Handbook MBBS 2013 2014
Handbook MBBS 2013 2014
Handbook MBBS 2013 2014
STUDENT
HANDBOOK
A Y 2013 - 2014
COLLEGE OF MEDICINE
INTEGRATED MBBS PROGRAM
www.gmu.ac.ae
C O N T E N TS
Introduction
10
11
12
13
1.0
Academic Calendar
15
2.0
18
3.0
20
4.0
The Campus
22
5.0
Location Map
24
6.0
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
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
7.4
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
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
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
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
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10.0
11.0
75
Academic Policies
12.1
12.2
12.3
12.4
12.5
13.0
Vision
Mission
Clinical Departments & Services
10.3.1 Dos
10.3.2 Donts
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
85
13.1
13.2
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13.2.3
13.2.4
13.2.5
13.2.6
14.0
95
Goals
Intended Program Learning Outcomes
MBBS Program Structure
Plan of Study
Course Descriptions
Clinical Training Sites
Course Outline
Typical Week
PBL Week
180
15.0
193
16.0
202
17.0
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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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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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. GMUs
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.
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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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Day
Events
Jul 31
Tue
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
Nov 4
Mon
Nov 5 - 6
Tue &
Wed
Dec 2
Mon
Dec 22
Jan 2
Sun Thu
Dec 28
Sat
2014
Jan 1
Wed
Jan 4
Sat
Jan 5
Sun
Jan 6
Mon
Jan 9
Thu
Jan 13
Mon
Feb 2
Feb 9
Sun
Sun
Feb 10
Mon
Feb 16
Sun
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SPRING SEMESTER
Feb 23
Sun
Mar 20
Thu
Mar 21
Fri
Mar 22
Sat
Mar 30 Apr 10
Sun Thu
Spring Semester Break for the I, II, III Year MBBS Students
May 26
Mon
Jun 16
Mon
Jun 22
Sun
Jun 29
Sun
Jun 28
Sat
Jun 30
Mon
Jul 6
Sun
Jul 13
Sun
Jul 20
Sun
Jul 27 Aug 31
Sat
* 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 Universitys 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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Program
September 2004
July 2010
July 2010
July 2010
10
11
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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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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UNDERGRADUATE
ADMISSION
POLICIES & PROCEDURES
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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.
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.
On admission, the student shall submit a copy of the individuals birth certificate or
proof of age, the applicants 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:
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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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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 Provosts 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;
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
Counselors 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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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.
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Refer to Section 11.13 under Financial Aid and Scholarships in this document for further
details.
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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 students 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 wards progress.
The records policy shall be published in the student handbook for information. The
Office of the Dean Admissions & Registers shall maintain the students permanent
academic record and requests to view the individuals 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 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.
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 students parent.
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Name
Tel.No: 06 7431333
Hostel :
Ext. 317
Ext. 384
Ext. 211
Cultural Activities:
Ext. 240
Library:
Ext. 316
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:
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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
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.
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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, oneday stay of non-residents (current GMU
student/ GMU students 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 wards room only on
the first day of the University or on emergency situation upon approval.
7.
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.
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10.
11.
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
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.
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Following actions are taken for those who break the rules of the hostel
i.
ii.
iii.
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.
_________________
Students Signature
______________________
Parents Signature:
_________
Date:
Associate Dean,
Student Affairs
Mr. Subish
Mrs. Daisy
Thomas
Mrs. Zubaida
Manager, General
Services
Warden, GMU Ajman
Girls Hostel
Warden, GMU Ajman
New Girls Hostel
Mobile: 050-7276958
Tel: 06-7464881
Mobile: 050-5103981
Tel: 06-7496255
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 Deans office and replacement card can be
obtained after payment of AED 25.
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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.
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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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.
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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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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.
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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:
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STUDENTS RIGHTS
& RESPONSIBILITIES
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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.
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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UNIVERSITY RESOURCES
AND SERVICES
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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.
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10.3.1 Dos
10.3.2 Donts
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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
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STUDENT FINANCE
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Phase I
100,000
51,500
Phase II Year 1
95,000
49,000
Phase II Year 2
95,000
49,000
95,000
49,000
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.
AED 19000
Sharing
AED 13000
Fees
MBBS
AED 2,000
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*
AED 1,500*
Renewal
AED 1,000*
*- Subject to revision
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Graduation Fee
1,000
Online Examination
150
100
100
100
Damage to locker
100
30
25
25
25
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
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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 Universitys 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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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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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 Deans 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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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
evaluators 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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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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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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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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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.
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COLLEGE OF MEDICINE
(CoM)
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Domain
LO1
Medical
Knowledge
LO2
LO3
Research and
Analytical Skills
LO4
LO5
LO6
LO7
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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
P
Urinary System B
L
Year 2
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
P
B
L
Respiratory
System
Blood &
Immune System
Integumentary
System
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Year
6
FALL SEMESTER
Semester
Course
Duration
ORIENTATION
Sep 4 , 2013
SPRING SEMESTER
Weeks
Sep 5 , 2013
1-3
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
46
Course
Duration
ORIENTATION
Sep 8, 2013
MED 202
(Blood and Immune System)
FALL SEMESTER
EID HOLIDAYS
MED 202
(Blood and Immune System)
MED 203
(Cardiovascular System)
FALL SEMESTER BREAK
SPRING SEMESTER
Weeks
1-5
6
7
8 - 15
16 - 17
18
19 - 22
MED 204
(Respiratory System)
23 - 28
MED 212
(Research Methodology)
29
30 - 31
32
33 - 40
41 - 44
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45
46
Course
Duration
Weeks
MED 210
(Endocrine System and Mammary
Gland)
1-5
FALL SEMESTER
EID HOLIDAYS
(MED 207)
(Reproductive System)
MED 211 & 212
(Clinical Block III & Research
Methodology)
FALL SEMESTER BREAK
SEMESTER V EXAMINATION
6
7 - 13
14 - 15
16 - 17
18
MED 208
(Nervous System)
19 - 27
28 - 29
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
30 - 31
32 - 38
39 - 40
41
42
43 - 44
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46
FALL SEMESTER
Semester
Course
Duration
ORIENTATION
Sep 4 - 5, 2013
MED 301
(Integumentary System)
MED 302
(Blood and Immune System)
EID HOLIDAYS
MED 302
(Blood and Immune System)
MED 304
(Respiratory System)
MED 303
(Cardiovascular System)
SPRING SEMESTER
Week
Jan 4, 2014
MED 305
(Alimentary System)
MED 306
(Urinary System)
MED 310
(Endocrine System)
(MED 307)
(Reproductive System)
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
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45
46
SPRING SEMESTER
FALL SEMESTER
Semester
Course
Duration
ORIENTATION
Sep 4 - 5, 2013
Clinical Posting 1
1-8
Clinical Posting 2
9 - 16
SEMESTER IX EXAMINATION
Clinical Posting 3
17- 24
Clinical Posting 4
25 - 32
Clinical Posting 5
33 - 40
STUDY LEAVE
41
SEMESTER X EXAMINATION
42
STUDY LEAVE
43 - 44
45
ANNOUNCEMENT OF RESULTS
46
Week
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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.
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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)
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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
students 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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Phase - I Courses
Title
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:
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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Attitude
Students should be able to demonstrate:
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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
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.
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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 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:
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Study plan
Duration
(Week)
Theme
Week 1
Introduction to Behavioral
Sciences
Week 2
Week 3
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
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 DSouza
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:
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2. Molecules:
3. Genes:
Skills
On successful completion of the course, a student should be able to:
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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 individuals 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:
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
Genes
Molecules
Genes
Molecules
5
Genes
Genes
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Title
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 the basis for understanding the clinical correlation of organs or tissues
involved and the structural basis of the disease process.
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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
Weeks 4
Organs I
Week 5
Organs - II
Week 6
Organs - III
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Title
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:
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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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:
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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
Formation of Diaphragm;
Placenta and membranes;
Prenatal testing;
Amniotic fluid and umbilical
cord
Embryonic period;
Week 2
Topics
LIFE CYCLE;
Teratogenecity;
common
congenital
malformations from drugs; high risk periods in
pregnancy
Week 4
Pathological aspects in
ageing
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Title
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.
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.
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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:
Attitudes
By the end of the course students should be able to:
Study Plan
Duration
(Week)
Theme (s)
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
Nutritional
requirements
in
childhood,
adolescence, pregnancy, lactation, occupational
groups, athletes and in old age. Nutritional
anemias, nutrition and cancer.
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Bioenergetics, Carbohydrate
and Intermediary metabolism
Metabolism of Heme,
Purines, Pyrimidines and
associated disorders
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of
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
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:
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Knowledge
By the end of the course students will be able to:
Understand the control systems of the body that help to meet the demands of
physiologic stress in the environment
Skills
By the end of the course students will be able to:
Identify the prototypical morphologic changes at the gross and microscopic level
in tissues injured due to environmental insults
Attitudes
By the end of the course students will be aware of:
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Study Plan
Duration
(Week)
Theme
Subthemes
Topics
1.1 Environmental
determinants of health
2-3
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
8-9
3. Host response to
environmental stimuli
4. Environment and
disease
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
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:
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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.
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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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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
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
Circulation
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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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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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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:
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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.
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.
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, Barretts
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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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.
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 patients problem and pay attention with compassion.
Understand how end-stage renal disease affects the quality of a patients life and its
effect on the individual and the family.
Study Plan
Theme 1
Theme 2
Theme 3
Theme 4
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Title
Code
Phase / Year
Duration
Chairperson
Members
Participating
Departments
Pre-requisite / s
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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Skills: By the end of the course the student will be able to:
Study Plan
Theme 1
Theme 2
Theme 3
Theme 4
Theme 5
Theme 6
Theme 7
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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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Skills: At the end of the course the student will be able to:
Attitudes: At the end of the course the student will be able to demonstrate awareness of:
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Study Plan
Theme 1
Disorders of Development
Theme 2
Inflammatory Disorders
Theme 3
Male Infertility
Theme 4
Vascular Disorders
Theme 5
Theme 6
Theme 7
Disorders of Development
Theme 8
Menstrual Disorders
Theme 9
Theme 10
Theme 11
Theme 12
Pregnancy
Theme 13
Theme 14
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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:
Attitudes: At the end of this course the student will be able to:
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Study Plan
Theme 1
Theme 2
Theme 3
Theme 4
Theme 5-6
Theme 7
PBL Meningitis
Theme 8
Behavioral disorders
Theme 9
Theme 10
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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:
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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:
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
Theme 2
Defects of Metabolism
Theme 3
Theme 4
Theme 5
Theme 6
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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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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:
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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 patients 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:
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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
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)
166 | P a g e
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 patients 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:
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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
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.
168 | P a g e
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:
Skills:
169 | P a g e
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 patients rights for
confidentiality of Information
170 | P a g e
Title
Code
Phase / Year
Duration
Chairperson
Clerkship Coordinator
Members
Participating Departments
Pre-requisite / s
Co-requisites / s
Post-requisites / s
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:
171 | P a g e
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 & Bishops score (cervical assessment)
Attitudinal Outcomes:
By the end of the Gynecology clerkship the student should have achieved cognitive
proficiency in:
Knowledge:
Skills:
172 | P a g e
Attitude:
173 | P a g e
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 DSouza
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:
174 | P a g e
175 | P a g e
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
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
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:
176 | P a g e
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
SDL / CAL /
Practical
Batch A / B
CBL Resource
Session / SDL /
CAL / Practical
CBL Part II /
SDL / CAL /
Practical
Batch A / B
S: Seminar
CA: Continuous Assessment
177 | P a g e
Sunday
* 8.00 am 01.00 pm
01.30 - 3.00 pm
3.00 4.00 pm
Case Based
Learning (CBL)
Expert Forum
Monday
01.00
01.30 pm
Tuesday
Ward Round & Clinics
Wednesday
Thursday
B
R
E
A
Grand Rounds
Lecture /
Multidisciplinary
Seminar
Lecture /
Multidisciplinary
Seminar
Note:
* Reporting time depends on Clinical Site requirements
Journal Club meeting 1st Sunday of the month
Clinical Society meeting every 3rd Sunday of the month
Grand Rounds scheduled every 3rd Wednesday & 4th Tuesday of the month
Theory
9.00 am to
12.00 pm
12.00 pm
01.30 pm
Day
* 8.00 am 09.00 am
Sunday
Morning Reporting
Monday
Grand Rounds
Tuesday
Morning Reporting
Wednesday
Morning Reporting
Thursday
Morning Reporting
Ward rounds
/ Clinics
01.30 3.00 pm
3.00
4.00 pm
SGL
Tutorial
178 | P a g e
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
PBL Part II
Batches
A&B
PBL: Problem Based Learning
MEQ: Modifies Essay Questions
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
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
179 | P a g e
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.
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
180 | P a g e
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.
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.
181 | P a g e
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.
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.
182 | P a g e
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.
183 | P a g e
Reference Books:
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.
184 | P a g e
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
185 | P a g e
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. Parks 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.
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.
186 | P a g e
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.
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.
187 | P a g e
Physiology.
7th
ed.
Mosby;
2006.
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.
188 | P a g e
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. Parks Text Book of Preventive and Social Medicine. 19th ed. BanarsidasBhanot
Publishers; 2007. ISBN 8190128280.
Moore Keith L, Dalley Arthur F, Agur Anne M.R. Clinically Oriented Anatomy. 6th ed.
Lippincott Williams & Wilkins; 2009. ISBN-13: 978-0781775250.
189 | P a g e
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.
Reference Books:
Gardner David G, Shoback Dolores. Greenspans Basic and Clinical Endocrinology. 9th
ed. McGraw-Hill Medical; 2011. ISBN-13: 978-0071622431.
190 | P a g e
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. Browses
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.Dass 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.
191 | P a g e
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.
192 | P a g e
Letter Grade
Excellent
> = 86
Good
76-85
Pass
65-75
Fail
< 65
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)
193 | P a g e
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.
194 | P a g e
Eligibility for appearing in the Professional examination for Phase I require that the student
fulfills the following criteria:
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
195 | P a g e
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
Contributory Marks
30
30
30
30
20
10
10
160
196 | P a g e
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:
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
Practical
Examination
Integrated among
courses
Composition
Duration
Mode
4 hrs.
Online
3 hrs.
Paper-andpencil
Face-to-face
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.
197 | P a g e
Eligibility for appearing in the Professional examination for Phase II requires that the
student fulfill the following criteria:
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
198 | P a g e
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
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
199 | P a g e
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
4 hrs.
Online
Theory Paper II
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:
200 | P a g e
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
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
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
201 | P a g e
Name
Max.
Mark
Marks
Obtained
Percentage
2012M046
400
365
91
2012M002
400
353
88
2012M016
400
352
88
Max.
Mark
Marks
Obtained
Percentage
Name
2010M025
800
737
92
2010M029
800
719
90
2010M026
800
706
88
Max.
Mark
Marks
Obtained
Percentage
Name
2008M010
1000
895
90
2008M007
1000
841
84
2008M003
1000
830
83
202 | P a g e
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
Prof. R. Chandramouli
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
MBBS - 1984
MD - 1992
MBBS - 1992
MD - 1999
Conferring University
Designation
Professor, Department of
Physiology
Professor of Pharmacology
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
203 | P a g e
MSc. 1994
PhD - 1998
B. Pharm 1997
M. Pharm 1999
PhD - 2006
Associate Professor,
Department of Biochemistry
Associate Professor of
Pharmacology
MBChB - 1995
MSc. - 1999
PhD - 2005
MBBS 1995
MD - 2002
MSc. 1986
PhD - 2006
Assistant Professor,
Department of Biochemistry
MBBS 1999
MD 2005
DNB - 2005
Assistant Professor,
Department of Physiology
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
MSc 1986
MPhil - 1989
MBBS 2003
MD - 2008
BSc 1996
MSc - 1999
MBBS 2003
MD - 2008
Assistant Professor of
Microbiology
Assistant Professor,
Department of Microbiology
Assistant Professor of
Pathology
Assistant Professor of
Anatomy
Assistant Professor of
Anatomy
Assistant Professor of
Physiology
University of Dhaka,
Bangladesh
Lecturer, Department of
Pathology
Lecturer, Department of
Physiology
Lecturer, Department of
Pathology
Lecturer in Anatomy
Lecturer in Pharmacology
204 | P a g e
MBBS 2006
Dr. Liju Susan Mathew
MS - 2010
Lecturer, Department of
Anatomy
BSc 1985
MSc - 1988
Lecturer, Department of
Microbiology
MBBS 2005
MS (Ortho) - 2006
MBBS 1996
DCP - 2000
Demonstrator, Department
of Pathology
MBChB - 2000
Demonstrator, Department
of Anatomy
MBBS 2006
Masters in General
Pathology - 2010
Demonstrator, Department
of Pathology
MBBS 1995
Diploma in Clinical
Pathology - 2001
MBBS 2011
Demonstrator, Department
of Microbiology and
Coordinator CCE&CO
Demonstrator, Dept. of
Anatomy
MBBS - 2001
Simulation Instructor
Clinical Tutor
Clinical Tutor
Dr. Nishida
Chandrasekharan
MBBS 2007
Dr. Zannatul Ferdous
MPH 2010
Dr. Farhat Fatima
MBBS 2007
MBBS 2007
MBBS 2011
Clinical Tutor
Clinical Tutor
205 | P a g e
Qualifications
Conferring University
Designation
MBBS - 1974
MD - 1978
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
MBBS 2002
MD 2007
MRCP - 2011
Name
Qualifications
Conferring University
Designation
M.B.B.Ch 1995
Diploma in Internal
Medicine 1999
MSc - 2004
MRCP - 2009
MBBS 1995
MSc 2003
Clinical Lecturer
Qualifications
Conferring University
Designation
MD 1987
PhD - 1995
M.B.B.Ch 1999
MSc 2005
MD - 2008
Qualifications
Conferring University
Designation
MBBS 1986
MD 1997
Diploma in
Dermatology
2004
Clinical Lecturer
Cardiology
Neurology
Name
Dr. Adnan Jalkhi
Dermatology
Name
Prof. Irene Nirmala
Thomas
206 | P a g e
M.B.B.Ch - 1992
FICMS - 2005
Al-Mustanseriah University,
Iraq
Iraqi Commission for Medical
Specialization
Psychiatry
Name
Qualifications
Conferring University
Designation
MBChB - 1984
FICMS - 1999
(Psychiatry)
Qualifications
Conferring University
Designation
MBChB - 1974
FRCS - 1983
MBBS - 1987
MS - 1990
FRCS - 2001
General Surgery
Name
MBBS 1984
MS 1997
MRCS - 2010
MBChB - 1996
FICMS 2004
CABS 2004
MRCS - 2008
Clinical Associate
Professor
Clinical Lecturer
MBBCh 2001
MSc 2005
Clinical Lecturer
Name
Qualifications
Conferring University
Designation
MBChB - 1972
FRCS 1984
MBBS - 1993
MS 1999
DNB - 1999
MNAMS - 2004
Orthopedics
Clinical Associate
Professor & Head of
the Department
Clinical Associate
Professor
207 | P a g e
Radiology
Name
Qualifications
Conferring University
Designation
MBBCh - 1988
MSc - 1993
Qualifications
Conferring University
Designation
MBBS 1989
MD - 1998
Clinical Associate
Professor & Head of the
Department
MBBS - 1994
MD - 2001
Clinical Assistant
Professor
Clinical Lecturer
Qualifications
Conferring University
Designation
MBBS 1985
MS 1996
MRCS - 2007
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
Anesthesiology
Name
Dr. Raji Sharma
MBBS 1994
MD - 1999
Urology
Name
Dr. Ihsan Ullah Khan
Otorhinolaryngology
Name
Prof. Tambi Abraham
Cherian
MBBS 1987
DLO 1991
MS - 1994
M.B.B.Ch.B - 1969
MS - 1983
Director Academic
Affairs and Clinical
Professor
Clinical Lecturer
208 | P a g e
Ophthalmology
Name
Qualifications
Conferring University
Designation
MBBCh 1975
MS 1981
Fellowship in Cornea
and Refractive Surgery
1991
MD - 2000
MBBS 1997
Diploma in
Ophthalmology 2001
DNB 2004
FRCS - 2004
Clinical Assistant
Professor
Qualifications
Conferring University
Designation
Clinical Professor
Clinical Assistant
Professor
M.B.Ch.B - 1980
Arab Board for Medical
Specialization
DGO - 1988
MBBS - 1981
MD - 1986
MBBS 1992
MD 2003
DNB - 2004
MBBS 1998
MD - 2002
MBBS 1990
DGO 2003
DNB - 2005
MG University, India
Kerala University, India
National Board of
Examinations , India
MBBS 1997
FCPS - 2005
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
Clinical Assistant
Professor
Clinical Lecturer
Clinical Lecturer
Clinical Tutor
Pediatrics
Name
Prof. Mahmoud Elsayed
Attia Shamseldeen
209 | P a g e
MB.Ch.B 1976
DCH 1983
MRCP 1983
FRCP - 1985
MBBS 1991
MD - 1996
MRCPCH - 2007
MBBS 2001
DCH
DNB - 2009
Clinical Professor
Clinical Professor
Clinical Lecturer
Qualifications
Conferring University
Designation
MBBS 1970
MD - 1979
MNAMS 1981 (Morbid
Anatomy)
MSc 1973
PhD - 1984
MBBS 1977
MD 1983
MBChB 1976
DCM 1985
MSc 1989
PhD - 1998
MBBS - 1977
MD - 1986
M Phil - 1994
MBBS 1984
MD - 1990
MBBS 1989
MS - 1996
Master of Veterinary
Science 1985
PhD 1988
Professor of
Pharmacology
210 | P a g e
Prof. Jayadevan
Sreedharan
MBBS 2000
MS CP - 2012
Assistant Director
Statistical Support
Facility and Professor of
Biostatistics
Assistant Professor in
Cytogenetics &
Molecular Biology
Assistant Professor of
Toxicology
Lecturer, Dept. of
Pathology
Graduate Program
Coordinator and
Demonstrator
Qualifications
Conferring University
Designation
MBBS 1981
MD 1989
PhD - 1996
MD 1993
MSc 1995
PhD - 1999
University of Belgrade,
Serbia
Professor of Statistics
MBBS 2000
MD - 2008
Qualifications
Conferring University
Designation
BA 1991
MA - 2009
Adjunct Instructor
Qualifications
Conferring University
Designation
MSc (Software
Engineering) - 2010
Adjunct Lecturer
Qualifications
Conferring University
Designation
BSc 1988
MSc 1990
PhD - 1997
Adjunct Lecturer
Information Technology
Name
Mr. Suraj Kochuthoppil
Sebastian
Physics
Name
Dr. Meena Varma V K
211 | P a g e
Mathematics
Name
Ms. Rejitha Biju
Qualifications
Conferring University
Designation
BSc 2001
MSc 2003
BEd - 2004
Adjunct Instructor
Qualifications
Conferring University
Designation
MPhil 2006
PhD - 2011
Adjunct Assistant
Professor
Qualifications
Conferring University
Designation
Behavioral Science
Name
Dr. Radhika Taroor
BA 1996
MA 1998
BEd - 2007
Adjunct Instructor
Islamic Studies
Name
Qualifications
Bachelor in Theology
1992
MA 2008
PhD - 2011
Conferring University
Amir Abd Al-Qadir University,
Algeria
Universiti Sains Malaysia,
Malaysia
Designation
Adjunct Instructor
212 | P a g e
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
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Specialist
Specialist
Specialist
Specialist
Specialist
Specialist
Specialist
Specialist
Specialist
Manager of Dietetics
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
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
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
Specialist
Specialist
Specialist
Specialist
Medical Practitioner
Medical Practitioner
214 | P a g e
79
80
81
82
83
84
85
86
87
88
89
90
91
92
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
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Consultant
Specialist
Specialist
Department: Ophthalmology
104
105
106
Consultant
Consultant
Specialist
Department: ENT
107
108
109
110
111
Consultant
Consultant
Specialist
Specialist
Specialist
Consultant
Consultant
Consultant
215 | P a g e
Degree
MOH Designation
GMU Rank
Consultant-Head of
Department Professor
Consultant
Associate Professor
Consultant
Professor
MD 1994
Specialist
Specialist
Specialist
MD (Anes)
Specialist
MD (Anes)
MD (Anes) 1989
MD (Anes) 1991
MD Cardiology
1988
MD 2001
Consultant Head
of Department
(teaching skill)
Consultant (teaching
skill)
Consultant
Associate Professor
MRCP
Consultant
Arab Board
Consultant (teaching
skill)
Diploma
Medicine 1996
Specialist
MBBS
GP
MBBS
GP
216 | P a g e
Department: Nephrology
MD 2000
Consultant Head of
Department
Associate Professor
MSc, MRCP
Specialist
Adjunct Clinical
Lecturer
FRCS
Consultant-Head of
Department-Associate
Professor
MD (ENT)
Consultant-Head of
Department-Professor
MD (ENT)
Consultant - Lecturer
Department: Ophthalmology
Dr. Haifa Abdulghani Nassief
Department: ENT
Specialist
Department: PHC
Dr. Mustafa Taha El Shabrawy
Dr. Sameh Mohamed Abdel Satar Abu El Khair
GP - Head of Department
GP
217 | P a g e
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
Consultant B
Consultant B
Specialist A
GP
Clinical Tutor
GP
Clinical Tutor
Consultant A &
H. O. D
Consultant A
Consultant A
FICMS - 1994
Specialist A
MS Ortho 2000
Specialist A
Specialist A
Specialist B
GP
Orthopedics Department
Dr. Waguih El Sissi
218 | P a g e
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.
Consultant B
Specialist B
Specialist B
GP
Consultant A &
H.O.D
MBBS
Surgical Department
Dr. Abdul Moti Younes
Dr. Abdel Khaleq Yousef
Dr. Hesham Abdul Moniem
Dr. Abdel Aal Qassim
Dr. Sabah Kaddouri
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
Specialist A
Specialist B
Specialist B
GP
Dermatology Department
Dr. Haythem A.G Musa
Dr. Shifa Al-Halabi
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
GP
GP
GP
PHC
Dr. Sana Hassoun
Dr. Lujain M Alhiti
Specialist A
Specialist
Specialist A
MBBS 2001
GP
MBChB 1989
GP
MSc (Pedia)
GP
MBChB
GP
MD (Pedia) 1985
MBChB
DRCOG 2002,
MRCP 2004
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