pathophysiology. 2nd ed. Hayes Barton Press; 2004. ISBN-13: 978-1593771812. 3. Johnson Leonard R. Gastrointestinal ISBN-13: 978-0323033916.
Physiology.
7th
ed.
Mosby;
2006.
4. Chatterjee K D. Parasitology: Protozoology & Helminthology. 13th ed. CBS Publishers & Distributors Private Limited; 2009. ISBN-13: 978-8123918105.
Course Title: MED 206 Urinary System Textbook: 1. Field Michael, Pollock Carol, Harris David. The Renal System: Basic Science and Clinical Conditions. 2nd ed. Churchill Livingstone; 2010. ISBN-9780702033711 Online resources – Get your username & password from the librarian. http://www.accessmedicine.com/resourceTOC.aspx?resourceID=57
Course Title: MED 207 Reproductive System Textbook: 1. Heffner Linda J, Schust Danny J. Reproductive System at a Glance. 3rd ed. WileyBlackwell; 2010. ISBN-13: 978-1405194525. Reference Textbooks:
Vinay Kumar, NelsoFausto and Abul Abbas. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215.
Frohlich Edward D.Rypins Basic Sciences Review. 18thed. Lippincott Williams & Wilkins; 2001. ISBN-13: 978-0781725187.
DeGown Richard L, Brown Donald D. DeGowin's Diagnostic Examination. 9th ed. McGraw-Hill Professional; 2008.
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Neville F Hacker. Essentials of Obstetrics and Gynecology. 5th ed. Saunders; 2009. ISBN-13: 978-1416059400.
Tortora Gerard J, Derrickson Bryan H. Principles of Anatomy and Physiology. 13th ed. Wiley; 2011. ISBN-13: 978-0470565100.
Williams Norman S, Bulstrode Christopher J.K, O'Connell P Ronan. Bailey and Love's Short Practice of Surgery. 25th ed. Hodder Arnold Publishers; 2008. ISBN-13: 978-0340939321.
Park K. Park’s Text Book of Preventive and Social Medicine. 19th ed. BanarsidasBhanot Publishers; 2007. ISBN 8190128280.
Course Title: MED 208 Central Nervous System Textbooks: 1. Hirsch Martin C; Kramer Thomas. Neuroanatomy: 3 D- Stereoscopic Atlas of the Human Brain. Springer; 2013 (reprint). ISBN 978-3642636097. 2. Hall John E. Guyton and Hall Textbook of Medical Physiology. 12th ed. Saunders; 2010. ISBN-13: 978-1416045748. 3. Barker Roger A, Barasi Stephen, Neal Michael J. Neuroscience at a Glance. 3rd ed. Wiley-Blackwell; 2008. ISBN-13: 978-1405150453. 4. Vinay Kumar, NelsoFausto, Abul Abbas. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215. 5. Gilroy John. Basic Neurology. McGraw Hill; 2000. ISBN 007115289x.
Course Title: MED 209 Musculoskeletal System Textbook: 1. Sambrook Philip, Schrieber Leslie, Taylor Thomas K, Ellis Andrew. The Musculoskeletal System: Systems of the Body Series. 2nd ed. Churchill Livingstone; 2010.ISBN-13: 978-0702033773. References Textbooks:
Hamblen David L, Simpson Hamish. Adams’s Outline of Fractures Including Joint Injuries. 12th ed. Churchill Livingstone; 2007. ISBN-13: 978-0443102974.
Moore Keith L, Dalley Arthur F, Agur Anne M.R. Clinically Oriented Anatomy. 6th ed. Lippincott Williams & Wilkins; 2009. ISBN-13: 978-0781775250.
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Young Barbara, Lowe James S, Stevens Alan, Heath John W, Deakin Philip J. Wheater's Functional Histology: A Text and Color Atlas. 5th ed. Churchill Livingstone; 2006. ISBN-13: 978-0443068508.
Vinay Kumar, NelsoFausto, Abul Abbas. Robbins &Cotran Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215.
Course Title: MED 210 Endocrine System Textbook: 1. Hinson Joy, Raven Peter, Chew Shern. The Endocrine System - Basic Science and Clinical Conditions. Churchill Livingstone; 2006. ISBN 9780443062377. Additional Readings:
Guyton A C, Hall J E. Textbook of Medical Physiology. 12th ed. Philadelphia: W.B. Sauders: 2010
Vinay Kumar, NelsoFausto, Abul Abbas. Robbins &Cotrans Pathologic Basis of Disease. 8th ed. Saunders; 2009. ISBN-13: 978-1416031215.
Niewoehner Catharine B. Endocrine Pathophysiology. 2nd ed. Hayes Barton Press; 2004. ISBN-13: 978-1593771744.
Reference Books:
Jameson Larry J.Harrison's Endocrinology. 2nd ed. McGraw-Hill Professional; 2010. ISBN-13: 978-0071741446.
Larsen P Reed, Kronenberg Henry M, MelmedShlomo, Polonsky Kenneth. Williams Textbook of Endocrinology. 12th ed. Saunders; 2011. ISBN-13: 978-1437703245.
Gardner David G, Shoback Dolores. Greenspans Basic and Clinical Endocrinology. 9th ed. McGraw-Hill Medical; 2011. ISBN-13: 978-0071622431.
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Phase - III Internal Medicine 1. College Nicki R, Walker Brian R, Ralston Stuart H. Davidson's Principles and Practice of Medicine. 21st ed. Churchill Livingstone; 2010. ISBN-13: 978-0702030857. 2. Alguire Patrick C. Internal Medicine Essentials for Clerkship Students 2007 – 2008. American College of Physicians; 2006. ISBN – 9781930513822. 3. Douglas Graham, Nicol Fiona, Robertson Colin. Macleod's Clinical Examination. 12th ed. Churchill Livingstone; 2009. ISBN-13: 978-0443068485. 4. Wolff Klaus, Johnson Richard. Fitzpatrick's Color Atlas and Synopsis of Clinical Dermatology. 6th ed. McGraw-Hill Professional; 2009. ISBN-13: 978-0071599757. General Surgery 1. Williams Norman S, Bulstrode Christopher J.K, O'Connell P Ronan. Bailey and Love's Short Practice of Surgery. 25th ed. Hodder Arnold Publishers; 2008. ISBN-13: 9780340939321. 2. Adams George A, Adams Gregg A, Garland, Adella M, Shatney, Clayton H, Sherck John P, Wren Sherry M. Surgery Clerkship Guide. Mosby; 2004. ISBN - 9780323018579. 3. Ciocca Rocco G, Rettie, Candice S, Lowry Stephen F. Learning Surgery: The Surgery Clerkship Manual. Springer; 2010. ISBN-13: 978-1441919786. 4. Browse Norman L., Black John, Burnand Kevin G.,Thomas William E.G. Browse’s Interoduction to the Symptoms and Signs of Surgical Disease. Hodder Arnold; 2005. ISBN: 9780340815793 5. Das.S. A Manual on Clinical Surgery. 9th ed. S.Das’s Publications; 2011. ISBN:9788190568104 6. Crowther Christy L. Primary Orthopedic Care. 2nd ed. Mosby; 2004. ISBN 0323023657. 7. Courtney M. Twwnsend. Sabiston textbook of Surgery. The Biological basis of modern surgical practice. 19th ed. Sounders; 2012. ISBN - 9781437715606 Obstetrics & Gynecology 1. Beckmann. Obstetrics and Gynecology. 6th ed. William & Wilkins; 2010. ISBN 9780781788076. 2. Baker Philip N. Obstetrics by Ten Teachers. 19th ed. Hodder Arnold Publishers; 2011. ISBN-13: 978-0340983539.
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3. Monga Ash. Gynecology by Ten Teachers. 19th ed. Hodder Arnold Publishers; 2011. ISBN-13: 978-0340983546. Pediatrics 1. Kliegman Robert M, Stanton Bonita M.D, Geme Joseph St., Schor Nina F, Behrman Richard E. Nelson Textbook of Pediatrics. 19th ed. Saunders; 2011. ISBN-13: 978-1437707557. 2. Woodhead Jerold C. Pediatric ISBN-13: 978-0323043335.
Clerkship
Guide.
2nd
ed.
Mosby;
2008.
Otorhinolaryngology 1. Dhillon R.S. Ear Nose & Throat and Head and Neck Surgery: An Illustrated Color Text. 3rd ed. Churchill Livingstone; 2011. ISBN 9780443073113. 2. Dhingra P L. Diseases of Ear, Nose and Throat. 4th ed. Elsevier Science; 2007. ISBN 9788131203279. Ophthalmology 1. Kanski Jack J. Clinical Ophthalmology: A Systematic Approach. 7th ed. Saunders; 2011. ISBN-13: 978-0702040931. 2. Khurana A K. Comprehensive Ophthalmology. 4thed. New Age international (P) Ltd.; 2007. ISBN 9788122420418.
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16.0 Grading, Assessment and Progression Policies Grading Policy: Classification
Marks scored in percentage
Letter Grade
Excellent
> = 86
A
Good
76-85
B
Pass
65-75
C
Fail
< 65
F
Assessment Policy: Assessments in each Phase will be both formative and summative. Phase I Assessment Plan Continuous Assessment: 60% & Professional Examination: 40% Project Work
Participation in Quizzes
Course Work
Semester Examinations
Professional Examination
5%
5%
20%
30%
40%
Formative Assessments: This includes: Informal class tests Assignments Weekly quizzes (MCQ / SAQ / MEQ / OSPE) End-course test (Theory / Practical) with feedback on performance Assessment of student learning outcomes by faculty Student self-assessment of learning outcomes Summative Assessments: A. Project work: Mini-project in Phase I It is a group activity undertaken by Phase I students and mini-projects based on WHO declared Health Days and are assessed for group activity, team work, and communication skills. B. Participation in Quizzes: Student participation in the formative assessment (s) is mandatory and will count for a maximum of 5% of the summative evaluation in the course. MBBS Student Handbook (AY 2013 – 2014)
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C. Course Work: The matrix for the course work assessment and the marks allocated for each activity in Phase I are as follows: Activity Phase I Seminars CBL log book CBL / SGL / Tutor Evaluation Practical Record book Assignments CBL Peer Evaluation Reflection Total
Contributory Marks 15 15 15 15 10 05 05 80
D. Semester Examinations:
Two semester examinations will be conducted during Phase I and shall contribute 30% of marks towards overall summative assessment Each course will contribute to the semester examination proportionate to their contact hours Each semester examination will assess the syllabi covered during the respective semester as follows:
Semester 1 examination: Cell, Molecules & Genes, Tissues & Organs, Embryogenesis & Life Cycle Semester 2 examination: Metabolism & Nutrition, Internal & External Environment
E. Professional Examination: Phase I Professional Examination will be conducted at the end of Semester 2 as a combination of theory, practical and viva voce. The Theory Examination will be in the form of online MCQs and EMIs; SAQs, and MEQs; it shall be integrated and made up of 2 papers, each of 3 hours duration:
Paper I (Cell, Molecules & Genes, Tissues & Organs, Embryogenesis & Life Cycle) Paper II (Metabolism & Nutrition, Internal & External Environment)
The practical examination will be in the form of OSPE; Viva Voce will form part of the practical examination. The student must appear for each component of the examination (Theory paper I, Theory paper II, Practical and Viva Voce). Absence in any one component shall be considered as a disqualification from the examination.
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Eligibility for appearing in the Professional examination for Phase I require that the student fulfills the following criteria:
It is mandatory to attend all courses in the Phase The student should have not less than 80% attendance in each course of the Phase In addition, the student should have a cumulative attendance of not less than 80% for the Phase The student should have a continuous assessment marks of not less than 60% Any student who has not fulfilled the above attendance and / or continuous assessment criteria will be detained from appearing for the professional examination and made to repeat a year
Re-sit Examination for Phase I
Those students who appeared for the Professional Examination and failed will have a chance to appear for the Re-sit Examination which will be held within 6 weeks after the regular Final Examination is conducted The students who fail in the Re-sit Examination shall be on probation and would have to re-register and repeat the year along with the next regular batch They would then take the Final Examination at the end of the repeat year on satisfaction of the eligibility criteria Those students who fail again in the Final Examination after the repeat year, will have the final chance to appear in the second Re-sit Examination held within 6 weeks of the Final Examination Those who fail in the second Re-sit examination will be asked to leave the program Absenteeism will be considered as an attempt
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Phase II Assessment Plan Continuous Assessment: 60% & Professional Examination: 40% Project Work
Participation in Quizzes
Course Work
Semester Examinations
Professional Examination
5%
5%
20%
30%
40%
Formative Assessments: This includes: Informal class tests Assignments Weekly quizzes (MCQ / SAQ / MEQ / OSPE / OSCE) End-course test (Theory / Practical) with feedback on performance Assessment of student learning outcomes by faculty Student self-assessment of learning outcomes Summative Assessments: A. Research Project in Phase II The evaluation of Research (Project work) for 40 marks (5%) shall be done by the project supervisors under the direction of Department of Community Medicine and students in small groups are required to carry out a research project and present as a requirement of the curriculum and to be eligible to appear for the Phase II professional examination. B. Participation in Quizzes Student participation in the formative assessment (s) is mandatory and will count for a maximum of 5% of the summative evaluation in the course. C. Course Work The matrix for the course work assessment and the marks allocated for each activity in Phase II are as follows: Activity Phase II Seminars CBL log book CBL / PBL / SGL / Tutor Evaluation Clinical skills Log book Practical Record book Assignments CBL Peer Evaluation Total
MBBS Student Handbook (AY 2013 – 2014)
Contributory Marks 30 30 30 30 20 10 10 160
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D. Semester Examinations:
Four semester examinations will be conducted over the period of 2 years of Phase II and shall contribute 30% of marks towards overall summative assessment Each course will contribute to the semester examination proportionate to their contact hours Each semester examination will assess the syllabi covered during the respective semester as follows:
Semester 3 examination: Blood and Immune system and Cardiovascular system Semester 4 examination: Respiratory system, Alimentary system and Urinary system Semester 5 examination: Endocrine system and Reproductive system Semester 6 examination: Nervous system, Musculoskeletal system and Integumentary system
Each semester examination will have a theory and practical component The theory component of the semester examinations will consist of online MCQs and SAQs / MEQs The practical component of the semester examination will comprise of OSPE / OSCE and Viva Voce
E. Professional Examination Phase II Professional Examination will be conducted at the end of Semester 6 as a combination of theory, practical and viva-voce. Components
Portions
Theory Paper I
All organ-system courses
Theory Paper II
Integrating all organsystems
Practical Examination
Integrated among courses
Composition
Duration
Mode
Only MCQ consisting of 160 test-items
4 hrs.
Online
3 hrs.
‘Paper-andpencil’
-
Face-to-face
Only SAQ & MEQ
Integrated OSPE / OSCE (including orals)
The Theory paper I is the International Federation of Medicine (IFOM) – Basic Sciences examination conducted online by the National Board of Medical Examiners (NBME). The student must appear for each component of the examination (Theory paper I, Theory paper II, Practical and Viva Voce). Absence in any one component shall be considered as a disqualification from the examination.
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Eligibility for appearing in the Professional examination for Phase II requires that the student fulfill the following criteria:
It is mandatory to attend all courses in the Phase The student should have not less than 80% attendance in each course of the Phase In addition, the student should have an cumulative attendance of not less than 80% for the Phase The student should have a continuous assessment marks of not less than 60% If the student has less than 80% attendance and or less than 60% CA, he or she shall be detained from appearing for the Professional Examination From 2012 batch onwards, a student who has not fulfilled the above attendance and / or continuous assessment criteria will be detained from appearing for the Professional Examination and made to repeat a year and those who appeared for the professional examination and failed alone would be permitted to take the re-sit examination.
Re-sit Examination for Phase II
Those students who were detained due to lack of attendance and / or continuous assessment marks (till 2011 batch) or those students who appeared for the Final Examination and failed will have a chance to appear for the Re-sit Examination which will be held within 6 weeks after the regular Final Examination is conducted for Phase II The students who fail in the Re-sit Examination shall be on probation and would have to re-register and repeat the year along with the next regular batch They would then take the Final Examination at the end of the repeat year on satisfaction of the eligibility criteria Those students who fail again in the Final Examination after the repeat year, will have the final chance to appear in the second Re-sit Examination held within 6 weeks of the Final Examination Those who fail in the second Re-sit examination will be asked to leave the program Absenteeism will be considered as an attempt
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Phase III Assessment Plan Continuous Assessment: 60% & Professional Examination: 40% Phase III
Quizzes
Course Work
Semester Examinations
Professional Examination
Total
%
10%
20%
30%
40%
100%
Marks
100
200
300
400
1000
Formative Assessment: This includes: Direct Observation of Clinical Skills (DOCS) Assessment of clinical skills and attitudes by clinical supervisors and other members of the health care delivery team Faculty assessment of case presentations and case discussions by the student followed by feedback Assessment of student learning outcomes by faculty Student self-assessment of learning outcomes Summative Assessments: A. Quizzes: Includes: Course tests conducted at the end of each course in Phase III year 1 OSCE conducted at the end of each rotation in Phase III year 1 & 2 Professional attributes throughout the rotations (Punctuality / Discipline, Communication Skills, Professional behavior towards patients & peers, Data gathering) Contributes 10% or 100 / 1000 marks towards overall summative assessment B. Course Work: 20% amounting to 200 / 1000 is distributed as: Activity Phase III Seminars Tutor evaluation of SGL CBL records Clinical log book DOCS General Clinics RIME Total
MBBS Student Handbook (AY 2013 – 2014)
Mark Distribution 10 20 10 40 60 30 30 200
IV MBBS (GMCH) 10 10 10 10 30 30 100
V MBBS (Al Mafraq) 10 30 30 30 100
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C. Semester Examinations: Four semester examinations shall be conducted in Phase III as follows: Semester 7 & 8 examinations in Phase III, year 1 (IV MBBS) Semester 9 & 10 examinations in Phase III year 2 (V MBBS) Semester 7 & 9 examinations will have only theory component as all students do not have an uniform clinical learning experience at this point Semester 8 & 10 will have theory and integrated OSCE components as all students would have completed a 40-week clinical rotation Semester 9 examination will be conducted in GMU and will comprise of 5 different papers for the 5 different clinical groups of students; they would be tested in the respective portions covered in their clinical & classroom teaching sessions. The 4 semester examinations together will contribute 30% of marks (300 / 1000) towards overall summative assessment D. Professional examination: Clinical 60% & Theory 40% Components
Portions
Composition
Duration
Mode
Theory Paper I
All organ-system courses
Only MCQ consisting of 160 test-items
4 hrs.
Online
Theory Paper II
Integrating all organsystems
Only SAQ & MEQ
3 hrs.
‘Paper-andpencil’
Clinical Examination
Integrated among clinical disciplines
Integrated OSCE (including orals)
-
Face-to-face
The Theory paper I is the International Federation of Medicine (IFOM) – Clinical Sciences examination conducted online by the National Board of Medical Examiners (NBME). Eligibility for appearing in the Phase III Professional examination requires that the student fulfill the following criteria:
It is mandatory to attend all courses / clinical rotations in Phase III The student should have not less than 80% attendance in each course / clinical rotation of Phase III In addition, the student should have a cumulative attendance of not less than 80% for Phase III The student should have a continuous assessment marks of not less than 60% If the student has less than 80% attendance and or less than 60% CA, he or she shall be detained from appearing for the Professional Examination
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Re-sit Examination for Phase III
Those students who were detained due to lack of attendance and / or continuous assessment marks or those students who appeared for the Final Examination and failed will have a chance to appear for the Re-sit Examination which will be held within 6 months after the regular Final Examination is conducted These students will undergo remedial clinical rotations in core disciplines before the resit examination Those students who fail in the re-sit examination will have to again repeat the clerkship in the core disciplines of Internal Medicine, General Surgery, Obstetrics and Gynecology, and Pediatrics and they will have the final chance to appear for the second Re-sit Examination held after 6 months of the first re-sit examination Those who fail in the second Re-sit examination will be asked to leave the program Absenteeism will be considered as an attempt
Requirements for Passing the Professional / Re-sit Examination (Phase I / II / III)
The student must appear for each component (Theory paper I, Theory paper II, Practical / Clinical and Viva-Voce) of the examination Absence in any one component shall be considered as a disqualification from the examination An aggregate score of 65% in both theory and practical / clinical examinations is required for passing the professional examination
Academic Progression Policy
The progress of students through the semesters within each Phase would be continuous Those students who fail in Phase I / II examinations will not be allowed to progress to the next phase Those students who fail in Phase III examinations will not be eligible to commence the internship
Degree Completion Requirements: The student will be commended for the award of Bachelor of Medicine and Bachelor of Surgery Degree upon:
Being continuously enrolled in the program from admission to graduation Having satisfied all conditions of his or her admission Attaining a minimum attendance of not less than 80% in each course and in each Phase Submission of a research project Successful completion of a comprehensive professional examination (Phase III) with an overall score of not less than 65% Successful completion of 52 weeks of Compulsory Resident Rotating Internship (CRRI) program with satisfactory evaluation The student shall complete the program within a maximum period of 10 years.
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17.0 Deans List of Toppers MBBS Phase – I Professional Examination (2012 Batch) - July 2013 Reg. No.
Name
Max. Mark
Marks Obtained
Percentage
2012M046
Ms. Shahd Munir Odeh Farajallah
400
365
91
2012M002
Ms. Munira Abubakar Matawalle
400
353
88
2012M016
Mr. Mohammad Sazzadul Huque
400
352
88
Max. Mark
Marks Obtained
Percentage
MBBS Phase – II Professional Examination (2010 Batch) - July 2013 Reg. No.
Name
2010M025
Mr. Mehdi Saeedan
800
737
92
2010M029
Ms. Rose Sneha George
800
719
90
2010M026
Ms. Yasmin Ghazvini Kor
800
706
88
Max. Mark
Marks Obtained
Percentage
MBBS Phase – III Professional Examination (2008 Batch) - July 2013 Reg. No.
Name
2008M010
Ms. Gowri Karuppasamy
1000
895
90
2008M007
Ms. Fatima Bala Shehu
1000
841
84
2008M003
Ms. Falak Abdul Jabbar Sayed
1000
830
83
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18.0 Administrators & Faculty Administrators Mr. Thumbay Moideen Prof. Gita Ashok Raj Dr. P.K. Menon Prof. Mohammed Arifulla Prof. R. Chandramouli Prof. Manda Venkatramana Dr. Ghaith Jassim Jaber Al Eyd Dr. Joshua Ashok Prof. K.G. Gomathi Dr. Rizwana B Shaikh
Founder President Provost Director, Administration Dean, Admissions & Registers Dean, Assessment & Evaluation Dean, College of Medicine Associate Dean, College of Medicine Associate Dean Student Affairs Associate Dean, Admissions & Registers Associate Dean, Assessment & Evaluation
List of Faculty Members Faculty of Biomedical Sciences Name
Prof. R. Chandramouli
Prof. Bushra Hasan Elshafei Elzawahry Prof. Hemant Kumar Garg Prof. Jayakumary Muttappallymyalil
Qualifications MSc – 1972 PhD - 1981 M.B.B.Ch – 1983 MSc – 1993 MD (PhD) - 1997 MBBS – 1984 MD - 1992 MBBS – 1993 MD - 1998 MSc. – 1985
Prof. K. G. Gomathi PhD - 1993 MBBS – 1994 Dr. Ramesh Ranganathan MD - 2001
Dr. Joshua Ashok
Dr. Rizwana Burhanuddin Shaikh
MBBS - 1984 MD - 1992
MBBS - 1992 MD - 1999
MBBS Student Handbook (AY 2013 – 2014)
Conferring University
Designation
University of Madras, India
Dean Assessment & Evaluation and Professor and Head of the Department of Physiology
Al-Azhar University, Egypt
Professor, Department of Physiology
Aligarh Muslim University, India
Professor of Pharmacology
Bangalore University, India All India Institute of Medical Sciences, India NTR University of Health Sciences, India
University of Madras, India M.G.R. University, India
Bangalore University, India Kevempu University, India
Professor of Community Medicine Associate Dean – Admission & Registers and Professor, Department of Biochemistry Associate Dean – Graduate Studies and Associate Professor & Head of the Department of Microbiology Associate Dean – Student Affairs and Associate Professor & Head of the Department of Forensic Medicine Associate Dean, Assessment & Evaluation and Associate Professor, Department of Community Medicine
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Dr. Nelofar Sami Khan Dr. Razia Khanam
MSc. – 1994 PhD - 1998 B. Pharm – 1997 M. Pharm – 1999 PhD - 2006
Aligarh Muslim University, India
Associate Professor, Department of Biochemistry
Hamdard University, India
Associate Professor of Pharmacology
Dr. Ghaith Jassim Jaber Al Eyd*
MBChB - 1995 MSc. - 1999 PhD - 2005
Al-Nahrain University, Iraq
Dr. Syed Shehnaz Ilyas
MBBS – 1995 MD - 2002
Dr. M.G.R. Medical University, India
Associate Dean – College of Medicine and Associate Professor, Department of Pathology Assistant Professor, Department of Pharmacology
Dr. May Khalil Ismail
MSc. – 1986 PhD - 2006
Colarado State University, USA University of Mosul, Iraq
Assistant Professor, Department of Biochemistry
Dr. Nisha Shantha Kumari
MBBS – 1999 MD – 2005 DNB - 2005
University of Kerala, India University of Kerala, India National Board of Examinations, India
Assistant Professor, Department of Physiology
Dr. Anuj Mathur Dr. Sajit Khan Ahmed Khan Dr. Biswadip Hazarika Dr. Anu Vinod Ranade Dr. Miral Nagy Fahmy Salama Dr. Kannan Narsimhan Dr. Faheem Ahmed Khanzada
MBBS – 1996 MD - 2004 MBBS – 1995 MD - 2006 MBBS – 1990 MD – 2004 MSc – 1996 PhD - 2007 MB.B.Ch – 1996 MSc – 2002 MD - 2007 MBBS – 1998 MD - 2004 MBBS – 1998
Dr. Mohammad Mesbahuzzaman
MPH - 2006 MBBS – 1998 MD - 2011
Ms. Soofia Ahmed
MSc – 1986 MPhil - 1989
Dr. Shiny Prabha Mohan Ms. Suni Ebby
Dr. Lisha Jenny John
MBBS – 2003 MD - 2008 BSc – 1996 MSc - 1999 MBBS – 2003 MD - 2008
MBBS Student Handbook (AY 2013 – 2014)
University of Rajasthan, India Bangalore University, India Annamalai University, India Dibrugarh University, India MAHE, Manipal – India
Assistant Professor of Microbiology Assistant Professor, Department of Microbiology Assistant Professor of Pathology Assistant Professor of Anatomy
Ain Shams University, Egypt
Assistant Professor of Anatomy
Pondicherry University, India
Assistant Professor of Physiology
University of Karachi, Pakistan University of Malaya, Malaysia
Senior Lecturer, Department of Community Medicine
University of Dhaka, Bangladesh
Lecturer, Department of Pathology
University of Karachi, Pakistan
Lecturer, Department of Physiology
University of Kerala, India
Lecturer, Department of Pathology
Kerala University, India MG University, India Rajiv Ghandhi University of Health Sciences, India
Lecturer in Anatomy Lecturer in Pharmacology
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MBBS – 2006 Dr. Liju Susan Mathew MS - 2010
Ms. Devapriya Finney Shadroch
Gulf Medical University, UAE Baba Farid University of Health Sciences, India
Lecturer, Department of Anatomy
BSc – 1985 MSc - 1988
University of Madras, India
Lecturer, Department of Microbiology
MBBS – 2005 MS (Ortho) - 2006
Manipal Academy of Higher Education, India Kathmandu University, Nepal
Lecturer, Simulation Centre
MBBS – 1996 DCP - 2000
Bangalore University, India Rajiv Ghandhi University of Health Sciences, India
Demonstrator, Department of Pathology
MBChB - 2000
Al Mustanseria University, Iraq
Demonstrator, Department of Anatomy
MBBS – 2006 Masters in General Pathology - 2010
University of Aleppo, Syria
Demonstrator, Department of Pathology
MBBS – 1995 Diploma in Clinical Pathology - 2001
Dr. MGR Medical University, India University of Kerala, India
Dr. Syed Morteza Mahmoudi
MBBS – 2011
Gulf Medical University, Ajman, UAE
Demonstrator, Department of Microbiology and Coordinator CCE&CO Demonstrator, Dept. of Anatomy
Dr. Erum Khan
MBBS - 2001
University of Punjab, Pakistan
Simulation Instructor
University of Science & technology, Bangladesh North South University, Bangladesh
Clinical Tutor
Clinical Tutor
Dr. Nishida Chandrasekharan
Dr. Mehzabin Ahmed
Dr. Nada A. Kadhum*
Dr. Elias Alkayal
Dr. Priya Sajith
MBBS – 2007 Dr. Zannatul Ferdous MPH – 2010 Dr. Farhat Fatima
MBBS – 2007
University of Karachi, Pakistan
Dr. Lubna Ahmed
MBBS – 2007
University of Karachi, Pakistan
Dr. Rida Zainab
MBBS – 2011
University of Health Sciences, Pakistan
Clinical Tutor Clinical Tutor
*on Sabbatical Leave
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Faculty of Clinical Sciences Internal Medicine Name Prof. Shaik Altaf Basha Prof. Salwa Abdelzaher Mabrouk Dr. Mahir Khalil Ibrahim Jallo
Qualifications
Conferring University
Designation
MBBS - 1974 MD - 1978
University of Madras, India
Clinical Professor & Head of the Department
Ain Shams University, Egypt
Clinical Professor
M.B.B.Ch – 1976 M.S - 1982 M.D - 1992 M.B.B.Ch - 1981 Certificate of Arab Board of Internal Medicine - 1992
University of Mosul, Iraq Arab Board of Medical Specialization
Clinical Associate Professor
MBBS – 2002 MD – 2007 MRCP - 2011
Rajiv Gandhi University of Medical Science, India Manipal University, India The Royal College of Physicians, UK
Name
Qualifications
Conferring University
Designation
Dr. Ehab Moheyeldin Farag Esheiba
M.B.B.Ch – 1995 Diploma in Internal Medicine – 1999 MSc - 2004 MRCP - 2009
Alexandria University, Egypt Cairo University, Egypt Zagazigu University, Egypt The Royal College of Physicians, UK
Clinical Assistant Professor & Head of the Department
MBBS – 1995 MSc – 2003
Alexandria University, Egypt
Clinical Lecturer
Qualifications
Conferring University
Designation
MD – 1987 PhD - 1995
Aleppo University, Syria Saint Petersburg Postgraduate Medical Academy
Clinical Associate Professor
M.B.B.Ch – 1999 MSc – 2005 MD - 2008
Ain Shams University, Egypt
Clinical Assistant Professor
Qualifications
Conferring University
Designation
MBBS – 1986 MD – 1997 Diploma in Dermatology – 2004
University of Madras, India Dr. MGR University, India Royal College of Physicians & Surgeons of Glasgow, UK
Dr. Mohammed Khalid
Clinical Lecturer
Cardiology
Dr. Mohamed Ahmed Mohamed Fathi Ahmed
Neurology Name Dr. Adnan Jalkhi
Dr. Mohamed Hamdy Ibrahim Abdalla
Dermatology Name Prof. Irene Nirmala Thomas
MBBS Student Handbook (AY 2013 – 2014)
Clinical Professor and Head of the Department
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Dr. Wesam Khadum
M.B.B.Ch - 1992 FICMS - 2005
Al-Mustanseriah University, Iraq Iraqi Commission for Medical Specialization
Clinical Assistant Professor
Psychiatry Name
Qualifications
Conferring University
Designation
Dr. Mohanad Abdulrahman Abdul Wahid
MBChB - 1984 FICMS - 1999 (Psychiatry)
Al Mustansiriya, University, Iraq Iraqi Commission for Medical Specialization, Iraq
Clinical Lecturer & Head of the Department
Qualifications
Conferring University
Designation
Prof. Yassin Malallah Taher Al-Musawi
MBChB - 1974 FRCS - 1983
Baghdad University, Iraq Royal College of Surgeons, Glasgow - U.K
Prof. Manda Venkatramana
MBBS - 1987 MS - 1990 FRCS - 2001
General Surgery Name
Dr. Pradeep Kumar Sharma
MBBS – 1984 MS – 1997 MRCS - 2010 MBChB - 1996
Dr. Mohanad Mohamad Sultan
Dr. Mohamed Sobhy Badr Sobei
FICMS – 2004 CABS – 2004 MRCS - 2008
Saurashtra University, India Saurashtra University, India Royal College of Surgeons, Edinburg, U.K Andhra University, India University of Mumbai Royal College of Surgeons in Ireland Al Mustansiriya University, Iraq Iraqi Commission for Medical Specialization, Iraq Arab Commission of Medical Specialization, Syria Royal College of Physicians & Surgeons of Glasgow, UK
Clinical Professor & Head of the Department Dean College of Medicine and Clinical Professor
Clinical Associate Professor
Clinical Lecturer
MBBCh – 2001 MSc – 2005
Al Azhar University, Egypt
Clinical Lecturer
Name
Qualifications
Conferring University
Designation
Dr. Sujaad Al Badran
MBChB - 1972 FRCS – 1984
Mosul University, Iraq Royal College of Surgeons, Edinburg – UK
Dr. Amit Chaturvedi
MBBS - 1993 MS – 1999 DNB - 1999 MNAMS - 2004
Orthopedics
MBBS Student Handbook (AY 2013 – 2014)
Nagpur University, India University of Calcutta, India National Board of Examinations, India National Academy of Medical Sciences, India
Clinical Associate Professor & Head of the Department
Clinical Associate Professor
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Radiology Name
Qualifications
Conferring University
Designation
Dr. Tarek Fawzy Abdou Abd El Ghaffar
MBBCh - 1988 MSc - 1993
Cairo University, Egypt
Clinical Lecturer & Head of the Department
Qualifications
Conferring University
Designation
MBBS – 1989 MD - 1998
Kerala University, India University of Mumbai, India
Clinical Associate Professor & Head of the Department
MBBS - 1994 MD - 2001
Nagpur University, India Nagpur University, India
Clinical Assistant Professor
Dr. MGR University, India Gandhi Medical College, India
Clinical Lecturer
Qualifications
Conferring University
Designation
MBBS – 1985 MS – 1996 MRCS - 2007
Punjab University, Pakistan The Royal College of Surgeons of Edinburg, UK
Assistant Director Academic Affairs and Clinical Associate Professor & Head of the Department
Qualifications
Conferring University
Designation
M.B.B.S – 1984 DLO - 1989 MS – 1992 DNB - 1992
Madras University, India Dr. MGR University, India Dr. MGR University, India National Board of Examinations, India
Clinical Professor and Head of the Department
Anesthesiology Name Dr. Raji Sharma
Dr. Sona Chaturvedi Dr. Arun Kumar Muthu Subramanian
MBBS – 1994 MD - 1999
Urology Name Dr. Ihsan Ullah Khan
Otorhinolaryngology Name Prof. Tambi Abraham Cherian
Prof. Meenu Khurana Cherian
MBBS – 1987 DLO – 1991 MS - 1994
Dr. Effat Radwan Isaa Radwan
M.B.B.Ch.B - 1969 MS - 1983
MBBS Student Handbook (AY 2013 – 2014)
Madras University, India Dr. MGR University, India Dr. MGR University, India University of Cairo, Egypt Ain Shams University, Egypt
Director Academic Affairs and Clinical Professor Clinical Lecturer
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Ophthalmology Name
Qualifications
Conferring University
Designation
Prof. Salwa Abd El-Razak Attia
MBBCh – 1975 MS – 1981 Fellowship in Cornea and Refractive Surgery – 1991 MD - 2000
Alexandria University, Egypt Alexandria University, Egypt Atlanta University, USA Alexandria University, Egypt
Clinical Professor & Head of the Department
Dr. Pankaj Lamba
MBBS – 1997 Diploma in Ophthalmology – 2001 DNB – 2004 FRCS - 2004
Nagpur University, India Aligarh Muslim University, India National Board of Examinations, India Royal College of Physicians & Surgeons, UK
Clinical Assistant Professor
Qualifications
Conferring University
Designation
Basrah University, Iraq Arab Board, Syria College of Mustansiriya, Iraq
Clinical Professor & Head of the Department
Bangalore University, India
Clinical Professor
Mysore University, India All India Institute of Medical Sciences, India National Board of Examinations, India
Clinical Assistant Professor
Obstetrics & Gynecology Name Prof. Mawahib Abd Salman Al Biate Dr. Kasturi Anil Mummigatti
Dr. Prashanth Hegde
M.B.Ch.B - 1980 Arab Board for Medical Specialization DGO - 1988 MBBS - 1981 MD - 1986 MBBS – 1992 MD – 2003 DNB - 2004
Dr. Shanti Therese Fernandes
MBBS – 1998 MD - 2002
Manipal Academy of Higher Education, India
Dr. Malini Vijayan
MBBS – 1990 DGO – 2003 DNB - 2005
MG University, India Kerala University, India National Board of Examinations , India
Dr. Wajiha Ajmal
MBBS – 1997 FCPS - 2005
Dr. Dipti Navanitlal Shah
MBBS – 1994 Diploma in OBG - 1997
University of Peshawar, Pakistan College of Physicians & Surgeons, Pakistan The Maharaja Sayajirao University of Baroda, India
Qualifications
Conferring University
Designation
M.B.B.Ch - 1976 MSc - 1981 MD - 1985
Al Azhar University, Egypt
Clinical Professor & Head of the Department
Clinical Assistant Professor Clinical Lecturer
Clinical Lecturer
Clinical Tutor
Pediatrics Name Prof. Mahmoud Elsayed Attia Shamseldeen
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Prof. Imad Oudah Emnakher Al Sadoon
Prof. Ignatius Edwin D’Souza
Dr. Jenny Cheriathu
MB.Ch.B – 1976 DCH – 1983 MRCP – 1983 FRCP - 1985
University of Basrah, Iraq The Royal College of Physicians of London, UK
MBBS – 1991 MD - 1996 MRCPCH - 2007
Bangalore University, India Post Graduate Institute of Medical Education & Research, India Royal College of Pediatrics & Child Health, U.K
MBBS – 2001 DCH – DNB - 2009
University of Mumbai, India Shivaji University, India National Board of Examinations, India
Clinical Professor
Clinical Professor
Clinical Lecturer
Faculty of Graduate Studies Name
Qualifications
Conferring University
Designation
MBBS – 1970 MD - 1979 MNAMS – 1981 (Morbid Anatomy)
Shivaji University, India All India Institute of Medical Sciences, India National Board of Examinations, India
Professor & Head of the Department of Pathology
MSc – 1973 PhD - 1984
University of Mysore, India University of Madras, India
Prof. Ishtiyaq Ahmed Shaafie
MBBS – 1977 MD – 1983
Kashmir University, India Chandigarh University, India
Prof. Shatha Saeed Hamed Al Sharbathi
MBChB – 1976 DCM – 1985 MSc – 1989 PhD - 1998
Baghdad University, Iraq
Prof. Gita Ashok Raj
Prof. Mohammed Arifulla
Prof. Elsheba Mathew
MBBS - 1977 MD - 1986 M Phil - 1994
Prof. Joyce Jose
MBBS – 1984 MD - 1990
Prof. Mandar Vilas Ambike
MBBS – 1989 MS - 1996
Prof. Anoop Kumar Agarwal
Master of Veterinary Science – 1985 PhD – 1988
MBBS Student Handbook (AY 2013 – 2014)
Madras University, India Madras University, India Mahatma Gandhi University, India Kerala University Mahatma Gandhi University, India
Professor & Head of the Department of Pharmacology Professor & Head of the Department of Biochemistry Professor & Head of the Department of Community Medicine Professor, Department of Community Medicine Professor, Department of Pathology
Shivaji University, India Pune University, India
Professor & Head of the Department of Anatomy
Haryana Agriculture University, India Postgraduate Institute of Medical Education & Research, India
Professor of Pharmacology
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Prof. Jayadevan Sreedharan
Dr. Preetha Jayasheela Shetty Dr. Victor Raj Mohan Chandrasekaran Dr. Kartik Janak Dave
MSc (Statistics) – 1990 PhD (Statistics) – 2000 Diploma in Cancer Prevention – 2002 PhD (Epidemiology) 2008 MSc – 2000 BEd – 2006 PhD - 2011 MSc – 2001 Ph.D - 2006 MBBS – 1990 MD - 1993
Dr. Nehmat El Banna EP. Ziad El Banna
MBBS – 2000 MS CP - 2012
Annamalai University, India Kerala University, India National Cancer Institute, USA Tampere University, Finland
Assistant Director Statistical Support Facility and Professor of Biostatistics
Mangalore University, India Bharatiya Shiksha Parishad, India Osmaniya University, India Bharathiar University, India University of Madras, India
Assistant Professor in Cytogenetics & Molecular Biology Assistant Professor of Toxicology Lecturer, Dept. of Pathology Graduate Program Coordinator and Demonstrator
Gujarat University, India The Lebanese University, Lebanon Gulf Medical University, UAE
Centre for Advanced Biomedical Research & Innovation (CABRI) Name
Qualifications
Conferring University
Designation
Prof. Palat Krishna Menon
MBBS – 1981 MD – 1989 PhD - 1996
University of Pune, India University of Pune, India Rajiv Gandhi University of Health Sciences, India
Director CABRI & Professor of Research
Dr. Tatjana Ille
MD – 1993 MSc – 1995 PhD - 1999
University of Belgrade, Serbia
Professor of Statistics
MBBS – 2000 MD - 2008
Utkal University, India University of Mumbai, India
Technical Scientist CABRI & Adjunct Lecturer
Qualifications
Conferring University
Designation
BA – 1991 MA - 2009
IOWA State University, USA IOWA State University, USA
Adjunct Instructor
Qualifications
Conferring University
Designation
MSc (Software Engineering) - 2010
Sathyabama University, India
Adjunct Lecturer
Qualifications
Conferring University
Designation
BSc – 1988 MSc – 1990 PhD - 1997
Mahatma Gandhi University, India University of Kerala, India University of Kerala, India
Adjunct Lecturer
Dr. Monalisa Panda
General Education Faculty English Language Name Mr. Clint Freeman
Information Technology Name Mr. Suraj Kochuthoppil Sebastian
Physics Name Dr. Meena Varma V K
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Mathematics Name Ms. Rejitha Biju
Qualifications
Conferring University
Designation
BSc – 2001 MSc – 2003 BEd - 2004
Mahatma Gandhi University, India
Adjunct Instructor
Qualifications
Conferring University
Designation
MPhil – 2006 PhD - 2011
Bharathiar University, India Mother Teresa Women’s University, India
Adjunct Assistant Professor
Qualifications
Conferring University
Designation
Behavioral Science Name Dr. Radhika Taroor
Human Behavior & Socialization Name Ms. Avula Kameswari
BA – 1996 MA – 1998 BEd - 2007
Nagarjuna University, India
Adjunct Instructor
Islamic Studies Name
Dr. Ahmed Sebihi
Qualifications Bachelor in Theology – 1992 MA – 2008 PhD - 2011
MBBS Student Handbook (AY 2013 – 2014)
Conferring University Amir Abd Al-Qadir University, Algeria Universiti Sains Malaysia, Malaysia
Designation Adjunct Instructor
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List of Faculty – Mafraq Hospital Department: Obstetrics & Gynecology No. 1 2 3 4 5 6 7 8
Name Dr. Mini Ravi Dr. Karim Medhat Elmasry Dr. Farha Dr. Shabnam Faheem Ahamed Dr. Zakiya Dr. Mercy Beljouri Dr. Deepti Kansal Dr. Soumya Srivastava
Title Consultant Consultant Consultant Specialist Specialist Specialist Specialist Specialist
Department: Pediatrics 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Dr. Ali Memon Dr. Waseem Fathalla Dr. Asma Deeb Dr. Faisal Ezzeddin Dr. Fathima Hashem ibrahim Dr. Khaled Zameel Dr. Laila Obaid Qambar Obaid Dr. Saggaff Al Saggaff Dr. Anwar Wajdi Sallam Dr. Wafa Naji Jaber Dr. Mohamed Yasser Abd El Dr. Amer Mehmood Khan Dr. Shahid Rashid Dr. Sajeev Vengalath Dr. Ahmad Abdel Aziz Dr. Khaled Mohammed Al Baiti Dr. Salwa Adam Dr. Dina Ahmed Saleh Dr. Nishar Ahmed Bathoolunnisa
Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist Manager of Dietetics
Department: Internal Medicine 28 29 30 31 32 33 34 35 36 37
Dr. Ahmed Osman Shatila Dr. Ahmed Mohsin Ibn Mahfoudh Dr. Udugama Ajit Goonetileke Dr. Amine Rekab Dr. Ashraf Mohd El Ghul Dr. Baher al Homsi Dr. Mahamad Tarek Bakri Dr. Nahlla Dolly Dr. Aladdin Maarroui Dr. Aref Ahmad Chehal
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Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant 213 | P a g e
38 39 40 41 42 43 44 45 46 47 48 49 50 51
Dr. Babar Navid Hassan Dr. Thar El Baage Dr. Iman Aboobacker Dr. Mike Muhannad Bismar Dr. Mustafa Al Maini Dr. Shobhit Sinha Dr. Samer Muhammad Nuhaily Dr. Sarah Hussain Khan Dr. Shakkir Hussain Dr. Ahmed Shahat Saber Shehata Dr. Farooq Ahmad Mir Dr. P. C. Sudhir Kumar Dr. Lidia Sanchez-Riera Dr. Syed Yousef Abbas
Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Specialist Specialist Specialist Specialist Specialist Physician Medical Practitioner
Department: Surgery 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72
Dr. Abdul Karim Al Fahim Dr. Yasir Ali Ahmed Suliman Dr. Ateq Mohsen Dr. Abdul Nasser Hachem Dr. Hanaa Madani Dr. Rashid Al Shaeel Dr. Seliman Gebran Dr. Bader Abdullah Al Hashmi Dr. Michael Stephen Ajemian Dr. Fawzi Al Ayoubi Dr. Nahed Ahmed Balalaa Dr. Mohd. Rahmatulla Korambayil Dr. Nijamuddin Syed Dr. Raj Kumar Manickam Dr. Shakkir Hussain Dr. Mohd Husin Al Fahil Dr. Amin Mohamed El Helw Dr. Ziayazan sabbah Dr. Abdul Nasser Koroth Dr. Farook Bacha Dr. Heyssam Gibboui
Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist
Department: PHC 73 74 75 76 77 78
Dr. Bassam Khaled Dr. Khulood Obaid Dr. Medhat Sayed Dr. Raiham Mohamed Yousef Dr. George Cherian Dr. Habib Khan
MBBS Student Handbook (AY 2013 – 2014)
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79 80 81 82 83 84 85 86 87 88 89 90 91 92
Dr. Inshirah Awadh Dr. Javed Memon Dr. Khalid Hassan Dr. Mohammed Elyas Dr. Mona Mohammed Dr. Najla Mohd. Dr. Saly Phillip Dr. Shirley Lewis Dr. Sumaya Abdel Moneim Dr. Tauheed Najmul Qamar Dr. Amani Ramses Dr. Elsayeda Khafagy Dr. Fatima Al Mahmood Dr. Gamal Sulaiman
Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner Medical Practitioner
Department: Psychiatry 93 94 95 96 97 98 99 100 101 102 103
Dr. Abdulnaser Arida Dr. Hassan Said Ahmed Dr. Mohamad Al Garhy Dr. Tarek Shahrour Dr. Alaa Ibrahim Haweel Dr. Ahmad Almai Dr. Gamal Mousa Dr. Adel El Shiekh Dr. Medhat El Sabbahi Dr. Mufeed M.S. Raoof Dr. Ahmad El Boraie
Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Consultant Specialist Specialist
Department: Ophthalmology 104 105 106
Dr. Khaled Abuhaleeqa Dr. Ramzi Ghanem Dr. Rani Jacob
Consultant Consultant Specialist
Department: ENT 107 108 109 110 111
Dr. Mondy Hammad Dr. Amin Al-Menhaly Dr. Hilal Omar Dr. Sanooj Sayed Dr. Zafeer Ahmed
Consultant Consultant Specialist Specialist Specialist
Department: Accident & Emergency 112 113 114
Dr. Jehad Awad Dr. Biniam Tesfayohannes Dr. Jamal Saadah
MBBS Student Handbook (AY 2013 – 2014)
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List of Faculty – Umm Al Quwain Hospital Department: Anesthesia – ICU Name
Degree
MOH Designation
GMU Rank
Consultant-Head of Department Professor Consultant – Associate Professor Consultant – Professor
Adjunct Clinical Asst. Professor Adjunct Clinical Asst. Professor
MD 1994
Specialist
Adjunct Clinical Lecturer
Dr. Mohamad Galal Gheith
MSc (Anes) 1996
Specialist
Adjunct Clinical Lecturer
Dr. Mohammed Abdulla Mohamed Elsayed
MSc (Anes) 1995
Specialist
Adjunct Clinical Lecturer
Dr. Ghassan Nouri Awad
MD (Anes)
Specialist
Adjunct Clinical Lecturer
Dr. Osama Ahmed Zayed Dr. Ahmed Abdel Wahab Hassanien Dr. Obey Mohammed El Hasan Shaker
MD (Anes) MD (Anes) 1989 MD (Anes) 1991
Dr. Iffat Haque Kadri
Director Clerkship & HOD Anesthesia
Department: Internal Medicine Dr. Mohammed Taisser Almasry
MRCP (1) 1987
Dr. Salah Eldin Taha Elebidi
MD Cardiology 1988
Dr. Mustafa Sayed Abdul Aziz Dr. Hassan Ahmed Hassane
MD 2001
Consultant – Head of Department (teaching skill) Consultant (teaching skill) Consultant – Associate Professor
Adjunct Clinical Asst. Professor Adjunct Clinical Asst. Professor Adjunct Clinical Asst. Professor Adjunct Clinical Asst. Professor
MRCP
Consultant
Dr. Jafar Sadik Mahdi
Arab Board
Consultant (teaching skill)
Adjunct Clinical Lecturer
Dr. Mohammed Abdul Maksood Mansor
Diploma Medicine 1996
Specialist
Adjunct Clinical Lecturer
Dr. Akram Yousef Alkhaldi
MBBS
GP
Adjunct Clinical Tutor
Dr. Mohammed Islam
MBBS
GP
Adjunct Clinical Tutor
MBBS Student Handbook (AY 2013 – 2014)
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Department: Nephrology MD 2000
Consultant – Head of Department – Associate Professor
Adjunct Clinical Asst. Professor
MSc, MRCP
Specialist
Adjunct Clinical Lecturer
FRCS
Consultant-Head of Department-Associate Professor
Adjunct Clinical Assoc. Professor
Dr. Mohammad Magdy Zakaria
MD (ENT)
Consultant-Head of Department-Professor
Dr. Akram Awad Metwally
MD (ENT)
Consultant - Lecturer
Dr. Medhat Ali Ahmed Aref Dr. Hosam Mohammed Abdullah Abdellatif
Department: Ophthalmology Dr. Haifa Abdulghani Nassief
Department: ENT
Dr. Syed Zubair Ahmed Hashmi
Adjunct Clinical Assoc. Professor Adjunct Clinical Asst. Professor
Specialist
Department: PHC Dr. Mustafa Taha El Shabrawy Dr. Sameh Mohamed Abdel Satar Abu El Khair
MBBS Student Handbook (AY 2013 – 2014)
GP - Head of Department
Adjunct Clinical Tutor
GP
Adjunct Clinical Tutor
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List of Faculty – Sheikh Khalifa Bin Zayed Hospital Medical Department Name Dr. Fadhil Al Douri Dr. Fadil H. K. Alazawi
Dr. Ismail Al Bagdadi
Dr. Medhat Mukhtar Dr. Rhamadan AlSaeed Dr. Ayman Abdel Moti Younes
Degree MB,Ch.B, MRCP (UK) 1979, FRCP (London) 1991 Iraqi Board MRCP (UK) MBChB, MBBD, MD 1998, Cardiology Romania MBBS, MSc Medicine 1989 MRCP Part I (2005), Dip Emerg. Med 2004 MBBS 2004
MOH Designation
GMU Rank
Consultant A, HOD
Director, Clerkship & H O D Medicine Adjunct Clinical Asst. Professor
Consultant B
Consultant B
Specialist A
Adjunct Clinical Asst. Professor Adjunct Clinical Lecturer
GP Clinical Tutor GP
Clinical Tutor
Consultant A & H. O. D
Adjunct Clinical Assoc. Professor
Consultant A
Adjunct Clinical Asst. Professor
Consultant A
Adjunct Clinical Asst. Professor
FICMS - 1994
Specialist A
Adjunct Clinical Lecturer
MS Ortho 2000
Specialist A
Adjunct Clinical Lecturer
Specialist A
Adjunct Clinical Lecturer
Specialist B
Adjunct Clinical Tutor
GP
Adjunct Clinical Tutor
Orthopedics Department Dr. Waguih El Sissi
Dr. Mohamed Fahmy
Dr. Magdy Helmy Ibrahim Aly Elbaroudy Dr. Raad Abdulla Salman Dr. Karim Mohd Saied Dr. Vinith Zachariah John Dr. Emad Aziz Tawfik Dr. Ramadan K. R Arafa
MD, Ortho 1980 MBBS, MSc Ortho 1987, FRCS-1996 MBBCh, MS ortho 1987, FRCS 2000
MBBS, DNB & MCH (Orth) Masters (Orth) 2007 MBBS 2002
MBBS Student Handbook (AY 2013 – 2014)
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Pediatrics Department Dr. Nadim Ahmed Khan Dr. Mohamed Ziad Al Zawahry Dr. Raef Jamal Dr. Khalid Ibrahim Al Awadhi Dr. Mohammad Habbal
Diplomate ABP 1995 MSc (Ped) 1986, MD (Ped) 1997 Masters (Ped) 1987 Dip. (Ped) 1992
Consultant A & H. O. D.
Adjunct Clinical Asst. Professor
Consultant B
Adjunct Clinical Asst. Professor
Specialist B
Adjunct Clinical Lecturer
Specialist B
Adjunct Clinical Lecturer
GP
Adjunct Clinical Tutor
Consultant A & H.O.D
Adjunct Clinical Asst. Professor Adjunct Clinical Asst. Professor Adjunct Clinical Asst. Professor
MBBS
Surgical Department Dr. Abdul Moti Younes Dr. Abdel Khaleq Yousef Dr. Hesham Abdul Moniem Dr. Abdel Aal Qassim Dr. Sabah Kaddouri
Dr. Mohammed Redha
Dr. Zaher Abdel Muttalaf Dr. Eltegani Elmasaad Eltayeib
MD – 1977, FRCS - 1977 FRCS 1987 MSc, MD (Surg) - 1997
Consultant A Consultant A
FICS 2002 Polish Board (Surg), FMAS 2010 Iraq Board 2001, European Board of Urology (FEBU) 2005, FRCS Iraqi Board 2005 MRCS 2011
Specialist A
Adjunct Clinical Lecturer
Specialist A
Adjunct Clinical Lecturer
Specialist B
Adjunct Clinical Lecturer
Specialist B
Adjunct Clinical Lecturer
GP
Adjunct clinical Tutor
Dermatology Department Dr. Haythem A.G Musa Dr. Shifa Al-Halabi
MBBS Student Handbook (AY 2013 – 2014)
PhD, 1985
Consultant A & HOD
MSc. Derma
Specialist B
Adjunct Clinical Lecturer Adjunct Clinical Lecturer
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Emergency Department Dr. Abdel Karim Mahmoud Helmy Dr. Raeed Al Safadi Dr. Ahmed Abou Saada
MD Int Med MBBS 2000 MSc (Orth)
Consultant A & HOD GP GP
Dr. Ahamed Ali Mohamed
GP
Dr. Ahmed Abdel Halim
GP
Dr. Wael Jalal Al Sayed El Bahtiti
GP
Adjunct Clinical Asst. Professor Adjunct Clinical Tutor Adjunct Clinical Tutor
PHC Dr. Sana Hassoun Dr. Lujain M Alhiti
Specialist A Specialist
Adjunct Clinical Lecturer Adjunct Clinical Lecturer
Specialist A
Adjunct Clinical Tutor
MBBS 2001
GP
Adjunct Clinical Tutor
Dr. Rawdah AL Safadi
MBChB 1989
GP
Adjunct Clinical Tutor
Suzan Refaat Hassan
MSc (Pedia)
GP
Adjunct Clinical Tutor
MBChB
GP
Adjunct Clinical Tutor
Dr. Iman Ahmed Ismail Dr. Eihab Abdelrahman Saleh
Dr. Wathib Abdulsamad Hameed
MD (Pedia) 1985 MBChB DRCOG 2002, MRCP 2004
MBBS Student Handbook (AY 2013 – 2014)
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